Cultivating student potential.

I have worked for 13 years as a high school counselor in a school of approximately 1,900 students from urban, suburban, rural areas, and 35 percent of the student body are students of color. During the 2000-2001 year I served as president of the American School Counselor Association (ASCA). It was a year of change for ASCA, and being a part of it has revitalized me as a counselor and leader. As I traveled from one end of this country to the other, I listened, watched, and learned. What was confirmed over and over again in my visits was that school counselors play a critical role in students' lives. They offer more than support and compassion; they help shape the futures of young people. In my view, counselors all over this nation want comprehensive, developmental, competency-based counseling programs for their students; they want all students to have the skills, knowledge, and attitudes to become healthy, productive, and contributing members of their communities.

Students want to be part of a successful school culture that promotes growth and development. But success takes more than desire, more than having access to resources and support. Real success requires change. ASCA cannot be satisfied with its past accomplishments. A successful future depends on its willingness to do what we ask our students to do, and we ask them to risk, change, and grow. It is in this context that I respond to the four target articles in file December 2001 issue of Professional School Counseling.

As I saw them, the common themes among the articles were: (a) the significant historical events that shaped the profession of school counseling, (b) the role of the school counselor and the school counseling program, (c) the needs of the diverse populations in schools, (d) technology and its use in the counseling program, (e) accountability and evaluation of the counseling program, and (f) advocacy for the school counseling program.

A Proud Past, Bright Future

The significant historical events that shaped the profession of school counseling are important in understanding the profession's future in the 21st Century (Baker, 2001; Green & Keys, 2001; Gysbers, 2001; Paisley & McMahon, 2001). Knowing that in the 1900s and 1910s guidance functions were the responsibilities of the teacher and vocational guidance and vocational education were partners in schools provides school counselors a historical basis for reaching out to teachers and their departments to deliver a counseling program. This historical context suggests school counselors alone cannot expect to implement a comprehensive program to every student. Teachers and school administrators need to "buy in," knowing that the entire school staff is responsible for the success of every student.

This historical context also suggests it is crucial for school counselors to understand that the school climate of 2001 is not altogether unlike the school climate of the 1900s, where the mission of the school was to prepare individuals for work. Today, like in the 1900s, counseling helps individuals to select career paths based on their interests, abilities, and aptitudes (Gysbers, 2001). In understanding our history, we school counselors can build upon our strengths, avoid past mistakes, and implement strong school counseling programs.

It is beneficial to know that in the 1920s and 1930s, there was a shift to a more mental health model that stressed personal adjustment. This move to a mental health model provides school counselors a perspective on the debate over the school counselor's role. The debate is focused on the question, "Are school counselors primarily mental health providers who respond to personal concerns one-to-one, or are they primarily educators who support the mission of the school, where academic achievement is the priority?" For many students and families, the school counselor is the first mental health provider they see (Paisley & McMahon, 2001), and my experience suggests the school counselor may be the only mental health provider they ever see. It is important to help students and their families, if appropriate, access the mental health services they need in order to achieve in schools. So, it is imperative that school counselors have relationships with community agencies and mental health professionals that provide student and family support. Support is not limited to only community agencies and mental health providers, but also includes the neighborhood community centers, churches, the local United Way organizations, and others. School counselors are good sources to find external help (McCarthy, 2000), and I suggest school counselors provide mental health services within the context of the school mission, which is to support academic achievement. But extensive, long-term mental health services for students should be provided outside the school walls and necessitate school counselors refer to community mental health agencies.

In 1958, the National Defense Education Act was passed. It influenced school counseling by providing additional funding to identify scientifically talented students (Myrick, 1997). More appropriately prepared school counselors were also needed to fill the shortages (Baker, 2001). The emphasis on school counselors to identify and guide students to college became paramount. Today, many teachers and parents still perceive the counseling of the college-bound student as the primary responsibility of the school counselor. Many school counselors are comfortable in that role, and, in fact, school counselors have done a good job guiding students to 4-year universities, even in the face of the labor market data that suggest other post-secondary options may be more appropriate (Hoyt & Maxey, 2001).

