Putting the Pieces Together

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DELIVERY SYSTEMS
Putting the Pieces Together Comparing The ASCA
National Model A Framework For School Counseling
Programs and The South Carolina Comprehensive
Developmental Guidance and Counseling Program
Model
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The ASCA National Model
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The ASCA National Model
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DELIVERY SYSTEMS
SCHOOL GUIDANCE CURRICULUM
INDIVIDUAL STUDENT PLANNING
RESPONSIVE SERVICES
SYSTEM SUPPORT
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DELIVERY SYSTEMS
GUIDANCE CURRICULUM

• ASCA MODEL
• The curriculum is a written document that is
  proactive, comprehensive in scope, and
  developmentally appropriate.

• SC MODEL
• The curriculum consists of structured
  developmental experiences presented
  systematically in grades preK-12. The
  developmental approach focuses on the normal
  processes of growing up in a complex culture.
  Consideration is given to multi-cultural issues,
  individual differences, and problem-centered
  concerns.
• Suggested time allotments
• elementary school 35-45
• middle school 25-35
• high school 15-25

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DELIVERY SYSTEMS
GUIDANCE CURRICULUM

• ASCA MODEL
• The curriculum helps students acquire knowledge,
  attitudes, and skills in the following areas
• academic achievement
• career development
• personal/social growth

• SC MODEL
• The purpose of the curriculum is to increase
  awareness, build skills, and apply knowledge in
  the following domains
• Learning to Learn (Academic Development),
  
• Learning to Work (Career Development)
  
• Learning to Live (Personal/Social
  Development)

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DELIVERY SYSTEMS
GUIDANCE CURRICULUM

• ASCA MODEL
• The curriculum describes competencies for each
  grade level and indicators that demonstrate a
  students mastery of the competency

• SC MODEL
• South Carolina has created specific goals and
  objectives for preK-12 in each domain.
• The objectives are measurable and provide
  evidence of mastery for each goal.

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DELIVERY SYSTEMS

GUIDANCE CURRICULUM

• ASCA MODEL
• The curriculum is overseen by a certified school
  counselor in classroom instruction,
  interdisciplinary curriculum development, group
  activities, and parent workshops

• SC MODEL
• Certified School Counselors organize and
  implement the curriculum, but the cooperation and
  support of the entire faculty and staff are
  necessary for its success.
• Classroom activities include teaching, team
  teaching or assisting in learning activities in
  classrooms, guidance center, or other school
  facilities.
• Group activities outside of the classroom respond
  to students identified needs and/or interests.
  
• The curriculum should be infused into core
  content areas.
• The Roles and Responsibilities section of the SC
  Model includes parent education activities as
  essential duties of school counselors.

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DELIVERY SYSTEMS
INDIVIDUAL STUDENT PLANNING

• ASCA MODEL
• School counselors develop ongoing activities or
  programs to help each student create a unique
  plan to meet academic and future occupational
  goals

• SC MODEL
• School Counselors assist students in monitoring
  and understanding their development for next-step
  decisions.
• Activities help all students plan, monitor, and
  manage their own learning as well as their
  personal and career development.
• Suggested Time Allotments
• elementary school 5-10
• middle school 15-25
• high school 25-35

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DELIVERY SYSTEMS
INDIVIDUAL STUDENT PLANNING
ASCA MODEL SC MODEL

• School counselors help students transition
  successfully through elementary, middle, and high
  school from school to work or from school to
  higher education.

• School Counselors assist students in making the
  transition from school to school, school to work
  or school to additional education and training.

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DELIVERY SYSTEMS
INDIVIDUAL STUDENT PLANNING

• ASCA MODEL
• Activities are usually done individually or in
  small groups.
• Parents/guardians and other school personnel are
  included.

• SC MODEL
• Activities are usually delivered on an individual
  basis or in small groups.
• Involvement of students, parents, and other
  school personnel is essential.
• Activities include individual appraisal.
  Counselors assist in analyzing and evaluating
  students abilities, interests, skills, and
  achievements using test information and other
  data.
• Individual advisement is used to plan personal,
  educational, and career goals.
• The SC Education and Economic Development Act
  (EEDA) requires career interest inventories and
  information to assist them in career making
  decisions.

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DELIVERY SYSTEMS
INDIVIDUAL STUDENT PLANNING

• ASCA MODEL
• Every student should have a documented strategy
  for success.

• SC MODEL
• In the SC model, counseling students towards
  development of academic and career plans is
  listed as an essential role.
• The EEDA requires that all students have
  Individual Graduation Plans by the end of the
  second semester of 8th grade.
• Counselors, students, and parents or their
  appointees will select a preferred career cluster
  of study and develop a plan that will help reach
  these goals.
• Students will receive counseling each year in
  high school to further define these plans. In
  11th and 12th grades, experiential learning
  activities will be part of the plan.

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RESPONSIVE SERVICES
DELIVERY SYSTEMS

• ASCA MODEL
• Responsive Services consist of activities to meet
  students immediate needs and concerns. These
  needs and concerns require counseling,
  consultation, referral, and peer facilitation.

