School for School Counselors Podcast

“Executive function” has become one of those phrases we use ALL THE TIME in schools.
Kid’s disorganized = Executive function.
Missing assignments = Executive function.
Can’t get started = Executive function.
Impulsive = Executive function.
ADHD... Well, obviously, executive function... right?
Maybe.
But what the heck are we actually SAYING when we say a kid “struggles with executive functioning?”
Because- as it turns out, that answer is a whole lot more complicated than the cute little executive function group plans would have you believe.
And- some of the things we’re confidently calling “executive function problems" might not be executive function problems at all.
So before we make another assignment tracker or study skills sheet, or start wondering about ADHD...
we probably ought to figure out what the heck we’re looking at.
Y'all, this one sent me down a research rabbit hole, and I did NOT end up where I thought I would.

This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.

Whodunit? It's time to open the case file, y'all.
We’ve got a student who keeps leaving class, a behavior plan that is NOT working, and a school counselor whose fingerprints are all over it.
So... who’s actually responsible for the mayhem?
Because when campuses start talking about behavior plans, the details get complicated fast:
Should the school counselor be involved?
Are you actually qualified to write the plan?
And if you do write it, does that make you responsible for whether or not it works?
We’ve got a whole lineup of possible suspects: the student, the staff, and the school counselor.
And by the time we close the case, you may be surprised to learn that “Who wrote the behavior plan?” is the least important question of all.

Grab the companion guide at schoolforschoolcounselors.com/plan

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Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us! 
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All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.
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This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.

When a student is struggling, school counselors often hear, “Can you talk to them?”
But in determining if a student needs counseling, we tend to skip some very  important steps.
In this episode, I'm talking about a common jump everyone on campus tends to make (and nobody ever questions)- and why it's such a big deal.
You’ll hear why context matters more than the referral itself, how easily schools move from observation to interpretation to prescription, and the one question that can keep you from taking on student problems that may not belong in your office in the first place.
(Also- there’s also a huge plot twist here for experienced school counselors.)
If your caseload is exploding, teachers are constantly asking you to “check on” students, or you’re trying to make smarter decisions about behavior, anxiety, coping skills, and other student concerns, this one is for you.
Listen before you add one more student to your list.
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Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us! 
********
All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.
********
This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.

It doesn’t work.
And if you’ve tried it, you know it's true.
The school counseling advocacy model most of us were taught was supposed to be simple: explain your role, show your data, cite the standards, make the case.
THEN we were supposed to be able to MAKE THINGS HAPPEN.
The problem is- information isn’t influence.
So in this episode, we’ll talk about how school counselors can become influential long before "advocacy" meetings ever happen.
We’ll talk about why your principal does NOT need to care about school counseling as much as you do, why constantly sharing information can keep you stuck, and how a little out-of-the-box school counseling thinking can completely change your situation.
There’s a HUGE difference between being the school counselor who's always asked for more effort, and being the person they stop in the hallway to ask:
“Hey- what do you think?”
One is asking for your labor, but the other is asking for your judgment.
THAT’S influence.
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Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us! 
********
All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.
********
This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.

School counselor advocacy is supposed to create change. But what if some of what we’ve been taught to call advocacy is actually doing something else?
You can explain your role, bring the data, cite the standards, and make a compelling case...
And still walk out with the same testing assignment, MTSS responsibility, impossible caseload, or non-counseling duties you walked in with.
This episode takes a hard look at the advocacy model our profession has inherited, why school counselors can do everything they’ve been told to do and still end up stuck, and three questions that may completely change how you approach advocacy on your campus.
If you’ve ever stated your case, watched admin nod in agreement, then wondered why absolutely nothing changed afterward- this one is for you.
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Want support with real-world strategies that actually work on your campus? We’re doing that every day in the School for School Counselors Mastermind. Come join us! 
********
All names, stories, and case studies in this episode are fictionalized composites drawn from real-world circumstances. Any resemblance to actual students, families, or school personnel is coincidental. Details have been altered to protect privacy.
********
This work is part of the School for School Counselors body of work developed by Steph Johnson, LPC, CSC, which centers role authority over role drift, consultative practice over fix-it culture, adult-designed systems and environments as primary drivers of student behavior, clinical judgment over compliance, and school counselor identity as leadership within complex systems.