Journal of Professional Counseling: Practice, Theory &

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Promoting the Role of the School Counselor

Chris Wilder

To cite this article: Chris Wilder (2019): Promoting the Role of the School Counselor, Journal of
Professional Counseling: Practice, Theory & Research, DOI: 10.1080/15566382.2019.1646085

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JOURNAL OF PROFESSIONAL COUNSELING: PRACTICE, THEORY & RESEARCH
https://doi.org/10.1080/15566382.2019.1646085

Promoting the Role of the School Counselor

Chris Wilder
Tarleton State University, Stephenville, TX, USA

ABSTRACT ARTICLE HISTORY

Professional school counselors (PSCs) continue to Received 19 May 2019
experience challenges in implementing comprehen- Accepted 01 July 2019
sive school counseling programs. This article reviews KEYWORDS
the pertinent literature for recommendations on best School counselors;
practices PSCs can use to advocate for their profes- principals; advocacy;
sional role as leaders, advocates, and change agents. comprehensive school
counseling program

Professional school counselors (PSCs) have a demonstrated history of respon-

sive interventions to a myriad of social issues (Dollarhide & Saginak, 2008;
Gysbers, 2001; Gysbers & Henderson, 2001), including industrialization, sub-
stance abuse, mental health, and family and school violence. Coy (1999)
identified gangs, suicide, divorce, pregnancy, poverty, and homelessness to
the growing list of concerns that affect student achievement. Today, PSCs
address the additional concerns of marginalized students including immi-
grants (Hoffman, Podikunju-Hussain, & Fry, 2018); lesbian, gay, bisexual,
transgender, and questioning youth, (Byrd & Hays, 2012); and students sub-
jected to cyberbullying (Burnham, Wright, & Houser, 2011).
As the profession matured, counselor educators taught PSCs in various
training models to prepare them for effective service, including clinical ser-
vices, pupil–personnel services, and developmental guidance models
(Dollarhide & Saginak, 2008; Gysbers, 2001; Gysbers & Henderson, 2001;
Schmidt, 2008). Currently, comprehensive school counseling programs
(CSCP) are considered best practice for effective and accountable school
counseling. For example, The Texas Model for Comprehensive School
Counseling Programs (Texas Counseling Association [TCA], 2018) provides
a concise job description detailing the duties and responsibilities of the school
counselor, including the amount of time PSCs should spend engaging in
guidance curriculum, responsive services, system support, and individual
planning. The Texas Model requires PSCs to communicate and collaborate
with administrators regarding the implementation of the counseling program.

CONTACT Chris Wilder wilder@tarleton.edu Department of Counseling, Tarleton State University,

Box T 0765, Stephenville, TX 76402.
© 2019 The Texas Counseling Association
2 C. WILDER

Many school counselors strive to be contributing team members to campus

operations but add-on duties and pressing social matters obscure PSC respon-
sibilities and compound confusion about their role. The purpose of this article
is to provide a review of the current literature on advocacy for school counse-
lors and provide recommendations PSCs can use to support their professional
role as leaders, advocates, and change agents.

Perception conflicts regarding the duties of PSCs

Despite the development of CSCPs, historically, school administrators have
assigned PSCs nonguidance duties that hinder their availability to serve
students. Multiple studies have indicated that administrators often view
activities such as record keeping, scheduling, testing, registration, special
education referrals, and placement as priority activities for secondary
counselors (Burnham & Jackson, 2000; Fitch, Newby, Ballestero, &
Marshall, 2001; Kirchner & Setchfield, 2005; Perusse, Goodnough,
Donegan, & Jones, 2004). School counselors had become involved in multi-
ple facets of school operations, and as a result, the duties of school counse-
lors have grown significantly compared to actual job descriptions. “There is
not enough time in the workday to effectively implement counseling inter-
ventions and also complete the multiple non-guidance duties placed on
school counselors” (Edwards, Grace, & King, 2014, p. 38).
The hierarchical organizational structure of some schools may inadver-
tently promote a culture that encourages the ineffective use of PSCs.
Individual school culture, administrator and faculty perception of counselor
duties, unique campus needs, and principal management tasks may not
align with PSC job descriptions, the Texas Model, or the American School
Counselors Association (ASCA) Model for CSCPs. For example, adminis-
trators may focus on the effects of student conduct on the school at large,
whereas school counselors tend to focus on individual student behaviors
(ASCA, 2012; TCA, 2018; Shoffner & Williamson, 2000).
Amatea and Clark (2005) interviewed a small group of public school
administrators working in K–12 schools. About one-fourth of principals did
not view their school counselor as a professional with specialized training.
Furthermore, participants saw the school counselors as a member of the
administrative team. Perusse, Goodnough, Donegan, and Jones (2004) exam-
ined the differences in perceptions between PSCs and school administrators
regarding the ASCA national standards. More than 80% of principals identified
inappropriate, mostly clerical tasks, as appropriate for school counselors.
Though many school administrators can identify appropriate versus inap-
propriate tasks assigned to school counselors, the real needs of daily school
operations may dictate PSC assignments rather than professional training
(Chata & Loesch, 2007; Kirchner & Setchfield, 2005).
 JOURNAL OF PROFESSIONAL COUNSELING: PRACTICE, THEORY & RESEARCH 3

