IOWA COMPREHENSIF Pro

Iowa Comprehensive Counseling and Guidance Program Development Guide COGNITIVE DEVELOPMENT (GRADES 9-12) The Passport Program by Ann Vernon Grade 9 Grade 10 To learn how thoughts influence feelings and actions To differentiate between short-term and long-term goals To evaluate decisions and identify consequences To distinguish between realistic and unrealistic goals To learn ways to change negative behaviors To learn how to establish short-term and long-term goals To learn effective problem-solving skills To learn a specific decision-making process To develop skills in assessing situations realistically To identify risks associated with decision-making To develop skills in applying good reasoning To learn to assess the consequences of decisions Grade 11 Grade 12 To learn to predict the outcome of choices To learn more about difficult decisions To learn how to make realistic plans To identify factors to consider in making difficult decisions To learn rational thinking skills To learn how to set and attain goals To learn how to apply rational thinking skills to one’s life To distinguish between major and minor decisions To learn to evaluate decisions To identify personal examples of major and minor decisions To develop the ability to set priorities To develop time management skills

CONNECTING STUDENT LEARNING GOALS, STANDARDS, BENCHMARKS, AND OBJECTIVES Illustrated on the next pages are two examples which connect Student Learning Goals, Standards, Bench- marks, and Objectives. In program development, “objectives” may also be referred to as competencies, indicators, tasks, or skills. Once connections are made among standards, benchmarks, and objectives, the counselor then can proceed to develop specific activities to accomplish the benchmark. These may include curriculum lessons, counseling procedures, or career development activities (an example of a complete les- son is found in the Appendix). The assessment portion of the examples is left blank. Assessment of student learning could be accomplished through rubrics, student interview, locally created tests, checklists or performance tasks, or through commer- cially prepared tests. See also, Section 7 of this development guide, Evaluation and Assessment (of counsel- ing/guidance programs). When one door of happiness closes, another opens; but often we look so long at the closed door that we do not see the one which has been opened for us. Iowa Comprehensive Counseling and Guidance Program Development Guide

Iowa Comprehensive Counseling and Guidance Program Development Guide CONNECTING STUDENT LEARNING GOALS, STANDARDS, BENCHMARKS, AND OBJECTIVES EXAMPLE Example 1: Sixth Grade ASCA and Sioux Student Learning Goal Standard A (Personal and Social) Assessment City (Write your local goal here) Students will acquire the knowledge, attitudes, and Assessment interpersonal skills to help them understand and Assessment Sioux City Student Learning Goal respect self and others. (Write your local goal here) Assessment Benchmark 1 Assessment Student Learning Goal Students will develop a positive attitude toward self Assessment as a unique and worthy person. Passport Program (Write your local goal here) Objectives: Self-Development Grade Six Example 2: Tenth Grade • Identify self-characteristics. • Normalize self-conscious feelings that begin to ASCA and Sioux Student Learning Goal City (Write your local goal here) occur during this period of development. • Take multiple perception into account when Sioux City Student Learning Goal (Write your local goal here) forming opinions about oneself. Student Learning Goal Standard B (Career Development) Students will employ strategies to achieve future Passport Program (Write your local goal here) career goals with success and satisfaction. Benchmark 1 Students will apply decision-making skills to career planning, course selection, and career transitions. Objectives: Cognitive Development Grade Ten • To learn a specific decision-making process. • To identify risks associated with decision- making. • To learn to assess the consequences of decisions.

Example 3: Adult Student Learning Goal Standard A(Personal-Social) Assessment ASCA (Write your local goal here) Students will acquire the knowledge, attitudes, and Sioux City (Write your local goal here) interpersonal skills to help themunderstand and respect others. Iowa Comprehensive Counseling and Guidance Program Development Guide (Write your local goal here) Benchmark 4 Recognize, accept, and appreciate individual, ethnic, and cultural differences. Objectives • Understand power structures and howthey work. • Understand unearned privileges.

Iowa Comprehensive Counseling and Guidance Program Development Guide CONNECTING STUDENT LEARNING GOALS, STANDARDS, BENCHMARKS, AND OBJECTIVES WORKSHEET Level _________________________________ School Name Student LearningGoal StandardA(Personal andSocial) Assessment Student LearningGoal Benchmark1 Assessment Student LearningGoal Objectives: Self-Development Grade Six Assessment

Counselor Role

ASCA ROLE STATEMENT There is no substitute for school counselors as man- School counselors are professional advocates for agers of school culture and of student development schools, who are expected to develop comprehen- outcomes (academic, career, personal/social). When sive programs that improve student learning, to national, state, or local mandates overlook or under- devote 70% of their time in direct delivery of ser- estimate the importance of the school counselor man- vices to students (curriculum, individual planning, aging a comprehensive counseling and guidance pro- and responsive services), and to operate within a gram, the net result is that students ultimately will be school culture that maintains a recommended coun- underserved and their full potential will be underde- selor-student ratio of 1:250. As student advocates, veloped. Effective school counselors are uniquely able as members of the educational team, and as profes- to work with all students because they are specialists sionals integral to the school effort to teach students, in human behavior and relationships. According to school counselors are guardians of the safety of the ASCA Role Statement, 2000-2001, there are four pri- school environment and of the rights of all mem- mary interventions that school counselors are ex- bers of the school community. As professionals, pected to use, and for which they alone have specific school counselors meet the state certification/licen- and adequate training: sure standards and continue their professional growth through active involvement in their profes- Counseling. This is accomplished individually and sional organizations. in small groups and is necessary to help students learn to better solve their problems. To sum, school counselors are irreplaceable. School administrators and local communities will realize Large Group Guidance. This is a preplanned cur- that there is no substitute for competent school coun- riculum that fosters academic, career, and personal/ selors, annual evaluation of the comprehensive social development for all students, and is accom- school counseling and guidance program must be plished in collaboration with teachers and other school conducted, and the results of the evaluation must or volunteer personnel. be shared with the wider school community. Through self-monitoring, self-governance, through Consultation. School counselors work with admin- adherence to a competency-based curriculum de- istrators, teachers, and parents, mental health special- signed to effect student learning outcomes, and ists, and other human services personnel to help stu- through competent intervention and prevention ef- dents better succeed in education. forts in counseling, large group guidance, consulta- tion, and coordination, school counselors can sat- Coordination. School counselors organize, lead, isfy themselves and others that they are unique con- manage, and evaluate the school counseling program, tributors to the school mission. serving as a liaison between the school and other large systems (home, community) to help students achieve their goals, in concert with the academic mission of their local school. Iowa Comprehensive Counseling and Guidance Program Development Guide

