Week 2 – Discussion: Readings prompt
Reflect on Readings: KCH Chapter 3 – Social Justice, Advocacy, Collaboration, Leadership, & Systemic Change [SCPEs 1.1, 1.2, 1.4, 7.1]; Read_ ASCA Mindsets (PDF) )_[SCPE 1.4] ; Video: State of the Profession n (30 min)
Respond to the following prompts, in approximately one paragraph, in thediscussion forum by Wednesday:
• Reflect on the role of the school counselor in engaging in collaborative work with administrators, teachers, and outside agencies as it relates to the weekly readings and the video from practitioners. [SCPE 7.7]How does Vygotsky’s theory differ from Piaget concerning Sociocultural Theory?
Include rationale from the textbook, other provided resources, and personal experience to support your position.
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The role of the school counselor in engaging in collaborative work with administrators, teachers, and outside agencies is essential in promoting social justice, advocacy, and systemic change. According to the readings and video, school counselors can play a vital role in creating a positive school culture, addressing disparities in student achievement, and promoting equity in the education system. In order to effectively collaborate with other stakeholders, school counselors must have a deep understanding of the social and cultural factors that influence student outcomes, as well as the knowledge and skills to advocate for policies and practices that support student success.
In terms of sociocultural theory, Vygotsky’s theory differs from Piaget’s in that it emphasizes the role of social interactions and cultural contexts in shaping cognitive development. Vygotsky believed that human development is largely influenced by the culture and society in which individuals are raised, and that social interactions play a key role in shaping the way people think and learn. In contrast, Piaget’s theory focuses more on the individual’s innate cognitive abilities and how they develop over time. School counselors can use this understanding of sociocultural theory to better understand the unique needs of their students and create interventions that are tailored to the specific social and cultural contexts of the school community.
