TheApple

No Fair! All Schools Are Not Created Equal

Dr. Branstetter | TheApple — Thu, 12 Nov 2009 12:36:00 -0800

I was recently assigned a new school, which I will affectionately call Stepford Elementary School. Now, I am typically assigned to the schools no one wants, by request. If someone makes a face like they are smelling something bad when I say the school’s name, all the better. I like being at cocktail parties and saying, “I coaxed a child wielding a knife down from a flagpole today. (Sips cocktail) How was your day?" I enjoy working with high-needs populations because I feel like I can make a difference. I can see kids whose parents are well-intentioned, but overwhelmed, and can not take breaks from their 3 jobs to take their child to a counselor or learning specialist. Sure, there is a lot of “action” at these schools, but I have seen principals work tirelessly to make these schools better for the kids, and there are a lot of really innovative ideas and programs that inspire me on a daily basis.

So you can imagine my surprise as I walk up to Stepford Elementary and hear a parent out front say, “You know, Douglas, I just really didn’t like the colonial architecture so we didn’t buy the 4-bedroom.” Where am I? Is this the same town? I had never this high up the hills of my urban district before. I was not in Kansas anymore (read Kansas with a Latino accent, please).

I am greeted by the secretary and directed to a fancy schmancy sign-in computer that logs your time of entry and prints out your name tag all pretty for you. For a non-educator, that doesn’t sound fancy, but trust me, usually there are 47 binders for signing in and you can’t find the one you need or a pen. I’m taken to my office, and there is a computer, an Internet connection, AND! AND! an electrical outlet. At my other school, I engage in this long trip wire situation across the auditorium to plug in my little space heater. It keeps it warm, and it keeps the kids from sneaking up on me.

As I visit classes, I hear the following:

“That homework was the funnest EVER!”

“Yea! Long Division!”

“This bookmark I’m making is for my business, AJ’s Bookmarks. EVERYONE has a business these days. Check me out at my website.” (from the mouth of a 10 year old, mind you)

“The PTA raised 2 million dollars for that building.”

“We have an emergency. Clara in second grade wrote something offensive.” (I read this offensive thing. I think I was using the wrong lens to interpret it because I was impressed that a) she wrote it on PAPER, not on public property! And b) she used correct punctuation in replacing the “g” on $%@$ing with an apostrophe. Good for you, Clara!)

And most peculiar of all: No one locks anything. I asked for the key to my office and they looked at me funny. The teachers just LEAVE THEIR PURSES BY THEIR DESKS. Envelopes collecting money are left on the doors of the classroom. Kids are raising their hands and politely saying brilliant things and making connections like, “This reminds me of when I lived in China for the summer and saw a Bengal Tiger.” What is going on here?

I felt like a kid visiting her rich aunt and uncle for the first time. Ooh! They have a POOL! (They do, by the way, also have a pool. The school. Not my aunt and uncle.). How can this school be in the same public school district as the others where I work? I obviously knew that some schools’ PTAs make up for the lack of district funding and can deliver better services, and I knew there was a difference between private and public, and yes, I've read 8 hojillion articles on the disparity in education, but I had forgotten how stark the contrast is until I saw it again with my own two eyes.

Sigh. Now what? I guess I’m off to my other school now to try to help my students achieve the same high standards even thought they didn’t have equal developmental conditions and they certainly don’t have equal schools.

Bitter, Party of 1? You’re table is ready. Who me? I’ll have lemonade. I’m going to figure out a way to make it better. No hero complex here. But if I start playing “Gansta’s Paradise” on the way to school and start fancying myself a Michelle Pfeiffer who will use radical teaching methods such as “listening”, in an effort to save the poor children, do slap me.

Top 10 Rules to Give Students Applying to College

By JJ Nelson — Tue, 20 Oct 2009 11:26:00 -0700

1. Talk To Your Counselor.

Between the books in the counselor’s office, and the knowledge in your counselor’s head, he or she will be a virtual treasure trove of information. Take advantage of the opportunities you have to work with a counselor to make plans for your future. Many counselors know more than any one book or website, and they are generally always willing to share their knowledge.

2. Stay In Touch With Your Counselor.

Selecting a college is not a one-step operation. In order to really help you make a decision, the counselor is going to need to get to know you. The only way for the counselor to do that is for you to take initiative and go meet with him or her. Also, most counselors are not just there for information. They really are truly counselors, and they are also there to help you with your decision, help you solve your crises, or to just calm you down when you're really stressed out.

3. Do Research.

The way to begin the college process is to get online or crack some books and start discovering what's out there. Use the resources in your counselor’s office, and visit websites like Education.org and FastWeb.com for more information on colleges, financial aid, and programs.

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4. Get Started Early.

It's never too early to start researching colleges, even if you don't have a clue where to start. Just get out there and research something. Start now!

5. Don't Procrastinate.

This is one of the greatest decisions you'll ever make, and you could end up missing a great opportunity. You shrug this off like it could never happen, but it does happen all the time. Case in point: Last summer I toured a highly selective college near the nation’s capital and instantly fell in love. As the year progressed, and I applied to other colleges, it became apparent that it was very unlikely that I would ever go there, but I did keep the January 10th deadline in the back of my mind. However, at around 11:00 p.m. on Jan. 9th, when I hadn't even looked at the application, I realized that I might have just let a great possibility slip through my fingers. I'll be alright, since I might attend a military academy anyway, but there will always be that "what if?" factor at the back of my mind.

6. Listen To Your Parents.

I know you never do this (trust me, I’m like everybody else - I don't want to either), but they're there to help you. Having help makes it easier to handle all of this pressure and responsibility—and means you don’t have to handle it on your own. Also, remember that even though this is your future, your parents, in most cases, are the ones paying and the ones who got you where you are. They're part of the decision too.

7. Don't Let Your Parents Do Your Work For You.

They're there to help you, but not to pick up your slack. The most they should ever do for you is research. Let them look up some information for you and go over it with you. It's then your job to apply that information, fill out the forms, and write the essays yourself.