COUNSELOR ROLE Elementary School Counselor Primary Functions the infusion of counseling activities into the regu- lar education curricula to support the developmen- An elementary counselor provides a comprehen- tal needs of students. These activities may in- sive, developmental guidance and counseling pro- clude a variety of resources and materials. gram for students in grades K-6. The counselor structures activities to meet the needs of her/his 3. Counsel small groups. assigned caseload; consults with teachers, staff, and parents to enhance their effectiveness in helping Conduct structured, goal-oriented counseling ses- students; and works in harmony with school staff sions to meet the identified needs of groups of to promote the other elementary school educational small groups of students. Session topics at the programs. elementary level may include self-awareness, self- identity, academic issues, behavior patterns, peer Major Professional Responsibilities with problems, family issues, child abuse prevention, Key Duties decision-making, and substance abuse prevention, among others. 1. Work with teachers and parents to meet the needs of students through the development 4. Counsel students individually. of academic, personal, social, and career awareness activities. Work with students on personal, social, or aca- demic problems. Problem resolution may be Provide orientation activities for students new reached after one session, or students may need to the school; facilitate orientation programs to be seen on an ongoing basis. for parents and students and assist students in transition from elementary school to middle 5. Consult with teachers, staff, and parents re- school/junior high school. Inform students and garding developmental needs of students. their parents of test results and their implica- tions for educational planning and provide re- Participate in group consultation with administra- sources and information to assist in career tors, teachers, parents, and others to improve stu- awareness and career exploration. dent academic achievement and social/emotional development; conduct inservice programs for fac- 2. Implement the elementary counseling cur- ulty; conduct and facilitate conferences with teach- riculum, with the cooperation and collabo- ers, students, and parents; and conduct or provide ration of faculty and staff. opportunities for parent education programs; and assist families with problems impacting their Develop and work with teachers to deliver de- child’s ability to function in school. velopmentally sequenced counseling activities in the classroom (in accordance with the es- 6. Refer students with critical needs, in consulta- sential learnings and indicators outlined in the tion with their parents, to appropriate commu- local school district model) in cooperation with nity resources. school administrators and teachers. Facilitate Consult and coordinate with in-district profession- als and community agencies, such as school so- cial workers, psychologists, nurses, administra- Iowa Comprehensive Counseling and Guidance Program Development Guide

tors, community-based counselors, service agen- students; assist school staff members in the cies, juvenile court liaisons, and physicians. Use placement of students with special needs in ap- an effective referral process for assisting students propriate programs, such as special education and others to use special programs and services. and gifted education; and promote personaliz- ing education for all students. 7. Coordinate, conduct, or participate in activi- ties which contribute to the effective operation 9. Evaluate and revise the building guidance of the school. program. Establish effective liaisons with all grade levels; Review the school counseling program at least act as an advocate for individual students as ap- annually with staff and administration. Using propriate in conjunction with other staff; assist the appropriate program evaluation tools, re- other school staff in the placement of students view and modify the program components and with special needs in appropriate programs; and the program calendar. participate with the administration and faculty as a team member in the implementation of the dis- 10. Pursue professional growth. trict testing program in relation to the school im- provement plan. Attend state and local staff development pro- grams; join professional organizations (Iowa 8. Ensure accessibility of all programs for all stu- School Counselor Association, Iowa Counsel- dents. ing Association, American School Counselor Association, American Counseling Association, Maintain a current knowledge of equity and di- etc.); read professional journals; attend relevant versity issues; promote equal educational oppor- workshops and conferences sponsored by the tunities for all students; provide information to state and national organizations; take post- school staff on particular policies relating to all graduate courses. Iowa Comprehensive Counseling and Guidance Program Development Guide

Middle School/Junior High School Counselor Primary Functions clude a variety of resources and materials. A middle school/junior high school counselor pro- 3. Counsel small groups. vides a comprehensive, developmental guidance and counseling program for students in grades 5- Conduct structured, goal-oriented counseling ses- 9. The counselor structures activities to meet the sions to meet the identified needs of individuals needs of her/his assigned caseload; consults with or groups of students. Session topics at the middle teachers, staff, and parents to enhance their effec- school/junior high level may include self-concept, tiveness in helping students; and works in harmony self-identity, academic issues, attendance and be- with school staff to promote the other middle havior patterns, conflict resolution, peer media- school/junior high school educational programs. tion, family issues, substance abuse prevention, child abuse prevention, and suicide prevention and Major Professional Responsibilities with intervention. Key Duties 4. Counsel individual students. 1. Work with teachers and parents to meet the needs of students through the development Work with students on personal, social, or aca- of academic, personal, social, and career demic problems. Problem resolution may be awareness activities. reached after one session, or students may need to be seen on an ongoing basis. Provide orientation activities for students new to the school; facilitate orientation programs 5. Consult with teachers, staff, and parents re- for parents and students and assist students in garding the developmental needs of students. transition from middle school/junior high school to high school. Inform students and Participate in group consultation with administra- their parents of test results and their implica- tors, teachers, parents, and others to enhance their tions for educational planning and provide work with students; conduct inservice programs resources and information to assist in career for faculty; conduct and facilitate conferences with awareness, career exploration, and career plan- teachers, students, and parents; and conduct or pro- ning activities. vide opportunities for parent education programs; and assist families with problems impacting their 2. Implement the middle school/junior high child’s ability to function in school. school counseling and guidance curriculum. 6. Refer students with critical needs, in consulta- Conduct developmentally sequenced counsel- tion with their parents, to appropriate commu- ing and guidance activities in the classroom nity resources. (in accordance with the essential learnings and indicators outlined in the local school district Consult and coordinate with in-district profession- model) in cooperation with school adminis- als and community agencies, such as school so- trators and teachers. Facilitate the infusion cial workers, psychologists, nurses, administrators, of counseling activities into the regular edu- community-based counselors, service agencies, ju- cation curricula to support the developmental venile court liaisons, and physicians. Use an ef- needs of students. These activities may in- fective referral process for assisting students and others to use special programs and services. Iowa Comprehensive Counseling and Guidance Program Development Guide

7. Participate in, coordinate, or conduct activi- ate programs, such as special education and ties which contribute to the effective opera- gifted education; and promote personalizing tion of the school. education for all students. Interpret group test results to faculty and staff; 9. Evaluate and revise the building counseling establish effective liaisons with the various in- and guidance program. structional departments; act as an advocate for individual students as appropriate in conjunction Review the school counseling/guidance program with other staff; assist other school staff in the at least annually with staff and administration. placement of students with special needs in ap- Using the appropriate program evaluation tools, propriate programs; and participate with the ad- review and modify the program components and ministration and faculty as a team member in the the program calendar. implementation of the district testing program in relation to the school improvement plan. 10. Pursue professional growth. 8. Ensure accessibility of all programs for all stu- Attend state and local staff development pro- dents. grams; join professional organizations (Iowa School Counselor Association, Iowa Counsel- Maintain a current knowledge of equity and di- ing Association, American School Counselor As- versity issues; promote equal educational oppor- sociation, American Counseling Association, tunities for all students; provide information to etc.); read professional journals; attend relevant school staff on particular policies relating to all workshops and conferences sponsored by the students; assist school staff members in the place- state and national organizations, take post-gradu- ment of students with special needs in appropri- ate courses. Iowa Comprehensive Counseling and Guidance Program Development Guide

