Format
Individual Presentation
First Presenter's Institution
Wright State University
First Presenter’s Email Address
Kimberly.smith@wright.edu
First Presenter's Brief Biography
Kimberly Farley-Smith is a lecturer of counselor education at Wright State University and trained as a school counselor. She is currently enrolled as doctoral student at the University of Cincinnati studying counselor education. She volunteers on several committees for the Ohio Association of Academic Counseling (OACAC) and Ohio School Counseling Association (OSCA). She also serves on the Foster Parent Advisory committee for Beech Acres Parenting Center and is also a foster parent.
Second Presenter's Institution
Jill Minor
Second Presenter’s Email Address
Jill.minor@wright.edu
Second Presenter's Brief Biography
Jill Minor, Ed.D., LSC, is an assistant professor of counselor education at Wright State University in Ohio. Additionally, she serves as the Director of the School Counseling program. Jill is trained as both a clinical mental health counselor and school counselor. With over 18 years in the field, she is an accomplished school counselor with experience at all levels K-12. Building on clinical and professional experiences, Jill’s research interests have focused on teaching effectiveness in counselor education, crisis planning and response, and career counseling. She is actively involved in advocating for school counselors at local and state levels.
Third Presenter's Institution
Kennesaw State University
Third Presenter's Brief Biography
Neil Duchac, DrPH, Ed.D., Ph.D., NCC, ACS, HS-BCP, CSC, LPC, is an associate professor of social work and human services at Kennesaw State University in Georgia. Additionally, he serves as the Executive Director of the Academy for Inclusive Learning and Social Growth. He received his doctoral degrees in counselor education and supervision, higher education leadership and practice, and public health. Professionally, he is licensed in Georgia as a professional counselor. Additionally, he is a certified school counselor. For the past 25 years, he has worked in the fields of clinical mental health counseling and intellectual and developmental disabilities.
Location
Session Seven
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Heart: Social & Emotional Skills
Relevance
I. "Head": Academic Achievement & Leadership Promoting academic excellence and leadership while narrowing achievement gaps for all children and youth:
Closing achievement disparities and advancing inclusive learning opportunities for every child and adolescent.
II. "Heart": Social & Emotional Skills Nurturing social and emotional competencies and fostering a supportive social environment for all children and youth:
Establishing the bedrock of sustainable school counseling programs as the cornerstone for school counselors' leadership in cultivating equitable initiatives.
The role of transformative school leadership and the indispensable leadership of school counselors in generating sustainable programs, enhancing a positive school climate, and propelling systemic transformation within the educational institution.
Brief Program Description
Forging sustainable school counseling programs is the essential foundation for school counselors leadership in creating equitable programming. Transformative school leadership and transformational school counselors' leadership is crucial in creating sustainable programming, increasing positive school culture, and propelling systemic change in the school. Through an ecological perspective, positive working relationships can be achieved between school leadership and school counselors.
Summary
This proposal outlines a practical and transformative approach to enhancing school counseling programs to create equitable opportunities for all students. It emphasizes the importance of sustainable school counseling programs as the fundamental building block for school counselors' leadership in shaping inclusive and fair educational initiatives. The central theme of this proposal is the crucial role of transformative school leadership and the pivotal leadership of school counselors in establishing sustainable programs, fostering a positive school culture, and driving systemic change within the educational institution.
