Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Counseling U5
Counselors as Advocates
| Question | Answer |
|---|---|
| Advocacy | Identifying groups of people who might benefit from increasing their own strength. Particularly to "socially devaluated populations" (policies, procedures and practices don't give them a chance). It implies challenging the rules that deny student access |
| Autonomy | Part of Ethics. Empower the student to become his own advocate while being minors (example career guidance) |
| Beneficence | Part of Ethics. Continually sek ways to create opportunities for student success. |
| Change agent | Commitment to the idea of social change within a larger context and his or her role as catalyst for such change. |
| Closing the Information Gap | Part of Ethics. Educating students on their options (example vocational) to make informed decisions an understand the connection between academics and their future. |
| Justice | Part of Ethics. Treat equals equally and unequals unequally, but in direct proportion of their diferences. Avoid one-size-fits-all mind frame. It sometimes means making difficult choices about which causes to tackle in stead of others. |
| Loyalty | Part of Cousn. Ethics. Sticking to the objective of achieving systemic change. Trying to impact ALL students not only the top 5% or the at risk. Example a bullying prevention program. |
| Nonmaleficence | Part of Ethics. Premise: Above all "Do no harm" Consider the impact of their action or lack of action |
| Personal-social consciousness | A desire to be a voice for students who are underrepresented or not considered part of the main stream |
| Personal-social consciousness skills | Motivate stockholders to build systems that widen students opportunities, incite others to eliminate system obstacle. Improve school climate diminish hostility through communication skills |
| Social justice agenda | Counselors impact the system by making improvement in the social justice |
| Systemic barriers | More than blaming problems to Poverty, crime, lack of parental support, the school should examine the barriers that THEY have which astray from positively impacting students lives. |
| Systemic change | Refers to the organizational policies, procedures and/or practices of either their school or school district. Identify the practices that negatively impact students to be eliminated and the practices that positively impact students should be replicated. |
| School Counselors as advocates | The role involves looking at the individual student, but also examining the systemwide inequities and practices. By joining forces with educators to eradicate /replace systems that make a negative impact. |
| Personal-Social Consciousness | The desire to be a voice for students who are underrepresentented or not considered part of the mainstream. |
| Ethics (Five moral principles) | Beneficence, nonmaleficence, loyalty, promotion of autonomy and justice. |
| Impacts of Advocacy (students, school climates, systems, counseling program, communities) | They impact all students by improving policies, procedures and promote an emotionally and physically safe school. Attention to home and the community. |
| Advocating for social action in the community | Committed counselors seek to be agents of social change in the community by helping students and families develop the strength tand strategies needed to advocate for themselves. |
| Skills for Advocacy | sensitivity to the needs of students, genuine positive regard for others, compassion, flexibility, understanding, empathy, insightfulness, and emotional stability. They use technology, negotiate, recognize inequities, establish connection,influence chang |
| Changing the System? How? | Shared vision to guide change; leadership capable of driving the change; research; professional development, organizational arrangements and strategies to implement change. |
| Example of Systems that require change 2 | Supporting ss for carreer couns only when they ask, focusing on the demands of the most vocal parents in stead of addressing the silent majority, Not placing students in higher academics because he or she "doesn't want to" |
| Changing the System? How? | Shared vision to guide change; leadership capable of driving the change; research; professional development, organizational arrangements and strategies to implement change. |
| Systemic Change examples | Does the school have a policy that fails students after a number of absences without considering personal circumstances? This policy might need to be reviewed. |
| Example of Systems that require change 1 | best teachers for richer schools, focusing on only a part of Ss, bad teachers for bad schools, expecting teachers to improve classroom management without help, not addressing absenteeism, having failing ss without a plan for helping them, |
Created by:
steffychase9
Popular Psychology sets