High School Counselor Primary Functions of students. These activities may include a vari- ety of resources and materials. A high school counselor provides a comprehensive, developmental counseling and guidance program 3. Counsel small groups. for students in grades 9-12. The counselor struc- tures activities to meet the needs of her/his assigned Conduct structured, goal-oriented counseling ses- caseload; consults with teacher, staff, and parents sions to meet the identified needs of individuals to enhance their effectiveness in helping students; or groups of students. Session topics at the high and works in harmony with school staff to promote school level may include self-concept, academic the other high school educational programs. issues, attendance and behavior patterns, conflict resolution, peer mediation, family issues, substance Major Professional Responsibilities with abuse prevention, child abuse prevention, and sui- Key Duties cide prevention and intervention. 1. Work with teachers and parents to meet the 4. Counsel students individually. needs of students through the development of academic, personal, social, and career Work with students on personal, social, or aca- awareness activities. demic problems. Problem resolution may be reached after one session, or students may need to Provide orientation activities for students new be seen on an ongoing basis. to the school; facilitate orientation programs for parents and students and assist students in 5. Consult with teachers, staff, and parents re- transition from high school to their next steps garding meeting the developmental needs of in connecting to training and education pro- students. grams. Inform students and their parents of test results and their implications for educa- Participate in group consultation with administra- tional planning and provide resources and in- tors, teachers, parents, and others to enhance their formation to assist in career awareness, career work with students; conduct inservice programs exploration, and career planning activities. for faculty; conduct and facilitate conferences with teachers, students, and parents; and conduct or pro- 2. Implement the high school counseling and vide opportunities for parent education programs; guidance curriculum. and assist families with school-related problems. Work with teachers to conduct developmen- 6. Refer students with critical needs, in consulta- tally sequenced counseling/guidance activities tion with their parents, to appropriate commu- in the classroom or in advisor-advisee groups nity resources. (in accordance with the essential learnings and indicators outlined in the local school district Consult and coordinate with in-district profession- model). Facilitate the infusion of counseling/ als and community agencies, such as school so- guidance activities into the regular education cial workers, psychologists, nurses, administrators, curricula to support the developmental needs community-based counselors, service agencies, ju- venile court liaisons, and physicians. Use an ef- Iowa Comprehensive Counseling and Guidance Program Development Guide

fective referral process to assist students and oth- ate programs, such as special education and ers to use special programs and services. gifted education; and promote personalizing education for all students. 7. Participate in, coordinate or conduct activi- ties which contribute to the effective opera- 9. Evaluate and revise the building guidance tion of the school. and counseling program. Interpret group test results to faculty and staff; Review the school counseling program at least establish effective liaisons with the various in- annually with staff and administration. Using structional departments; act as an advocate for the appropriate program evaluation tools, review individual students as appropriate in conjunction and modify the program components and the with other staff; assist other school staff in the program calendar. placement of students with special needs in ap- propriate programs; and participate with the ad- 10. Pursue professional growth. ministration and faculty as a team member in the implementation of the district testing program in Attend state and local staff development pro- relation to the school improvement plan. grams; join professional organizations (Iowa School Counselor Association, Iowa Counsel- 8. Ensure accessibility of all programs for all stu- ing Association, American School Counselor As- dents. sociation, American Counseling Association, Iowa Community College Student Services As- Maintain a current knowledge of equity and di- sociation, Iowa Association of College Admis- versity issues; promote equal educational oppor- sions Counselors, etc.); read professional jour- tunities for all students; provide information to nals; attend relevant workshops and conferences school staff on particular policies relating to all sponsored by the state and national organiza- students; assist school staff members in the place- tions; take post-graduate courses. ment of students with special needs in appropri- Iowa Comprehensive Counseling and Guidance Program Development Guide

Community College Counselor Primary Functions variety of ways, including individual and group counseling, providing workshops, and teaching A community college counselor provides compre- college courses. hensive counseling services for students at the com- munity college level. The counselor structures ac- 3. Personal counseling in which the student is as- tivities to meet the needs of her/his assigned sisted with personal, family, or other social con- caseload and consults with faculty, staff, and other cerns. support people to enhance their effectiveness in helping students. Provide services to students whose personal life issues interfere with their academic success. Pro- Major Professional Responsibilities with vide individual and group counseling, crisis inter- Key Duties vention, support groups, courses or workshops on personal life issues, and refer more serious prob- 1. Academic counseling in which the student lems to mental health professionals. Develop cur- is assisted in assessing, planning, and imple- riculum and offer courses and workshops that en- menting his or her immediate and long- courage the holistic development of the student range academic goals. as a functioning member of society. Develop com- munity referral resources. Assess students’ academic abilities, strengths, and disabilities; help in clarifying academic 4. Crisis intervention, either directly or through goals and selecting major; educational plan- cooperative arrangements with other resources ning; referral to other support services. Estab- on campus or in the community. lish strong links with other faculty across the college to ensure effective educational plan- Assist students in acute emotional distress and de- ning services for all students. Assist high velop an intervention plan with students in per- school and re-entering adult students in their sonal crisis who require immediate attention. transition to college. Work closely with college administration and com- munity agencies to ensure needs of students in 2. Career counseling in which the student is crisis are met. Participate in campus-wide crisis assisted in assessing his or her aptitudes, intervention teams. abilities/interests, and is advised concerning current and future employment trends. 5. Multicultural counseling in which students are counseled with a respect for their origins and Teach the career development process and the cultural values. importance of setting and achieving academic and life goals. Because the career development Become aware of how counselor’s own back- process is holistic and lifelong, counselors as- ground and experiences form their perceptions and sist students in examining their lives as a whole realize that students from different cultures do not – values, interests, aptitudes, and life circum- share the same cultural experiences. Be aware stances; students are made aware that career that some student’s decision-making and lifestyle skills learned now, such as career exploration choices may be in conflict with the counselor’s and decision-making methods, may be useful expectations or the college’s policies and proce- throughout a lifetime. Deliver services in a dures. Learn about how oppression, discrimina- tion, and stereotyping have affected and continue to affect our diverse student population. Actively Iowa Comprehensive Counseling and Guidance Program Development Guide

