group 5 (strategic comprehensive model)

• Three Elements:

– Preconceived set of competencies rather than set of needs.

– Outcomes and interventions are not linked.

– The evaluation is not linked to the intervention process.

• Delivery System to meet students need will be based on factors such as:– Expertise of the

counselors– The characteristics of the

students and the community

– Number of forces external to the school counseling program and the school that are out of control.

• There are no prescribed roles or activities for school counselors in the SCM as long as they spend their time meeting students need.

• The SCM is:

– Developmental

– Preventive

– Remedial

• Facilitating Normal Development

• At risk Students

• Life skills Development

• Leadership Management

• School Citizenship

• Facilitating Normal Development– School counseling

program shares common, interrelated goals, the prevention of problems that may impair future developmental and lead to the development of educational, career, and personal-social problems.

• Facilitating Normal Development

– Subcomponents • Developmental Activities

– Drawn from developmental psychology.

• Primary Prevention– The development of

educational and psychological problems are targeted.

– Empirically derived interventions aimed at specific groups o students who are assumed to be at risk of developing certain types of problem.

• Developmental and Primary prevention activities include:

– Social Skills and Attitudes

– Self-concept, self-esteem, and self-efficacy

– Social support mechanism at school, home, and in the community

– Life management skills

– Values, and character

– Motivation to succeed in school

• Relationship between developmental and preventive activities:

“Demonstrate the awareness of the education and training needed to achieve a career goal.” and “describe the effect of work on lifestyle.”

• The at Risk Students– Students who are

classified as being at risk because of the presence of certain risk factors such as poverty or personal characteristics.

• The at Risk Component– Subcomponents

• Remedial Services– Intended to correct

a deficiency, fault, or mistake; lessen the effect or impact of an action, decision, or event; or remove a cause, source, or threat.

• Referral– an act of referring someone

or something for consultation, review, or further action.

» a person whose case has been referred to a specialist doctor or a professional body.

Zarah Gene D.

Quinones

III- 10 BS Psychology

Prof. Bagaporo

Life Skills Component:

Goal Setting, Planning,

Education, and Career

Development

Educational and Career planning

•Require considerable knowledge abouteducational processes and career opportunities

•Must be able to accurately interpret testsand inventories and help students use the data fromthese instruments along with other sources ofinformation to set goals and formulate plans toachieve their goals.

•Be able to use the Internet as aninformation source, help students use technologysuch as computer-assisted career guidance systems(CACGS), and diagnose decision making problemssuch as indecisiveness if they are to be successful(Brown, 2003)

All students neededucational and career planningskills including students with

a. Mental health problemsb. Physical limitationsc. And/ or learning disabilities

Life skills components of SCMincludes all of those activities that schoolcounsellors engage in directly orindirectly to influence educationalachievement and the attitudes and skillsstudents need to succeed in theworkplace.

Life skills Development

Educational and careerdevelopment are the sub components oflife skills development.

The appropriate roles of for school

counsellor in the high stakes testing program

include:

a. Helping students develop test taking and

study skills

b. Involving parents more closely in the

educational process

c. Developing peer

d. Adult tutoring programs to help students

who have fallen behind academically.

GOAL SETTING AND PLANNING

GOAL DELIVERY MECHANISM

Develop a four-year plan for high

school

1. Orientation sessions for parents

2. Classroom guidance to provide

information to students

3. Individual planning sessions

Develop career goals 1. Interest assessment and

interpretation

2. Group planning sessions

3. Individual sessions linking

educational and career goals

CAREER DEVELOPMENTGOAL DELIVERY MECHANISM

Develop self-awareness 1. Classroom guidance

2. Test interpretation

3. Computer- assisted career

guidance system (CACGS)

