Professional School Counseling

1
Professional School Counseling

• The program, roles and competencies

2
Todays Plan

• Organization of the Comprehensive School
  Counseling Program
• National Standards
• Counselor Roles and Competencies
• Characteristics of Effective Counselors
• The Delivery System
• Exercise

3
Organization of the Comprehensive School
Counseling Program

• Foundation
• Management System
• Delivery System
• Accountability

4
National Standards

• Academic Development
• Career Development
• Personal/Social Development

5
Academic Development

• Standard A
• Students will acquire the attitudes, knowledge
  and skills contributing to effective learning in
  school and across the life span.
• Standard B
• Students will complete school with the academic
  preparation essential to choose from a wide range
  of substantial post-secondary options, including
  college.
• Standard C
• Students will understand the relationship of
  academics to the world of work and to life at
  home and in the community.

6
Career Development

• Standard A
• Students will acquire the skills to investigate
  the world of work in relation to knowledge of
  self and to make informed career decision.
• Standard B
• Students will employ strategies to achieve future
  career success and satisfaction.
• Standard C
• Students will understand the relationship between
  personal qualities, education and training and
  the world of work.

7
Personal/Social Development

• Standard A
• Students will acquire the attitudes, knowledge
  and interpersonal skills to help them understand
  and respect self and others.
• Standard B
• Students will make decisions, set goals and take
  necessary action to achieve goals.
• Standard C
• Students will understand safety and survival
  skills.

8
Counselor Roles and Competencies

• Program Management
• Plan, implement, and evaluate a developmental
  program of guidance, including counseling
  services.
• Supervise activities of clerical,
  para-professional, and volunteer personnel.

9
Counselor Roles and Competencies

• Guidance
• Teach the school developmental guidance
  curriculum
• Assist teachers in the teaching of guidance
  related curriculum
• Guide individuals and groups of students through
  the development of academic, career and personal
  plans

10
Counselor Roles and Competencies

• Counseling
• Counsel individual students with their concerns
• Counsel small groups of students with their
  concerns
• Use accepted theories and techniques appropriate
  to school counseling

11
Counselor Roles and Competencies

• Consultation
• Consult with parents, teachers, administrators,
  and other relevant individuals to enhance their
  work with students
• Coordination
• Coordinate with school and community personnel to
  bring together resources for students
• Use an effective referral process for assisting
  students and others to use special programs and
  services

12
Counselor Roles and Competencies

• Assessment
• Participate in the planning and evaluation of the
  district/campus group standardized testing
  program
• Interpret test and other appraisal results
  appropriately
• Use other sources of student data appropriately
  for assessment purposes

13
Counselor Roles and Competencies

• Professionalism
• Adheres to ethical and legal standards
• Adheres to professional standards
• Adheres to district standards

14
Characteristics of Effective CounselorsPersonal
Characteristics of Effective Counselors Corey,
(2001)

• Effective counselors have an identity
• They respect and appreciate themselves
• They are able to recognize and accept their own
  power
• They are open to change
• They are making choices that shape their lives
• They feel alive, and their choices are
  life-oriented
• They are authentic, sincere, and honest.

15
Characteristics of Effective CounselorsPersonal
Characteristics of Effective Counselors Corey,
(2001)

• They have a sense of humor
• They make mistakes and are willing to admit them.
• They generally live in the present.
• They appreciate the influence of culture
• They have a sincere interest in the welfare of
  others.
• They become deeply involved in their work and
  derive meaning from it.
• They are able to maintain healthy boundaries.

16
The Delivery System

• Guidance Curriculum
• The purpose of the guidance curriculum component
  is to help all students develop basic life
  skills. It is the foundation of a developmental
  guidance program. Some possible topics include
• Self-Confidence
• Motivation to Achieve
• Decision-making, Goal-setting, Planning, and
  Problem-solving Skills
• Interpersonal Effectiveness
• Communication Skills
• Cross-cultural Effectiveness
• Responsible Behavior

17
The Delivery System

• Responsive Services
• The purpose of the responsive services component
  is to intervene on behalf of those students whose
  immediate personal concerns or problems put their
  continued personal-social, career, and/or
  academic development at risk. Some possible
  topics include
• Academic success
• Suicide
• Child abuse and neglect
• Possible drop out
• Stress

18
The Delivery System

• Responsive Services
• Substance abuse
• Pregnancy
• Gang pressure/involvement
• Harassment issues
• Being new to school
• Peer relationships
• Issues related to a traumatic event
• Violence on campus
• College choice

19
The Delivery System

• Individual Planning
• The purpose of the individual planning system is
  to guide all students as they plan, monitor, and
  manage their own academic, career, and
  personal-social development. This is not
  necessarily done on an individual basis. This can
  be done in small or classroom size groups. Some
  possible topics are
• Academic decisions
• Career decisions
• Goal setting
• Current progress toward goals

20
The Delivery System

• System Support
• Whereas the three components previously described
  serve students directly, the system support
  component describes services and management
  activities which indirectly benefit students.
  These include
• Consultation with teachers, parents,
  administrators, and appropriate community members
• Support of parent education programs

21
The Delivery System

• System Support
• Participation in school reform activities
• Implementation of standardized testing programs.
• Cooperation with relevant research projects
• Program development and management
• Counselor staff development
• Development of appropriate written policies,
  procedures and guidelines.

22
Take a Break

• Then the Exercise