seek out educational and life experiences that en- lege program review process. Document pro- rich cross-cultural knowledge, understanding, and gram strengths and concerns and develop a pro- skills. Use above to provide more effective gram improvement plan. multicultural counseling. 9. Training and professional development for 6. Outreach to students and community members counseling staff, interns, and others in the to encourage them to avail themselves of ser- college community. vices focusing on maximizing every person’s potential to benefit from the academic experi- Counseling faculty must be competent in pro- ence. viding academic, career, personal/social, coun- seling, and crisis intervention services to stu- Reach out to potential and current students who dents. Therefore, the college should require a otherwise may not avail themselves of needed ser- minimum of 25 hours a year of professional vices. development activities, at the college’s expense, and encourage professional development be- 7. Consultation to the college governance process yond that minimum. The counseling faculty and liaison to the college community to make provides formal orientation and training for the environment as beneficial to the intellec- all new counseling faculty, full- and part-time, tual, emotional, and physical development of temporary and permanent, to ensure they pos- students as possible. sess the essential knowledge to perform their jobs. Counseling faculty provide inservice Consult with faculty and staff, as needed, within training to other departments upon request. the limits of confidentiality. Identify needs and advocate for students to administration, faculty, 10. Maintain student confidentiality. and staff. All faculty and staff, including interns and stu- 8. Research and review of the counseling program dent workers, receive training about confiden- and services with the goal of improving their tiality and proper maintenance of records. effectiveness. Undergo regularly scheduled reviews (i.e., once per accreditation cycle), and be linked to the col- Iowa Comprehensive Counseling and Guidance Program Development Guide

COUNSELOR ROLE Components Role of the School Counselor Guidance Curriculum: • Structured: Facilitate the developmental guidance curriculum, e.g., Provides guidance large group. content in a systematic • Classroom: Assist or team with faculty in teaching activities related to way to all students. personal/social development, academic development, and career development. Individual Planning: • Conferences: Guide individuals and groups of students through the Helps students monitor development of educational, career, and personal plans; this includes and understand their post-secondary planning. own development. • Coordinate: Coordinate parent participation in the student individual planning. • Monitor: Assist students in the implementation of plans and next step planning. Coordinate parent/family participation in reviewing plans. • Assessment: Interpret test and other appraisal results appropriately. Responsive Services: • Counseling: Counsel with students individually about their concerns Addresses immediate using accepted theories and techniques appropriate to school counseling. concerns of students. • Small Groups: Conduct structured, goal oriented groups to meet students needs for learning. • Referral: Use an effective referral process to help students, families, and others use special programs and services. • Coordinate: Coordinate and partnership with school and community personnel to bring together resources for students and families. • Consultation: Conference with parents, faculty, administrators, and other relevant individuals to improve student achievement. System Support: • Program Leadership: Plan, implement, and evaluate annually the Includes program and building guidance program. staff support activities • Leadership/Participation: Assessment program, school improvement, and leadership. and staff development. • Consultation: Coordinate, conduct, or participate in school improvement initiatives. Partnership with resources to improve school achievement. Suggested Distribution of Total Counselor Time Guidance Curriculum Elementary Middle/Junior High Community Individual Planning School High School School College Responsive Services 40 15 System Support 10 35 25 35 35 25 35 35 15 25 25 15 100% 15 15 100% 100% 100% Adopted from the Comprehensive Guidance Programs That Work – I (Gysbers and Henderson) 1997 Iowa Community College Student Services Association Iowa Comprehensive Counseling and Guidance Program Development Guide

PROFESSIONAL DEVELOPMENT AND ASSOCIATIONS Professional development involvement is crucial in the Iowa State University continued career development of school counselors. Contact: Counselor Education, Educational Lead- Professional development through local, state, re- ership and Policy Studies, College of Education, gional, or national conferences and workshops pro- N221-1, Lagomarcino Hall, Iowa State University, vide counselors the opportunity to gain new knowl- Ames, IA 50011. Telephone: (515) 294-5746. edge and skills relevant to serving their students and Website: http://www.educ.iastate.edu/elps/coed/ their educational systems. This exposure to new and hmpg.htm/. innovative practices provides rejuvenation and en- hancement of comprehensive developmental counsel- The University of Iowa ing programs. Participation in professional develop- Contact: Division of Counseling, Rehabilitation ment activities is an ethical consideration. The Ethi- and Student Development, N338 Lindquist Cen- cal Standard for School Counselors from the Ameri- ter, College of Education, The University of Iowa, can School Counselor Association (ASCA, 1992) Iowa City, IA 52242-1529. Telephone: (319) 335- clearly indicate the professional responsibility of the 5275. Website: http://uiowa.edu/~counsed/. school counselors commitment to professional devel- opment in the following guidelines: University of Northern Iowa Contact: Department of Educational Leadership, • Actively participates in local, state, and national Counseling, and Post-secondary Education, Col- associations that foster the development and im- lege of Education, 508 Schindler Education Cen- provement of school counseling (E.3). ter, University of Northern Iowa, Cedar Falls, IA 50614-0604. Telephone: (319) 273-2226. • Contributes to the development of the profession Website: www.uni.edu/coe/elcpe/. through the sharing of skills, ideas, and expertise with colleagues (E.6). Loras College Contact: Office of the Graduate Division, Keane The professional development of school counselors can Hall 123, 1450 Alta Vista Street, Dubuque, IA be described in four categories: Professional Prepara- 52004-0178. Telephone: (319) 588-7139. tion, Professional Associations, Professional Re- Website: http://www.loras.edu/. sources, and Professional Supervision. Each of these areas will be presented with practical information for Buena Vista University counselors in Iowa. Contact: Director of Graduate Studies Program, Smith Hall 203, Storm Lake, IA 50588. Telephone: Professional Preparation (712) 749-2190. Website: http://grad.bvu.edu/. Individuals seeking to pursue preparation as a school Drake University counselor in Iowa have several choices of educational Contact: Linda Nebbe, Counseling Education, institutions. Iowa colleges and universities which of- 3266 University Avenue, Drake University, Des fer counselor preparation programs are: Iowa State Moines, IA 50311-4505. Telephone: (515) 271- University, The University of Iowa, and The Univer- 4816. Website: http://www.educ.drake.edu/coun- sity of Northern Iowa. Contact information for each seling/counsmainpage.htm/. of these institutions are listed: Iowa Comprehensive Counseling and Guidance Program Development Guide