In contrast, Rock, Remley, and Range (2017) found that when principals
and PSCs collaborate, schools had an improved climate, increased student
achievement, and faculty and students reported mutual respect. Clemens,
Milsom, and Cashwell (2009) found that school counselors who reported
better relationships with their principals also reported using more advocacy
skills. Healthy relationships are one tool in reducing barriers that prevent PSC
from implementing CSCPs. Unfortunately, beneficial relationships may be
challenging to develop as principals often determine counselor duties without
fully understanding the PSCs role (Dollarhide, Smith, & Lemberger, 2007).
This may be related to the length of time professionals have been in the field. In
one study, results indicated that counselors and administrators identified
appropriate school counselor tasks equally. However, administrators who
worked in higher-grade levels and had more years of experience were more
likely to endorse non-counseling duties (Kirchner & Setchfield, 2005)

Advocacy for the profession

Accrediting bodies and professional associations identify PSCs as campus
leaders responsible for connecting students to the services offered by their
school counseling program (American School Counselor Association
[ASCA], 2012; Council for Accreditation of Counseling and Related
Programs [CACREP], 2016; TCA, 2018). This identification as a leader
and advocate elevates not only the role of the PSC; it requires PSCs to
engage in an increased level of action and responsibility. PSCs can no
longer be passive members of the school staff with unclear duties. To be
effective leaders and change agents, PSCs must learn to advocate for their
role in the school system.
“Professional advocacy involves knowledge, skills, and competencies that
advance the profession through deliberate, thoughtful actions that inform and
influence others to support professional counselors because of the benefits
their services bring to individuals, groups, and institutions” (Sweeney, 2012,
pp. 81–82). Advocacy is central to the role of the PSC and “is prominent in the
description of who PSCs are and what they do” (p.87). However, advocacy is
personally and professionally risky (Brown, Lenares-Solomon, & Deaner,
2019), as it can be perceived as being antagonistic as opposed to protagonistic.
The PSC can minimize this risk by effective relationship building with princi-
pals, school boards, and other community stakeholders who may influence
policy (Brown et al., 2019).

Implications for counselors

The long history of counselor role confusion requires PSCs to educate other
school personnel about appropriate school counselor professional activities.
4 C. WILDER

PSCs can demonstrate practical advocacy by building strong collaborative

working relationships with school administrators, teachers, and primary
stakeholders. For example, PSCs can provide school-wide in-service train-
ings and participate in faculty and department meetings to share details
regarding their school counseling program (Wilder, 2010).
School counselors can best address student academic and developmental
concerns and support administrator concerns regarding school climate by
advocating for their time to focus on student needs instead of spending
time on noncounseling duties. Murray (1995) recommended frequent
counselor–administrative team meetings to clarify expectations and recom-
mended that counselors maintain a busy schedule to avoid the appearance
of having free time and reducing inappropriate assignment of duties. The
ASCA National Model (2012) and the TCA Model (2018) is more direct,
and recommends that PSCs build, use, and publicize a yearly master
calendar and a weekly calendar that documents their time. A weekly sche-
dule also prevents others from planning PSCs daily activities.
Cohesive engagement by professional associations, accreditation bodies,
counselor educators, and PSCs will strengthen advocacy efforts in defining
the roles, responsibilities, and duties of PSCs. Leaders of professional
associations and accrediting organizations can work to assure alignment
of association goals and accrediting agency mandates. Also, a memorandum
of understanding between professional associations for counselors and
administrators could outline agreements on advocacy efforts, shared con-
ference proceedings, research activity, and publications that could expand
knowledge of collaborative efforts between administrators and PSCs. PSCs
can also show stakeholders the research on CSCPs, which shows that when
implemented correctly, overall academic achievement in the school will
increase (American School Counseling Association, 2012; Gysbers, 2004;
Gysbers & Henderson, 2000; Sink, 2005).

