1. CHAPTER 7 DELIVERY OF YOUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM
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CHAPTER 7 DELIVERY OF YOUR COMPREHENSIVE SCHOOL COUNSELING PROGRAM
Developed by:
Kelli Saginak, Amy Taake, & Anna Girdauskas University 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
Academic, Career, and Personal/Social Development
Primary focus of the comprehensive school counseling program designed by school counselors

21. 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

22. 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