|
The Canterbury School Counselor’s job is to integrate the counseling program as part of the total educational program through which students prepare for meaningful and productive lives as members of a changing society. This will be accomplished by supporting the intellectual, emotional, and social development of the students
The delivery system for a comprehensive school counseling program, includes four components: the school counseling curriculum, individual student planning, responsive services, and collaboration within and outside the school community. These four components address skills and understanding needed to help students in three broad domains: Learning to Learn (Academic), Learning to Earn (Career), and Learning to Live (Personal/Social).
The School Counseling Curriculum Component
The curriculum component encompasses structured developmental guidance experiences presented systematically through classrooms or groups to promote growth in the academic, career, and personal/social domains.
Individual Student Planning Component
Individual planning refers to activities planned and delivered to all members of a given grade and are designed to help students monitor and direct their own learning and personal development. The counselors will meet with individual students on topics including but not limited to advisement, appraisal, and placement. The foundation for student planning is established during the elementary years through curriculum component activities.
Responsive Services Component
Responsive services are reactions to immediate needs and concerns of individuals. The counselor has special training and possesses skills needed for handling the immediate needs of students. The counselor's responsibilities include individual and group counseling, consultation, information dissemination, crisis intervention and referral.
Collaboration Within And Outside The School Component
The collaboration component consists of management activities that establish, maintain and enhance the total school counseling program such as program development, parent education, community relations, serving on school committees, consulting with teachers, administrators, and parents regarding student needs, and collaborating and advocating efforts within the school and community agencies.
Summary
The overriding goal of this type of model is to provide all students in grades K-12 with a comprehensive school counseling program suited to their developmental needs as growing, maturing citizens.
The emphasis in developmental school counseling programs shifts from working with just individuals to working with all students through classroom guidance activities and structured group experiences, from remediation to prevention, from crisis-based to a planned orientation, and from unplanned/unstructured to systematic and accountable. |