Preservice education
There is a growing body of literature citing the need for education, collabora-
tion, training, and relationship development among preservice school counse-
lors and principals (Amatea & Clark, 2005; Graham, Desmond, & Zinsser,
2011; Zalaquett, 2005). Counselor and administrative educators should make
collaborative efforts to help preservice counselors and administrators under-
stand the professional responsibilities of each other (Wilder, 2010). Further,
teaching professional advocacy skills in training programs gives PSCs the
advocacy skills needed to lead their CSCP. Trusty and Brown (2005) identified
the following advocacy competencies needed by school counselors to navigate
their professional role: knowledge of systems changes, communication skills,
collaboration skills, problem-assessment skills, and organizational skills. These
 JOURNAL OF PROFESSIONAL COUNSELING: PRACTICE, THEORY & RESEARCH 5

advocacy competencies are part of the counselor skills set and naturally useful
for professional advocacy.
Several researchers have emphasized the importance of cooperative pre-
service seminars and courses so future counselors and administrators can
cultivate a better appreciation of each other’s professional practices and
leadership responsibilities (Amatea & Clark, 2005; Graham et al., 2011;
Kirchner & Setchfield, 2005). However, preservice counselors and admin-
istrators continue to receive training in isolation from each other.
Education administration programs provide principals with training in
management and leadership. Preservice counselor trainees receive training
focused on skills to prepare them to support students’ academic, career,
personal, and social development (Armstrong, MacDonald, & Stillo, 2010).
One obstacle to providing collaborative coursework may be student
interest. Students select a course of study based on personal and profes-
sional aspirations and may not see the value of learning the responsibilities
of their principal or counselor counterpart. Another impediment to devel-
oping collaborative course seminars may reside in CACREP accreditation
standards. The required 60 semester credit hours of training (CACREP,
2016) limits the flexibility of additional course work in a curriculum
sequence which is already has numerous courses. Inventive planning may
mitigate the limitations in both situations. For example, instructors from
both disciplines can invite one other to selected courses to hold roundtable
discussions about the duties and responsibilities of one another.
Cocurricular symposiums may also be an option for addressing curricular
limitations. Instructional leaders can also advocate with deans, department
heads, and program coordinators to promote and conduct additional teach-
ing and research in this area (Edwards, Grace, & King, 2014; Wilder, 2010).
School counselor educators help prepare future counselors by provid-
ing practical experiences for preservice counselors. Slaten, Scalise,
Gutting, and Baskin (2013) found that participants in their study valued
the practical elements in their training. Practicum experiences and learn-
ing from practicing school counselors were essential tools that translated
to on the job value. Another recommendation is to invite a professor of
education administration to provide feedback to preservice school coun-
seling students on a presentation of a comprehensive counseling program.
The goal of this assignment can be to allow students to use data to develop
their school counseling program and present it to “their administrator”
for approval. In one case where this activity was implemented, an infor-
mal survey of participants indicated they found it helpful to present their
work to an administrator and receive constructive feedback. One student
used her project and successfully advocated for the creation of a school
counseling position at the charter school where she is employed as
a teacher (Wilder, 2018).
6 C. WILDER

Finally, counselor educators can lead the effort for combined courses and
seminars with preservice counselors and administrators. Designing and build-
ing joint classes and workshops with instructors of education administration
models the very skill we aim to teach—collaboration. Building collaborative
courses and seminars is a creative task that supports practical advocacy efforts
and create research opportunities to investigate what works. Preliminary
research is promising. In one study, researchers implemented a course
attended by preservice counselors and administrators with a goal to expose
students to the roles, duties, and responsibilities of their future colleagues’
professional perspective. On follow up, participants reported that the class was
relevant and valuable to their work (Chata & Loesch, 2007).

Conclusion
ASCA (2012) and TCA (2018) both recommend PSCs spend 80% of their time
in direct and indirect service to students. However, there continues to be an
inconsistency between the expectations of PSCs and school administrators
(Kirchner & Setchfield, 2005; Pérusse et al., 2004) These differences need not
create a chasm between principals and counselors; in fact, these differences
translate into an opportunity to discuss roles, responsibilities, and ways to use
the specialized training of the PSC (Williams & Wehrman, 2010). School
counselors can best address student academic and developmental concerns
and support administrator concerns regarding school climate by advocating
for their time to focus on student needs instead of spending time on non-
counseling duties. Collaboration is necessary for PSCs and school adminis-
trators to understand each other’s professional responsibilities and to work
together to implement a comprehensive school counseling program that meets
the needs of all students.

Disclosure statement
No potential conflict of interest was reported by the author.

Notes on contributor
Chris Wilder is an Assistant Professor of Counseling, Professional School Counseling
Coordinator, and Director of the Counseling Center at the Waco Campus of Tarleton
State University.

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