Inducting the transformed school counselor into the profession

Theory Into Practice, Summer, 2002 by C. Marie Jackson, Brent M. Snow, Susan R. Boes, Paul L. Phillips, Rebecca Powell Stanard, Linda C. Painter, Mary Beth Wulff

The Change Process

The integration of new ideas into school counseling programs requires a rethinking of priorities, time, resources, and outcomes (Dahir, 2000). The novice counselor who has gained a sound foundation in program development and knows the mission and the model to be implemented will be prepared to develop new programs with confidence and make the needed transitions in order to implement the new vision for school counseling. As programs are developed, implemented, and evaluated, necessary changes will be identified through effective use of data resulting in support for further development. Program evaluations are ongoing models of change. Yet, novice counselors with the new vision will benefit from additional support and knowledge of the change process.

Awareness of the classic difficulty of change in educational systems can be helpful. For many years, education reform efforts have attempted to change education policy (Crissman, Spires, Pope, & Beal, 2000). Gaining knowledge of the history of the change process in general, and in the field of education specifically, can help new counselors understand resistance to change as normal and prepare them to overcome the expected challenges in transforming the role of the school counselor.

Crissman et al. (2000) reported that most educators agree that a passionate shared vision of what a school can become is an important step toward creating a climate of change. Visioning and community building are necessary skills for the counselor who hopes to implement a new model for school counseling. When a school counselor leads a school and its community in the development of a commitment to a mission of high academic achievement for all students while advocating for the removal of barriers to its attainment, a spirit of unity will evolve. The successful induction of a new counselor and the implementation of a newly transformed program can begin to happen in such a climate. Refreshing these skills of visioning and community building as part of the internship experience in an actual school setting and as professional development for the practicing counselor can facilitate the induction process.

In addition to an understanding of the change process, and a working knowledge of procedures for facilitating change (i.e., visioning, mission-building, needs assessment, program development, and evaluation) novice counselors will benefit from continued encouragement from program professors. Sometimes just the right support for a new counselor consists of being reminded that initiating a good idea, finding others who share the vision, and having persistence to achieve the mission will eventually lead to making a difference.

Continuing Professional Development

After CITs become graduates, TSCI programs continue induction through sustained support and professional development emphasizing the importance of professional identity. Encouraging membership in the various professional organizations during and after training helps establish a strong identity in the profession. Additionally, fostering involvement in professional organizations, while in training and as new counselors, is important. Helping CITs and novice counselors attend and present at professional meetings, and working cooperatively with students to conduct research and publish is often a part of the induction processes of many doctoral programs (Boes, Ullery, Millner, & Cobia, 1999). It is likewise important at the master's level for transformed school counselors. Further emphasis must be placed on providing seminars, retreats, and other staff development opportunities for administrators, teachers, and counselors already on the job, including the novice counselors.