8. Open Up Your Mind.

Talk to reps of colleges you've never heard of. Don't be fooled by big names and Ivy Leagues. There are so many more great opportunities out there. IN ORDER TO FIND THE PERFECT PLACE FOR YOU, YOU WILL HAVE TO OPEN UP YOUR MIND.

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9. Visit, And Visit Early.

How can you make such a huge decision without ever having seen the college? You could fall in love with Hendrix College in Arkansas, even after thinking “no way” when someone told you what state it was in. Or, you could get up to Boston and realize that Harvard is way too uptight for your taste. You have to experience colleges first hand. If you can’t visit, getting good information is critical to making the right decision for you.

10. Don't Let The Pressure Get To You.

Yes, this is a big decision, but it's not the end of the world if you make a mistake. People transfer and switch majors much more often than you think. There's still plenty of time for all of you to find the right place for you. Just keep your options open and always have a back up plan. With a little effort on your part, things will work themselves out for the best.

This article is published on Education.Org and originally appeared on Making it Count.

FastWeb Materials Available

FastWeb for Educators — Mon, 19 Oct 2009 12:05:00 -0700

Now that the new school year is back in full swing, we wanted to let you know what FastWeb has been up to.

The FastWeb website has been update and improved. The new FastWeb website still includes over 1.5 million scholarships and now includes financial aid information, admissions information, internship opportunities, discussion groups and so much more. Students and their parents will love the new website.

Free Materials for Educators

FastWeb has updated the student flyer handouts, posters and Quick Reference Guides. These new materials were featured at the NACAC Conference last month. This year, these materials are available for educators to download and print as needed. Additional printed materials can also be ordered here: www.fastweb.com/content/educators. Be sure to regularly check the Educator section of FastWeb as we continue to update it with the latest materials and content.

In-Person Presentations at Schools

Making It Count's free, assembly-style presentations can assist educators in helping students achieve success in high school, college and beyond. Making Your College Search Count gives 11th grade students information on how to conduct an effective college search. Making College & Career Count provides 12th grade students with information on how to successfully transition from high school to college, career or whichever path they choose. For more information about Making It Count and in-school programs, visit www.makingitcount.com/educators.

To kick off the 2009-2010 school year, the High School and College Student Bulletins are now available at FastWeb for Educators.

If you have additional feedback, contact memberservices@fastweb.com.

Free To Be You and Me (and Pee?)

Dr. Rebecca Branstetter — Tue, 13 Oct 2009 10:56:00 -0700

A big part of my job is doing observations of kids in their learning environments. I find it shocking that there are psychologists who don’t visit the kid’s school when they are testing for learning disabilities, or any disability for that matter. To me, it seems like common sense that if you want to see how someone learns you go to where they learn all day. It would be like someone whose never seen you at work evaluating your job performance at your doctor’s office. There’s no context and you act differently. Recently, I had a school refuse to let me observe a child in their classroom when the referral is about the child’s attention problems in the classroom and classroom performance. Okay…I’ll just guess how he's doing in the classroom? *sigh*

However, another school allowed me to observe a little gal this week and I learned so much. Almost TOO much.

For all of you non-California, non-Bay Area peeps, there are some areas (coughcouchBerkeleycoughcough) and schools that really believe in letting children be free. Some of their schools are set up to be overly child-centered (read: permissive). I’m all about letting kids play and learn without super rigid regulations, but there are some rules needed. Kids need boundaries.

So you can imagine my surprise when I was observing a private school Kindergarten class playing on the schoolyard, and a little girl drops her pants and pees in the garden by the play structure. I was not even sent there to observe that girl, but clearly one’s eye gets drawn to a child squatting at recess. I turn to the director standing next to me, in horror, and she simply says with a neutral expression, “Oh, she’s peeing.” Doesn’t say a word to the girl, then, in the next breath, tells me how much the children love to “get messy here and just play in the dirt.” Right. With the urine. Neat. And with that, the little girl pulls up her pants and gets back on the swings and the director tells me it’s time for snack.

Well alrighty then. You just can’t get this kind of information when you see a kid in your nice little therapy office. Hm. I wonder why this other little gal I was observing at this same school has difficulties following rules at home...I mean, her parents must have some crazy rule that she has to pee in the toilet or something. Sheesh.

Too Many Students See College As Out Of Reach

By JOHN H. MOTLEY | Hartford Courant — Mon, 05 Oct 2009 07:25:00 -0700

In Connecticut each year, there are more than 10,000 well-qualified, thoroughly prepared students who graduate from high school but do not go on to attend college. Their reasons vary, but a recent study suggests that many of them could be in college, if only they knew more about how to pursue a college education.

For them, and for our state, their absence from college classrooms is an opportunity cost of the first order — and a situation in dire need of a solution.

College-qualified students who choose not to attend college don't know enough about the cost of college, the amount and types of financial aid available, how to enroll and the personal economic benefit of getting a degree, according to a study by the Institute for Higher Education Policy.

Anyone who has attempted to navigate the financial aid maze understands the difficulty. For students who face additional obstacles, such as language barriers or low income, or not having parents or close relatives who have gone through the process, college is often wrongly perceived as an unattainable goal. It quickly falls from the list of post-graduation options.

Just think of the difference that thousands of academically qualified students could make in our state if they elected to advance their education beyond high school, graduated and then entered our workplaces fully prepared.

As a state, we must work diligently and collaboratively across all levels of the education system to make college a real possibility for these students. Perception can become reality. If we can convince them to believe that they can successfully gain admission and thrive in college, they may just seize that opportunity.

The Connecticut State University System knows firsthand of the struggles facing these students. Nearly half of the students at CSUS — 49 percent — are the first in their families to attend college. That surprising number reflects remarkable dedication, with many students surmounting difficulties such as language, economic status or a family situation.

Increasingly, it is upon the shoulders of these students that Connecticut's future rests. A landmark study of the changing demographics of this region, New England 2020, found that by 2020 more than a quarter of Connecticut's working-age population will be made up of members of minority groups, and nearly half of the 25- to 29-year-olds in Connecticut will be minorities.

