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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Domains/Activities/Partners Model 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

The Domains/Activities/Partners Model 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