Intro To Counseling

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a consistent pattern of individual activity within a relational field

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role

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professional relationship that empowers diverse individuals, families and groups to accomplish mental health, wellness, education and career goals

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counseling

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empowers professional school counselors with the knowledge, skills, linkages, and resources to promote student success in the school, the home, the community, and the world

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ASCA vision statement

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• Vocational Counseling – Jesse Davis, Frank Parsons
• Identifying College Bound-math and science
• Developmental Guidance: Birth of the Elementary School Counselor
• Comprehensive School Program
• Evidence-Based School Counseling Program

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Historical timeline

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“father of guidance”

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Frank Parsons

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Matching an individual’s personal characteristics to the requirements of the occupation, emphasized testing to measure individual aptitude and personality traits

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Parsons Method

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stimulus to education and promotion of school counselors, focused on post secondary, college

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NDEA (National Defense Education Act)

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o Increased number of secondary school counselors
o Increased number of universities/colleges preparing counselors
o Literature on Professional School Counseling became more comprehensive
o Developed comprehensive state certification requirements for counselors
o With initiatives came funding which reached it’s peak in the 1960s

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Benefits to NDEA

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stated that counselors should primarily focus on individual, developmental needs (not remedial/crisis situations) and encouraged developmental guidance programs

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Gilbert Wrenn, Counselor in a changing world

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• Major influence on how we work with individual clients
• His teachings were heavily emphasized in counseling training programs
• School counseling programs emphasized individual/small group counseling to the point it ignored preventative and environmental intervention techniques (Wittmer, 1993)

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Carl Rogers

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Counselors trained in 3 C’s

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Counseling, Consulation, Coordination

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• Collaborate with parents, all students K-12
• Focus on student competencies in the area of personal/social, educational and career development
• guarantees that all students have access to school counselors
• School counselors spend 100% of their time in counseling related activities

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comprehensive school counseling program

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definition, rationale, and assumptions

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structural compenents of organizational framework

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guidance curriculum, individual planning, responsive services, system support

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program components of organizational framework:

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o Nationally defines a school counseling program outcomes (academic, personal/social and career.
o Developmental, systematic in nature, sequential, clearly defined, and accountable
o Jointly founded upon developmental psychology, educational philosophy, and counseling methodology

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national standards

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o Implementation model
o Focus is on whole program not isolated services
o Connects program to academic mission of the school
o Leadership, advocacy and systemic change are at the center
o Attends to assessment as a way to inform our work with students

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ASCA National Model

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thought of future of school counseling as one that is uncertain in exact form but nonetheless stresses transformation, leadership, advocacy and systemic change as skills

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Dahir

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o The changing needs of students, families and schools require professional school counselors who are skilled in current counseling techniques focusing on students’ academic, career and personal/social needs.
o Issues related to social justice/systemic change and leadership are influencing the way we work with students.
o School counselors must also possess skills in the development, implementation and evaluation of professional school counseling programs, as well as, an ability to work in collaboration and consultation with others in the school and community. (ASCA, 2003)

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ASCA Role Statement

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o works for the high academic achievement of all students at all levels, pre-kindergarten through college, and forever closing the achievement gaps that separate low-income students and students of color from other youth.
o All Children will learn at high levels when they are taught to high levels.

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Education Trust

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• Ensure that all children have fair and equal opportunity to obtain a high quality education, which can be accomplished by:
o 1) ensuring high standards in curriculum and teacher training/qualifications are aligned with state academic standards
o 2) meeting the educational needs of low-achieving children in our nation’s highest poverty areas
o 3) closing the achievement gap

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NCLB (No child left behind act)

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• Centerpiece to reform efforts ($4.35 billion Race to the Top fund)
• Competition highlights reform strategies is four areas:
o Adopting internationally benchmarked standards and assessments that prepare students for success in college & workplace
o Recruiting, developing, rewarding and retaining effective teachers and principals
o Building data systems that measure student success and inform teachers/principals on how they can improve their practice
o Turn around failing schools

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Race to the Top

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supports the organization of a evidence based counseling program
o Such skills would be collaboration, leadership, advocacy, planning, marketing/communicating program goals to outside parties (families, administration, teachers)

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school counselor as manager

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Development of curriculum (backward mapping, scope and sequence), needs assessments, pre/post assessments, results reporting, writing a lesson plan, implementing large group presentations/classroom guidance

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school counselor as educator

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Conceptualizing cases, adopting a theoretical perspective related to how you will guide/faciliate a session, structuring a session, technquies when working with children and adolescents

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school counselor as clinician

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Comprehensive, preventative in nature, developmental and central to the mission of the school

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comprehensive school program

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o Accountability – Results, reports, audit
o Delivery System – curriculum, planning, report
o Foundation – beliefs, philosophy, mission statement, domains
o Management System – agreements, advisory, data, action plans, use of time

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4 components of ASCA national model

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o Philosophy, Mission, National Standards
o This section represents the anchor – the compass that directs the movement of the program by identifying what you want the program to say and do
o it also connects the program to the culture of the school by attending to the needs of the students and the rituals/traditions that exist.

