1. Models for Comprehensive School Counseling Programs
Chapter 4
By: Lisa Lipins

2. Background
Jesse B. Davis was the first person to develop a planned, systematic high school guidance program.
Program was aimed at facilitating educational and career planning.
He was a teacher-counselor at Central High School in Detroit, Michigan from

3. The Essential Services Model
First model of school counseling
Traced to the 1920’s
E.G. Williamson published How to Counsel Students: A Manual of Techniques for Clinical Counseling in 1939
Typical Services: Counseling, educational and occupational information, student appraisal, and placement

4. Schmidt’s Essential Services Model Update (2003)
Major components of the school counseling program
Personal-Social, Educational, and Career Development
Counseling (Individual, Group, Parent, Teacher), Consulting, Coordinating, Appraising
Problems with model
Suggests that counselors do not have a major role in providing classroom guidance
Does not account for all the counselors’ activities throughout the day
Falls short of being organized
Schmidt outline’s the process of a comprehensive model program as planning, organizing, implementing, and evaluating.

5. The Comprehensive Guidance Program Model (CGPM)
1969 Gysbers and Associates- nontraditional approach
Four components:
Individual Planning- 1-on-1, small group, classroom
Responsive Services-immediate needs, crisis counseling
Guidance Curriculum
System Support- public relations, professional development, advisory board

6. CGPM Pro’s Con’s Carefully drawn and detailed Prescriptive model
Components are broad, independent
Components do not recognize that counselors perform a variety of functions
Provides little assistance for those who can’t implement the model due to lack of resources
Comprehensive Guidance Program Model
Prescriptive Model- can be applied to all 92,000 U.S. Districts
Components- broad enough that most counselors’ activities in a school program can be placed under them.

7. ASCA National Model

8. ASCA Model Disconnects between ASCA National Model and CGPM
Management activities seem misplaced in the ASCA National Model
Accountability is part of system support in CGPM model but placed in a separate component in the ASCA model

9. Strategic Comprehensive Model (SCM)
Based on meeting students needs
No prescribed role or activities
Accountability is based on the premise that student’s needs have been met
3 objectives: Development, Prevention, Remediation

10. SCM’s 5 Components
Facilitating Normal Development- prevention and development
Serving At-Risk Students-remedial services and referral
Life Skills Development-goal setting & planning, educational development, career development
Leadership and Program Management-personnel evaluation, public relations, planning
School Citizenship-varies with school

11. Comprehensive School Counseling Programs
All models stress the importance of using data
Students who attended schools with more fully implemented comprehensive school counseling programs reported:
higher grades
schools were better prepared for the future
students felt safer in school
had a better relationship with their teachers
One program does not meet the needs of all schools or all counselors