4. Small group counselling

Develop awareness of occupations 1. Classroom guidance units

2. Career days

3. Internships

4. Job shadowing

5. Occupational information

6. CACGS

7. Career seminars

Support occupational selection Career counselling/ planning

Develop awareness of links

between school and work

Classroom guidance units

Eliminate sex role and racial

stereotypes

Classroom guidance units

Foster employability skills 1. Classroom guidance units

2. Small skill development groups

3. CACGS

4. Internet assignments

EDUCATIONAL DEVELOPMENTGOAL DELIVERY MECHANISM

Develop basic educational skills 1. Homework support groups

2. Tutoring programs

3. Time management groups

4. Study skills classes

5. Consultation with teachers

6. Educational planning

7. Achievers’ awards program

8. Curriculum committee participation

Test taking skill development 1. Classroom guidance units

2. Develop practice tests

3. Test anxiety groups

Implement educational plans 1. Course selection

2. College selection seminars

3. Financial aid seminars

4. Individual educational counselling

5. College nights

Leadership and

Program management

component

Leadership activities within the programmanagement component are of three types.

a. Leadership that advances the goals of theprogram through work with the schoolcounselors and advisory and steeringcommittees to plan, implement, and evaluatethe program.

a. Participation in the school’s leadership teamand using data collected about school issues toinfluence its goals and culture.

a. Activities outside the school that are designedto improve aspects of the communityenvironment that impact students, such asenhancing educational and recreationalopportunities in the community.

The task of managing the program atschool level often falls to a lone counsellorin elementary schools and to adepartment chair at middle and highschool levels.

Management activities may involve

a. Holding or participating in planningmeetings

b. Arranging or participating in staffdevelopment activities

c. Budgetingd. Public relationse. Coordinating school counselling activities

with instructional efforts

Program evaluation, program renewal, andaccountability are probably the mostimportant aspects of the managementfunction of the school counselingprograms.

Many school counsellors regularly surveyteachers, parents, and students to solicitfeedback about the quality of theirservices

Other follow up with graduates anddropouts for the same purpose

These types of general evaluations areimportant because they provide data that canbe used to improve program processes.

The result of surveys andevaluation studies should be used toreshape the program to make sure that itis functioning at optimal levels. Theresults should also be shown toadministrators and others to illustrate theimpact the program is making on studentsand others.

Leadership and Program Management

Leadership and the managementof the school counseling programsrequires the involvement of all schoolcounsellors in program planning,operation, evaluation, and renewal.Leadership occur within and outside theschool counseling. Some activities ofcounsellors as they work to provideleadership and maintain their programsfollow.

LEADERSHIPGOAL DELIVERY MECHANISM

Advance the program toward its

established goals

1. Lead staff meetings

2. Professional advocacy

3. Work with advisory committee

Provide leadership in the school 1. Data collection and dissemination

2. Participate on leadership team

3. Student advocacy

4. Serve on key committees

PROGRAM PLANNING AND OPERATION

GOAL DELIVERY MECHANISMOversee program 1. Day-to-day monitoring of program

2. Staff meetings and individual

feedback

3. Conducting needs assessments

4. Interpreting data about student

needs

Develop support from stakeholders 1. Public relations activities

2. Meetings with administrators

3. Appearing before school board

Develop monetary support 1. Meetings with school

administrators

2. Budgeting

3. Grant writing

PROGRAM EVALUATION AND RENEWALGOAL DELIVERY MECHANISM

Determine evaluation strategies 1. Consultation with consultants

2. Literature reviews

3. Design instruments

4. Oversee process

5. Collate and analyze the data

Interpret results Make judgements about efficacy of

program

Foster renewal 1. Add new elements to the program

2. Alter or delete current activities

Support staff development Plan and deliver staff development

activities that will enhance program

functioning

CITIZENSHIP ACTIVITIESGOAL DELIVERY MECHANISM

Fulfill the citizenship role in the

school

1. Club sponsorship

2. School committees

3. Bus/ playground/ lunch duty

4. Clerical duties

5. School accreditation committees

6. School evaluation committees

Thank you!

Xo <3

By: Mc Frederick D. Dalida

III-10 B.S. Psychology

Eby & Schlacter (2003)

They suggest that participation in citizenship roles such as serving

on committees and bus duty are essential elements of a school

counseling program.

