Volume 18 Number 3
May 1979

Susanna Hayes

THE Center for Indian Education Specialists was begun in July, 1977 as a cooperative program with support from the Washington State Supervisor of Indian Education and the education and psychology departments of Western Washington University. The purpose of the Center is to provide assistance and training to aides and non-certified educational personnel who are working with Indian students in the W.W.U. region of the state. The personnel include counselor aides, tutor aides and teacher aides. Where certified teachers and counselors are in need of or wish to call upon the Center for assistance, their requests are met in so far as possible. At present, the Center has one staff person who is responsible for developing the program and providing services in the field.

At the January 1978 meeting of the Center's advisory board, the State Supervisor of Indian Education presented an overview of the background of the Center's formation. It was pointed out that Indian teacher aides, who are usually employed through compensatory programs, work closely with and under the supervision of the teaching and/or administrative staff of the schools. Through this direct association many teaching skills are acquired and the work of the aides is usually in accord with their capabilities and preparation.

However, counselor aides frequently work independently of the certified counselors. They perform a variety of duties, but are seldom exposed to a professional role model with whom they can work on a regular basis. Since counseling is a service which is very diversified and less understood than teaching, in terms of theories, techniques and practices, the counselor aides have a difficult time defining their roles and responsibilities. The result is that counselor aides often provide general assistance rather than counseling to the Indian students who are in need of professional help.

Therefore, the State Office of Indian Education has proposed that the training of counselor aides should be improved and expanded as a means of benefitting them and the students they serve. Initially, the Center is involved in assessing the specific training needs of the aides and developing a comprehensive training program. This is a process which directly involves school district personnel, tribal representatives, faculty and administrative staff of W.W.U. and the State Office of Indian Education.

Members of the center's advisory board have requested that a packet of materials regarding the role and services of the counselor aides be prepared for the use of the school districts. The following information is an initial response to that request. Hopefully, it will be of assistance to those persons who are working to improve educational services to Indian students and the preparation of Indian educators.

The word "paraprofessional" is relatively new in the terminology of education and other fields of social and human services. From a literal interpretation, the paraprofessional is one who works with a professional. More specifically, a paraprofessional counselor or counselor aide is a person who performs specific duties, aids, assists or supports for a professional pupil personnel worker. Ideally, the aide works directly under the supervision of a certified professional. Where the aide is in need of advisement or consultation it should be possible to go directly to a professional supervisor for assistance.

The use of counselor aides as well as aides in other fields began about 30 to 40 years ago. With increased demands for their services, professional persons found it necessary to employ competent and trainable assistants. With increased federal and special funding in education, particularly in regard to serving economically and culturally different groups, the hiring of paraprofessionals was expanded. However, the services of counselor aides employed in the schools are often delivered independent of the supervision or coordination of the certified counselors. The development of working teams of counselors and aides will allow for more effective and efficient services to students. Where the aides are hired to work specifically with an identified student population, there is need to assure maintained cooperation and communication between the professional and the aide. It is impossible for the aide to provide all of the services needed by the students.

As is true of any attempt to provide services to a large number of persons within an institutional setting, it is necessary to carefully plan how the counselor aides will fit into the overall program, specifically counseling. Although each situation has specific characteristics, the following points can be considered as generally applicable in planning for the introduction of counselor aides into the school.

An announcement of the job opening and the complete and accurate job description prepared by the school staff and community members should be well circulated at the local level, especially at tribal employment and placement offices where Indian community members would be inquiring about job openings. Advertisements and announcements can be made in the public media. Affirmative action policies of the school are to be met to assure compliance with recruiting and selection guidelines. Parent education committees also might assist in the recruiting efforts.

When a local search does not yield a sufficient number of applications it may be necessary to reach into neighboring communities. The value of extensive recruiting is increased selectivity as a means of locating the most adequately prepared person for the position. When the aides are hired under a special program, the specific recruiting and selection guidelines of that program must be followed.

The counselor aide must have personal characteristics very similar to those of the certified counselor. The counseling role is demanding and cannot be successfully fulfilled unless these characteristics exist. Basic characteristics expected of a person in a counseling role include:

Personal Characteristics. 1. Receptive and cooperative with others in the working situation: students, teachers, administrators, other staff members. Confident and self assured in interactions with others. 2. Capable of meeting responsibilities with efficiency and independence. 3. Physically healthy; regular and prompt in reporting for work. Mentally healthy; reflects a positive self image and attitude. 4. Relates to parents and community members regarding student needs and school programs. 5. Handles crisis situations effectively. 6. Demonstrates a genuine warmth and liking for the student population being served. 7. Open minded and understanding of individual, cultural and value differences. 8. Demonstrates an ability to receive advice and direction without becoming defensive or upset. (This would be true especially where the certified counselors assisted in the training and supervision of the aides' work.)

Professional Characteristics. 1. Listens and attends to the verbal and non-verbal messages of those with whom he or she is working. 2. Reflects feelings of respect and understanding for others. 3. Speaks clearly and conveys thoughts and feelings accurately. 4. Can write program reports, letters, memos and can keep accurate and up-to-date records. 5. Understands the importance of maintaining the confidentiality of the counseling relationship. 6. Is at ease in the school setting and supportive of the academic and extra curricular programs. 7. Demonstrates willingness to receive training in counseling and related areas. 8. Demonstrates an awareness of the need to refer students to the certified counselor when the situation calls for professional skills and expertise beyond the aide's capabilities.

