Guidance and Counseling Program Information

FOUR COMPONENTS OF A COMPREHENSIVE, DEVELOPMENTAL

 
 

SCHOOL GUIDANCE AND COUNSELING PROGRAM

 

  1. Guidance Curriculum- Provides guidance content in a systematic way to all students.
    • Purpose: Awareness, skill development, and application of the skills needed in

everyday life.

                 

    • Areas Addressed:
  1. Self-confidence development
  2. Motivation to achieve
  3. Decision-making, Goal setting, Planning, and Problem-solving skills
  4. Interpersonal effectiveness (including social skills)
  5. Communication Skills
  6. Cross-cultural effectiveness
  7. Responsible Behavior

 

    • Counselor Responsibilities:
  1. Guidance
  2. Consultation
  3. Program implementation and facilitation
  4. Professional Standards

 

  1. Responsive Services- Addresses the immediate concerns of students.

 

    • Purpose: Prevention, Intervention

 

    • Areas Addressed:
  1. Academic concerns
  2. School-related concerns (tardiness, absences & truancy, misbehavior, school-avoidance, drop-out prevention
  3. Relationship concerns
  4. Physical/sexual/emotional abuse as described in Texas Family Code
  5. Grief/loss
  6. Substance abuse
  7. Family issues
  8. Harassment issues
  9. Coping with stress
  10. Suicide prevention

 

 

 

 

    • Counselor Responsibilities
  1. Counseling
  2. Consultation
  3. Coordination
  4. Referral
  5. Professional Standards

 

  1. Individual Planning-Assists students in monitoring and understanding their

                                          own development.

 

    • Purpose: Student Planning and Goal Setting.

 

    • Areas Addressed
  1. EDUCATIONAL (acquisition of student skills, Awareness of educational opportunities
  2. Appropriate course selection
  3. Lifelong learning
  4. Utilization of test scores

 

CAREER

  1. Knowledge of potential career opportunities
  2. Knowledge of career and technical training
  3. Knowledge of positive work habits

 

PERSONAL-SOCIAL

  1. Development of healthy self-concepts
  2. Development of adaptive and adjustive social behavior

 

    • Counselor Responsibilities
  1. Guidance
  2. Consultation
  3. Assessment
  4. Professional Standards

 

  1. System Support- Includes program and staff support activities and services.

 

    • Purpose: Program Delivery and Support

 

    • Areas Addressed:
  1. Guidance program development
  2. Parent education
  3. Teacher/administrator consultation
  4. Staff development for educators
  5. School improvement planning
  6. Counselor’s professional development
  7. Research and publishing
  8. Community outreach
  9. Public Relations

 

    • Counselor Responsibilities
  1. Program Management
  2. Consultation
  3. Professional Standards

 

    When a fully certified school counselor is employed, the administration, faculty, parents, and community should expect the counselor to carry out eight basic responsibilities competently and in a professional and accountable manner.  The eight responsibilities are:

 

    • Program Management
    • Guidance
    • Counseling
    • Consultation
    • Coordinator
    • Student Assessment
    • Professional Behavior
    • Professional Standards

 

 

 

 

Responsibility Domains

 

     Program Management Domain- Counselors collaboratively plan, implement, evaluate and advocate for a comprehensive, developmental guidance program that includes the four components (1) Guidance Curriculum, (2) Responsive Services, (3) Individual Planning, and (4) System Support specified in the Texas Education Code (833.005).  Counselors collaborate with others to determine the relevant balance among the four components to meet student and community needs.  Program management requires organizing personnel, physical resources, and activities in relation to defined needs, priorities, and objectives in order to maintain the program’s contribution to the total educational program.  Counselors use program management competencies in the System Support component of a comprehensive, developmental guidance and counseling program.

 

     Guidance Domain- In providing guidance, counselors proactively assist all students to develop and apply skills for maximum educational, career, personal, and social growth during school years and beyond.  Counselors use guidance competencies to provide developmentally appropriate activities through the Guidance Curriculum and Individual Planning components of a comprehensive, developmental guidance and counseling program.

 

     Counseling Domain- Counseling is a an intervention made available to all students and applying to those whose developmental needs, personal concerns, or problems affect their continued educational, career, personal or social development.  Counselors use counseling competencies in the Responsive Services component of a comprehensive, developmental guidance and counseling program.

 

     Consultation Domain- Counselors, functioning as consultants, advocate for students and provide professional expertise to help faculty, staff, administrators, parents, and other community members understand individual behavior and human relationships.  Counselors interpret relevant information to these persons concerning the development and needs of students.  The counselor consults with others to increase the effectiveness of student education and promote student success.  Counselors may use consultation competencies in any of the four components of a comprehensive, developmental guidance and counseling program.

 

     Coordination Domain- Counselors as coordinators bring together people and resources in the home, school, district, and community to support students’ optimal academic, career personal, and social development.  Working with students’ parents or guardians, and/or school personnel, counselors coordinate referrals to other resources as appropriate.  Counselors may apply coordination competencies in any of the four components of a comprehensive, developmental guidance and counseling program.

