ABSTRACT
In this chapter, an emphasis on advocacy for the school counseling profession is presented. The authors will offer definitions for leadership (Young & Bryan, 2018), and Consultation and Collaboration (School Family Community Partnerships, Bryan & Henry, 2012); (Faculty and staff, community stakeholders, families). The authors will offer knowledge and skills regarding how school counselors can help families who are fostering children, parental/familial agencies, parent-led programming, and family-centered practices (Dunst, 2002).
This chapter also includes discussions on supervision in school counseling (peer supervision model) and school counselors as mental health professionals: behaviors, awareness of common characteristics of children with mental illness, professional development, recognizing the impact of mental health and diagnosis on student's academic achievement, and the misdiagnosis of Black and Brown children. Overall, readers will dive deeper in order to: a) offer a critical discourse on the importance of school counselors addressing both academic development and mental health; b) develop a strong school counselor identity; c) review examples to engage parents and families from racially minoritized backgrounds; and d) think creatively about ways to build on the strengths of parents and families.
