Counseling in Education

Lesson 3
Comprehensive School Counseling Programs
A framework for School Counseling
Programs

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A framework for School Counseling Programs

• School counseling programs are collaborative efforts and integral

part of the school which will benefit students, parents, teachers,
administrators and the overall community.
• The question has often been posted “What do school counselors
do?”, “How are students different because of what school
counselors do?”

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Why school counselors need to organize programs?

Distinguish Assist
counselors students in
from other facing their
setting problems

Reasons
Counseling
Clarify the
services do
question: why
not exist
do we need
during crisis
counselor?
only

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A framework for School Counseling Programs

• In Malaysia, the Ministry of Education – the Guidance and

Counseling Unit (Unit Bimbingan dan Kaunseling) is the authority
that sets the foundation of school counseling programs and
services – align with the needs of the nation.
• The unit is also responsible in the direction of the way counseling
services and its main required programs that are to be carried out
by the school counselors.

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A framework for School Counseling Programs

• In the US, the school counselors follow the ASCA (American

School Counselor Association) National Model : A Framework for
School Counseling Programs.
• The primary goal of school counseling is to promote and help
students to develop competencies in these THREE interrelated
areas of student development : Academic Achievement, Career
Planning, and Personal/Social Development.

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The Purpose of School Counseling
Programs

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The Purpose of School Counseling Programs

• The primary goal of school counseling is to promote and enhance

student learning through the three broad interrelated area of
student development.
• The three areas of student development are;
(a) Academic Development;
(b) Career Development;
(c) Personal/social Development.

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The framework

Academic

Career Personal/social

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Academic development

• Students should acquire the right attitudes, knowledge and skills

contributing to effective learning in school and across lifespan.
• Students are academically competence at the end of their
schooling years, this helps them with the academic preparation -
essential as they need to choose from wide range of substantial
post-secondary options, including courses at colleges or
universities.

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Career development

• Students were helped to understand and comprehend the

relationship of academics, and the world of work in relation to
making an informed career decision later.
• The knowledge gained will help students to employ strategies to
achieve future career goals with success and satisfaction.
• All in all, students will understand better the relationship between
personal qualities, education, training and the world of work.

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Career development

Personal The world of

Education Training
qualities work

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Personal/social development

• Students will acquire the knowledge, attitudes and interpersonal

skills to help them understand and respect self and others.
• Students will make decisions, set goals and take necessary action
to achieve goals.

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A Comprehensive Program

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A comprehensive program

• A comprehensive school counseling program consists of

counseling, consulting, coordinating, and assessment services
offered in response to the identified needs, goals, and objectives of
the school and community.
• In a comprehensive program, goals and objectives are identified
and given priority as the result of adequate assessment and
analysis of students’, parents’, and teachers’ needs.
• A school counselor’s decision, therefore, to focus on particular
issues and to select specific activities in the program is not made
randomly or accidentally.

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A comprehensive program

• It occurs as a series of processes that include planning,

organizing, implementing, and evaluating procedures.

Planning

Evaluating Organizing

Implementing

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A comprehensive program: Planning

• Planning consists of leadership procedures and decisions that help

school counselors evaluate school-wide goals; assess students’,
parents’, and teachers’ needs; and select goals and objectives for
their counseling programs.
• Planning processes are most noticeable at the beginning of the
school year, when an accurate assessment of school populations
is likely to occur.

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A comprehensive program: Organizing

• Organizing is a continuation of the planning process and includes

the selection of major goals and objectives, and a determination of
which services can best address and meet these goals.
• Program organization also entails assignments and timelines for
carrying out specific activities.
• These assignments and schedules help the school identify who is
responsible for what services and when they will be implemented.
• Leadership skills of the counselor are important to this process.

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A comprehensive program: Implementing

• Implementing is the action phase of a comprehensive school

counseling program, when the counselors, teachers, and others
deliver the services that constitute the program.
• Included in these services are individual and small-group
counseling, teacher and parent consultation, classroom and small-
group guidance, testing, crisis intervention, and referrals.