 

     Student Assessment Domain- In student assessment, counselors interpret standardized test results and other available student data to promote sound decision making among students and others involved in students’ development.  Counselors also promote understanding of ethical and legal uses and limitations of assessment.  Counselors apply student assessment competencies in the Individual Planning, Responsive Services, and System Support components of a comprehensive, developmental guidance and counseling program.

 

     Professional Behavior Domain- Professional school counselors accept responsibility for self-directed professional development through continuous efforts to improve their competence in meeting and exceeding standards in performing their jobs.  Professional behavior also entails the expectation that counselors have responsibility to improve the inclusivity of the school environment and to maintain collaborative inter-professional relationships.  Professional school counselors demonstrate professional behavior in all components of a comprehensive, developmental guidance and counseling program; however, accountability for time dedicated to these activities applies to the System Support component.

 

     Professional Standards Domain- Professional school counselors adhere to professional standards in all components of a comprehensive developmental guidance and counseling program.  Time dedicated to activities that promote understanding and application of professional rules, policies, regulations, and guidelines is accountable for in the System Support component of a comprehensive, developmental guidance and counseling program.

 

     A Texas Comprehensive, Developmental Guidance and Counseling Program model in a district must be designed to meet locally identified needs and goals and to make optimal use of available resources.  Implementing a developmental guidance and counseling program means different things depending on situations at the local level.  The steps for developing and implementing a comprehensive guidance and counseling program is listed below.

 

 

 

 

 

The Program Development Cycle

 

  1. 1.     ORGANIZING
    1. Commit to action
    2. Identify leadership for the program improvement efforts

 

  1. 2.     PLANNING

a.   Adopt the developmental guidance and counseling

                                                           program model and the program development

                                                           process to be used

                                                      b.  Assess the current program

 

 3.   DESIGNING

  1. Establish the desired program design
  2. Publish the program framework
  3. Plan the transition to the desired program
  4. d.     Develop and implement a master plan for changed implementation

                  

                                                  4.  IMPLEMENTING

         a.  Make program improvements

         b.  Make appropriate use of the school counselor’s

                                                             competencies

 

                                                   5.  EVALUATING

                                                         *  Evaluate the developmental guidance and

                                                             counseling program

 

 

 

 

 

ETHICAL, PROFESSIONAL, AND LEGAL ISSUES

 

  • Ethics Codes
  • The American School Counselor Association (ASCA)
  • The American Counseling Association (ACA)
  • The State Board of Education Certification (SBEC)

 

Legal Issues in School Counseling

 

  • Confidentiality, Privileged Communication, and the Law
  • Generally, school counselors do not have privileged communication, the legal right to keep information confidential from the courts
  • Child’s Right to Confidentiality/Parents Rights to Confidential information
  • Generally, it is the counselor’s legal obligation to reveal information about counseling sessions if a parent requests such information
  • Public Law 94-142, IDEA, Section 504, and the ADA
  • IDEA- The Individuals with Disabilities Education Act: asserts that schools must make accommodations, within the least restrictive environment, for any student with learning disabilities
  • ADA- Americans with Disabilities Act
  • PL94-142- Assures the rights of students to be assessed, at the school system’s expense, if the student is suspected of having a disability that interferes with learning
  • Parental Rights to School Records (FERPA) The Family Educational Rights and Privacy Act  (The Buckley Amendment)
  • FERPA- Allows parents to have access to the educational records of their children
  • Suspected Child Abuse: Both federal and state laws mandate the reporting of any and all cases of SUSPECTED child abuse
  • The Hatch Amendment: (schools receiving federal funds) Asserts that children cannot participate in research or experimental programs involving psychological examinations without the informed consent of their parents or legal guardians.
 
 
 
 
 
 
 

 

IMPORTANT WEB SITES:

 

  • Ethical Standards for School Counselors (ASCA) American School Counselor

Association

      www.schoolcounselor.org

 

  • Ethical Standards (ACA) American Counseling Association

www.counseling.org

 

  • State Board of Education Certification (SBEC)

www.sbec.state.tx.us/

 

  • For domains and sample test questions go to the above web site, click on

standards and testing, then click on study guides and preparation manuals, then click on Texas (exam for educator standards), (acrobat reader required) then click on School Counselors.  Student will be able to view the domains and sample test questions.  (school counseling students are strongly encouraged to view this site and take the sample tests that are available)

 

  • To view the Code of Ethics and Standard Practices for Texas Educators, go to the

above (SBEC) site, then click on code of ethics governing educators, then click on Code of Ethics, then click on 242.2 Code of Ethics and Standard Practices for Texas Educators.  (school counseling students are strongly encouraged to view this site)

  • Suicide Prevention, Intervention, and Postvention

www.suicidology.org

 

  • Teen Age Pregnancy Prevention and Intervention

www.teenpregnancy.org

 

  • The American Council for Drug Education

www.acde.org