Professional Associations activities. In addition, ASCA publishes a national jour- nal, The Professional School Counselor, and newslet- Professional associations serving school counselors ters including the ASCA Counselor, and the ASCA are a major resource for training and development, Newsletter which are online and available at the ASCA through both publications and programs. The Iowa website at http://www.schoolcounselor.org. School Counseling Association (ISCA) and the America School Counseling Association (ASCA) The ISCA, ASCA, and ICCSSA organizations are av- are the associations serving the professional most enues that provide school counselors with opportuni- directly. Other associations such as the Iowa Coun- ties to pursue professional growth and promote con- seling Association (ICA), the American Counsel- tinued counseling education. As such, professional ing Association (ACA), and the Iowa Community school counselors are encouraged to become mem- College Student Services Association (ICCSSA) bers and attend national, state, and local professional provide professional development activities and re- development programs; access the professional jour- sources. Each association provides conferences, nals; attend relevant workshops and conferences spon- professional development programs, and advocacy sored by related professional organizations; take post- American School Counselor Association Iowa School Counselor Association E-mail: [email protected] E-mail: www.iowaschoolcounselor.org 801 North Fairfax Street, Suite 310 Alexandria, VA 22314 Iowa Community College Student Services Association (ICCSSA) American Counseling Association Contact: Penny Schempp, Western Iowa E-mail: [email protected] Tech Community College 999 Stevenson Avenue Telephone: (712) 274-6400, Extension 1293 Alexandria, VA 22304-3300 graduate courses; and share with colleagues. Such ing, and employment of school counselors. In Iowa, membership in the organizations promotes the pro- the Board of Educational Examiners has the respon- fessional role and advocacy strength of school coun- sibility of evaluating applicants for licensure as school selors. Addresses of these organizations are pro- counselors in the state. As stated by the Iowa Depart- vided: ment of Education, clear guidelines have been estab- lished: Licensure and Credentialing Every practitioner employed in a public State of Iowa school is required to hold a license valid for the type of position in which he/she is em- Licensure and credentialing are important in the ployed. Each teacher of pupils of compul- field of counseling as a means of protecting the stu- sory school age who works in a private school dents and families we serve. Licensing and is required to hold a license. Each teacher credentialing organizations establish standards and employed in a school district, in addition to consistency in the professional preparation, train- holding the appropriate type of license, must Iowa Comprehensive Counseling and Guidance Program Development Guide

be assigned to teach subjects and give services one academic term of field experience may in accordance with the standards of the Board substitute one additional year of post-master’s of Educational Examiners (http:// supervised experience (1,500 extra hours of www.state.ia.us/educate/directory/ activities directly related to counseling and 50 teacher_licensure.html). extra hours of face-to-face supervision) be- yond the required two years of post-master’s For information concerning licenses and endorsements, supervised experience. address the Bureau of Practitioner Preparation and Li- censure, Department of Education, Grimes State Of- • Two years of post-master’s counseling expe- fice Building, Des Moines, IA 50319. Licensure re- rience with 3,000 hours of work as a counse- quirements for Iowa are found in the Appendix, pages lor and 100 hours of face-to-face supervision, 227-234. each over the two-year period. (This require- ment is waived if you graduated from a pro- National gram accredited by the Council for the Ac- creditation of Counseling and Related Educa- At the national level, professional counselors have ad- tional Programs (CACREP).) ditional credentialing bodies. The National Board of Certified Counselors (NBCC) was established to moni- • Two professional endorsements, one of which tor national certifications. must be from a recent supervisor. The coun- seling supervisor must have an advanced de- The requirements to receive the credentials of the gree (master’s or higher) in counseling or a NBCC Board are as follows: related field (psychology or social work). • A master’s degree or higher with a major study in • A passing score on the National Counselor Ex- counseling from a regionally-accredited university. amination for Licensure and Certification NBCC defines a major study in counseling as one (NCE™). If you have already passed the in which more than half (but no less than 24 se- NCE™ for your state license or credential, you mester hours or quarter hour equivalent) of the might be NCE™ exempt. degree reflect the required coursework. • More information on coursework require- • A minimum of 48 semester or 72 quarter hours of ments is on NBCC’s web site at: http:// graduate level coursework with at least one course www.nbcc.org/coursework.htm/. in the following areas: 1. Human Growth and Development Educational Support Resources 2. Social and Cultural Foundations 3. Helping Relationships Educational Support Resources include support 4. Group Work service agencies which provide educational and 5. Career and Lifestyle Development human resources to school counselors in the field. 6. Appraisal The most noted of these educational support re- 7. Research and Program Evaluation sources in Iowa are the Area Education Agencies 8. Professional Orientation and Ethics (AEA) strategically located throughout the state. The agencies are necessary in the professional de- Coursework must be at least two semester hours velopment of school counselors in each area. or three quarter hours in length. Additional information may be obtained through the website: http://www.edinfo.state.ia.us/. • Two academic terms of supervised field experience in a counseling setting. Applicants who have only Iowa Comprehensive Counseling and Guidance Program Development Guide

ETHICAL STANDARDS AMERICAN SCHOOL COUNSELOR ASSOCIATION Revised June 25, 1998 Preamble common by its members. As the code of ethics of the association, this document establishes principles that The American School Counselor Association define the ethical behavior of its members. The pur- (ASCA) is a professional organization whose mem- poses of this document are to: bers have a unique and distinctive preparation grounded in the behavioral sciences, with training 1. Serve as a guide for the ethical practices of all in clinical skills adapted to the school setting. The professional school counselors, regardless of counselor assists in the growth and development level, area, population served, or membership in of each individual and uses his/her highly special- this professional association. ized skills to protect the interests of the counselee within the structure of the school system. School 2. Provide benchmarks for both self-appraisal and counselors subscribe to the following basic tenets peer evaluations regarding counselor responsibili- of the counseling process from which professional ties to counselees, parents, colleagues and pro- responsibilities are derived: fessional associates, schools and community, self and, the counseling profession. 1. Each person has the right to respect and dig- nity as a human being and to counseling ser- 3. Inform those served by the school counselor of vices without prejudice as to person, charac- acceptable counselor practices and expected pro- ter, belief or practice, regardless of age color, fessional behavior. disability, ethnic group, gender, race, religion, sexual orientation, marital status or socioeco- A. RESPONSIBILITIES TO STUDENTS nomic status. The professional school counselor: 2. Each person has the right to self-direction and self-development. a. Has a primary obligation to the coun- selee who is to be treated with respect 3. Each person has the right of choice and the as a unique individual. responsibility for goals reached. b. Is concerned with the educational, ca- 4. Each person has the right to privacy and reer, emotional, and behavior needs and thereby the right to expect the counselor-coun- encourages the maximum development selee relationship to comply with all laws, of each counselee. policies, and ethical standards pertaining to confidentiality. c. Refrains from consciously encouraging the counselee’s acceptance of values, In this document, the American School Counselor lifestyles, plans, decisions, and beliefs Association has specified the principles of ethical that represent the counselor’s personal behavior necessary to maintain and regulate the orientation. high standards of integrity, leadership, and profes- sionalism among its members. The Ethical Stan- d. Is responsible for keeping informed of dards for School Counselors were developed to laws, regulations or policies relating to clarify the nature of ethical responsibilities held in counselees and strives to ensure that the Iowa Comprehensive Counseling and Guidance Program Development Guide

