Role of A School Counselor

Janelle Rose

CSPU 515

Dr. Ashley McAdams

2/28/2021
Reflective Paper
Throughout this course and my time in the Pupil Personal Credential Program at
Brandman University I have had the opportunity to interview, learn, and apply additional
information and knowledge to my current role as a Marriage and Family Therapist to my new
role as a therapist within the education system. As I reflect on this process, I have further insight
and appreciation for school counselors. Prior to enrolling in this program, I was unsure of the
exact role of a school counselor however took my own learned experience through interactions in
my personal and professional life as a basis. During my time in this program, I learned school
counselors have a larger responsibility than ensuring academic success and providing college
resources for students. The term “School Counselor” can have many different job responsibilities
depending on the school and school district. Prior to entering this program I had the job title of
“School Based Counselor” in which I was responsible solely for the tier 2 mental health support
of students. In addition to my position, the school also had “School Counselors” whose job
description was to support students’ academic success (including grades, class schedule).
However as I approach the end of this program, I learned while both of us had the same title, we
played vastly different roles for students however were both intricate in the student’s success and
had to work together to ensure all the pieces of the puzzle were brought to the table for
discussion. Looking back, I am able to see how the academic school counselor was the entry
point to learning of mental health challenges that needed tier 2 support. With this large
responsibility, I have learned the importance of school counselors having training and education
in a number of areas such as mental health, Special Education, behavioral plans, and classroom
management.
Having this new understanding and knowledge of the responsibility of a School
Counselor for a school district, I plan to incorporate my knowledge by working alongside
administration to develop Social Emotional Learning Programs, and other tier 1
programs/interventions to support student success and help develop well rounded and
emotionally healthy students. While I believe academics are important, I think students need to
be seen as whole individuals and more than just as a student. Over the years and throughout this
program one major approach that resonates in my mind is the impact student’s mental health
and/or family lives plays a crucial role in how successful they are or are not in the school
environment. A past experience that I’ve seen this play out is with an 8 year old boy whom was
born to a drug addicted mother, given up at age 1 and bounced around between family members.
In the school environment, this student was seen as the “problem kid” who demonstrated his
mistrust of adults and mental health challenges in the classroom. This student was extremely
smart however always sent out of the room for answering questions out of turn. This situation
along with many other shows me that my purpose moving forward in my role as a school
counselor is to collaborate with staff through education/consultation, advocate for student mental
health, and build a cultural of emotional regulation as a strategy opposed to punishment. To
successfully achieve this, I plan on honing in on my collaboration and consultation skills learned
in this class as a tool to build relationships and create a school cultural around tier 1 interventions
and trauma informed practices. Although I do not have personal experience as of yet on this
process, I have learned and appreciate the dialogue from colleagues in this course that have been
successful in implementing these programs/interventions.
In addition to development of tier 1 intervention programs, I plan on using my credential
and role as a school counselor to be viable player of FERB and BIP conversations to provide a
different prospective to the team. In my current role, my title is a Behavioral Health Specialist
for a Special Education School for students with significant mental health needs. In this role, part
of my job responsibility is to be a part of IEP conversations however prior taking Positive
Behavioral Supports I had no knowledge on what a FERB or BIP was and felt helpless
advocating for my students. A situation that comes to mind is a student that had a BIP for non-
attendance and not submitting assignments. I remember being on Zoom with the behaviorist,
case manager, and administration whom were all talking about strategies to get this student to
come to class and do homework however no one was mentioning the mental health component
and recognizing this student’s trauma history. As a mental health provider first, I remember
saying to myself “how can this student do his work like a typical student when he is paralyzed in
his own body and mind?” Now having this course and knowledge I feel more equipped to
contribute to the conversation and advocate for students needs in the lens of a “Whole” person.
Brandman University has provided me with a vast amount of insight and knowledge in
the school of education and in the field of school counseling. With this knowledge I am excited
and feel equipped to move forward in the field of school counseling.

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Janelle Rose

Dr. Ashley McAdams

Having this new understanding and knowledge of the responsibility of a School

Counselor for a school district, I plan to incorporate my knowledge by working alongside

administration to develop Social Emotional Learning Programs, and other tier 1

health, and build a cultural of emotional regulation as a strategy opposed to punishment. To

successful in implementing these programs/interventions.

In addition to development of tier 1 intervention programs, I plan on using my credential

of my job responsibility is to be a part of IEP conversations however prior taking Positive

and feel equipped to move forward in the field of school counseling.

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