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Foundation

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o Curriculum, planning, services, support

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delivery system

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o How are students different as a result of the school counseling program

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accountability

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use evidence to determine what needs to be addressed), which interventions/practices should be implemented, and whether the implemented interventions/practices were effective
 Actively engages in monitoring school data
 Uses information as evidence
 Collaborates with others to determine problem
 Uses intervention/practice that has demonstrated effectiveness
 Collects data to determine effectiveness of intervention for identified problem

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evidence based practice

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 Responsive to needs of student population
 Defines problem based upon intuition and assumptions
 Creates intervention based upon own skill and what others have done (published programs)
 Works hard

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best practice

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impact service had on the “doing”

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results

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impact service had on the “thinking”

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perception

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doesn’t attend to impact – nominal data (what did you do)

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process

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 Design – guiding question
 Ask – How will you answer your question
 Track – How will you make sense of the data
 Announce Model – use your findings, what do results mean

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DATA

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 Creating conditions for change
 Planning for change
 Implementing change
 Sustaining change

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4 parts of Reeves change model

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o “Pull the weeds” - Take away what isn’t needed before you add something new
o done through conversations, observations, attending to data-by being more intentional- change happens not through words, but actions
o Networks – Task, Friendship, power, culture

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creating conditions for change

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o Strategic, “less is more”
o Focus plans allow to be more intentional

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planning for change

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o buy in [is gained by] getting results that demonstrate that the effect of the change is in the best interests of all stakeholders
o Create Short term wins - Break up long term goals into short-term ones
o Recognize effective practices - attend to what works and do more of it.
o Emphasize effectiveness, not popularity - trick is to attend to what is working within the organization to move those you can be moved.

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implementing change

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o Attend to the objectives of your program
 Make them highly visible- stay focused (maintain vision)
 Evaluate progress regularly – provide feedback to build organizational learning
 Use data to inform your practice - stay consistent
 Build on your successes
 Counseling committee
 Communication is Key

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sustaining change

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o Attend to the objectives of your program
 Make them highly visible- stay focused (maintain vision)
 Evaluate progress regularly – provide feedback to build organizational learning
 Use data to inform your practice - stay consistent
 Build on your successes
 Counseling committee
 Communication is Key

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sustaining change

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 Foundation = creating climate of change and planning
 Management & Delivery = implementing change
 Accountability = implementing and sustaining change. Ties directly back to planning.

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reeves model in relation to ASCA model

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o Counselor is the expert
o Consultee seeks to remediate a problem
o Consultant recommends solutions
o Consultee implements those solutions
o Client (student) is the focus

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triadic-dependent model

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o Essence of collaboration between 2 or more professionals each having his/her own area of expertise
o Consultant: problem solving expertise, knowledge of normal/abnormal development, and skills for creating change (client/system)
o Consultee: knowledge about client (what works/what doesn’t) and strengths/weaknesses of system
o Interchange is non-hierarchal
o Focus is on problem solving

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collaborative-dependent model

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o Interactive process that allows for a group of individuals with various training/knowledge to work together on the behalf of the client (student)
o No one person on the team is the “expert”
o Examples of such a process is Student Services Team

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collaborative-independent model

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o Concern (reason for referral)
o Discrepancy between desired performance and actual performance
o Current strategies in place
o Is additional information needed

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defining the presenting issue

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 Structured interviews
• Teachers, students, adults with direct responsibility for student concerned

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indirect assessment

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 Observing and recording situational factors surrounding the problem behavior
• Scatter Plots, ABC Observation, Frequency Observation, etc.

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direct assessment

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 Teacher/school counselor to discuss strategies that may increase desired response
 Interventions logically connect to problem
 Monitor strategies for effectiveness (accountability)
 Change what is not working

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intervention planning and implementation

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o Less is more
 The more intentional you can be the easier it will be to implement the intervention
o Extinction burst
o Skill vs. Motivation
o Well made behavior plans are more than just stickers
o High/low interest pairing

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considerations when creating interventions

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o Reluctance to seek help from someone who fails to make time for them
o Viewed as incompetent (consultee/consultant)
o Resistance to seeking help when the problem reflects negative personal characteristics
o More rewarding to solve problem on their own
o Limited time in the day
o Need a quick fix
o Wants someone to tell them what to do (Expert)

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barriers to consultation

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Temporary state of disorganization, characterized chiefly by an individual’s inability to cope with a particular situation using customary problem solving

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crisis

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 Hopelessness - Unable to see a future
 Helplessness - No way out
 Worthlessness - Life isn’t worth living; not worth saving
 Loneliness - Empty inside; something is missing (not necessarily related to not having friends)
 Depression

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suicide risk factors

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 Verbal Communication
o Verbalized thoughts overtly or covertly
 Plan
o Idea about how to he/she will kill himself
 Method
o Chosen a method of self harm
 Preparation
o Student obtained the means to carry out the plan
 Stressors
o Past, present and future stressor – look at potential losses and its significance
 Mental State
o Degree of hopelessness, anger, distraught
 Hopelessness
o To what degree is it perceived that death is the only way out?

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suicide risk determination

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 “when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself."

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bullying

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1. Bullying is aggressive behavior that involves unwanted, negative actions.
2. Bullying involves a pattern of behavior repeated over time.
3. Bullying involves an imbalance of power or strength.

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components of bullying

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Beliefs that influences how one thinks, feels, motivates themselves and behave

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self-efficacy

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 Self-awareness
 Social awareness
 Self-management
 Responsible decision making
 Relationship management

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clusters of SEL

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 Identifies children as being disabled if they meet the specific disability categories outlined by federal legislation.
 Free and appropriate public education and related services designated to meet their unique needs

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special education

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begins when a teacher/parent is concerned about how a child is achieving
o Team believes student has a serviceable disability
o Previous interventions have not had lasting success
o Educational impact is evident
o Parent request to have child screened

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IEP process

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federal programmatic statue and receives federal funding
 Students who qualify are automatically covered under Section 504

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IDEA

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 Qualified (3-21 years of age)
 Disability
o Physical or mental impairment which substantially limits one or more major life activities
o Record of impairment
o Is regarding as having the impairment
civil rights statue and does not receive federal funds
receive accommodations in the general education classroom

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504

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Significantly restricted as to the condition, manner or duration under which an individual can perform a particular major life activity as compared to the condition, manner or duration under which the average person in the general population can perform that same major life activity

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substantial limitation