rights of counselees are adequately pro- e. Protects the confidentiality of vided for and protected. counselee’s records and releases personal data only according to pre- A.2. Confidentiality scribed laws and school policies. Student information maintained in The professional school counselor: computers is treated with the same care as traditional student records. a. Informs the counselee of the purposes, goals, techniques and rules of procedure f. Protects the confidentiality of infor- under which she/he may receive coun- mation received in the counseling seling at or before the time when the relationship as specified by federal counseling relationship is entered. No- and state laws, written policies and tice includes confidentiality issues such applicable ethical standards. Such as the possible necessity for consulting information is only to be revealed with other professionals, privileged com- to others with the informed consent munication, and legal or authoritative re- of the counselee, consistent with the straints. The meaning and limits of con- obligation of the counselor as a pro- fidentiality are clearly defined to fessional person. In a group setting, counselees through a written and shared the counselor sets a norm of confi- statement of disclosure. dentiality and stresses its impor- tance, yet clearly states that confi- b. Keeps information confidential unless dentiality in group counseling can- disclosure is required to prevent clear and not be guaranteed. imminent danger to the counselee or oth- ers or when legal requirements demand A.3. Counseling Plans that confidential information be revealed. Counselors will consult with other pro- The professional school counselor: fessionals when in doubt as to the valid- ity of an exception. Works jointly with the counselee in de- veloping integrated and effective counsel- c. Discloses information to an identified ing plans, consistent with both the abili- third party, who by his or her relation- ties and circumstances of the counselee ship with the counselee is at a high risk and counselor. Such plans will be regu- of contracting a disease that is commonly larly reviewed to ensure continued viabil- known to be both communicable and fa- ity and effectiveness, respecting the tal. Prior to disclosure, the counselor will counselee’s freedom of choice. ascertain that the counselee has not al- ready informed the third party about his A.4. Dual Relationships or her disease and that he/she is not in- tending to inform the third party in the The professional school counselor: immediate future. Avoids dual relationships which might im- d. Requests from the court that disclosure pair his/her objectivity and increase the not be required when the release of con- risk of harm to the client (e.g., counsel- fidential information without a ing one’s family members, close friends counselee’s permission may lead to po- or associates). If a dual relationship is un- tential harm to the counselee. avoidable, the counselor is responsible for Iowa Comprehensive Counseling and Guidance Program Development Guide

taking action to eliminate or reduce the po- Maintains and secures records necessary for tential for harm. Such safeguards might in- rendering professional services to the coun- clude informed consent, consultation, su- selee as required by laws, regulations, institu- pervision and documentation. tional procedures, and confidentiality guide- lines. A.5. Appropriate Referrals A.9. Evaluation, Assessment and Interpretation The professional school counselor: The professional school counselor: Makes referrals when necessary or appro- priate to outside resources. Appropriate a. Adheres to all professional standards re- referral necessitates knowledge of avail- garding selection, administration, and able resources, and making appropriate interpretation of assessment measures. plans for transitions with minimal interrup- The counselor recognizes that com- tion of services. Counselees retain the right puter-based testing programs require to discontinue the counseling relationship specific training in administration, scor- at any time. ing and interpretation which may differ from that required in more traditional A.6. Group Work assessments. The professional school counselor: b. Provides explanations of the nature, pur- poses, and results of assessment/evalu- Screens prospective group members and ation measures in language that can be maintains an awareness of participants’ understood by counselee(s). needs and goals in relation to the goals of the group. The counselor takes reasonable c. Does not misuse assessment results and precautions to protect members from physi- interpretations and takes reasonable cal and psychological harm resulting from steps to prevent others from misusing interaction within the group. the information. A.7. Danger to Self or Others d. Utilizes caution when using assessment techniques, making evaluations, and in- The professional school counselor: terpreting the performance of popula- tions not represented in the norm group Informs appropriate authorities when the on which an instrument was standard- counselee’s condition indicates a clear and ized. imminent danger to the counselee or oth- ers. This is to be done after careful delib- A.10. Computer Technology eration and, where possible, after consul- tation with other counseling professionals. The professional school counselor: The counselor informs the counselee of actions to be taken so as to minimize his a. Promotes the benefits of appropriate or her confusion and clarify counselee and computer applications and clarifies the counselor expectations. limitations of computer technology. The counselor ensures that (1) computer ap- A.8. Student records plications are appropriate for the indi- vidual needs of the counselee, (2) the The professional school counselor: counselee understands how to use the application, and (3) follow-up counsel- Iowa Comprehensive Counseling and Guidance Program Development Guide

ing assistance is provided. Members of todial, are vested with certain rights under-represented groups are assured and responsibilities for the welfare equal access to computer technologies of their children by virtue of their and the absence of discriminatory infor- position and according to law. mation and values within computer ap- plications. B.2. Parents and Confidentiality b. Counselors who communicate with The professional school counselor: counselees via internet should follow the NBCC Standards for Web Counsel- a. Informs parents of the counselor’s ing. role with emphasis on the confiden- tial nature of the counseling relation- A.11. Peer Helper Programs ship between the counselor and counselee. The professional school counselor: b. Provides parents with accurate, com- Has unique responsibilities when working prehensive and relevant information with peer helper programs. The school coun- in an objective and caring manner, selor is responsible for the welfare of as appropriate and consistent with counselees participating in peer helper pro- ethical responsibilities to the coun- grams under his/her direction. School coun- selee. selors who function in training and supervi- sory capacities are referred to the preparation c. Makes reasonable efforts to honor and supervision standards of professional the wishes of parents and guardians counselor associations. concerning information that he/she may share regarding the counselee. B. RESPONSIBILITIES TO PARENTS C. RESPONSIBILITIES TO COL- B.1. Parent Rights and Responsibilities LEAGUES AND PROFESSIONAL ASSOCIATES The professional school counselor: C.1. Professional Relationships a. Respects the inherent rights and respon- sibilities of parents for their children and The professional school counselor: endeavors to establish as appropriate, a collaborative relationship with parents a. Establishes and maintains a profes- to facilitate the maximum development sional relationship with faculty, staff of the counselee. and administration to facilitate the b. Adheres to laws and local guidelines provision of optimum counseling when assisting parents experiencing services. The relationship is based family difficulties which interfere with on the counselor’s definition and de- the counselee’s effectiveness and wel- scription of the parameters and lev- fare. els of his/her professional roles. c. Is sensitive to the cultural and social di- b. Treats colleagues with respect, cour- versity among families and recognizes tesy, fairness and in a professional that all parents, custodial and non-cus- Iowa Comprehensive Counseling and Guidance Program Development Guide

