School Counselor Educators as Educational Leaders Promoting Systemic Change

School counselors: importance of the personal and participatory dimension in attitudinal competences = Orientadores escolares: importancia de la dimensión personal y participativa en las competencias actitudinales

“…Is constated, a dispersion of functions that regulations and educational communities assign to counselors (Janson, Stone & Clark, 2009;Santana, 2008), emphasizing the need to establish advisory models (Álvarez & Bisquerra, 2008) that include attitudinal competences in developing tasks (August, Aguilar & Salguero, 2008;Repetto & Pena, 2010;Villa & Poblete, 2007). So, understanding competence as the ability to answer successfully to a demand, task or problem, mobilizing and combining personal and environment resources (OCDE, 2005), our results coincide with different investigations (McMahon, Mason & Paisley, 2009;Repetto & Perez -Gonzalez, 2007;Vélaz de Medrano, 2008) stating that the role of the counselors is a social construction formalizing from the needs of the centers, it must include competences in knowledge (conceptual), know-how (procedural), and especially, know to be (attitudinal).…”

School Counseling Supervision in Challenging Times: The CAFE Supervisor Model

“…Though specific to leadership skills, Dr. Pam Paisley in McMahon, Mason and Paisley (2009), offers this poignant comment regarding her own experience, which clearly illustrates this notion:…”

“…This CAFE supervision model attempts to at least partially address a gap in the way school counselors have been prepared in the past; the gap between that which is actually taught in graduate school counseling programs and that which is the reality of school counseling practice (Education Trust, 2011;NOSCA, 2011;McMahon, Mason & Paisley, 2009;Paisley & McMahon, 2001). Theoretically, effective supervision will lead to effective school counselors who maintain effective school counseling programs that contribute to positive K-12 student outcomes.…”

New Horizons in Education: Positive Education and Emerging Leadership Roles of Counselors

“…their professional status at schools may not be ranked as high as to pioneer a leadership role among the other employees; older school counselors are seen as more credible in partnering and promoting leadership practices as co-equals (McMahon and Mason, 2009;Wingfield, Reese and Olatunji, 2010). School counselors can overcome these barriers by evidence based and accountable counseling services accompanied with rigor knowledge, awareness and problem solving skills in different aspects of positive education; an elevated inner belief that their roles as leaders and advocators are valuable to form bonds between the school, family and community which is vital for the sustainability of positive education; a sense of collaboration between the school administrators, teachers and school counselors which would allow school counselors to engage in leadership roles that would not overlap with the leadership roles of other parties; an independent evaluation model for the counselors to free them from the power dynamics impeding their advocacy roles; and support of national policies to legitimize this role tranformation at schools.…”