Gray and Herr (1995) in Other Ways to Win: Creating Alternatives for High School Graduates, asked the question, "How prevalent is the `go to college' mentally?" They stated:

   The popular press gives the impression that about half [of high school
   graduates] go on to higher education while the rest--so-called forgotten
   middle--go to work or into the military. The fact is that the majority of
   high school graduates now go to college, very few go immediately to work,
   and even fewer enter the military or become homemakers. (p. 4)

In my work as the 2000-2001 ASCA president, it was often clear when speaking to reporters that the perception still exists that school counselors work mostly with the high-achieving student. Again, it is helpful to understand the historical context as to why there is still confusion about the school counselor's role on the part of the teachers, administrators, and the general public. It is also imperative that as a profession we move forward to clearly articulate the role of the school counselor in delivering a comprehensive program to every student in collaboration with the community.

During the past 30 years, the school counseling profession responded to the social, political, economic, and psychological issues facing our nation (Paisley & McMahon, 2001). The Carl D. Perkins Vocational Education Act of 1984, the Carl D. Perkins Vocational-Technical Act Amendments of 1998, and the Elementary School Counseling Demonstration Act (ESCDA) of 1994 showed the influence of federal legislation on the roles and functions of school counselors. The Carl D. Perkins Vocational-Technical Act Amendments, for example, focused on the access of career information and planning (Gysbers, 2001). The ESCDA initially funded model elementary programs, while today it is proposed to include funding for model secondary programs as well.

As the 21st Century begins, the implementation of comprehensive developmental counseling programs by professional school counselors is the goal of the American School Counselor Association as described in the National Standards for school counseling programs (Campbell & Dahir, 1997; Dahir, Sheldon, & Valiga, 1998). The school counseling profession is again changing with a focus on the comprehensive program as the framework for organizing and managing counseling programs in schools. In short, it is important for school counselors to recognize that a clear understanding of where the profession has been will help guide and shape the profession in the future.

School Counselors: What Do Do?

In defining the role of the school counselor and the school counseling program, Gysbers (2001) hit the nail on the head with the title of his article, "... Remember the Past into the Future." We must learn from the past, but not hold on to it because it feels comfortable and because change is difficult. Baker (2001) described his concern about the need to change more quickly. School counselors cannot continue to do business as usual. During my term as ASCA president, the governing board responded to the 1999 American Society of Association Executive (ASAE) evaluation of ASCA, and implemented a new governing structure described by John Carver and Miriam Mayhew Carver (1997) as "Policy Governance." They stated:

   The Policy Governance model takes as its starting point the principle that
   a governing board is accountable for the organization it governs and that
   it exists on behalf of a larger group of persons who, either legally or
   morally, own the organization. The policy framework in Policy Governance
   can be seen as a comprehensive, carefully crafted way for a board to
   clarify all its expectations and values. (pp. 15, 17)

Policy Governance that is accountable to the membership allows the board to be the visionaries for the profession and allows change to occur in a timely manner. It has shaped my opinion on the role of the governing board and how the new governance model can impact school counselors and the programs they implement.

The December issue's target articles identified many characteristics, needs, and concerns of an effective school counselor. I am overwhelmed, not only by the public perception, but also by my peers' perceptions as they attempt to determine the role of the school counselor and the purpose of the school counseling program. The authors of the four articles suggested the following be key expectations of comprehensive programs:

1. Help teachers become partners in program delivery

2. Support academic achievement and the educational mission of the school

3. Foster a continuous set of services

4. Be proactive

5. Be for all students, not only for the college-bound student

6. Respect the historical perspective of the profession

7. Promote a strong professional identity

8. Work towards accountability

9. Be flexible and adaptable to societal changes and needs

10. Require counselors to have specific skill development and supervision

11. Remain comprehensive and developmentally appropriate

12. Focus on the National Standards

13. Develop partnerships within the community, sharing knowledge and goals

14. Enhance collaboration with all facets of the community

15. Use a common language to articulate the program's content and scope to stakeholders

16. Be equitable

17. Have a clear mission and goals

18. Be well integrated within the school curriculum.

This list of expectations for school counselors is possible as a result of implementing a comprehensive school counseling program. But it is at rimes intimidating and overwhelming for school counselors who do not understand the goals of a comprehensive program, and who are enmeshed in an existing approach that may be reactive, focuses on a clinical model, or addresses only a portion of the student body. It is important to note that the list of expectations cannot be accomplished alone, but must rely on collaboration (Paisley, 2001). Nevertheless, a lack of an understanding of a comprehensive school counseling program contributes to counselor's role confusion, anxiety, apprehension, and reluctance to change.

