They are, however, by virtue of their training, education, and experience in an propitious role that can serve as the broker to link the two systems, on behalf of children. By promoting interaction between the two systems, a relationship is formed which can share both successes and challenges. The system sensitive counselor realizes that systems hits transition points. In the case of the family system it might be when the first child enters adolescence. In the school system, it might be when a classroom teacher is overwhelmed by behavioral problems.
Individual growth slows because the systems are stagnated.
The systems sensitive counselor can make a difference by recognizing and modifying patterns of interaction. Drawing from structural family counseling, by changing a pattern, the system must alter its interactional configuration. Consequently the presenting problems would no longer serve as functions within the systems. With caseloads often approaching state mandated maximums, school counselors cannot realistically be expected to provide family therapy in the school setting. They can, however, provide brief counseling and actively promote family involvement in every aspect students' education and development.