We simply cannot afford to let higher education slip away from students who could make the grade if given the chance. As recently as 2000, according to a study for Achieve Inc., two-thirds of Americans believed that there were many ways to succeed without going to college. By 2007, that number had dropped to less than half.

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One additional trend was cited in the Institute for Higher Education Policy data — only 15 percent of college-qualified students who did not enroll in college even applied to college; a mere 12 percent applied for financial aid; and only 10 percent took the SAT.

Those numbers suggest to researchers that the decision not to apply to college was often made long before high school graduation. That underscores the importance of efforts to provide middle school students with crucial information about the college readiness process.

The sooner students believe that college is a real possibility, the less likely it becomes that college-qualified graduating seniors will turn away from post-secondary education.

Awareness of the dramatically increased earning power provided by each year of higher education, the study suggests, can be an important factor in deciding whether to apply to college. Recognizing connections between college education and the job market is another. The Bureau of Labor Statistics predicts that jobs requiring higher education will grow by 22 percent between 2002 and 2012 — nearly double the rate of non-college jobs.

CSUS is committed to working collaboratively to respond to barriers real and perceived, and replacing them with paths of genuine possibility. In the process, we hope to lay the groundwork for realizing academic potential that will make a difference in the lives of these promising students and our great state.

Great Tips for Mentoring

Dr. Rebecca Bell Branstetter — Mon, 31 Aug 2009 11:12:00 -0700

Every year, I get to be a mentor to a new school psychologist in my district. I really enjoy doing it, but I have to fight the urge to give them a little notebook and say, “Write that down” after everything I say. Wouldn't that be fun? I got to do it one time before in my life, the day before I got married and my sweet sweet friend, Leigh would write down all the last minute things we had to do before the big day. "I forgot to get a guest book! Write that down." It was so fun, but I suppose it’s a tad much for people who don't know my sense of humor yet. See also: "Get me coffee! Just kidding. Not really."

ANYHOO. After my first day back in the school district the other day, I came home and told my husband I got assigned my new mentee! He said, “You got assigned one of those underwater animals that are kind of like whales but almost extinct?” Not MANATEE, silly. Mentee. Husband is so precious.

So the next day my manatee and I were talking about all the fun that is my school district (Yes! You really do get to use a 1960s card catalog to find student folders! You’ll feel like a secretary in Mad Men! Isn’t that why you got your Ph.D.?), and she got quiet for a second and I thought I’d taken my sarcasm too far. I can do that from time to time. Then she said, “You know, I just realized that you are the one who writes that school psychology blog. Um, you’re not going to write about me on your blog are you?” Of course not, sweetie. Only I am.

But rest assured, I will not write about her, per se, but perhaps just some general tips for brand new school psychologists (and teachers!). So, here are my top three mantras for all the virtual manatees out there, starting out their first year. Repeat after me:

1) My work will still be there tomorrow. It will never be “done” because kids are never “done” learning. Don’t make yourself crazy by working so much overtime that you burn yourself out. I’m not saying don’t work hard and be one of those “my contract says I only have to work 7 hrs” people, but don’t kill yourself trying to do more than humanly possible.

2) I must free myself of “Why” if I want to work in a school district. Why do we still use card catalogs? Why do I have to log the same information in 6 different places? Why are we waiting for kids to fail enough to be eligible for special education? Young Jedi, you will make yourself crazy asking why we do all the ridiculous things we do in bureaucracies. The better question is, “What can I do to get around this dumb policy to really help the kid?”

3) Consult, Consult, Consult. And also: Consult. Knock Knock. Who’s there? Consult. Seriously. It’s not a sign of weakness to ask for help. Plus, people like to help. You like to help, right? Guess what? So do others. If you are thinking about a problem with a kid, parent, staff member, lesson, assessment, anything late at night, wondering what to do, that is your cue to consult with someone.

And in the interest of being green, I shall also recycle a few tips for new teachers and school psychologists. Recycling. So hot right now:

What to Post on Your Classroom Walls to Support Positive Behavior

Making Positive Reinforcement Your Best Friend

Dealing with Oppositional Kids

A Day in the Life of a School Psychologist

Wow. Saving the manatees and recycling all in one post. Perhaps this post was brought to you courtesy of my training at Berkeley. Now it’s your turn, people—any tips you wish someone had told you in your first year teaching or school psychologizing*?

*New verb. Just decided. Write that down, young manatee.

How to Help Students Stand Out in College Applications

Catherine Marrs | TheApple.com — Mon, 17 Aug 2009 07:35:00 -0700

Parents often ask what else they can do besides insuring their students make good grades and test well on the SAT and/or ACT to help their students look impressive on paper.

My answer is always about the student’s passion. What does the student enjoy doing? Colleges want to see well-rounded young people. They want to see a student demonstrate leadership, an interest in their community, involvement in activities that the students enjoy.

Colleges do not want to see extensive resumes of long lists of extracurricular activities and community service for the sake of building the resume. Students do not need to have so much to do that they do not have any “down time”. They need a select few activities they truly enjoy.

What is “depth”? Depth can be developed in many ways. For instance, if a student has relatively in other parts of the country or the world, being able to spend time with them and experience living for a week or more with them helps build depth because they are seeing how others live and handle the day to day activities. Any opportunity to live in a third world environment builds depth…this includes working for Habitat for Humanity or teaching Vacation Bible School in a poor area within Dallas or one of the suburbs.

“Depth” is what makes people interesting. Colleges are seeking students that will be interesting contributors to their campuses and their student population. Parents and students need to plan their summers beginning summer after 8th grade. Students do not need more than one to three weeks of “down time” where they do nothing. Students need to do the following every summer:

• Read Create a reading list and set a goal of how many books can be read during the summer(this means more than the required reading)

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• Community Service Students need to spend at least 40 hours during the summer volunteering for a cause they believe in

• Summer Programs can be local, can be elsewhere: on a college campus studying for a few weeks either something in science, math, engineering, creative writing, history etc

•Travel If at all possible, students need to travel during the summer – even if it is to see grandparents elsewhere in the US

•Work If a student cannot do the summer programs or travel, they can get a job…if they are under 16, they can be creative and become entrepreneurial.

