Welcome to Campbell ISD's Counselor's Corner!
Why School Counselors...
“Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities. To help ensure they are prepared to become the next generation of parents, workers, leaders and citizens, every student needs support, guidance and opportunities during childhood, a time of rapid growth and change. Children face unique and diverse challenges, both personally and developmentally, that have an impact on academic achievement."
– “Toward a Blueprint for Youth: Making Positive Youth Development a National Priority,” U.S. Department of Health and Human Services
Elementary School Students’ Developmental Needs
The elementary years are a time when students begin to develop their academic self-concept and their feelings of competence and confidence as learners. They are beginning to develop decision-making, communication and life skills, as well as character values. It is also a time when students develop and acquire attitudes toward school, self, peers, social groups and family. Comprehensive developmental school counseling programs provide education, prevention and intervention services, which are integrated into all aspects of children’s lives. Early identification and intervention of children’s academic and social/emotional needs is essential in removing barriers to learning and in promoting academic achievement. The knowledge, attitudes and skills students acquire in the areas of academic, career and social development during these elementary years serve as the foundation for future success.
Secondary School Students' Developmental Needs
High school is the final transition into adulthood and the world of work as students begin separating from parents and exploring and defining their independence. Students are deciding who they are, what they do well and what they will do when they graduate. During these adolescent years, students are evaluating their strengths, skills and abilities. The biggest influence is their peer group. They are searching for a place to belong and rely on peer acceptance and feedback. They face increased pressures regarding risk behaviors involving sex, alcohol and drugs while exploring the boundaries of more acceptable behavior and mature, meaningful relationships. They need guidance in making concrete and compounded decisions. They must deal with academic pressures as they face high-stakes testing, the challenges of college admissions, the scholarship and financial aid application process and entrance into a competitive job market.
Meeting the Challenge
School counselors are professional educators with a mental health perspective who understand and respond to the challenges presented by today’s diverse student population. School counselors do not work in isolation; rather they are integral to the total educational program. They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help students achieve success in school. School counselors align and work with the school’s mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21st century. This mission is accomplished through the design, development, implementation and evaluation of a comprehensive, developmental and systematic school-counseling program. The ASCA National Model: A Framework For School Counseling Programs, with its data-driven and results-based focus, serves as a guide for today’s school counselor, who is uniquely trained to implement this program.
School Counselors Implement the School Counseling Program by Providing:
- Academic skills support
- Character education plays an important part in developing responsible students who have a motivation to achieve. Our elementary school program is centered around six positive character traits: Trustworthiness, Respect, Responsibility, Forgiveness, Caring, and Citizenship. Counselors use character education to teach young students valuable skills that help them interact and communicate with others, solve problems and make good decisions, organizational, study and test-taking skills
- Postsecondary planning and application process
- Education in understanding self and others
- Coping strategies
- Peer relationships and effective social skills
- Communication, problem-solving, decision-making, conflict resolution and study skills
- Career awareness and the world of work
- Substance abuse education
- Multicultural/diversity awareness
Individual Student Planning
- Goal setting
- Academic plans
- Career plans
- Problem solving
- Education in understanding of self, including strengths and weaknesses
- Transition plans
- Individual and small-group counseling
- Individual/family/school crisis intervention
- Peer facilitation
- Professional development
- Consultation, collaboration and teaming
- Program management and operation
These examples are not intended to be all-inclusive.
School Counselors Collaborate with:
Scholarship/financial search process
School-to-work transition programs
One-on-one parent conferencing
Job shadowing, service learning
Classroom guidance activities
Academic support, including learning style assessment and education to help students succeed academically
At-risk student identification and implementation of interventions to enhance success
Portfolio development, providing recommendations and assisting students with the postsecondary application process
Classroom guidance lessons on postsecondary planning, study skills, career development, etc.
Academic support, learning style assessment and education to help students succeed academically
Behavioral management plans
School-wide needs assessments
Student data and results
Student assistance team building
Academic support interventions
Job shadowing, worked-based learning, part-time jobs, etc.
No administrative officer or employee of the Campbell Independent School district, acting in his/her official capacity, may discriminate on the basis of a person’s sex, race, religion, color, age, language, or national origin regarding personnel practices, including assigning, hiring, promoting, compensating, and discharging employees; use of facilities; awarding contracts; or participation in programs.
No student shall, on the basis of sex, race, religion, language or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity sponsored by the school district except as specifically provided in the Title IX implementing regulations.
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