CVSD K-8 School Counseling Framework

CVSD K-8 School Counseling Program Framework

CVSD K-8 School Counselors

Kathy Batty and Natalie Raby, Hinesburg Community School

 Betsy Lloyd, Charlotte Central School

Courtney Close, Kiah Coble, and Rachel Petraska, Shelburne Community School

Danielle Morin, Kim Odachowski, and Chris Ford, Williston Central School

Heather Scandale, Allen Brook School

The mission of the CVSD K-8 School Counseling Program is to support learning for all students by providing services that promote student development in the following areas: personal/social, academic, and future planning. School Counselors, in collaboration with students, administrators, teachers, parents, and community members, facilitate a student-centered, mental health-based program. CVSD School Counselors are master-level counselors with specific skills and training to support children and families dealing with both acute and chronic mental health conditions.

Our services are focused on fostering positive student outcomes while addressing personal needs and mental health barriers to learning and preparing students to become productive members of our diverse world. The overarching goal of the CVSD Counselors is to support student learning and promote whole child wellness. School Counseling services are designed to improve student wellness in the following areas:  

● Creation of a positive and safe learning environment 

● Response to student mental health services and crisis 

● Development of proactive social and emotional learning skills

● Focus on student achievement and goal-setting

● Collaboration with parents/guardians, teachers, administrators, and the community 

● Accountability through a comprehensive evaluation process

● Planning for future endeavors

The program is founded on the belief that individuals experience stages of personal growth and development as they move from childhood through adolescence to adulthood. Consequently, School Counselors must adapt services and supports based on the needs of students at each grade level. The program requires the cooperative efforts of each school and the approach is comprehensive, responsive, preventive, and proactive.

“It’s vital that schools and districts endeavor to address the needs of children from both a social-emotional learning competency perspective as well as from a mental health perspective. Although there is clear co-morbidity of SEL and mental health, these domains are distinct and need to be addressed on their own terms as it relates to assessment, identification, programming, interventions, and monitoring progress.”               -Illuminate Education

Mental Health

School counselors are trained mental health providers with clinical master’s degrees. “Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. It also helps determine how we handle stress, relate to others, and make choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood.” (https://www.mentalhealth.gov/basics/what-is-mental-health) Mental health problems affect thinking, mood, and behavior. Many factors contribute to mental health problems, including:

• Biological factors, such as genes or brain chemistry

• Life experiences, such as trauma or abuse

• Family history of mental health problems

Some examples of mental health support that are specific to School Counselors are acute mental health crisis, suicidal ideation, grief or death of a loved one, agency coordination, and supporting students through and after reports of abuse or neglect. 

Social-Emotional Learning

CVSD School Counselors, and all of  CVSD staff members, are supporters and upholders of embedding SEL in all that we do. SEL is the process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success (cfchildren.org).  SEL supports at the Tier 1 level include classroom lessons, lunch bunches, conflict management, and restorative practices. 

“There is an erroneous assumption that SEL programming directly addresses mental health and emotional needs of students (which is only partially true). That is to say, students with mental health needs (and all students, for that matter) can greatly benefit from SEL programming, but it may not necessarily be a sufficient condition to meet the specific individual needs of students struggling with mental health conditions.”                                     -Illuminate Education: Social-Emotional Learning vs. Mental Health

Diversity, Equity, Inclusion, Belonging

School Counselors have an opportunity to be an important part of the solution to end racism and bias in schools.  Through the implementation of a school counseling program, School Counselors promote equity and access for all students and make a significant impact on creating a school culture free from racism and bias. 

School Counselors have specific training to recognize signs of racism and bias that harm students and impede our nation from reaching its potential, including gaps in achievement, opportunity and attainment, disproportionate rates of discipline and suspension for students of color, lower attendance rates, self-destructive behavior such as: acting out, withdrawal,  nonparticipation in-class activities, gatekeeping of underrepresented students in access to and placement in rigorous curricula such as Advanced Placement and International Baccalaureate, 

lower participation of underrepresented groups participating in higher education” (Eliminating Racism and Bias in Schools: The School Counselor's Role)