ASCA (2003) also acknowledges the importance of school

counselors involvement in these types of activities.

Many citizenship activities in which school counselors engage are

not school counseling activities but they support overall school

operations.

Citizenship activities should be minimized and involve duties that

do not conflict with the role of counselors.

The elementary school counselor who participates in bus and playground

supervision is being a good citizen by overseeing the safety of students.

The high school counselors who serves as an advisor to the honor society or other

student organization has an opportunity to promote educational achievement and

good citizenship.

Campbell and Dahir (1997) list some inappropriate tasks unrelated to school

counseling:

- Registering and scheduling new students

- Administering tests

- Substitute teaching

- Handling discipline

- Monitoring absenteeism and tardiness

- Etc.

But many perform some of these duties because of unfunded personnel needs.

.The Introduction.

By: Mc Frederick D. Dalida

Designing a comprehensive program is a long-term task that requires a concerted

effort from all counselors in the school.

If districtwide program will be renewed, counselor in the entire school district is

needed.

The time needed depends to some degree upon the cooperation of administrators,

teachers, parents, and others.

Gysbers and Henderson (2000) estimate the time

2 – 3 years – to plan the renovation of an existing program

2 – 3 years – to implement the new program

2 – 3 years – to evaluate the new program

2 – more years – to revised the program based on the evaluation data.

However, factors such as administrative support, the availability of consultants, and

the interest of the school counselors will influence the time required for change.

Delivered by:Madelaine T. Ting

III-10 BS Psychology

School counselors must take a systems perspectives when designing or re-designing a comprehensive school counseling program and realized that the changes in the program are dependent upon their collaborates.

Principle 2Successful changes in the school

counseling program will need to take into account such external factors as union contracts, community expectations, state education regulations, and regional accrediting association standards.

Any change in the school, including the school counseling program, will require administrative support to be

successful.

Change can occur from the bottom up.

Change in the school counseling program will be easier if the innovations is in keeping with the current goals of the organization.

Changes that cost the same or less are most likely to be acceptable.

Changes that either maintain or diminish the current workloads are more likely to be successful.

Changes that do not threaten traditional roles, status, or self-

esteem are more likely to be successful.

Changes that can be easily explained to the stakeholders of the school counseling program

more likely to be successful.

Change, once implemented, must be reinforced if it is to be

maintained.

Planned Change and the

Program Design

Preliminary Planning

Program Beliefs and Philosophy

The Mission Statement

The Goals of the Program

Targeted Student Competencies

The Guidance Curriculum

Balinton, Jessa May C.


PROGAM BELIEFS AND

PHILOSOPHY


Beliefs and Philosophy:

The philosophy is a set of principles (usually a set of “we agree” and “we believe” statements) that guides the program development, implementation and evaluation. All personnel involved in managing and implementing the program should reach consensus on each belief or guiding principle contained in the philosophy.


BELIEFSBeliefs are personal. Each individual

counselor’s beliefs must be discussed early in the process of developing a school counselingdepartment philosophy. What we believe about students, families, teachers and the education process is crucial in supporting successes for every student. Our beliefs are derived from our own background and experiences, and our beliefs drive our behavior.


Dialogue is required to ensure counseling teams and departments explore complex issues from many points of view. Each team member should contribute to the discussion of the following questions:

1. What do we believe about achievement for every student?

2. Do we believe all students can achieve given proper support?

3. Do we believe there are differences in learning styles for students and that children respond

differently? How do we react to those responses?


4. What do we believe about the program’s ability to provide academic, career, personal/social, global perspective development for every student?

5. When we look at the school’s mission of academic achievement, what responsibility does the school counseling program have to support this mission?

6. What do we believe about educational reform and the school counselor’s role in it?

7. What do we believe about the role of parents or guardians, staff and community members within the school counselingprogram?

8. What are some area/s ideas that need to be highlighted in relation to the unique international context in which the school and the counseling program operate?


