Current Issues in Education

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Current Issues in Education

• School Counselors
• What are OUR Roles?
• What are OUR Responsibilities?

2
Changes in Society

• Approximately 20 of students have significant
  emotional impairment.
• Only 20 of those receive treatment for the
  impairment
• Most prevalent depression, conduct problems,
  AD(H)D, Suicide (GLBT most prevalent among those)

3
Changes in Society

• School Funding
• Balance of Funding/Resources
• Accountability
• SPED/504
• Counselor/Student ratios
• Increased numbers of minority students
• Poverty

4
The Solution

• Comprehensive
• Preventive
• Developmental
• Part of Total Education Program
• Data Driven
• Collaborative Process
• Seeks Improvement

5
Professional School CounselorsThe Essential Part
of the Solution

• Well Trained
• Care
• Maintain professionalism
• Active
• Visible
• Reliable
• Advocates

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Professional School CounselorsSpecialty Areas

• Developmental Classroom Guidance
• Career Development
• Educational Planning
• School Community Consultant
• Counseling
• School Safety
• Diversity
• Special Education
• Student Advocacy

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Philosophy

• Wellness
• Developmental
• Prevention
• Empowerment

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From Where Do We Come?

• Philosophy
• Psychology
• Religion
• Education
• Medicine
• Sociology

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Who are our forefathers?

• George Merrill San Francisco
• Jesse B. Davis Detroit
• Eli Weaver Brooklyn
• Parsons Boston
• Known as the father of guidance
• Social advocate (immigrants)

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Major Historical Events

• National Defense Education Act (1958)
• Response to Sputnik
• Increase Math/Science abilities
• Led to our being testing specialists
• Increased our numbers
• Counselor Education Programs

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Major Historical Events

• Public Law 94-142 (SPED)
• FERPA (Buckley Amendment)
• A Nation at Risk
• Rogers, Skinner, Ellis, Maslow, Perls, et al.
• APGA (1952) Division 5 (ASCA)of APGA AACD
  (1983) ACA (1992)

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Therefore What is our Mission?Considerations

• ASCA National Standards
• National Model
• Our Philosophy
• School Districts Mission Statement
• Schools Mission Statement
• How can what we do help others
• Test scores
• Attendance
• Discipline
• Learning Environment

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Childhood Development
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Landmarks in Motor Development

• Age 2 Puts on pants, holds cup, stacks 6-7
  blocks, kicks large ball, runs
• Age 3 Puts on shoes, pours liquids, stacks 9
  blocks, rides tricycle, hops with both feet,
  draws circle
• Age 4 Dresses self, uses scissors, draws
  designs, throws ball, skips
• Age 5 Fastens buttons, copies letters / designs,
  walks a line, throws well
• Age 6 Rides bike, writes draws, skips rope,
  catches ball

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We Learn a Great Deal From the Classics

• Erik Erikson
• (Model of Cognitive Development)
• Jean Piaget
• (Stages of Psychosocial Development)

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Eriksons Stages of Psychosocial Development

• Erikson was born in 1902 Frankfurt, Germany
• Raised by mother age 3 she remarried
• Mother Stepfather were Jewish, Erikson looked
  different (blond, blue eyed)
• Not a brain trust, according to parents
  teachers
• After graduated high school wandered Europe for
  a year, studied art, felt lost uncertain
• He later calls this moratorium the period
  when everyone finds themselves
• This was NOT accepted at the time in Germany

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Eriksons Stages of Psychosocial Development

• Age 25 asked by Anna Freud to teach children in
  Vienna
• Age 27 married left Europe due to Hitler
• Moved to Boston Bostons first child analyst
• Especially interested in Native American
  population
• Never earned a formal college degree but taught
  at Yale, Harvard, U. of California

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Eriksons Stages of Psychosocial Development

• Psychological drives and unconscious are
  important
• But social and environmental influences are just
  as important
• Each person goes through 8 stages with positive
  or negative outcomes

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Eriksons Stages of Psychosocial Development

• What is a 1 year old like?
• Trust vs Mistrust (1st year)
• Is trusting in the world
• If environment satisfies a person's needs he/she
  will feel secure and trust people. If not,
  insecure not trust others

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Eriksons Stages of Psychosocial Development

• What is a 1-3 year old like?
• Autonomy vs Doubt (1 - 3 years)
• Child attempting to become more independent
• Takes pride in doing things controlling things
• Toilet training is important
• Unable to control these functions by end of this
  stage doubt or shame
• If accomplished, feel capable and independent

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Eriksons Stages of Psychosocial Development

• What is a 3 5 year old like?
• Initiative vs Guilt (3 - 5 years)
• Learning self control
• Child becoming curious and wanting to explore
  world
• If parents do not allow child to explore
• Lack of initiative to learn and explore the world
• When they do try and fail, they feel guilty for
  not being capable and living up to the standards
  of others

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Eriksons Stages of Psychosocial Development

• What is a 6 11 year old like?
• Industry vs Inferiority (6 - 11 years)
• Excited and motivated about life
• Making new friends and trying to accomplish new
  tasks
• If they have trouble making friends they will
  feel inferior
• Need to feel confident that they can accomplish
  things on their own
• Feel industrious about themselves in the future

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Eriksons Stages of Psychosocial Development

• What are adolescents like?
• Identity vs Role Confusion (adolescents)
• Forming an identity and trying to answer "who am
  I
• If does not feel accepted by peers or no feelings
  of accomplishments
• Be confused about identity and role in life

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Piaget the Model of Cognitive Development

• Born in Switzerland
• Father Medieval historian at a University
• Different from Erikson more of a thinker
• How to bridge philosophy with science
• Piaget was a nerd (especially in high school)

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Piaget the Model of Cognitive Development

• Prize scholar wonderful writer age 10
  published article on an albino sparrow at the
  park
• He said younger children are not dumber than
  adolescents they just think differently
• Piaget had 3 kids they were all studied
  extensively
• Much of his research was scrutinized but always
  included in lit reviews.

