CHAPTER 7 DELIVERY OF YOUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM

1. Publisher to insert cover image here CHAPTER 7DELIVERY OF YOUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM Developed by: Kelli Saginak, Amy Taake, & Anna GirdauskasUniversity of Wisconsin, Oshkosh

2. Delivery Models • Delivery that aligns with the ASCA National Model is supported by the Foundation, Management, and Accountability • Establish the Foundation and Management for the CSCP first, then design Delivery and Accountability • Structure vs. Content • Structure: The sequential sense of what is done first, second, etc. • Content: Based on the overall model of resiliency, health development, or assets development that is decided is best for the students and school

3. Various Models of Delivery • Various models assume specific “philosophical assumptions,” essential program components, and specific goals and objectives that make them unique • Differences among models are how they articulate their specific goals and objectives around the three domains of academic, career, and personal/social development

4. Various Models of Delivery • Generally fall into one of two categories: • Prescriptive: tend to rest on clear assumptions as to the role and function of school counselors and counseling programs • Nonprescriptive: rely more on aligning the role and function of school counselors and counseling programs with the needs of the school and the student body

5. The Developmental Guidance and Counseling Model • Developmental guidance focuses on developmental learning behaviors, tasks, skills, and experiences necessary to be successful in school and in life • Grounded in developmental theory • “Human nature moves individuals sequentially and positively toward self-enhancement” • Intent is to promote awareness and learning about development and transition, provide support and skill development, and prevent problem situations from occurring in advance

6. The Developmental Guidance and Counseling Model • Six Counselor Interventions: • Individual Counseling • Small-Group Counseling • Classroom or Large-Group Guidance • Consultation • Coordination • Peer Facilitation • Sequential and integrated easily into the existing academic curriculum

7. The Developmental Guidance and Counseling Model • 8 Objectives: • Understanding the social environment • Understanding self and others • Understanding attitudes and behavior • Decision making and problem solving • Interpersonal and communication skills • School success skills • Career awareness and educational planning • Community pride

8. The Developmental Guidance and Counseling Model • Depends on the collaboration and participation of everyone to promote students’ personal, academic, and social growth • Collaborative counselor-teacher relationships solidified by a school counseling advisory committee

9. The Developmental Guidance and Counseling Model • Implementation Strategies: • Administrative understanding and support • Selecting a school guidance advisory committee • Developing and writing a philosophy statement • Needs survey • Developing and writing a program rationale • Setting goals, objectives, and developing implementation strategies • Accountability

10. The Developmental Guidance and Counseling Model • Comprehensive preventative delivery model with a well-planned, developmentally appropriate guidance curriculum • Majority of goals and objectives depend on classroom guidance • Also include specialized counseling services and interventions • Challenge with implementation: lack of structure provided for designing, organizing, implementing, and evaluating a program

11. Strengths-Based School Counseling • Non-prescriptive set of guiding principles that evolved out of empirical evidence supporting a shift from deficit-oriented means of working with young people to empowering and positive orientations • Attention to increasing development assets and promoting strengths and resiliency • Created to serve as a framework for deciding what should be emphasized in comprehensive school counseling programs

12. Strengths-Based School Counseling • Six Guiding Principles: • Promote Evidence-Based Student Strengths • Promote Evidence-Based, Strengths-Enhancing Education Environments • Promote Context-Based Development for All Students • Emphasize Promotion over Remediation and Prevention • Emphasize Evidence-Based Interventions and Practice • Emphasize Promotion-Oriented Developmental Advocacy at the School-Building Level

13. Strengths-Based School Counseling • Promote ethnic and racial identity development for all students • Seek to increase academic achievement and decrease achievement gaps

14. A Social Justice Approach to Comprehensive School Counseling • Non-prescriptive model • Response to the specific needs within today’s schools that potentially go unnoticed

15. A Social Justice Approach to Comprehensive School Counseling • Six key elements for functions (the six C’s) that target closing achievement gaps and confronting inequities in schools: • Counseling and intervention planning • Consultation • Connecting schools, families, and communities • Collecting and utilizing data • Challenging bias • Coordinating student services and support

16. A Social Justice Approach to Comprehensive School Counseling • Takes into account the student’s family, culture, and environment • Person-in-environment approach • Create strong partnerships between the school, family, and community • Relies on data to reveal achievement gaps and student groups that are not achieving or receiving equitable services and educational opportunities • Challenging bias throughout the school and community is key

17. The ASCA National Model • Delivery should account for 80% of the counselor’s time • Direct Student Services • School Counseling Core Curriculum: lessons/ activities that promote knowledge, attitudes, and skills that build toward student competencies • Individual Student Planning: counselor and student explore, articulate, and document the student’s academic, career, and personal goals • Responsive Services: individual and group counseling and crisis response

18. The ASCA National Model • Indirect Student Services • Referrals: linkages for parents and students to access assistance in the community • Consultation: information and strategies that support students • Collaboration: teaming, serving on committees, and providing parent workshops

19. The Domains/Activities/Partners Model • Emphasizes student-focused activities that result in student competencies and success through collaborative partnerships with counselors, students, parents, colleagues in the schools, and colleagues in the community • Must have a systemic way of conceptualizing their work to design programmatic interventions, prioritize conflicting demands on time, and evaluate effectiveness of themselves and the program • Outlines the domains of student competencies, the activities counselors engage to facilitate student success, and partnerships that are crucial to the success of the students, programs, and schools

20. The Domains/Activities/Partners Model • Domains • Academic, Career, and Personal/Social Development • Primary focus of the comprehensive school counseling program designed by school counselors

21. The Domains/Activities/Partners Model • Activities • Leadership Activities: Leadership, Advocacy, Collaboration, and Systemic Change • Management Activities: creating the Foundation, Management of the CSCP, and Accountability • Counseling Activities: activities in direct student services • Educating Activities: delivery of the developmental curriculum • Consulting Activities: consulting, collaboration, and referrals

22. The Domains/Activities/Partners Model • Partners • Reinforce the collegial, collaborative, and egalitarian nature of relationships developed in school setting • Reinforce the active nature of the participation in school counseling programs • It takes a whole community to raise a child • Takes a whole community to educate healthy and resilient young people • Primary partner is the student • School counseling would not occur without students