What Do School Counselors Do?
A comprehensive school counseling program is an integral component of the school's academic mission. Comprehensive school counseling programs, driven by student data and based on standards in academic, career and personal/social development, promote and enhance the learning processes for all students. The ASCA National Model:
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ensures equitable access to a rigorous education for all students
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identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive school counseling program
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is delivered to all students in a systematic fashion
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is based on data-driven decision making
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is provided by a state-credentialed school counselor
Effective school counseling programs are a collaborative effort between the school counselor, parents and other educators to create an environment that promotes student achievement.
This text is quoted, or modified from the American School Counseling Association (2003, revised 2009, 2012). ASCA National Standards for Students. Alexandria, VA: Author
Statement of Philosophy:
The Counselor at Round Top Elementary School believes:
1-All students can achieve academic, personal/social, and career success when
given proper support as well as challenging and relevant instructional
opportunities that are based on state and national school counseling standards.
2-Each student has a unique learning style that must be addressed appropriately to maximize the student's potential for success.
3-Each student has dignity and is deserving of our respect.
4-Each student in the school has an equal right to access school counseling program services, regardless of their age, race, ethnicity,
gender, disability/exceptionality, or religion.
5-The school counseling program has a tremendous, positive ability to provide academic, personal/social and career development
for every student in the school.
6-The school counseling program's focus on academic, personal/social and career
development plays a pivotal role in the school's ability to empower students to become
lifelong learners and responsible citizens.
7-The school counselor plays a leadership role in assessing the school for barriers to
academic success and advocating for positive reform efforts to ensure equal access in
this area.
8-Students, parents, guardians, faculty, staff, administration, and community members
have critical, integral partnership roles within the school counseling program.
9-All students in the school should have access to a full-time, state-certified, Master's
degree-level school counselor to deliver the school counseling program.
10-All academic needs (ethnic, cultural, racial, socioeconomic, gender differences and exceptionalities) should be considered in
planning and implementing the school counseling program.
Mission Statement
The mission of Round Top’s School Counseling Program is to collaborate with stakeholders to provide all students with equal access to an effective, results-based school counseling program that is both comprehensive and developmental.
The school counseling program will involve all students in challenging, relevant learning experiences based on state and national school counseling standards to facilitate their academic, personal/social, and career development as they become life-long learners and responsible, productive citizens.
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.
Elementary School Counselors Implement the School Counseling Program by Providing:
School Guidance Curriculum
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Academic support, including organizational, study and test-taking skills
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Goal setting and decision-making
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Career awareness, exploration and planning
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Education on understanding self and others
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Peer relationships, coping strategies and effective social skills
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Communication, problem-solving and conflict resolution
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Substance abuse education
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Multicultural/diversity awareness
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Individual student planning
Academic planning
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Goal setting/decision-making
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Education on understanding of self, including strengths and weaknesses
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Transition plans
Responsive Services
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Individual and small-group counseling
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Individual/family/school crisis intervention
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Conflict resolution
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Consultation/collaboration
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Referrals
System Support
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Professional development
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Consultation, collaboration and teaming
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Program management and operation
Elementary School Counselors Collaborate with:
Parents
Parent education
Communication/networking
Academic planning
College/career awareness programs
One-on-one parent conferencing
Interpretation of assessment results
Teachers
Classroom guidance activities
Academic support, including learning style assessment and education to help students succeed academically
Classroom speakers
At-risk student identification and implementation of interventions to enhance success
Administrators
School climate
Behavioral management plans
Schoolwide needs assessments
Student data and results
Student assistance team building
Students
Peer education
Peer support
Academic support
School climate
Leadership development
Community
Job shadowing, service learning
Crisis interventions
Referrals
Parenting classes
Support groups
Career education
**These examples are not intended to be all-inclusive
Source: http://www.schoolcounselor.org/school-counselors-members/careers-roles/why-elementary-school-counselors
Informed Consent
The professional school counselor:
a. Informs students of the purposes, goals, techniques and rules of procedure under which they may receive
counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of
confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and
legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally
appropriate terms to students.
b. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student
or others or when legal requirements demand that confidential information be revealed. Counselors will consult with
appropriate professionals when in doubt as to the validity of an exception.
c. In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide
information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a
disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the
following conditions:
• Student identifies partner or the partner is highly identifiable
• Counselor recommends the student notify partner and refrain from further high-risk behavior
• Student refuses
• Counselor informs the student of the intent to notify the partner
• Counselor seeks legal consultation as to the legalities of informing the partner
d. Requests of the court that disclosure not be required when the release of confidential information may potentially
harm a student or the counseling relationship.
e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and
school policies. Student information stored and transmitted electronically is treated with the same care as traditional
student records.
f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state
laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the
informed consent of the student, consistent with the counselor’s ethical obligation.
g. Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an
understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives.
(THE ASCA NATIONAL MODEL: A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS)