School Counselors and School Psychologists: Partners in Student Services

Abstract

Current realities make it abundantly clear that it is no longer possi ble for school personnel to function effectively in isolation. Our society has evolved into an inclusive, diverse, and globally oriented member of the world community. Citizens are expected to function effectively in a world of lightning speed communication and to access a knowledge base that grows exponentially. It is clear that the menu of learning experiences for our children is changing. is a shift away from the Newtonian ideas of simplicity, hierarchy, mechanics, assembly, and objectivity that have nourished our current view of the world. The new view is more integrative, holistic, collective, cooperative, and organizational (Dettmer, Thurston, & Dyck, 1993, p. 386). The mission of schools is changing as societal issues are mirrored within the institution of education. Increasing numbers of students are entering formal schooling with diverse life experiences, family and cultural values, and learning styles. Traditional models of teaching and curricula development based upon a Eurocentric and mechanistic world view are being modified to meet the needs of this increasingly diverse population of students. More children with special needs are being served within the general education community. There is a growing emphasis on creating school climates that foster physical and psychological safety for staff and students. Educational leaders are calling for the establishment of school communities in which students and staff experience a consistent environment conducive to learning, a success orientation, and a true partnership among staff and parents. Challenges to Educators The foregoing developments have increased the pressure on educators to meet the individual needs of an increasingly heterogeneous population of students. Delivering this type of education has created overwhelming pressure and tension within school systems. General education staff often feel isolated and responsible for executing mandates that were developed without consideration to existing impediments to implementation. Student support services have the potential to weave the various constituencies in education into a cohesive unit. However, these services have not been increased sufficiently to create a positive expectation on the part of many teachers. Unfortunately, a collaborative ethic between student support services and teachers does not exist in many schools (Phillips & McCullough, 1990). With little prospect for increased materials or human resources, it is imperative that existing human resources be used more effectively. This cannot be accomplished by increasing the quantity of work expected of already overburdened individuals. It can be accomplished through collaboration among members of the school community. In collaborative schools, professionals see each other as resources for one another in attaining the common goal of delivering high-quality services (Smith, 1987). Collaborative school professionals eliminate overlapping roles and functions, fill gaps in existing services, and increase their self-efficacy by identifying with colleagues who share a common mission while possessing unique and complementary knowledge and skills. A Natural Partnership Counseling and psychological services are areas in which to begin forging a culture of collaborative service delivery. School counselors and school psychologists stand together on much common ground. During the past several years, the professional preparation requirements of both professions have evolved to the point of considerable compatibility. Both professions have published standards of training that emphasize knowledge of human development, multicultural issues, and curriculum development. Training standards for both professions include skill development in the areas of assessment, consultation, and counseling, and in facilitating the delivery of comprehensive services within a team concept (Council for Accreditation of Counseling and Related Educational Programs, 1994; National Assocation of School Psychologists, 1994). …