Who then decides the counselor's role? The profession's history suggests it is frequently a result of societal needs, federal legislation, revenue sources, and the impact of the current "best thinkers" (Baker, 2001; Green & Keys, 2001; Gysbers, 2001; Paisley & McMahon, 2001). It is important to note that the average U. S. student-to-counselor ratio is 551:1 (American Counseling Association, 2001), and the full range of school counselor expectations may be beyond the scope of what is possible for school counselors (Paisley & McMahon, 2001). Again, who decides?

ASCA and school counselors need to take the initiative. I suggest that defining the role of the school counselor as separate from the counseling program is not beneficial for strong and effective program development. Instead, it may be more useful to examine the school counseling program when defining the school counselor's role and the expectations of school counselors. In 2000-2001, I observed outstanding comprehensive counseling programs implemented and managed in schools. Most of them incorporated the following major components: foundation, delivery system, management system, and assessment system. The models also incorporated Myrick's (1997) focus on a program for every student; a counseling curriculum that is organized, planned, sequential, and flexible; and an integrated approach using all staff. Finally, the models incorporated Johnson and Johnson's (1991) competency-based guidance, which focuses on students acquiring competencies to become successful, and Gysbers and Henderson's (2000) emphasis on an organizational structure consisting of content, organizational framework, and resources.

In June 2001, ASCA took the initiative and invited recognized experts in the field of school counseling to Tucson to create a national model for comprehensive school counseling programs. While many states have comprehensive models--and since 1997 the National Standards (Campbell & Dahir, 1997) present student competencies that serve as the foundation for the development of comprehensive school counseling programs--there are still many states that are in need of direction and support in program development. Therefore, the ASCA Governing Board dedicated resources to the creation of a national model for school counseling programs. The ASCA Governing Board understood it was time to convey a clear purpose and mission of a comprehensive counseling program and develop the common language for all stakeholders to use. A national model hopefully will eliminate any confusion when advocating for school counseling programs. It should clearly articulate the school counselor's role and responsibility for facilitating the program's success. The results of the summit should be available in early 2002.

Including All Students

Any role description of the school counselor within the context of a comprehensive program must address the needs of diverse populations. It is critical to the success of every student. Diversity includes more than just students of color. It includes gender, race, ethnicity, cultural background, sexual orientation, disability, family structure and functionality, socioeconomic status, learning ability level, languages, level of school involvement, or other special characteristics (Gysbers, 2001).

Every student must benefit from participation in a comprehensive program. Lee (2001) stressed that all students should be valued, can learn, and are entitled to a quality education. However, Lee also argued that, "cultural differences are real and cannot be ignored" (p. 259), and Green and Keys (2001) indicated that the needs of students of color and students from low-income backgrounds needed to be considered within comprehensive programs.

When school counselors work with culturally diverse populations, it is crucial to appreciate that the student's environment influences his or her school success (Green & Keys, 2001). School counselors must look beyond the school walls; they must understand the student's home environment, the student's neighborhood setting, and the family "rules" and values if they are going to impact academic achievement and promote school success. School counselors also need to understand that appropriate school behaviors may not be deemed acceptable in the family or neighborhood. In fact, it may put the student in conflict with family or neighbors' values.

Green and Keys (2001) further suggested, "students may need help working on ways to resolve a conflict that results from contradictory perspectives on appropriate behavior" (p. 90). This requires teachers and administrators to comprehend that the counselor's office extends beyond the schoolyard and into the neighboring community. Understanding the neighborhood helps school counselors adopt behaviors that communicate appreciation of the other factors that may influence a student's school success. School counselors must engage the people in the neighborhood and school who have the power to help make changes for student success. To reach beyond the school walls, school counselors cannot expect to work a "regular" school day. School counselors need the endorsement from school districts to work a flexible workday. Partnerships need to be developed with community agencies to ensure students are wrapped in a blanket of support. For example, partnerships must include the faith-based organizations that play a vital role in the neighborhood.