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Piagets Model of Cognitive DevelopmentSensorimot
or (Infancy)

• Reflex Activity (0 1 month)
• Preverbal
• Uses natural reflexes
• Tracks objects in field of vision
• Primary Circular Reactions (1 4 months)
• Activities involve the childs body
• Pleasant activities are repeated
• Stares at disappearing objects

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Piagets Model of Cognitive DevelopmentSensorimot
or (Infancy)

• Secondary Circular Reactions (4 8 months)
• Repeats interesting activities
• Manipulates objects in the environment
• Searches for disappearing objects
• Secondary Schemata (8 12 months)
• Begins using signs to anticipate events
• Attempts to coordinate events for a purpose
• Recognizes familiar objects people
• Searches for concealed objects

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Piagets Model of Cognitive DevelopmentSensorimot
or (Infancy)

• Tertiary Circular Reactions (12 18 months)
• Explores new situations through trial error
• Searches finds concealed objects
• Imitates actions of others
• Mental Combinations (18 24 months)
• Growing ability to imitate
• Develops mental images to solve problems
• Anticipates consequences
• Knows objects exist after they disappear from
  sight (object permanence)

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Piagets Model of Cognitive DevelopmentPreoperati
onal Thought (Childhood)

• Ages 2 7
• Mastery of symbols, especially language
• Uses mental images, imagination, symbolic logic
• Cannot conserve (thinks same amount of candy in
  different jars is the same)
• Has trouble with reversible thinking

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Piagets Model of Cognitive DevelopmentPreoperati
onal Thought (Childhood)

• Preconceptual (Ages 2 4)
• Develops concepts that are not complete or
  logical
• Reason is dominated by perception
• Inability to consider more than one aspect of a
  situation
• Egocentric social communication

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Piagets Model of Cognitive DevelopmentPreoperati
onal Thought (Childhood)

• Intuitive (Ages 4 7)
• Intuitive rather than logical solutions
• Many ADHD DX during this time
• Considers more than one aspect of a situation

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Piagets Model of Cognitive DevelopmentConcrete
Operations (Middle Childhood)

• Age 7 11
• Uses logic to make sense of things
  relationships
• Has ability to conserve (knows its the same
  amount of candy in different jars)
• Develops understanding of numbers groups
  series
• Concrete rather than abstract thinking
• Reversibility to thought (flat clay can be
  reshaped as a ball)
• Develops empathy for anothers position
• Greater capacity for attention, concentration,
  memory

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Piagets Model of Cognitive DevelopmentFormal
Operations (Adolescence)

• Age 11 15
• Capable of abstract thought
• Has ability to deal with the hypothetical
• Can generalize thought, make inferences, use
  deductive reasoning
• Capable of flexibility creativity
• Develops higher levels of empathy idealism

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Common Developmental Problems

• Too Much (or little) Dependency
• Shyness Embarrassment
• Worry Anxiety
• Aggression
• Uncontrolled Hostile Aggression Passive
  Aggression
• Jealousy Rivalry

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Kohlbergs Levels of Morality

• Level 1 Pre-conventional Morality
• Level 2 Conventional Morality
• Level 3 Post Conventional Morality

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Kohlberg Level 1Pre-conventional Morality

• Stage 1 Obedience and Punishment Orientation
  Obeys rules set by authority to avoid punishment
  obedience is for its won sake. Does not consider
  the interests of others or recognize that they
  differ from the actors does not relate two
  points of view. Actions are considered physically
  rather than in terms of psychological interests
  of others
• Stage 2 Individualism, Instrumental Purpose,
  and Exchange Follows rules only when it is to
  ones interests and needs recognizes that others
  can do the same. Aware that each person has
  interests to pursue, and that these interests may
  conflict, so that right is relative.

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Kohlberg Level 2Conventional Morality

• Stage 3 Mutual Interpersonal Expectations,
  Relationships, and Interpersonal Conformity
  Lives up to what is expected by significant
  others in the role of daughter, brother, friend,
  and so on. Being good means having good motives
  and keeping mutual relationships. Believes in the
  Golden Rule. Aware of shared feelings,
  agreements, and expectations.
• Stage 4 Social System Conscience Conforms
  blindly to rules or laws for the good of the
  institution or society, except in extreme cases
  where laws conflict with other fixed social
  duties. Takes the point of view of the system
  that defines roles and rules. Considers
  individual relations in terms of place in the
  system.

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Kohlberg Level 3Post Conventional or
Principled Morality

• Stage 5 Social Contract Orientation Sees rules
  and laws as relative to the group which makes
  them and agrees to uphold them because of the
  social contract to make laws for the welfare of
  all peoples rights. Considers moral and legal
  points of view recognizes that they sometimes
  conflict and finds it difficult to integrate
  them.
• Stage 6 Universal Ethical Principles
  Orientation Follows self-chosen ethical
  principles, which are valued above laws or social
  agreements. When laws violate these principles,
  one acts in accordance with the universal
  principles of equality of human rights and
  respect for the dignity of human beings as
  individual persons.

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Summary

• Changes in Society
• The solution
• School counselor specialty areas
• Counseling Philosophy
• History
• Erikson
• Piaget
• Kohlberg