Evidence
References
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Chi Sigma Iota (CSI). (n.d.). Principles and practices of leadership excellence. Retrieved from https://www.csi-net.org/principles-practices-leadership-excellence
Cinotti, D. (2014). Competing professional identity models in school counseling: A historical perspective and commentary. The Professional Counselor, 22, 417-425. https://doi:10.15241/dc.4.5.417
Cureton, J. L., Davis, H., & Giegerich, V. (2019). Counselor Professional Identity Development: Narratives from a Professional Event. The Journal of Counselor Preparation and Supervision, 12(1). Retrieved from https://repository.wcsu.edu/jcps/vol12/iss1/5
Eissenstat, S. J., & Bohecker, L. (2018). United we stand: Narrative study to aid the counseling profession in developing a coherent identity. Qualitative Report, 23(6), 1314- 1333. https://10.46743/2160-3715/2018.3258
Ewe, E., & Ng, K. M. (2022). Relationships between ecosystemic variables and professional identity of master's counseling students. Journal of Counselor Leadership and Advocacy, 9(2), 142-154. https://doi.org/10.1080/2326716X.2022.2053245
Harrison, M.G. (2022). The professional identity of school counsellors in East and Southeast Asia. Counselling and Psychotherapy Research, 22, 543–547. https://doi.org/10.1002/capr.12546
Harrison, M. G. (2022). The professional identity of school counsellors in East and Southeast Asia. Counselling and Psychotherapy Research, 22(3), 543-547. https://10.1002/capr.12546
Havlik, S. A., Malott, K., Yee, T., DeRosato, M., & Crawford, E. (2019). School Counselor Training in Professional Advocacy: The Role of the Counselor Educator. Journal of Counselor Leadership and Advocacy, 6(1), 71-85. https://10.1080/2326716X.2018.1564710
Heled, E., & Davidovich, N. (2019). The Impact of Academic, Personal, and Professional Attributes on the Occupational Identity of School Counselors in Israel. International Journal of Educational Methodology, 5(4), 513-523. https://10.12973/ijem.5.4.513
Klein, J. L., & Beeson, E. T. (2022). An Exploration of Clinical Mental Health Counselors’ Attitudes Toward Professional Identity and Interprofessionalism. Journal of Mental Health Counseling, 44(1), 68-81. https://10.17744/mehc.44.1.06
Kress, V. E., & Barrio Minton, C. A. (2015). Thomas J. Sweeney: A visionary leader and advocate for the counseling profession. Journal of Counseling & Development, 93(1), 114–118. https://doi.org/10.1002/j.1556-6676.2015.00187.x
Lorelle, S., Atkins, K., & Michel, R. (2021). Enhancing Social Justice and Multicultural Counseling Competence through Cultural Immersion: A Guide for Faculty. The Journal of Counselor Preparation and Supervision, 14(1). Retrieved from https://repository.wcsu.edu/jcps/vol14/iss1/4
Lu, H., & Pillay, Y. (2020). Examining the 2016 CACREP standards: A national survey. The Journal of Counselor Preparation and Supervision, 13(2). https://doi.org/10.7729/42.1418
Morshed, M. M., & Carey, J. (2020). Development of a taxonomy of policy levers to promote high quality school-based counseling. Journal of School-Based Counseling Policy and Evaluation, 2(2), 95–101.
Mullen, P. R., Newhart, S., Haskins, N. H., Shapiro, K., & Cassel, K. (2019). An Examination of School Counselors’ Leadership Self-Efficacy, Programmatic Services, and Social Issue Advocacy. Journal of Counselor Leadership and Advocacy, 6(2), 160- 173. https://10.1080/2326716X.2019.1590253
Ratts, M. J., & Greenleaf, A. T. (2017). Multicultural and Social Justice Counseling Competencies: A Leadership Framework for Professional School Counselors. Professional School Counseling, 21(1b), 1–9. https://www.jstor.org/stable/90023612
Webber, K. E. (2006). Existential therapy: A contemporary approach. VISTAS Online. Retrieved from https://www.counseling.org/resources/library/vistas/vistas06_online- only/Webber.pdf
Woo, H., Lu, J., & Bang, N. (2018). Professional Identity Scale in Counseling (PISC): Revision of factor structure and psychometrics. Journal of Counselor Leadership and Advocacy, 5(2), 137-152. https://doi.org/10.1080/2326716X.2018.1452078
Learning Objective 1
Examine The external factors creating barriers between school leaders and school counselors
Learning Objective 2
Learn How to forge positive relationships to create equitable and sustainable programming
Learning Objective 3
Look At how Transformational school leadership and school counselor leadership increases school culture and systemic change
Keyword Descriptors
school leadership; school counseling; equitable programming; systemic change
Presentation Year
2024
Start Date
3-5-2024 2:15 PM
End Date
3-5-2024 2:45 PM
Recommended Citation
Farley-smith, Kimberly; Minor, Jill; and Duchac, Neil E., "A Revolution in School Counselor-Administration Collaboration" (2024). National Youth Advocacy and Resilience Conference. 68.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2024/2024/68
Included in
Counselor Education Commons, Other Education Commons, Other Educational Administration and Supervision Commons
A Revolution in School Counselor-Administration Collaboration
Session Seven
Forging sustainable school counseling programs is the essential foundation for school counselors leadership in creating equitable programming. Transformative school leadership and transformational school counselors' leadership is crucial in creating sustainable programming, increasing positive school culture, and propelling systemic change in the school. Through an ecological perspective, positive working relationships can be achieved between school leadership and school counselors.