Pressley Ridge Laurel Park

School Counseling Programs & Services 2015-2016

Mission Statement
The Pressley Ridge Laurel Park Counseling Program believes that by supporting
students growth in areas of personal, social, career, and academia, we will be promoting
positive transitions from elementary school and into high school. Our mission is
supported by our foundational beliefs and goals.
Foundational Beliefs
School counselors are leaders, collaborators, and advocates for all students.
All students have the right to learn in a positive and supportive environment.
All students have the opportunity to participate in their school counseling
program.
All students have the right to learn in a safe and nurturing environment, free
from prejudice based on race, age, gender, sexual orientation, or religious
affiliation.
All students have access to a variety of honors and elective courses.
All students deserve access to an education that provides 21st Century technology
skills.
All students have the right to developmentally appropriate programming in areas
of personal, social, career, and academic development.
Goals
Provide a safe and nurturing environment that promotes student growth
uninhibited by barriers and biases.
Improve attendance
Decrease behaviors that disrupt learning of all students
Increase participation in Honors courses.
Work to increase overall student GPAs
Work with all students in academic planning.
Collaborating with community to provide information about career aspirations
and development.
Provide events to foster community involvement and healthy social skill
construction.
Classroom Core Curriculum
As school counselors, appropriate student developmental is of our utmost concern. In
order to help facilitate proper student success, we have designed a classroom core
curriculum that includes academic, career, and personal/social development. This work
is grounded in the ASCA National Standards, reinforced by a systematic examination of
theory, research, and practice. The curriculum promotes the student competencies of
knowledge, skills, and attitudes that are suitable for middle school students.

ASCA National Model Domains

Personal/ Social

Aid students in acquiring knowledge of self (positive self-image)

Support during tough transition periods (5th to 6th, 8th to high school, etc.)
Help students learn how to properly recognize and express feelings
Determine which behavior is appropriate and which is inappropriate
Fostering the growth of interpersonal skills
Establishing effective communication
Increasing the students knowledge, and respect, of diverse cultural differences
within our society/the world
Aid with student understanding of basic safety and survival skills
Help to eliminate bullying on and off campus
Educate students on the dangers of illegal substance use/abuse
Demonstrating appropriate peer/social interactions within the school and in the
community (school counselors should strive to be proper role models within the
school and the community)

Academic Development
Support student success via study and test taking skills
Contributing to improvements in overall student attendance
Support for teachers and facility in their work with students
Improving the academic self-concept of all students (confidence and competence)
Application of time-management and task-management skills
Establishing challenging, yet appropriate, academic goals
Establish self-directed learning in students
Build an understanding of the importance of school success and how it relates to
future career and vocational opportunities
Increasing parent involvement in the education process

Career Development
Helping students begin to explore their postsecondary options (college and
career)
Increasing student employment readiness (working as a team, time management,
etc.)
Developing a positive attitude towards continued education and work
Aligning career goals to educational goals (selection of proper courses, awareness
of the material offered in said courses, etc.)
Engaging parents in the educational and career preparation of their child
Application of skills to achieve career goals (utilizing conflict-management skills,
etc.)
Methods of Delivery

 Responsive Services- The purpose of responsive services is to address the needs

of students that have personal issues/conflicts that may threaten, or disrupt, their
academic, career, and personal/social development.
We, as the school
counselors, realize certain problems call for specific responses/intervention
techniques in order to properly resolve them. Careful selection of appropriate
response techniques is a critical process of the entire responsive service. This
component is available to all students, and may actually be initiated by students,
teachers, or parents after a review of data.
Consultation - School counselors consult with students, teachers, other faculty
members, community agencies, and parents to help students resolve their
personal problems more effectively. Potential workshops and programs include
parent workshops, community based organizations, and after school programs.
Individual and Group Counseling The counseling process allows students to
identify the problem solving process themselves, with the aid of the school
counselor, and therefore reinforces higher level thinking in order for them to take
appropriate action. Counseling is goal-focused and short-term in nature.
Crisis Response School counselors provide support to students in critical and
emergency situations. This includes intervention and requires a follow up to the
immediate needs of the student(s).
Referral In some cases, school counselors will refer a student, or group of
students to another professional trained with a specific focus in whatever
problem area they may be facing. Students might just need referred to
continue/enhance their education, however. Responses include: Referring a
student to mental health professionals or even simply referring a student to
employment and training programs in their area of interest.