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A comprehensive program: Evaluating

• Evaluating consists of procedures that enables counselors to

determine the success of a program’s services, identify apparent
weaknesses, and recommend changes for the future.

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Make a plan

Component Planning Organizing Implementing Evaluating

Academic How to score 9As Goals/objectives: Seminar? Formative?
Timeline: Talk? Summative?
PIC: Workshop?
Target participants: Small group discussion?

Career Explore your potential Goals/objectives: Seminar? Formative?

Timeline: Talk? Summative?
PIC: Workshop?
Participants Small group discussion?

Personal/social How do I like my ‘self’ Goals/objectives: Seminar? Formative?

Timeline: Talk? Summative?
PIC: Workshop?
Participants: Small group discussion?

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The Comprehensive Guidance Program
Model

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The Comprehensive Guidance Program Model
• Proposed and researched by Gysbers and Henderson (2001, 2012).
• It is to set strategies for the following steps to be done:
(a) Rationale or Objective;
(b) Competencies addressed (students’ needs);
(c) Description of the activity;
(d) Data driving the decision to address the competency (counselor needs to
carefully analyze the students’ profiles and academic achievements and grades);
(e) Timeline in which activity is to be completed;
(f) Identify the person who will be responsible for the delivery of the program or
service;
(g) Means or methods of evaluating student success in the program or
service.

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Facilities

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Facilities

• As with other institutions, schools consist of more than

philosophies, programs, and services; they also buildings,
materials, equipment, finances, personnel, and other items that
enable them to perform an educational function.
• In doing so, school counselors have needs of their own, such as
having sufficient physical space to provide individual and small-
group counseling.
• This space is the counseling center.

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The counseling center

• To provide confidential counseling and consulting services for

students, parents, and teachers, counselors need appropriate
space within the school.
• A counseling center usually reflects the level and nature of the
school counseling program.
• Centers in primary and secondary schools vary according to the
developmental needs of students, the size of the schools, and the
types of major activities of those schools.
• All these factors influence the design of a counseling center.

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Design

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Location

• The location of a counseling center should enhance its visibility,

facilitate communication between all groups in the school, and
invite people to enter and use its facilities.
• A location that accomplishes these goals places the school
counselor in an optimal position to create and deliver beneficial
services to a wide audience.

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Materials and equipment

• A well-designed and optimally located counseling center is

complete when it includes appropriate and adequate materials and
equipment to deliver intended services.
• In primary schools, these materials include games and toys to use
in play therapy and to establish rapport with children.
• Counselors use art media, computer programs, games,
developmental learning kits, videos, puppets, and a variety of other
items to help children express themselves, experience success,
and learn social skills in a safe and nonthreatening setting.

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Materials and equipment

• Secondary school centers have similar materials but more

appropriate for adolescents.
• In addition, career exploration materials, self development
resources, and educational information are included.

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Equipment and features of a school counseling
center
• Appropriate and sufficient furnishings for students and adults.
• Audio and visual privacy for counselors’ offices.
• Tables for group activities and conferences.
• Telephone and computer for each counselor.
• Internet access.
• Storage area for materials and equipment.
• Computers for students’ self-instruction and guidance-related program.
• Access to a conference room.
• Waiting area or activity area outside the counselor’s office(s).
• Secure room where students records can be stored away from the
counseling center so appropriate personnel can have access.
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Personnel

• Counselors:
• The number of counselors hired in a school counseling program
makes a difference in the quantity of services offered.
• Usually, schools employ sufficient counselors to meet the
counselor-to-student ratios recommended by the ministry.
• Volunteers:
• Volunteers offer valuable time to assist with many school services
including those of a counseling program.
• Pembimbing Rakan Sebaya (PRS) is one of the examples.

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