A Model for Training Bilingual School Counselors
When a school counselor enters the building on any given day, he/she may be asked to (a) respond to crises in classrooms or the halls, (b) provide individual and guidance counseling, (c) disseminate information on career opportunities or test results, (d) plan schedules for middle and high school students; (e) deliver developmental guidance materials and in-service training, coordinated with the priorities of the school and district, (f) serve as a mediator (or teach students and teachers to serve as peer mediators), (g) offer consultation, (h) develop crisis
intervention, (i) network with the community and agencies, (k) communicate empathetically with students, teachers, administrators, and parents, and (1) offer group counseling to angry children, depressed teens, or to students from homes where there has been a recent divorce (Texas Education Agency, 1998). School counselors may do those activities and even more on any given day (Blum, 1998; Gysbers & Henderson, 2000; Texas Education Agency, 1998). Otwell and Mullis (1997) indicated that the “purpose of school counseling is to facilitate the instructional process and students’ academic success” (p. 343).