• SC MODEL
• Responsive services consist of goal-oriented
  counseling sessions in systematic response to
  identified needs of students in grades PreK-12.
• Small-group and individual counseling are
  available for students expressing difficulties
  dealing with relationships, personal concerns, or
  normal developmental tasks. Counseling and
  support are provided to students facing emergency
  situations. Counselors use referral sources to
  deal with crises such as suicide, violence,
  abuse, and terminal illness.
• Suggest Time Allotments
• elementary school- 30-40
• middle school-30-40
• high school 25-35

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DELIVERY SYSTEMS
RESPONSIVE SERVICES
ASCA MODEL SC MODEL

• Responsive Service requires the support and
  cooperation of the entire faculty and staff for
  necessary successful implication.

• Responsive Services consists of school counselors
  training and consulting with parents, teachers,
  other educators, and the community agencies
  regarding strategies to help students.
• Referral sources include mental health agencies,
  employment and training programs, vocational
  rehabilitation, juvenile services, and social
  services.

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DELIVERY SYSTEMS
RESPONSIVE SERVICES
ASCA Model SC MODEL

• School counselors interventions in students
  academic, career and personal/social development
  assist students to acquire and apply skills,
  attitudes and knowledge that promote development
  in the three dimensions of human growth
• -Learning to Live
• -Learning to Learn
• -Learning to Work

• SC responsive services provides the foundation
  for personal growth for students in PreK-12 by
  enhancing their personal growth, academic and
  career development (Learning to Live).
• Counselors encourage students to use
  decision-making and critical thinking skills
  (Learning to Learn),
• Counselors assist students in making a successful
  transition from school to work (Learning to
  Work). Guidelines are associated with the
  National Career Development Guidelines developed
  by National Occupational Information Coordinating
  Committee (NOICC) for career development at all
  levels.

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DELIVERY SYSTEMS
A SOUTH CAROLINA RESPONSIVE SERVICE IMPROVEMENT

• ASCA encourages school counselors to use peer
  facilitation in responsive services. Peer
  facilitation consist of peer mediators, conflict
  managers, tutors, and mentors. Peer mediators and
  conflict managers are trained in a system to use
  with fellow students who having trouble getting
  along with each other. Tutors and mentors provide
  additional support.
• The S.C. Comprehensive Developmental Guidance and
  Counseling Program Model doesnt reference to the
  use of peer mediation. This strategy could be
  useful in future versions of the SC Model.

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SYSTEM SUPPORT
DELIVERY SYSTEMS
ASCA MODEL SC MODEL

• School counselors are regularly involved in
  updating and sharing their professional knowledge
  and skill though in-service training,
  professional association membership, and
  post-graduate education.

• School counselors attend state and locally
  sponsored staff development offerings join
  association read professional journals become
  knowledgeable in multicultural and legal/ethical
  issues in education attend relevant workshops
  and conferences sponsored by professional
  organizations and the South Carolina Department
  of Education take postgraduate courses
  contribute to professional literature and/or
  conference presentations and conduct training
  for staff and other counselors.

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SYSTEM SUPPORT
DELIVERY SYSTEMS
ASCA MODEL SC MODEL

• School counselors must consult, collaborate, and
  team up with teachers, staff members, and parents
  and guardians, and community members in order to
  provide information, to support the school
  community and to receive feedback on the emerging
  needs of students.
• Community outreach, advisory councils, and
  district committees are ways of implementing
  cohesion among members.

• School counselors serve as consultants to school
  and district committees. They provide support
  that utilizes their knowledge of students
  personal, social, and academic development.
• They inform students, parents, guardians,
  educators, board of education and school district
  patrons about the guidance programs purpose and
  practices.
• They are knowledgeable about the various
  employment opportunities and community resources
  for students.

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SYSTEM SUPPORT
DELIVERY SYSTEMS
ASCA MODEL SC MODEL

• System Support should include program management
  and operations, which consist of management
  activities, data analysis, and fair share
  responsibilities.

• Counselors provide planning and management tasks
  needed to support activities conducted in a
  comprehensive and developmental guidance and
  counseling program. This includes
  responsibilities that need to be fulfilled by
  staff members. Counselors evaluate data and
  follow-up studies and continue to develop and
  update guidance activities and resources.
• Suggested Time Allocations
• Elementary School-10-15
• Middle School-10-15
• High School-10-20

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The ASCA National Model
For more information about ASCA and the National
Model for School Counseling Programs, the
following links provide more detail www.schoolco
unselor.org www.scschoolcounselor.org
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Putting the Pieces Together presented
by Division of Counselor Education EDUC 521
Program Planning, Management Evaluation in
School Counseling Instructor Dr. Joseph
Wehrman Summer 2006 Contributors Deborah
Bachand Allyson Hart Erik
Bell Lauren Hatley Maxine
Brown Jordane Harvey Christopher
Deane Sara Sullivan Donna Eby-Meeks
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References
DELIVERY SYSTEMS
The South Carolina guidance counseling writing
team (1999). South Carolina
comprehensive developmental guidance and
counseling program model. Columbia, SC SC
Department of Education. American School
Counselor Association (2005). The ASCA National
Model A framework for school
counseling programs, Second Edition.
Alexandria, VA Author.