“Depth” also occurs during the school year. Students need to participate in their community both at school and outside of school. If a student does not enjoy sports, they do not have to be on a school or club athletic team. They do need to find something else that they can commit time and put effort into doing. Students must demonstrate leadership. They can do this gradually during high school. If a student joins the school newspaper in 9th grade, surely by their junior or senior year, they can be editor of a section or the whole paper or they can be the advertising chief. If a student enjoys sports, the student can work their way into being captain or co-captain of the team by their senior year.

Identifying Student Strengths

Dr. Rebecca Bell Branstetter — Tue, 30 Jun 2009 10:09:00 -0700

It is not often that I am at a loss for words. I know, you are surprised, right? But recently, I did an assessment with a 15-year-old boy who was in a special school for kids with emotional disabilities, and part of this assessment was to interview the parent. Now, I try my best not to be judgmental about parenting. I mean, lets face it, it is a ridiculously difficult job, especially if your child has special needs.

So I was interviewing the mom about what she thought were her son’s strengths, and she replied, “He ain’t got none.” Wow. No strengths? I tried to guide her to some non-traditional strengths in case she thought she could only answer about academic strengths (he was significantly below grade level).

Me: Um, okay…what about hobbies? Does he like to do anything special? Is he good at a sport or a hobby or something?

Parent: He likes basketball, but I don’t let him play.

Me: Erm, uh

Parent: I don’t let him play because he does too bad in school.

Me: Well, I’ve seen him play basketball here and he seems like he’s pretty good!

Parent: Not really.

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Me:

Parent:

Me: Ummmmm. Well, sometimes kids are not always the best athletes, but they feel good about themselves when they improve, or when they are having fun with their friends playing basketball.

Parent: Are you saying that he has no self-esteem because I won’t let him play basketball?

Me: No, I’m just saying that kids tend to do better when they feel good about themselves in at least one area, and it doesn’t have to be school.

Parent: Oh.

Me: Let’s see, other strengths…sometimes kids are not strong in school, but are street-smart and get along well with others. How would you describe your son, Jared?

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Parent: Street smart? HA! He’s street dumb. I tell him all the time.

Me:

Right. I was speechless. How could you not think of ONE single strength?

At the meeting, after I tested him, it turned out he did have some strengths. He was an artist. He made beautiful drawings. He learned well visually. He had a friend at school that he was kind to. He was also pretty resilient for having such a negative parent. I gave my schpeal about self-esteem:

Let’s imagine this table has a bunch of little buckets on it, and each one is a part of self-esteem and we can fill them up. Now, there isn’t just one single bucket called “Self-Esteem” because there are a lot of different types of self-esteem. If we want to help Jared feel good about himself, we need to think of all the buckets we can help him fill up, like “Self-Esteem in Math,” “Self-Esteem in Basketball,” "Art Self-Esteem," or “Friendship-Making Self-Esteem.” Then, if you aren’t very good at one thing, maybe reading, then you have all these other buckets that you can rely on to feel good about yourself.

Parent: I know, I am always telling him how smart he is, how great he is in basketball, and all that.

Me:

Sigh. I really hope she does.

Salary Scales for Counselors

BLS.GOV — Tue, 05 May 2009 12:09:00 -0700

Median annual earnings of wage and salary educational, vocational, and school counselors in May 2006 were $47,530. The middle 50 percent earned between $36,120 and $60,990. The lowest 10 percent earned less than $27,240, and the highest 10 percent earned more than $75,920. School counselors can earn additional income working summers in the school system or in other jobs. Median annual earnings in the industries employing the largest numbers of educational, vocational, and school counselors were as follows:

Elementary and secondary schools $53,750

Junior colleges 48,240

Colleges, universities, and professional schools 41,780

Individual and family services 32,370

Vocational rehabilitation services 31,340

Median annual earnings of wage and salary substance abuse and behavioral disorder counselors in May 2006 were $34,040. The middle 50 percent earned between $27,330 and $42,650. The lowest 10 percent earned less than $22,600, and the highest 10 percent earned more than $52,340.

Median annual earnings of wage and salary mental health counselors in May 2006 were $34,380. The middle 50 percent earned between $26,780 and $45,610. The lowest 10 percent earned less than $21,890, and the highest 10 percent earned more than $59,700.

Median annual earnings of wage and salary rehabilitation counselors in May 2006 were $29,200. The middle 50 percent earned between $22,980 and $39,000. The lowest 10 percent earned less than $19,260, and the highest 10 percent earned more than $53,170.

For substance abuse, mental health, and rehabilitation counselors, government employers generally pay the highest wages, followed by hospitals and social service agencies. Residential care facilities often pay the lowest wages.

Median annual earnings of wage and salary marriage and family therapists in May 2006 were $43,210. The middle 50 percent earned between $32,950 and $54,150. The lowest 10 percent earned less than $25,280, and the highest 10 percent earned more than $69,050. Median annual earnings were $36,020 in individual and family social services, the industry employing the largest number of marriage and family therapists.

Self-employed counselors who have well-established practices, as well as counselors employed in group practices, usually have the highest earnings.

Job Outlook for Counselors

BLS.GOV — Tue, 05 May 2009 08:45:00 -0700

Employment for counselors is expected to grow much faster than the average for all occupations through 2016. However, job growth will vary by location and occupational specialty. Job prospects should be good due to growth and the need to replace people leaving the field.

Employment change. Overall employment of counselors is expected to increase by 21 percent between 2006 and 2016, which is much faster than the average for all occupations. However, growth is expected to vary by specialty.

Employment of substance abuse and behavioral disorder counselors is expected to grow 34 percent, which is much faster than the average for all occupations. As society becomes more knowledgeable about addiction, it is increasingly common for people to seek treatment. Furthermore, drug offenders are increasingly being sent to treatment programs rather than jail.

