Part 1: Define Mode-School Counselor

In my CEP 817 class, I was asked to do 3 activities to help me come up with an actionable problem statement.  The first activity was called the 5 Whys?  You keep asking why to help you further get to the root of the problem.  The second activity was called the Why-How Laddering method.  This activity results in a snapshot of the user by alternating why and how questions.  The last activity that I used was the Point-of-View Madlib method.  By filling in three elements: user, need, and insight.

These activities brought out some deep-rooted issues that all school counselors face.  By using these methods, JOB SECURITY was the valuable insight that came from these methods.  See below for how I was able to find this issue:

A. The 5 Whys? Root-Cause Analysis:

1. Why doesn’t a school counselor follow a data-driven, comprehensive school counseling program? (DCSCP)

He/She was not trained.

2. Why isn’t a school counselor trained in DCSCP?

He/She was trained under the mental health model.

3. Why was a school counselor trained under the mental health model?

That was the main need of school counselors but it has changed to keep the school counselor employed. (not become extinct)

4. Why has it changed to keep the school counselor employed?

With budget cuts, a school counselor did not have a defined role, so it was easy to eliminate.  Also, because the role of the school counselor was not defined, principals gave counselors any job that was needed (test coordinator, lunch duty, input schedules, etc.)  The new model was meant to keep school counselors employed. It also makes it clear what the role of a school counselor is so extra duties were not assigned that would make the position less viable to students.

5. Why would a defined role make it more valuable to students and your principal?

The school counselor would be utilized in the most effective way for both students and his/her principal.  By not defining the role, added duties would take time away and ultimately make the counselor less effective.  The counselor that doesn’t seem effective to the principal then could be eliminated in budget cuts.

 

B. Why-How Ladder:

Why-How Laddering

C. Point-of-View Madlib:

 

School Counselor needs to follow a data-driven, comprehensive school counseling program because in her school they are looking to make budget cuts.

 

School Counselor needs training because no one knows exactly what she does.

 

School Counselor needs a systemic training program because he is getting more and more added to his plate that is making him less effective.

 

School Counselor needs to apply for the RAMP award because he is getting 400, 500, or 1000 students added to his caseload.

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