Addressing diverse students' needs requires school counselors to let go of the belief that treating everyone the same and equal is sound counseling practice. Simply stated, some students need more support to be successful. A culturally sensitive school counseling program provides access and supports rigorous preparation for every student. Johnson (1996) noted:

   All our schools can organize themselves so that they work for all students
   ... our schools have sometimes unwittingly but far too often assumed the
   task of selecting some students to experience the best public education has
   to offer, allowing others little more than the `leftovers.' And this
   distribution of the most meaningful learning opportunities to those who
   already enjoy the greatest advantages in society has both individual and
   social consequences. (p. xviiii)

School counselors need to lead the way to ensure every student is provided the opportunity to experience education, career, and personal/social success. It is important that comprehensive counseling programs facilitate the collaboration between the home, neighborhood, and school of culturally diverse students (Lee, 2001). In setting high standards for every student, school counselors and school counseling programs need to be culturally responsive. Haycock (2001) noted:

   We now know that standards must be high and apply to all, and they should
   be aligned with good assessments. We need accountability mechanism that
   cast a spotlight on achievement by race, ethnicity and poverty so our
   failure to teach some kids can no loner be hidden. We must make sure every
   child had the benefit of a challenging curriculum and teachers qualified to
   teach it. We must provide extra rime and support to students and their
   teachers. And we must allocate funds where they are most needed. (p. 2)

Technology: How it Helps

How does technology improve or enhance the school counseling program? Technology is sometimes intimidating for school counselors who have not had the preparation or in-service to employ ifs use in the school counseling program. Many counselors use technology to organize student records, keep up-to-date attendance records, schedule as well as deliver information for career and educational planning. Many rimes it is learned on a need-to-know basis, and it is never integrated into the program. Technology is often used in a limited and restrictive manner, not in a mode that enhances the program. For example, a parent calls and wants to know if his or her child is in school; if is easy to check the attendance records using technology. But is there any assessment of the attendance record to discover patterns that may provide more of an understanding of its relationship to student progress? I suggest using technology to not only track the number of behavior referrals, but to discover the reasons for referral (e.g., check for inappropriate use of language, bullying, number of missing assignments).

Technology can also help in the collection of data to assess programs' success. But again, school counselors need help; they need professional development that targets how to best integrate the use of technology into the counseling program to enhance counselor effectiveness. For example, school counselors frequently convey information to students on a variety of topics such as career planning, 2-and 4-year colleges, study skills, test-taking skills, and ACT and SAT preparation; but how many counselors use commercial software programs to deliver this information? What are the best software packages available to counselors, and how do school counselors evaluate their effectiveness? Should this technology require school counselor supervision when students are using it, and how should it be integrated into the school counseling program? These are a few of the questions that many school counselors need to answer.

To help with increasing the knowledge and use of technology, ASCA has explored partnerships to develop a resource center or clearinghouse where best practices are collected. School counselors could receive information about not only software programs, but also the Internet in general. A resource center uses technology to promote networking, understanding, and sharing among school counselors.

With all its potential, there is still a need to understand that technology has its limitations. For example, it cannot replace the importance of the counseling relationship (Paisley & McMahon, 2001). Students need positive counseling relationships that model appropriate behavior. Students need adult and peer relationships that allow them to "try out" and test new behaviors. Technology must be used to help students and school counselors work in partnership to support the counseling relationship.

The need to explore the issue of confidentiality and safety when students use the Internet for learning and exploration is critical for school counselors. For example, are student college essays private? Are the counselor's written evaluations of student college applications and/or scholarship applications confidential? ASCA (2000) developed a position statement on the "Professional School Counselor and Student Safety on the Internet," which may provide some guidance. Again, there is a need for answers to these questions that requires a dialogue with other school counselors, counselor educators, and administrators.

As student use of the Internet explodes, school counselors need to explore their ethical responsibility when working with students. Paisley and McMahon (2001) expressed concern about students who are allowed to take career exploration and other self-directed assessments online without proper supervision. I suggest caution needs to be employed, because many times students misread the results and draw incorrect conclusions. Recently, I discussed student chat rooms with a reporter who was concerned about students sharing harmful and inappropriate information. The reporter suggested the information shared in chat rooms--including information about suicide, drug abuse, and sexual encounters--places students at risk. The reporter's concern was there was no professional supervision or counseling available to students. In summary, technology is a great asset for school counselors and the programs they facilitate, but clear guidelines need to be discussed and delineated for effective use within the counseling program.