Employment for educational, vocational and school counselors is expected to grow 13 percent, which is about as fast as the average for all occupations. Demand for vocational or career counselors should grow as multiple job and career changes become common and as workers become increasingly aware of counseling services. In addition, State and local governments will employ growing numbers of counselors to assist beneficiaries of welfare programs who exhaust their eligibility and must find jobs. Other opportunities for employment of counselors will arise in private job-training centers that provide training and other services to laid-off workers and others seeking to acquire new skills or careers. Demand for school counselors may increase due in large part to increases in student enrollments at postsecondary schools and colleges and as more States require elementary schools to employ counselors. Expansion of the responsibilities of school counselors should also lead to increases in their employment. For example, counselors are becoming more involved in crisis and preventive counseling, helping students deal with issues ranging from drug and alcohol abuse to death and suicide. Although schools and governments realize the value of counselors in helping their students to achieve academic success, budget constraints at every school level will dampen job growth of school counselors. Federal grants and subsidies may help to offset tight budgets and allow the reduction in student-to-counselor ratios to continue.

Employment of mental health counselors is expected to grow by 30 percent, which is much faster than the average for all occupations. Mental health counselors will be needed to staff statewide networks that are being established to improve services for children and adolescents with serious emotional disturbances and for their families. Under managed care systems, insurance companies are increasingly providing for reimbursement of counselors as a less costly alternative to psychiatrists and psychologists.

Jobs for rehabilitation counselors are expected to grow by 23 percent, which is much faster than the average for all occupations. The number of people who will need rehabilitation counseling is expected to grow as advances in medical technology allow more people to survive injury or illness and live independently again. In addition, legislation requiring equal employment rights for people with disabilities will spur demand for counselors, who not only help these people make a transition to the workforce but also help companies to comply with the law.

Marriage and family therapists will experience growth of 30 percent, which is much faster than the average for all occupations. This is due in part to an increased recognition of the field. It is more common for people to seek help for their marital and family problems than it was in the past.

h3. Job prospects

Job prospects vary greatly based on the occupational specialty. Prospects for rehabilitation counselors are excellent because many people are leaving the field or retiring. Furthermore, opportunities are very good in substance abuse and behavioral disorder counseling because relatively low wages and long hours make recruiting new entrants difficult. For school counselors, job prospects should be good because many people are leaving the occupation to retire; however, opportunities may be more favorable in rural and urban areas, rather than the suburbs, because it is often difficult to recruit people to these areas.

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Employment of Counselors in the U.S.

BLS.GOV — Tue, 05 May 2009 08:45:00 -0700

Counselors held about 635,000 jobs in 2006. Employment was distributed among the counseling specialties as follows:

Educational, vocational, and school counselors 260,000

Rehabilitation counselors 141,000

Mental health counselors 100,000

Substance abuse and behavioral disorder counselors 83,000

Marriage and family therapists 25,000

Counselors, all other 27,000

Educational, vocational, and school counselors work primarily in elementary and secondary schools and colleges and universities. Other types of counselors work in a wide variety of public and private establishments, including healthcare facilities; job training, career development, and vocational rehabilitation centers; social agencies; correctional institutions; and residential care facilities, such as halfway houses for criminal offenders and group homes for children, the elderly, and the disabled. Some substance abuse and behavioral disorder counselors work in therapeutic communities where people with addictions live while undergoing treatment. Counselors also work in organizations engaged in community improvement and social change, drug and alcohol rehabilitation programs, and State and local government agencies.

A growing number of counselors are self-employed and work in group practices or private practice, due in part to new laws allowing counselors to be paid for their services by insurance companies and to the growing recognition that counselors are well-trained, effective professionals.

Career Profile: High School Counselor

Tue, 05 May 2009 08:39:00 -0700

Job Description:

High school counselors advise students regarding college majors, admission requirements, entrance exams, financial aid, trade or technical schools, and apprenticeship programs. They help students develop job search skills, such as resume writing and interviewing techniques. College career planning and placement counselors assist alumni or students with career development and job-hunting techniques.

School counselors at all levels help students to understand and deal with social, behavioral, and personal problems. These counselors emphasize preventive and developmental counseling to provide students with the life skills needed to deal with problems before they worsen and to enhance students’ personal, social, and academic growth. Counselors provide special services, including alcohol and drug prevention programs and conflict resolution classes. They also try to identify cases of domestic abuse and other family problems that can affect a student’s development.

Counselors interact with students individually, in small groups, or as an entire class. They consult and collaborate with parents, teachers, school administrators, school psychologists, medical professionals, and social workers to develop and implement strategies to help students succeed.

Being an educator requires a great deal of dedication, motivation and knowledge. When figuring out if becoming a school counselor is right for you, ask and answer the following questions:

• Do you like people?

• Can you be calm in any situation?

• Are you fair?

• Can you see situations from different views?

• Are you confident about sharing your knowledge?
• Can you manage time effectively and with flexibility?

Median Salary

$53,750

Education Requirements

All States require school counselors to hold a state school counseling certification and to have completed at least some graduate course work; most require the completion of a masters degree. Some states require public school counselors to have both counseling and teaching certificates and to have had some teaching experience before receiving certification. For counselors based outside of schools, 48 States and the District of Columbia have some form of counselor licensure that governs their practice of counseling. Requirements typically include the completion of a master's degree in counseling, the accumulation of 2 years or 3,000 hours of supervised clinical experience beyond the masters degree level, the passage of a state-recognized exam, adherence to ethical codes and standards, and the completion of annual continuing education requirements.

Counselors must be aware of educational and training requirements that are often very detailed and that vary by area and by counseling specialty. Prospective counselors should check with state and local governments, employers, and national voluntary certification organizations in order to determine which requirements apply.

Career Profile: Middle School Counselor

Tue, 05 May 2009 08:37:00 -0700

Job Description:

Middle school counselors observe children during classroom and activities and confer with their teachers and parents to evaluate the children’s strengths, problems, or special needs. In conjunction with teachers and administrators, they make sure that the curriculum addresses both the academic and the developmental needs of students. Middle school counselors do less vocational and academic counseling than high school counselors.

School counselors at all levels help students to understand and deal with social, behavioral, and personal problems. These counselors emphasize preventive and developmental counseling to provide students with the life skills needed to deal with problems before they worsen and to enhance students’ personal, social, and academic growth. Counselors provide special services, including alcohol and drug prevention programs and conflict resolution classes. They also try to identify cases of domestic abuse and other family problems that can affect a student’s development.