PHILOSOPHYThe philosophy is an agreed-upon set of

guiding principles that individuals follow when implementing the school counseling program (Johnson & Johnson, 2001). It is important that all personnel involved in managing and implementing the program achieve consensus on each belief of guiding principles contained within the philosophy statement.


A statement of philosophy is a:

Set of beliefs that motivates program innovations

Set of values visible to all

Set of principles guiding professional contributions

Statement of professional conduct

Statement committing counseling to continuous growth

Source of collective power


A school counseling department philosophy should:

Indicate an agreed upon belief system about the ability of all students to achieve

Address every student

Address student developmental needs and focus on primary prevention

Address the school counselor’s role as an advocate for every student


Identify persons to be involved in the delivery or program activities

Specify who will plan and manage the program

Use data to drive program decisions

Define how the program will be evaluated and by whom

Include ethical guidelines or standards


Philosophy and Belief Statement SamplesInternational Sample 1-American school of Dubai, United

Arab EmiratesBeliefs We believe that our counseling program plays a critical

role in fostering academic personal/ social, and career goals.

We believe that our counseling program requires continual review and revision in order to meet the needs of the school.

We believe that our program encompasses and supports the school’s mission.


We believe that our program seeks to share new learning and best practices with counseling peers, ASD staff, parents and students.

We believe that students learn individually, varying in learning style, depth, and comprehension.

We believe that we are student advocates for the work we do for students.

We believe that future ASD counselors will inherit a standards-based program that will support ASD’s continued growth.


PhilosophyThe guiding principles of our program include: Recognizing the dignity and worth of each student Promoting understanding by recognizing that students

vary according to ethnic, cultural, and racial backgrounds, as well as gender, sexuality and learning style

Teaching to developmentally appropriate student competencies for all students K-12

Planning and coordinating by ASD counselors with input from staff, parents, and students


Using appropriate data to drive program development and evaluation as well as to monitor student achievement

Tailoring program delivery (group and individual counseling) to make the best and most efficient use of counselor time and resources

Employing computer-based and more traditional resources to best support student success, program goals and growth

Making use of differentiated approaches in program delivery to assure student success across a range of learning styles

Advocating for evaluation by a counseling supervisor on specified goals and agreed-upon student competencies

Requiring that counselors abide by professional school counseling ethics and participate in professional development activities essential to maintaining a quality school counseling program and fostering professional growth.

THE MISSION STATEMENT


• One of the essential aspects of the foundation for a school counseling program is the creation of a mission statement, which gives the counseling program overall direction and vision.

• A mission statement describes the program’s purpose and provides the vision of what is desired for every student.

• A school counseling program mission statement aligns with of the school’s mission statement. Thus, the school counselingprogram supports the learning environment and, at the same time, makes unique contributions to meeting student’s needs and nurturing their progress.

• The program’s mission statement should be clear, concise and specific to the program’s intent and what the program will contribute.


A mission statement:

Keeps the program’s focus on the beliefs, assumptions and philosophy

Establishes a structure for innovations

Creates one vision

Provides and anchor in the face of change


The mission statement content should:

Be written with students as the primary clients

Advocate for the equity, access and success of every student

Be written for every student

Indicate the content and competencies to be learned

Show linkages with the school’s education mission statements

Indicate the long range results desired for all students


Mission Statement SamplesInternational sample 1- American School of Dubai

ASD counselors are student advocates who work in partnership with students, staff and parents, fostering an inclusive and collaborative school environment central to the success of the school’s overall mission. This program is continually evolving to best meet the needs of our students in a challenging and fast-changing world. Our mission is to maximize each student’s potential through the implementation of a comprehensive program which fosters the competencies leading to lifelong success including personal, social growth, academic skills and career awareness.

THE GOALS OF THE PROGRAM

The Goals of the Program

A program goal is a general statement about the expected learning outcome of students completing a program. A competency is a more specific statement of expected learning outcome that is measurable.

TARGETED STUDENT COMPETENCIES


A competency is a specific, measurable student learning outcome. An ideal competency statement will identify one specific ability or skill that can be measured in a fairly straightforward way. The number of competencies will depend upon the number of skills and abilities that need to be measured in order to assess the overall goal area. Collectively, the competency statements should provide comprehensive coverage of the associated program goal.