Accountability and Evaluation: Are Students Different?

Accountability and the evaluation of school counseling programs are simply a necessity. School counselors must answer the basic question, "How are students different because they have participated in a comprehensive developmental school counseling program?" Paisley and McMahon (2001) stated, "School counselors are also being challenged to demonstrate in measurable terms the effectiveness of their work' (p. 109). If school counselors cannot collect data that support and link the school counseling program to student academic success, school counselors may become extinct. But there is hope because many school counseling experts have begun to collect the data needed to demonstrate the effectiveness of school counseling programs. Gysbers (2001) noted:

   Empirical research conducted in the states of Missouri and Utah during the
   past 5 years has shown that when certified professional school counselors
   have the time, resources, and the structure of a comprehensive guidance
   program in which to work, they contribute to positive student academic and
   career development as well as the development of positive and safe learning
   climates in schools. (p. 103)

It is critical to document the counseling program's effectiveness, but informing school counselors how it is done in Missouri and Utah is not enough. Practitioners need support and encouragement to duplicate the process.

How, then, does accountability and evaluation of school counseling programs become a priority in the school counseling profession? Can school counselors be motivated to engage in accountability? Evaluation of the school counseling program by school counselors is imperative, but there is resistance because there is not enough time to add another responsibility, and there is a lack of resources. There is also a lack of confidence in their ability to engage in research projects or data collection; a lack of role models, collaboration; and there are few frameworks to guide school counselors in the process.

It is vital to communicate the goals of a comprehensive counseling program to the principal and to demonstrate to administrators how the program aligns with school improvement plans. School counselors must show how the comprehensive program supports and contributes to academic achievement. The comprehensive program needs to be data driven, which means that a comprehensive program demonstrates positive student outcomes related to grades, course-taking patterns, test scores, attendance, and behavior referrals (Paisley & McMahon, 2001). It is encouraging to know that Whiston and Sexton (1998) found that in general school counselors' work has had a positive impact on student achievement, career planning, and social skills, even with the stated limitations.

It is imperative that ASCA create a clearinghouse that retains relevant information on site-based program evaluation for school counselor use. However, the profession needs mentoring, in-service, support, and collaboration and partnerships with counselor educators to design, implement, and interpret accountability models. There are examples of data collection on the effectiveness of school counselors' work in collaboration with counselor educators, but I suggest they are only a few bright spots in the arena of accountability. Many rimes school counselors do not know how to take the first step, or where to go to get the needed support. It is critical to ASCA's growth and maybe even its survival to become proactive and look to create collaborative, honest partnerships, but a few good examples do not serve the association as a whole. The profession needs a battle cry that can inspire an all-out crusade to design research that demonstrates that student participation in comprehensive counseling programs builds knowledgeable, moral, ethical, and lifelong learners.

Advocacy: A Commitment to Act

Advocacy means believing in our work; it means school counselors are important and the students we work for are valuable. School counselors must understand advocacy is about inspiration, being motivated to act. As ASCA president, I was often told that I had special skills in the area of advocacy. Yes, I had taken on some leadership roles in the association. I had opportunities to work in the area of advocacy. But it is a mistake for school counselors to believe that I had something special, something they do not possess. For the school counseling field to stay strong, all school counselors must take an active part in communicating the professions' importance and program's relationship to student achievement. Advocacy cannot be left to the few in leadership positions. School counselors need to speak up, and ask for support for all students in our schools.

My reason for advocating for the profession was beautifully stated by Gysbers (2001):

   My vision for guidance and counseling in the 21st Century is fully
   implemented comprehensive guidance and counseling programs in every school
   district in the United States serving all students and their parents
   staffed by active, involved school counselors. (p. 103)

A strong consistent voice needs to be articulated at the teachers' associations, principals' associations, PTAs, school boards, community centers, churches, and in the halls of state and federal legislatures. It is important that school counselors examine and understand legislation and policies, whether they are created at the school, state, and federal levels. This is key when changing a system, and it is critical for the growth of comprehensive school counseling programs. School counselors need to continue to advocate for state and federal legislation that supports comprehensive programs (uGysbers, 2001). One result of advocacy is teachers, administrators, and parents will understand that when students leave the classroom for a guidance activity it should support and enhance achievement (Baker, 2001).