Counselors interact with students individually, in small groups, or as an entire class. They consult and collaborate with parents, teachers, school administrators, school psychologists, medical professionals, and social workers to develop and implement strategies to help students succeed.

Being an educator requires a great deal of dedication, motivation and knowledge. When figuring out if becoming a school counselor is right for you, ask and answer the following questions:

• Do you like people?

• Can you be calm in any situation?

• Are you fair?

• Can you see situations from different views?

• Are you confident about sharing your knowledge?
• Can you manage time effectively and with flexibility?

Median Salary

$53,750

Education Requirements

All States require school counselors to hold a state school counseling certification and to have completed at least some graduate course work; most require the completion of a masters degree. Some states require public school counselors to have both counseling and teaching certificates and to have had some teaching experience before receiving certification. For counselors based outside of schools, 48 States and the District of Columbia have some form of counselor licensure that governs their practice of counseling. Requirements typically include the completion of a master's degree in counseling, the accumulation of 2 years or 3,000 hours of supervised clinical experience beyond the masters degree level, the passage of a state-recognized exam, adherence to ethical codes and standards, and the completion of annual continuing education requirements.

Counselors must be aware of educational and training requirements that are often very detailed and that vary by area and by counseling specialty. Prospective counselors should check with state and local governments, employers, and national voluntary certification organizations in order to determine which requirements apply.

Topics to Cover in First High School Counseling Session

Jim Starr — Tue, 05 May 2009 08:29:00 -0700

Ideally, the first one-on-one meeting with any of my students would come during their Freshman year. The reality is that I didn’t meet with every one of my 400+ students individually. As I mentioned earlier, the state legislature has now mandated that every incoming 9th grader sit down with a parent and a school counselor to formulate a 4-year plan. Since I retired after last school year, I’m not aware of how this played out insofar as meeting with approximately 100 Freshmen and their mom and/or dad for, say ½ hour each, would take 1-2 weeks, if the scheduling secretary could arrange for this feat. I hope it worked out.

Topics should include:

1.) Student’s perception of their school experience to date and what they hope to accomplish during their high school “career”.

2.) Where they see themselves in 5 years? 10 years?

3.) What level of core courses are most suitable, and what
electives might pique their interest. It’s important to try and match a student’s interests with elective options such as various art classes ( intro., drawing, ceramics, painting), construction, welding, ROTC, auto technology, concert band, jazz choir, ag science, culinary arts, computer aided drafting, theatre, video production, journalism, woodshop, guitar, etc. Sometimes, a sequential course of elective study, i.e. 3-4 years in a particular concentration, can prove to be a springboard for further vocational training, fine arts opportunities (college band scholarship), building trades apprenticeships, or college major selection.

4.) What excites them and what makes them anxious about high school?

5.) Interest in extra-curricular activities – sports, debate, academic team, etc.

What Does a High School Counselor Do?

Jim Starr — Tue, 05 May 2009 08:28:00 -0700

Question: On a percentage basis, what topics do counselors cover with students?

With the inception of the “No Child Left Behind” act, there has been a disproportionate emphasis on testing as the sole indicator as to whether federal standards criteria were being met. As the site “testing coordinator,” I easily spent 6-7 weeks a year planning, implementing, and summarizing our state proficiency exams. That meant 6-7 weeks without much direct student contact, other than in emergent situations. Hopefully, the pendulum is slowly swinging back in a direction that will allow counselors to counsel.

A rough estimate would be: 20% college, 35% social/emotional, 55% academic.

h4. Academic Counseling 55%

I would lump a variety of things under “academic,” such as course selection, schedule modifications, credit acquisition and review, not getting along with a teacher, parental concerns about their student’s performance, etc. Some times during the school year, in addition to the test coordination noted above, counselors are pretty much consumed with a particular aspect of the job – e.g. for two weeks prior to the start of school and three-four weeks into the first semester, much of the time is spent ironing out the scheduling process (balancing class sizes, changing a student out of pre-calculus or chemistry, moving someone from beginning to Jazz choir when the instructor “discovers” their talent, etc.) And in the Spring, several weeks are focused on getting ready for the next school year by meeting with every student in 8th – 11th grades in groups for course advisement and selection.

h4. Social/Emotional Counseling 35%

Social/emotional contacts include everything from dealing with suicidal ideation, the death of a classmate or staff member, pregnancy, depression, and child abuse to relationship problems, self-concept issues, and anger management, to name calling and rumor control. While a school counselor isn’t intended to be a mental health therapist with an on-going caseload, there is definitely a need for psycho-social assessment, crisis resolution, short-term “therapy,” and referral out into the community when indicated. Time permitting, topical group counseling can be very effective to address such concerns as non-assertiveness, smoking cessation, and self-esteem. It’s also not unusual to engage in “couple counseling” with students who are struggling with their relationship or its dissolution.

h4. College Counseling 20%

Finally, college advisement, broadly defined, includes looking at whatever post-secondary direction a student is leaning. Sometimes the military provides just the direction and structure a particular student needs, with more opportunity for career training than he/she otherwise might receive. Job apprenticeship programs allow students to work full-time, then take necessary night classes to advance in their chosen field, e.g. electrician, plumbing, construction. For some students, starting at a community college is a good transitional step into a larger, less personal four-year school. For others, a two-year Associate’s Degree is enough to step into a chosen career. I spent a fair amount of time writing letters of reference for 12th graders applying to colleges/universities, ROTC Scholarship Programs, and, occasionally, to one of the military academies. Letters were also required for any National Merit Scholarship Finalist or Presidential Scholarship contenders. A good letter of recommendation is like giving a gift, so I took it seriously.

5 Reasons School Counseling is a Great Career

Jim Starr — Tue, 05 May 2009 08:27:00 -0700

1. Watching Students Grow

Counseling at any level affords a unique opportunity to observe and interact with whatever developmental stage the student is in at the time. It was always fascinating for me to watch high school students come in as barely pubescent 9th-grade teens, and walk out four years later as young adults. Sharing in that growth process was fun and rewarding.

