Casey__u06a1_Counseling Specializations.doc COUN 5004 Unit 6: Counseling Specializations and Multidisciplinary Teams COUN 5004 - Survey of Research in Human Development for Professional Counselors Counseling Speciali
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Casey__u06a1_Counseling Specializations.doc COUN 5004 Unit 6: Counseling Specializations and Multidisciplinary Teams COUN 5004 - Survey of Research in Human Development for Professional Counselors Counseling Specializations and Multidisciplinary Teams This paper will evaluate the role of a school counselor within the field of counseling and the historical aspects and philosophies that have contributed to this specialization. The role of a school counselor has continuously evolved over the last few decades. There have been many definitions and directions over the years in regards to the services a school counselor is responsible for providing. In addition to evaluating the role of a counselor, this paper will also work to assess the ways this specific specialization may collaborate with another specialization in the counseling field. The role of a counselor is to address the issues that affect school-aged children and meet the needs of each student through a variety of services. These services can range anywhere from counselling students through a hard time to providing academic advising. The history and philosophies involved in the field of school counseling has certainly pushed this field into developing a more vast amount of services, responsibilities, and collaboration. Impact of a Wellness Model Myers and Sweeney considered wellness to be the positive state of œwell-being, that can be measured using a continuum ranging from illness to a œhigh-level wellness (2008). Counselors may encourage wellness with in. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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