A grass roots campaign is needed for advocacy to effective (Baker, 2001). It requires that school counselors not only share their stories about how their work makes a difference for the students they serve, but also share the data that students are achieving more because they participated in a comprehensive program, regardless of their backgrounds.

We advocate by understanding our voices make a difference. School counselors have the skills to be effective advocates. A good advocate listens, communicates, embraces different points of view, sets goals, develops strategies, provides feedback, works with people no matter who is in charge, thinks on his or her feet, coordinates, mediates, juggles more than one job at a rime, identifies resources, and sticks with a task until a solution is found.

School counselors cannot do this work alone (Myrick, 1997). It requires collaboration and partnerships with other educational associations to ensure leaders on all levels hear the same message.

A Different Destiny: Concluding Remarks

As was stated earlier, real success requires change. Change can assist the profession to develop and move forward. We cannot be satisfied only with our past accomplishments, for the past reminds school counselors where we had been and it is important to remember the past into the future (Gysbers, 2001). School counselors' roles are defined within a comprehensive counseling program that is responsive to every student with special attention paid to those underserved populations. It is a program that is data driven and connects program activities not only to student achievement and educational goals, but also to the development of the student's career goals and social/emotional competencies. There are numerous examples of successful school counseling programs. Comprehensive programs need to be part of every school and that kind of growth requires change. Change requires the profession to go to the edge and to reach beyond what is safe. School counselors have to grow; it is critical to our mission, our destiny, and will influence the lives of students, parents, and communities we serve.

References

American Counseling Association. (2001). Briefing paper: U.S. student-to-counselor ratios 2001. Alexandria, VA: Author

American School Counselor Association. (2000). Position paper: The professional school counselor and student safety on the internet. Alexandria, VA: Author

Baker, S. B. (2001). Reflections on forty years in the school counseling profession: Is the glass half full or half empty? Professional School Counseling, 5, 75-83.

Campbell, C. A., & Dahir, C. A. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA: American School Counselor Association.

Carver, J., & Carver, M. M. (1997). Reinventing your board: A step-by-step to implementing policy governance. San Francisco: Jossey-Bass.

Dahir, C. A., Sheldon, C. B., & Valiga, M. J. (1998). Vision into action: Implementing the national standards for school counseling programs. Alexandria, VA: American School Counselor Association.

Gray, C. G., & Herr, E. L. (1995). Other ways to win: Creating alternative for high school graduates. Thousand Oaks, CA: Corwin.

Green, A., & Keys, S. G. (2001). Expanding the developmental school counseling paradigm: Meeting the needs of the 21st century student. Professional School Counseling, 5, 84-95.

Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5, 96-105.

Gysbers, N. C., & Henderson, P. G. (2000). Developing and managing your school guidance program (3rd ed.). Alexandria, VA: American Counseling Association.

Haycock, K. (2001, Spring). New frontiers for a new century: A national overview. Thinking K-16, 5, 2.

Hoyt, K., & Maxey, J. (2001). Counseling for high skills: Responding to the career needs of all students. Greensboro, NC: CAPS Publications.

Johnson, R. S. (1996). Setting our sights measuring equity in school change. Los Angeles: The Achievement Council.

Johnson, S. K., & Johnson, C. D. (1991). The new guidance: A system approach to pupil personnel programs. CACD Journal, 11, 5-14.

Lee, C. C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 257-261.

McCarthy, A. R. (2000). Healthy teens: Facing the challenges of young lives (3rd ed.). Birmingham, MI: Bridge Communications.

Myrick, R. D. (1997). Developmental guidance and counseling: A practical approach (3rd ed.). Minneapolis, MN: Educational Media. Paisley, P. O. (2001). Maintaining and enhancing the developmental focus in school counseling programs. Professional School Counseling, 4, 271-277.

Paisley, P.O., & McMahon, H. G. (2001). School counseling for the twenty-first century: Challenges and opportunities. Professional School Counseling, 5, 106-115

Whiston, S. C., & Sexton, T. L. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling and Development, 76, 412-426.

Mark Kuranz is a secondary school counselor at J. I. Case High School in Racine, WI, and a past president of the American School Counselor Association. E-mail: [e-mail]