2. Unique School Position

Counseling in a school system is a unique kind of position. We are not classroom teachers, nor are we administrators. We enjoy this interesting position of sometimes being a buffer, e.g. problem solving concerns between teachers and students/ parents so that they never have to be addressed to the principal or assistant principal.

h4. 3. Offering Support

Being available to students on so many different planes is gratifying. For many, the unconditional regard we can show them on a consistent basis means school can be the safest, sanest, most supportive part of their lives. I’ve had feedback from students that simply remembering who they are from one time to the next helped them feel better about themselves. Saying “hey” in the hallway, acknowledging an improved grade, or facilitating a productive schedule change, as basic as they may be, can all make a difference.

h4. 4. Acting as a Liaison

As a school counselor, one has opportunities to act as a liaison – between parents and teachers, teachers and administrators, students and teachers, community agencies and the school, students and community/ four-year colleges, students and military recruiters, etc. It is challenging and rewarding to be a conduit of communication, mediator of conflict resolution, and source of clarification.

h4. 5. School Community

When I taught Health/Human Sexuality for five years, I found my “world” confined to the site in which I taught. I spent my days in one of five buildings on campus, ate lunch there, and hung out there before and after school. This was not atypical. As a school counselor, I was able to interact with every teacher on campus, all the administrators, custodians, kitchen staff, and groundskeepers. This is not to suggest that counseling is a good career for the “social butterfly” opportunities it affords, but rather for the holistic exposure it provides.

A Day in the Life of a High School Counselor

Jim Starr — Tue, 05 May 2009 08:21:00 -0700

One of the things I liked about being a school counselor was that there wasn’t a “typical day” in the sense that there is such a wide variety of tasks inherent in the job description that it never felt routinized. Even when I was preoccupied with scheduling issues for several weeks in a row, I always knew that task was time limited and I’d be moving on to other aspects. Besides, even during those stretches, there were regularly “unscheduled” concerns to deal with – calls from parents, an inquiry from a Juvenile Probation Officer, a teacher expressing a concern about a student.

Unlike when I was a classroom instructor, my heart didn’t jump every time a bell rang. I didn’t have a prepared lesson plan. I was never bored at work with not enough to do. For instance, I often had a “work in progress,” such as a letter of reference, planning for a public presentation, or a report requested by the principal or district office, that I could keep returning to, time permitting. Our counseling office secretary scheduled students throughout the day; sometimes I’d have 7-8, other days only 1 or two, that is, after the start-up of school and the first several weeks of the second semester when we’d be inundated throughout the day with a flood of students with schedule concerns, no matter how carefully we crafted course requests in the Spring nor fine-tuned schedules in the summer months.

My favorite part of the day as a counselor

I really liked when the first-period bell rang and the halls quieted down. I’d entertained any concerns “drop-ins” had before school started, students were in their classrooms beginning their studies, and I could map out the day around whatever scheduled appointments I had in the book. I also liked the time to wrap up loose ends at the end of the day. In a previous career, I’d worked an 8-6 kind of job, so with school letting out at 3, I typically felt like I had ample time to get closure before leaving work.

My Year Outlook

At the risk of sounding trite, I really liked my job most all the time. I was always glad to get “settled” in the Fall after the fast and furious start-up time, i.e. usually midway through the first quarter. I’d say the Spring was a particularly nice time of year for me. I enjoyed watching my students who were playing baseball or softball, running track, or involved with the Spring musical. We did a classy Scholarship Awards Night production in May to acknowledge recipients, their families, and the donors, which was always gratifying. And, of course, the excitement of graduation time is infectious.

Inevitably, in spite of four years of planning, adjusting, compensating, and coaxing, there was a Senior or two on my caseload who would posture themselves to not know if they would complete graduation requirements until the results of their English 4 or American Government final exams, or their credit retrieval BYU correspondence test results, were known a day or two before commencement. It made for some tense moments, especially if Grandma was flying out to Nevada from Florida to watch Johnny or Susie receive their diploma. And, sometimes, they didn’t make it. At that point, the “damage control” option was to go to Plan B after the pretty profound sting of not “walking with their class” had slightly worn off, which usually meant getting them signed up for summer school to earn their last half-credit.

How High School Counselors Work With Colleges & Universities

Jim Starr — Tue, 05 May 2009 08:12:00 -0700

High school counselors work with colleges, but not a lot. My interaction with folks at colleges and universities primarily came in the form of phone calls to the admission departments to clarify individual students’ questions about admission requirements.

I’d also communicate with the distance ed. people re: correspondence coursework for students trying to catch up or get ahead on credits. We were fortunate to have a staff member known as the Career Development Facilitator who coordinated all of the details for college recruiters’ campus visits to our high school, organized trips for students to College Fairs held at UNR’s campus, and orchestrated an annual event at our own campus for representatives from various colleges, community colleges, and trade/tech schools (e.g. cosmetology, automotive, culinary arts) to interface with “potential customers”.

Military recruiters were also a common presence on campus, and the facilitator arranged those visits as well. I’m sure there are high school counselors who perform the various functions that our CDF did.

How Counselors Encourage Students to Attend College

Jim Starr — Tue, 05 May 2009 08:12:00 -0700

Before students reach high school, during the 8th grade registration, counselors begin emphasizing the need for students to view their next four years as an opportunity to prepare for whatever it is they will be doing post-secondarily, whether that includes continuing their education/training in a two-year or four year college/university, a trade or technical school, the military, or doing an on-the-job apprenticeship. It’s important that those who have any inclination to attend college are encouraged at every turn to build a solid foundation for that, including taking Honors and AP classes whenever possible. But, for those who have no intention of doing so, counselors can emphasize that there is still a need for students to be firmly grounded in the core subject areas (English, math, science, and social studies) as well as relevant elective courses, in order to be prepared for the post-secondary training they’ll receive regardless of the path they choose. A more formalized “four-year plan” has been legislated in Nevada and other states; i.e. counselors are required to sit down with every incoming high school Freshman and a parent to map out course selections for the next four years. It is to be reviewed annually. College prep considerations will be a part of each of these discussions when appropriate.