Good competency statements would have thefollowing characteristics:

Straightforward

Specific

Measurable

Realistic


To foster students' development of competence as scientists, researchers, and scholars,

including their knowledge of the ways in which practice influences science.

Objectives: Our first goal specifies an emphasis ontraining in research and scholarship. The intent is forstudents to acquire the knowledge and skills necessaryto understand, plan, conduct, analyze, and present theresults of scholarly inquiries. We have four interrelatedobjectives that originate from this goal: that ourstudents develop proficiency in:


conducting scholarly reviews of literature

using scientific research methods and dataanalytic procedures

understanding the manner in which scienceinforms practice (and vice versa)

implementing ethical research practice


To foster students' development of competence as practitioners, including their knowledge of the

ways in which science influences practice.

Objectives: Through coursework and trainingexperiences, our counselling psychology students acquirethe theoretical, empirical, and practical backgroundnecessary to understand, evaluate, and performcompetent and effective psychological interventions withdiverse clientele and client problems in a variety ofsettings. We have six interrelated objectives thatemanate from this goal:


proficiency with a range of psychological theories andintervention models and modalities

understanding of how practice informs science and howscience informs practice

ability to engage in personal introspection on one's ownattitudes, beliefs, opinions, feelings, and personal history asthey relate to the practice of counselling psychology

develop/acquire knowledge and skills to delivermulticulturally competent services

ability to work with diverse populations and in diversesettings

ability to function as an ethical practitioner


To foster the development of counselingpsychologists who demonstrate their

multicultural sensitivity, awareness, knowledge, and competence in their training and

professional work.

Objectives: These objectives emphasize developmentof multicultural awareness and acquisition ofmulticultural knowledge and skills. Specifically, we havefive interrelated objectives for training that originatefrom this goal: that students


engage in personal introspection into their attitudes, beliefs,opinions, and feelings about their own and others' cultural groupsas they relate to the practice of counseling psychology

develop personal awareness of power and privilege and the role itplays in one's own life and the lives of people from other culturalgroups

develop awareness of one's biases and assumptions aboutmembers of one's own and others' cultural group

demonstrate the ability to work with diverse populations and invaried settings and deliver multiculturally competent psychologicalservices

acquire knowledge and skills necessary to engage in culturallycompetent scholarly work


To provide broad and general training in the field of psychology while also fostering students' professional development and identity as

counseling psychologists.

Objectives: We have two related objectives for training students as psychologists in general, and specifically, as counseling psychologists. That is, students acquire:


broad and general knowledge pertinent topsychological foundations of the field of psychology,including psychological foundations, history andsystems of psychology, professional ethics

knowledge of the history of counseling psychology,how the specialty of counseling psychology isdelineated from other specialties, and how acounseling psychology identity is reflected inapproaches to conceptualization, treatment, andsupervision

THE GUIDANCE CURRICULUM


The guidance curriculum consists of structured developmental lessons designed to assist students in achieving the desired competencies and to provide all students with the knowledge and skills appropriate for their developmental level in the four domains (academic, career, personal/social and global perspective). The guidance curriculum is infused throughout the school’s overall curriculum and is presented systematically through preK-12 classrooms, individual student planning and group activities. School counseling curriculum is planned, ongoing, and systemic and includes a clear explanation of the scope and sequence of its units of instruction. It is aligned and cross-walked with the Content Standards (see below) and the school’s academic goals. The knowledge, skills and attitudes are taught using a variety of curriculum activities and materials. The various methods below are ways in which curriculum can be delivered:


Classroom instruction

School counselors provide instruction, team teach or assist in teaching the school guidance curriculum, learning activities or units in the classrooms, the career center or other school environments.


Interdisciplinary curriculum development

School counselors collaborate with interdisciplinary teams to develop and refine guidance curriculum in content areas which are appropriate to age/grade level. These teams develop school guidance curriculum that integrates with the subject matter. The scope and sequence of the school guidance curriculum may include units delivered through other classroom disciplines (i.e. Health, English, Freshman Survey, etc).


