However, if a high school student is asked to define what it means to be an adult, they will most likely tell you it means doing things on their own without relying on others or asking for help. 42 LINK for Counselors | Defining and Reframing “Adulting” As adults, we know that seeking help when we need it and relying on others more knowledgeable than ourselves is a strength, not a weakness. This lack of preparation also includes the ability to recognize that needing academic help is a normative part of the transition process.
Along with my faculty and staff colleagues, I have seen the pressures new students face when they arrive on campus ill-equipped for college-level academic rigor and the executive functioning skills they will need to thrive.
I’ve spent 25 years working on a college campus, teaching, and mentoring thousands of first-year students, both as a professor and as a university administrator. I’m not a high school counselor, but my work is adjacent. In fact, counselors serve as both educators and mentors, primed to impart important “adulting” lessons in sessions with their students. Counselors don’t lecture like teachers or preach eye-roll-inducing lessons like parents. Through the lens of the high school student, counselors are often the adults to listen to at this time of change they can deliver professional expertise and thoughtful advice in a personal, conversational format. Counselors are stepping up to fill additional roles- helping their stressed-out students prepare not only for the college admissions process, but also for the transition ahead. COUNSELOR DEVELOPMENT “Adulting” Includes Finding and Using Academic Resources on Campus: How Counselors Can Prime Their Students for Success By Andrea Malkin Brenner, PhD The role of the high school counselor has grown even more complex in line with decreasing college acceptance rates and increasing involvement by parents.
0 kommentar(er)