9th graders have scheduled career exploration sessions and should take an interest inventory to introduce students to possible vocational tracks that match their current interests. The reality is that most kids don’t have a very clear idea of what a wide variety of jobs there are in the real world. Some don’t even know just what it is their own parent(s) do at work. During every Spring registration for the following year’s course selections, counselors review high school graduation requirements as well as how college admission requirements exceed these. Whenever counselors sit down with a student for most any reason, try to do a quick assessment as to where they are with their career interests and with meeting graduation and college admission requirements,

For anyone entertaining college as a possibility, encourage students to take “practice” ACT (PLAN) and SAT (PSAT) exams as Sophomores, then the real thing at least once during their Junior year, and as indicated the beginning of the 12th grade. At the beginning of each year, presentations are made in every Junior and Senior classroom to keep students abreast of what is timely for their current grade level vis-à-vis college searches, applications, etc. Counselors then team up with the local community college financial aid officer to give a Financial Aid Workshop to Seniors and their parents later in the Fall semester. The Scholarship
Coordinator keeps interested students, some Juniors but primarily Seniors, up to speed with what’s out there financially - locally, statewide, and nationally to help offset the staggering expense of four-year colleges, as well as the significantly less, but still noteworthy, costs of junior (community) college and trade schools.

Involve Parents for Discipline Issues

Tue, 14 Apr 2009 16:38:00 -0700

One of the best defenses against misbehavior is to enlist the support of the parents and guardians of your students. Although this will take effort on your part, the time you spend building a bridge between school and home will reward you many times over during the course of the school year. When students know that teachers and parents are working together, behavior improves dramatically. Even though you will certainly be rushed for time during the month of September, make it a point to reach out to the parents and guardians of your students. Here are some suggestions for this task.

• 1. Send home a letter to introduce yourself. It should tell a little about your background, give your class rules and expectations, explain your homework and grading policies, and present a quick overview of the course. Be sure to include contact information (school phone, school e-mail, etc.) so that parents can get in touch with you. The tone of this letter should be upbeat and inviting.

• 2. If your school has a voice mail system, be sure to use it. Set aside a time every day to keep it updated.

• 3. Set up a class Web site where you can keep parents and guardians apprised of upcoming events, assignments, and other important information.

• 4. Call home right away when a problem occurs so that it remains a small problem.

• 5. Even though it is time-consuming, call home during the first weeks of school to introduce yourself and learn as much as you can about your students. Ask questions such as “What should I know about your child?” or “What have other teachers done that has worked well for your child?”

TheApple

No Fair! All Schools Are Not Created Equal

Top 10 Rules to Give Students Applying to College

1. Talk To Your Counselor.

2. Stay In Touch With Your Counselor.

3. Do Research.

4. Get Started Early.

5. Don't Procrastinate.

6. Listen To Your Parents.

7. Don't Let Your Parents Do Your Work For You.

8. Open Up Your Mind.

9. Visit, And Visit Early.

10. Don't Let The Pressure Get To You.

FastWeb Materials Available

Free Materials for Educators

In-Person Presentations at Schools

Free To Be You and Me (and Pee?)

Related Links:

Punishment or Positive Reinforcement: Which One Works?

Dealing With Why-ners

A Day in the Life of a School Psychologist

Mean Girls and Relational Aggression

Too Many Students See College As Out Of Reach

Great Tips for Mentoring

How to Help Students Stand Out in College Applications

Related Articles:

Identifying Student Strengths

5 Reasons School Counseling is a Great Career

Mean Girls and Relational Aggression

Identifying Student Strengths

Read more...

5 Reasons School Counseling is a Great Career

Salary Scales for Counselors

Job Outlook for Counselors

Employment of Counselors in the U.S.

Career Profile: High School Counselor

Job Description:

Career Profile: Middle School Counselor

Job Description:

Topics to Cover in First High School Counseling Session

What Does a High School Counselor Do?

5 Reasons School Counseling is a Great Career

1. Watching Students Grow

2. Unique School Position

A Day in the Life of a High School Counselor

How High School Counselors Work With Colleges & Universities

How Counselors Encourage Students to Attend College

Involve Parents for Discipline Issues

TheApple

No Fair! All Schools Are Not Created Equal

Top 10 Rules to Give Students Applying to College

1. Talk To Your Counselor.

2. Stay In Touch With Your Counselor.

3. Do Research.

4. Get Started Early.

5. Don't Procrastinate.

6. Listen To Your Parents.

7. Don't Let Your Parents Do Your Work For You.

8. Open Up Your Mind.

9. Visit, And Visit Early.

10. Don't Let The Pressure Get To You.

FastWeb Materials Available

Free Materials for Educators

In-Person Presentations at Schools

Free To Be You and Me (and Pee?)

Related Links: Punishment or Positive Reinforcement: Which One Works? Dealing With Why-ners A Day in the Life of a School Psychologist Mean Girls and Relational Aggression

Too Many Students See College As Out Of Reach

Great Tips for Mentoring

How to Help Students Stand Out in College Applications

Related Articles: Identifying Student Strengths 5 Reasons School Counseling is a Great Career Mean Girls and Relational Aggression

Identifying Student Strengths

Read more... 5 Reasons School Counseling is a Great Career

Salary Scales for Counselors

Job Outlook for Counselors

Employment of Counselors in the U.S.

Career Profile: High School Counselor

Job Description:

Career Profile: Middle School Counselor

Job Description:

Topics to Cover in First High School Counseling Session

What Does a High School Counselor Do?

5 Reasons School Counseling is a Great Career

1. Watching Students Grow

2. Unique School Position

A Day in the Life of a High School Counselor

How High School Counselors Work With Colleges & Universities

How Counselors Encourage Students to Attend College

Involve Parents for Discipline Issues

Related Links:

Punishment or Positive Reinforcement: Which One Works?

Dealing With Why-ners

A Day in the Life of a School Psychologist

Mean Girls and Relational Aggression

Related Articles:

Identifying Student Strengths

5 Reasons School Counseling is a Great Career

Mean Girls and Relational Aggression

Read more...

5 Reasons School Counseling is a Great Career