The certified counselor carries the primary responsibilities for delivering the pupil personnel services in the school. Based on professional knowledge and experience with various counseling theories and methods, the counselor determines the approaches to be used with students, can evaluate progress rates, consults with parents, faculty and students regarding observed behaviors and recommends changes needed to improve the personal and social environments of the counselees.

The counselor aide serves in a supportive and supplemental role to the counselor. He or she should participate in group counseling sessions as a support person as well as an observer of the dynamics within the sessions. However, aides should not be expected to handle groups independently unless they are considered competent by their own and the certified counselor's judgement. Aides may serve as discussion group leaders or possibly as advisors to Indian student groups. These roles are distinct from those of a group counselor.

Similarly, where it is possible, the aide should be included in the counselor's one-to-one sessions as a means of experiencing the content and form or approach that is appropriate in these situations. Those students who are willing to have the aide participate in the counseling session as observers are able to experience the training that counseling demands. Once the aides have had sufficient training and experience with the counselor and had opportunities to demonstrate the skills they have acquired, it should be possible for them to interview students, identify some of their counseling needs, screen self referrals and refer students to the counselor.

Frequently counselor aides have been assigned duties as academic tutors. While many counseling skills are used in tutoring, as well as in teaching, a distinction should be made between tutoring aides and counselor aides. The tutor's role is more closely aligned with that of the teacher rather than that of the counselor. Distinguishing between the various roles of aides in terms of work assignments and job expectations is an essential means of preventing misunderstandings and uncertainties regarding roles and responsibilities. This distinction is particularly important where the aides intend to work toward a degree and professional certification.

Another aspect of the aides' role is based on their identification as members of ethnic or cultural minority groups. There is a tendency for other school personnel to regard the aides as "the ethnic experts" in areas ranging from curriculum development to school-community relations. Examples have been given in which an Indian counselor aide is regularly assigned as "the counselor" for the Indian students. This presents serious problems, in terms of the services which Indian students, as members of the total school population, receive from the school. Indian students need the services of fully-trained, effective counselors. Counselor aides who are given the responsibility to handle problems which demand skills they do not have are also subjected to great frustration and discouragement in their work.

While Indian aides are role models for Indian students and may communicate effectively with them, they should not be expected to assume responsibilities above and beyond their training and capabilities. Indian aides may be instrumental in encouraging reticent students to seek counseling, and in providing assistance to the counselors in working with Indian students, but should not be made responsible for counseling a part of or the total Indian student group.

As a school-community liaison representative, a counselor aide has an opportunity to complement and support positive school-community relations. Coming from the Indian community, aides should have some degree of understanding of the value differences and cultural and family practices which exist. When these values and life styles conflict with school expectations and performances, the counselor aide can provide insight into the problem and assist other school personnel in working toward solutions.

Often a school concern is the high rate of Indian students' absenteeism and drop-out. Aides could communicate these concerns to Indian students and parents without creating added conflict. Through consistent, frequent and effective communications with Indian parents, it may be possible to gain their support of school programs and their personal involvement in their children's education. The Indian aides may have a level of trust and rapport with Indian community members that could contribute positively to the attitudes of cooperation and openness which enhance the school's ability to meet the needs of its students.

In summary, the basic distinction between the role of the professional counselor and the counselor aide is that the aide is a support person for the counselor. The work of planning and delivering counseling services is primarily that of the counselor. The aides may assist in various ways through their skills in communications and their knowledge and understanding of Indian students' family life-styles and cultural values and orientations. The certified and non-certified counselors should work as a team with the leadership and major decision making coming from the certified person.

A wide range of work experience and academic training levels exists among counselor aides currently. With advanced training, the aides could become more confident and effective in their positions. The Center for Indian Education Specialists at W.W.U. is planning to provide field-based training in areas directly related to the roles of aides in the schools and tribal communities. This training can be offered in small groups to allow students to discuss situations and problems immediate to themselves. By building their knowledge and skills in student services, they can also receive direct advisement that can have immediate results and application in their contacts at schools.

Since most aides and support personnel are employed in the school districts under compensatory programs, it seems appropriate to build a training component into the overall plan. Indian persons who are eligible to receive higher education grants may submit applications to their tribes' agency offices of the BIA. This would assist the students in obtaining finances for tuition, books and other related expenses. The possible benefits to be derived from the in-service training are numerous. Some are:

1. The aides can gain a clearer understanding of their roles and the services expected of them.

2. The aides will improve their capabilities and develop skills which will result in improved services to students.

3. The aides can gain personal confidence and self esteem through advanced training, therefore enhancing their positions as role models for Indian students.

4. The Indian students who become aware of the training of the aides can gain new insights into the possible value of higher education for themselves.

5. Community members may gain interest in the training of the aides and become more aware of the importance of the services they offer to students and community members. This may encourage more active participation in the school programs.

6. Eventually, the aides may become motivated to seek advanced training so that they may become certified counselors.

7. School district support of the training of aides is an important part of motivating and encouraging their educational advancement. School districts can develop career ladders affording pay increments with the accumulation of college credits. The districts can also provide release time for the non-certified and certified staff to receive training as a counseling team.

The Center for Indian Education Specialists will be working to develop a comprehensive plan for the training of counselor aides. When a final program is identified and approved, students completing the course of studies will be granted a certificate of completion. This certificate can provide assurance to school district personnel that the aide has followed a course of studies relevant to the work that may be expected of them as counselor aides. The certificate can be granted through Western Washington University.