manner. The qualifications, views, b. Informs appropriate officials of condi- and findings, of colleagues are rep- tions that may be potentially disruptive resented to accurately reflect the or damaging to the school’s mission, per- image of competent professionals. sonnel and property, while honoring the confidentiality between the counselee c. Is aware of and optimally utilizes and the counselor. related professionals and organiza- tions to whom the counselee may c. Delineates and promotes the counselor’s be referred. role and function in meeting the needs of those served. The counselor will no- C.2. Sharing Information With Other Pro- tify appropriate officials of conditions fessionals which may limit or curtail his/her effec- tiveness in providing programs and ser- The professional school counselor: vices. a. Promotes awareness and adherence d. Accepts employment only for positions to appropriate guidelines regarding for which he/she is qualified by educa- confidentiality, the distinction be- tion, training, supervised experience, tween public and private informa- state and national professional creden- tion, and staff consultation. tials, and appropriate professional expe- rience. Counselors recommend that ad- b. Provides professional personnel ministrators hire for professional coun- with accurate, objective, concise seling positions only individuals who are and meaningful data necessary to qualified and competent. adequately evaluate, counsel, and assist the counselee. e. Assists in the development of (1) curricu- lar and environmental conditions appro- c. If a counselee is receiving services priate for the school and community, (2) from another counselor or other educational procedures and programs to mental health professional, the meet the counselee’s developmental counselor, with client consent will needs and (3) a systematic evaluation inform the other professional and process for comprehensive school coun- develop clear agreements to avoid seling programs, services and personnel. confusion and conflict for the coun- The counselor is guided by the findings selee. of the evaluation data in planning pro- grams and services. D. RESPONSIBILITIES TO THE D.2. Responsibility to the Community SCHOOL AND COMMUNITY The professional school counselor: D.1. Responsibilities to the School Collaborates with agencies, organizations, and The professional school counselor: individuals in the school and community in the best interest of counselees and without regard a. Supports and protects the educa- to personal reward or remuneration. tional program against any infringe- ment not in the best interest of counselees. Iowa Comprehensive Counseling and Guidance Program Development Guide

E. RESPONSIBILITIES TO SELF b. Conducts himself/herself in such a E.1. Professional Competence manner as to advance individual, ethical practice and the profession. The professional school counselor: c. Conducts appropriate research and reports findings in a manner consis- a. Functions within the boundaries of in- tent with acceptable educational and dividual professional competence and psychological research practices. accepts responsibility for the conse- When using client data for research, quences of his/her actions. statistical, or program planning pur- poses, the counselor ensures protec- b. Monitors personal functioning and ef- tion of the identity of the individual fectiveness and does not participate in counselees. any activity which may lead to inad- d. Adheres to ethical standards of the equate professional services or harm to profession, other official policy a counselee. statements pertaining to counseling, c. Strives through personal initiative to and relevant statutes established by maintain professional competence and federal, state and local governments. keep abreast of scientific and profes- e. Clearly distinguishes between state- sional information. Professional and ments and actions made as a private personal growth is continuous and on- individual and as a representative of going throughout the counselor’s career. the school counseling profession. E.2. Multicultural Skills f. Does not use his/her professional po- The professional school counselor: sition to recruit or gain clients, consultees for his/her private prac- Understands the diverse cultural backgrounds tice, seek and receive unjustified of the counselees with whom he/she works. personal gains, unfair advantage, This includes, but is not limited to, learning sexual favors, or unearned goods or how the school counselor’s own cultural/eth- services. nic/racial identity impacts his/her values and beliefs about the counseling process. F.2. Contribution to the Profession F. RESPONSIBILITIES TO THE PROFES- The professional school counselor: SION a. Actively participates in local, state F.1. Professionalism and national associations which fos- ter the development and improve- The professional school counselor: ment of school counseling. a. Accepts the policies and processes for b. Contributes to the development of handling ethical violations as a result of the professional through the sharing maintaining membership in the Ameri- of skills, ideas, and expertise with can School Counselor Association. colleagues. Iowa Comprehensive Counseling and Guidance Program Development Guide

G. MAINTENANCE OF STANDARDS 4. If the matter still remains unresolved, referral for review and appropriate ac- Ethical behavior among professional tion should be made to the Ethics Com- school counselors, Association members mittees in the following sequence: and non-members, is expected at all times. When there exists serious doubt as to the • State school counselor association ethical behavior of colleagues, or if coun- selors are forced to work in situations or • American School Counselor Asso- abide by policies which do not reflect the ciation standards as outlined in the Ethical Stan- dards for School Counselors, the counse- 5. The ASCA Ethics Committee is respon- lor is obligated to take appropriate action sible for educating and consulting with to rectify the condition. The following pro- the membership regarding the ethical cedure may serve as a guide. standards. The Committee periodically reviews and recommends changes in the 1. The counselor should consult with code as well as the Policies and Proce- a professional colleague to confiden- dures for Processing Complaints of tially discuss the nature of the com- Ethical Violations. The Committee will plaint to see if he/she views the situ- also receive and process questions to ation as an ethical violation. clarify the application of such standards. Questions must be submitted in writing 2. When feasible, the counselor should to the ASCA Ethics Chair. Finally, the directly approach the colleague Committee will handle complaints of al- whose behavior is in question to dis- leged violations of our ethical standards. cuss the complaint and seek appro- Therefore, at the national level, com- priate resolution. plaints should be submitted in writing to the ASCA Ethics Committee, c/o The 3. If resolution is not forthcoming at Executive Director, American School the personal level, the counselor Counselor Association, 801 North shall utilize the channels established Fairfax Street, Suite 310, Alexandria, within the school, school district, the VA 22314. state SCA and ASCA Ethics Com- mittee. Iowa Comprehensive Counseling and Guidance Program Development Guide

ETHICAL STANDARDS AMERICAN COUNSELING ASSOCIATION Adopted April, 1995 The American Counseling Association (ACA) docu- increase the risk of harm to their counselees. ment lists 51 standards in eight areas of practice: A. The Counseling Relationship B. Confidentiality B. Confidentiality C. Professional Responsibility Counseling faculty keep confidential any in- D. Relationship with Other Professionals formation related to a student’s use of coun- E. Evaluation, Assessment, and Interpretation seling services, avoiding unwarranted disclo- F. Teaching, Training, and Supervision sure of information. However, there are ex- G. Research and Publication ceptions. The rule of confidentiality does H. Resolving Ethical Issues not apply when “disclosure is required to prevent clear and imminent danger to the The following section highlights ACA standards that counselee or others, or when legal require- have particular applicability to community college ments demand that confidential information counseling practice. be revealed.” When possible, students are informed before confidential information is A. The Counseling Relationship disclosed. Counseling faculty consult with other professionals, the counseling admin- One of the great strengths of the community istrator, and legal counsel when in doubt as college is the diversity of populations they serve. to the validity of an exception. Counseling Counseling faculty should be mindful of the in- faculty have the obligation to ensure that dividuality and value of each person who seeks confidentiality is maintained by all support educational services. Counseling faculty should staff as well. The counseling program’s pro- not condone or engage in discrimination based cedures provide for confidentiality in creat- on age, color, culture, disability, ethnic group, ing, securing, accessing, transferring, and gender, race, religion, sexual orientation, mari- disposing of all counseling records. tal, or socioeconomic status. C. Professional Responsibility Counseling faculty are mindful of their profes- sional limitations, and the limitations of their Counseling faculty have the responsibility counseling program’s services. If they determine of maintaining their professional competence that they are unable to be of professional ser- by engaging in continuing education activi- vice, they should make referrals to alternative ties. Counseling faculty must not use their resources. place of employment in the community col- lege as a means of recruiting clients for their Counseling faculty do not engage in any type of private practice. They must not use their pro- sexual activity with their counselees. They are fessional positions to seek unjustified per- cognizant of their positions of power over their sonal gain, sexual favor, or unearned goods counselees, and thus should avoid dual relation- and services. ships, such as business, personal, or familial re- lationships, that might impair their judgment or Iowa Comprehensive Counseling and Guidance Program Development Guide