Group activities

School counselors conduct small group activities outside and inside the classroom to respond to students’ identified needs or interests.


Parent education and instruction

School counselors facilitate workshops, parenting groups and conduct informational sessions for parents/guardians, and, as necessary, staff/faculty, to address the needs of the school community and to reflect the school guidance curriculum.


Transition

School counselors promote awareness of the unique nature of life within the international community and seek opportunities to address internationalism across the curriculum.


The student content standards are public statements of what students should know and be able to do as a result of participating in a school counseling program. Each student content standard is followed by student competencies and a list of indicators enumerating designed student learning outcomes.


Student competencies define the specific knowledge, attitudes and skills students would obtain or demonstrate as a result of participating in a school counseling program. The competencies are not meant to be all-inclusive, nor is any program expected to include all the competencies in the school counseling program. The competencies offer a foundation for what a standardsbased program addresses and delivers. Content standards are in four categories or domains:

Academic Career Personal/Social Global Perspective

PLANNED CHANGE AND THE PROGRAM DESIGN

Planned Change and the Program Design

• Most individuals and groups have recognized that developing a comprehensive school counselingprocess is a planned change process.

• To date, only Gysbers and Henderson have identified some of the barriers that arise during program change and advanced suggestions for overcoming problems such as staff resistance

• The success of the planning and implementation process will be highly dependent on the extent to which the following principles of planned change are considered.

Thank you for listening!

17 FactorsPrepered by:

Tolentino Jonica E.


The individual planning

component consists of school

counselors coordinating ongoing

systemic activities designed to

assist the individual student in

establishing personal goals and

developing future plans.

The responsive services

component consists of activities

to meet students’ immediate

needs.

These needs may require

counseling, consultation,

referral, peer mediation or

information.

The systems support component

consists of the professional

development; consultation,

collaboration and teaming; and

program management and

operation activities that

establish, maintain and enhance

the total school counseling

program

School counselor and administrator agreements include statements of responsibilities by each counselorspecifying the program results the counselor is accountable for achieving during the year.

It also includes how counselors divide the program responsibilities.

These agreements are negotiated with and approved by designated administrators at the beginning of each school year.

An advisory council is a group of

people appointed to review

guidance program results and to

make recommendations.

The group representatives are

students, parents or guardians,

teachers, counselors,

administration and community

members.

Monitoring students’ progress ensures all students receive what they need to achieve success in school. It entails monitoring student achievement data, achievement-related data, and standards- and competency-related data.

Collection, analysis and interpretation of student achievement data may be systemic by district or specific to school site, grade, class or individual.

The use of data will drive the program.

The needs surface when disaggregated data are analyzed for every student.

Data are necessary to determine where the school counseling program is now, where it should be and where it is going to go.

Needs are identified discrepancies between the desired results and the results currently being achieved

Once a school counselor determines the

amount of time to spend in each area of

the delivery system, a master calendar and

weekly calendars are developed and

published to ensure that students, parents

or guardians, teachers and administrators

know what is scheduled.

Thi will assist in planning and will ensure

active participation in the program.

Annual, monthly and weekly calendars

ensure planned activities are

accomplished.

The school counselor’s performance

evaluation contains basic standards of

practice expected of school counselors

implementing a school counseling

program.

These performance standards serve as

both a basis for counselor evaluation

and as a means for counselor self-

evaluation.

Results reports, which include

process, perception and results data,

ensure programs are carried out,

analyzed for effectiveness and

changed and improved as needed.

Sharing these reports with

stakeholders serves as an advocacy

for the students and the program.

The program audit provides

evidence of the program’s

alignment with the Louisiana

School Counseling Model.

The primary purpose for

collecting information is to guide

future action within the program

and to improve future results for

students.

group 5 (strategic comprehensive model)

Science

career goals

career planning

developmental psychology

career opportunities

risk studentsstudents

educational processes

primary prevention activities

personalsocial problems