Comprehensive School Counseling Programs: K-12 Delivery Systems in Action Third Edition Colette T. Dollarhide and Kelli A. Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Chapter 1 The Profession of School Counseling Developed by: Kelli Saginak, Amy Taake, & Anna Girdauskas University of Wisconsin, Oshkosh Publisher to insert cover image here

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Competencies of School Counselors  Provide counseling through prevention and intervention  Advocate for diversity and equity in education  Use diverse multicultural perspectives in counseling  Understand barriers to learning and the causes/effects of them  Understand how to help students find their strengths and support resilience  Use data  Know legal and ethical standards of counseling  Design, evaluate, and implement developmental school counseling programs

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Professional Skills of School Counselors Individual and Small-Group Counseling Individual, group, and classroom developmental curriculum Multicultural counseling issues Assist students with transitions Techniques of prevention or early intervention of mental health issues

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Tests of Professional Competencies Entry Level Prerequisites for state licensure/certification Praxis in School Guidance and Counseling Mid-Level Comprehensive documentation and skill reflection National Counselor Exam (NCE) Become a Nationally Certified Counselor (NCC) and Nationally Certified School Counselor (NCSC) by the National Board of Certified Counselors (NBCC)

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved How do schools define the “best” professionals? Teaching experiences is not a predictor of a counselor’s success Challenges for both former teachers and non- teachers alike in professional development Teachers: Relinquish old credibility, power, and assumptions about education Non-Teachers: Learn about the school environment and culture, various stressors placed on educators, and how to negotiate with teachers

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved How do schools define the “best” professionals? Both former teachers and non-teachers can gain professional development through experiences within the school Teachers: Shadow a school counselor to learn more about the counselor’s role Non-Teachers: Work as a teacher’s aide in a classroom or substitute teach

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Personal Qualities of School Counselors  Creativity and Imagination  Flexibility  Courage and Belief  Passion  Commitment to Diversity and Social Justice

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Philosophies of Counseling Counseling is a helping relationship Counselor engages client in activities specifically chosen for their individual healing, growth, and development Counseling is a unique profession Commonalities are apparent with other disciplines, but has a unique focus on development issues, interpersonal and intrapersonal relationships, and therapeutic approaches Counseling is both an art and a science Being knowledgeable about various theoretical approaches and therapeutic techniques, as well as listening to their inner voice is crucial

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Philosophies of Education Traditional Philosophy Focus on subject matter, mastery of content, and preservation of the existing national cultural heritage Progressive Philosophy Focus on the child, active learning, recognition of students’ individual differences, relating school to real life, the mission to address health, vocational, social, and community issues, and an agenda to transform the national cultural heritage Each philosophy has significant strengths and weaknesses

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Philosophies of School Counseling Development of school counseling is linked to development of secondary education Guidance/Career Emphasis Two “creators” of school counseling: Jesse B. Davis- designed lessons to help students develop character, avoid problem behaviors, and relate vocational interests to curriculum subjects Frank Parsons- “Father of Guidance,” said vocational guidance should be provided by trained professionals in all public schools Focus on careers as the outcome of schooling Criticized to be too narrow and restrictive

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Philosophies of School Counseling Mental Health Emphasis Started by writings from John Dewey and Carl Rogers John Dewey’s Writings Focused more on student-centered, progressive view of education Carl Rogers’ Writings

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Philosophies of School Counseling Focused more holistically on the relationship between guidance counselors and students Use of term School Counseling started being used in high schools in 1950s Emphasis of the role of as a mental health provider of the school Increased advocacy for developmental goals

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Philosophies of School Counseling Developmental Guidance Movement of School Counseling into middle and elementary schools in 1960s and 70s Awareness of the need to prevent problems by providing educational activities within the classroom

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Comprehensive School Counseling Programs (CSCP) There is no absolute way to define school counseling American School Counselor Association (ASCA) National Model Articulates the philosophy and mission of program and implements a comprehensive delivery system Teaching life skills and prevention programing in classrooms Individual planning Intervention counseling for individuals and groups of students

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Comprehensive School Counseling Programs (CSCP) Made up of 4 components Foundation Delivery Systems Management Systems Accountability

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Developmental Guidance and Counseling Grounded in Developmental Theory Focuses on developmental learning behaviors, tasks, skills, and experiences necessary for success in school and life Interventions consist of six basic strategies: Individual Counseling Small-Group Counseling Large-Group Guidance Peer Facilitator Training and Projects Consultation Coordination with Guidance Services

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Essential Services Model Based on Trait-Factor approach Evolved from differential psychology and studies on measurement of human traits and the environment Focuses around the concepts of counseling, consulting, coordinating, and appraising

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Results-Based Student Support Program Model Focuses on all students achieving identified educational, career, and personal/social competencies for success in school and beyond Asks the question: “How are students different as a result of the school counseling program?” Teaming School Counselors lead in development of support teams to aid students in successful outcomes Support teams include counselors, parents, school personnel, social workers, psychologists, nurses, and specialists

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Strategic Comprehensive Model Gives counselors flexibility to deliver programs based on specific factors including: Level of Expertise Availability of Resources Characteristics of the Student Body and Community Programs “for all” can fall short with providing specific interventions and services to students, such as: Special Education Gifted and Talented At-Risk Other various diverse populations of students

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Strengths-Based School Counseling Shift from deficit-oriented to empowering and positive orientations of working with students Attends to increasing developmental assets and promoting strengths and resiliency Foundation rests on 6 principles: Promote Evidence-Based Student Strengths

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs 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

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Social Justice Approach Response to specific needs in today’s schools that potentially go unnoticed unless consciously included in the framework of a comprehensive school counseling program Six key elements (the 6 C’s) are used to target closing achievement gaps and confronting inequities within schools: Counseling Intervention and Planning

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Consultation Connecting Schools, Families, and Communities Collecting and Utilizing Data Challenging Bias Coordinating Student Services and Support

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Domains/Activities/Partners Model School Counselors create a comprehensive delivery system that meets the requirements for an ASCA National Model Program Domains refer to the 3 focal points of student growth Academic

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved Models of CSCPs Career Personal/Social Development Activities capture major activities within the National Model Partners refer to the 4 major groups whose needs must be met in the model: Students Parents/Caregivers Colleagues in the Schools Colleagues in the Community