The Role of the Counselor in Discipline

Counselors do not deal directly with discipline, but rather approach discipline from a preventive perspective. Graham ISD counselors should be an active member of the campus PBIS teams where discipline problems are identified, discussed, and resolved before significantly disrupting the learning environment and the educational process. Early behavioral intervention by the counselor is essential.

Consultation is one of the key intervention strategies employed by the counselor to create positive change and facilitate the growth and development of the students served. The counselor acts as an arbitrator between school staff and students regarding problem situations and relationships in classrooms. A systematic process is utilized that includes meeting with the school staff and with the students individually and together to monitor progress and evaluate outcomes.

The school counselor may also refer the family to assistance resources both inside and outside the school system by using appropriate school policies. The school counselor should continue to provide ongoing assistance to students, families, and staff when problems persist.

Counselors may employ specific group guidance sessions to assist students in their total school adjustment and thus reduce classroom problems. Special small-group counseling sessions should be scheduled on an as needed basis for assisting students who exhibit more aggressive behavior.

Some examples of counselor intervention strategies that focus on school adjustment and discipline are listed below.

• Orientation sessions are conducted at all grade levels to acquaint students with the discipline policy. The positive aspects and rewards of acceptable practices in attendance, classroom behavior, and social relationships both inside and outside the school environment are emphasized.

• Group guidance sessions are held that stress responsible behavior and coping skills.

• Individual sessions are scheduled on the basis of a referral or request from parents, teachers, or administrators. Minor first-time behavior problems may be referred to the counselor for assistance and follow-up.

• Follow-up activities with a student returning from a suspension are always conducted.

• Referrals to outside agencies are initiated when appropriate.

• Conferences with parents, teachers, support staff, and administrators are scheduled when appropriate.

When counselors approach discipline issues in a systematic, proactive way, campuses should find that their discipline referrals are significantly reduced.