D. Relationship With Other Profession- serve as role models of professional behavior. als Counseling faculty who supervise the counsel- ing services of others, such as interns, take rea- Counseling faculty establish working agree- sonable steps to ensure the services provided are ments with supervisors and colleagues re- professional. They clearly state in advance to garding counseling relationships, confiden- the individuals they train the levels of compe- tiality, and adherence to professional stan- tency and responsibility expected, the appraisal dards. Counseling faculty do not engage in methods, and the timing of evaluations. practices that are illegal or unethical. G. Research and Publication E. Evaluation, Assessment, and Interpre- tation Counseling faculty seek consultation and observe stringent safeguards to protect the rights of stu- Counseling faculty provide only those as- dents and research participants. Information ob- sessment services for which they are trained. tained from students or other research partici- Counseling faculty apply professional stan- pants is kept strictly confidential. dards in the selection of test instruments, ad- ministration of the tests, security of the tests, H. Resolving Ethical Issues scoring, and interpretation. Before assess- ment is conducted, counselees are apprised Counseling faculty have the responsibility of up- about its nature, purpose, and use of the re- holding the standards of their profession. As part sults. Assessment results are released to the of that responsibility, when counseling faculty client only after an accurate interpretation possess reasonable cause to believe that a fel- has been provided. low counseling faculty member may not be act- ing in an ethical manner, they should take ap- F. Training and Supervision propriate action. This may include consultation with the counseling faculty member, with oth- Counseling faculty are knowledgeable about ers knowledgeable about ethics, or with admin- the ethical, legal, regulatory aspects of their istrators, legal advisors, and professional orga- profession, and are skilled in applying that nizations. knowledge in their training of others. They Iowa Comprehensive Counseling and Guidance Program Development Guide

Program Implementation

COUNSELOR ROLES IN PROGRAM IMPLEMENTATION While all aspects of developing a comprehensive de- teachers, parents, administrators, teacher asso- velopmental program are essential, perhaps the most ciates, the school nurse, outside agency per- critical piece is the actual implementation: how is the sonnel, and other support staff on how to best program put in place? The counselor assumes four address the needs of children. key roles in program implementation: • Coordinator: The counselor coordinates re- • Leader: The counselor serves as a leader in pro- ferrals to outside agencies; coordinates school- moting the concept of comprehensive counseling/ community linkages; and helps coordinate guidance and in sharing information and skills that counseling-related programs within the school contribute to a positive school environment for all such as advisor-advisee, student assistance, and students. peer counseling. • Counselor: The counselor provides direct ser- This section includes practical suggestions on how vice to students through individual and small group to implement a program, along with some sample counseling, crisis intervention, and classroom time frames and an action plan for change. guidance (in conjunction with teachers). • Consultant: The counselor indirectly ensures healthy student development by collaborating with Dance as if no one were watching. Sing as if no one were listening. And live every day as if it were your last. -- Irish Proverb Iowa Comprehensive Counseling and Guidance Program Development Guide

PROGRAM IMPLEMENTATION K-12 Whether you are a new counselor implementing a ing short informational columns on issues related program for the first time or an experienced coun- to child/adolescent development, career decision- selor who is transitioning from a traditional pro- making, or helping children develop good study gram to a comprehensive developmental program, habits, for example. The more you are “out there” the following implementation suggestions may help and visible, the less dispensable you are. Contact you achieve your goals: ASCA for great public relations information. Do a needs assessment to determine what, in Be accountable. Keep track of the number of stu- addition to normal developmental issues, needs dents you see weekly for individual, small group, to be targeted for intervention and prevention. and classroom guidance. Also, note teacher and parent consultations. This is good information to Establish an advisory committee consisting of present periodically to administrators and school several teachers, parents, administrators, and board members to help them understand your role community members to help you identify stan- and how you spend your time. Numbers speak . . dards, benchmarks, and grade-level competen- . but at the same time, you can’t be all things to all cies. people, especially if you have over the recom- mended 250 student per counselor ratio. Advo- Inservice teachers, support staff, administra- cate for more counseling positions by also keep- tors, and parents about your role and the prin- ing track of the number of requests that are im- ciples of a comprehensive developmental pro- possible to accommodate given your load. This gram. Do not expect that others know what information may also help administrators see that counseling is; or worse yet, they may have it is more efficient to hire clerical help to put test outdated notions and preconceived ideas that scores on cum folders, for example, so that you are not consistent with the philosophy of a can be free to see students requesting services. comprehensive program. It is very important that you do not allow others to define your role At the beginning of each year, meet with each and function. This will happen if you are not teacher individually to discuss their needs for a clear in communicating what you do and why guidance program, best times for you to take stu- you do it. The best way to avoid being as- dents out of their classrooms for individual and signed non-counseling functions is to help oth- small group counseling, and how to coordinate ers understand all the important aspects of your classroom guidance and infuse guidance standards role. into the school curriculum and climate. Establish- ing a regular time to meet bi-weekly is also an Develop a systematic way to publicize and pro- excellent way to guarantee frequent communica- mote your program. Do not assume that just tion, coordination, and consultation regarding stu- because you exist, others will want to be a part dents. At the elementary and middle school lev- of your program. You must inform your pub- els, these meetings are often conducted as grade lics through newsletters, brochures, letters, and level meetings, depending on the number of teach- video presentations about how you help chil- ers. At the secondary level this varies; it may be dren and what you can do to enhance their de- with advisors if there is an advisor-advisee pro- velopment. Team with other counselors in your gram. This regularly scheduled contact is impor- school or area and share responsibility for writ- tant to assure that the guidance program becomes Iowa Comprehensive Counseling and Guidance Program Development Guide

an integral part of the total educational program. career exploration will begin at the elementary Regularly scheduled time with administrators is level as a very general exposure to various jobs, also strongly encouraged. Although these efforts but at this level, the essence of career develop- take away from direct time with students, the ad- ment is the counseling curriculum that empha- vantages are numerous: you establish yourself as sizes social, emotional, cognitive, and self-de- part of a team, increase your credibility, and pro- velopment. In middle school/junior high, there vide indirect service to more students. Remem- is increased exposure to career options and ber, however, that you must adhere to the ACA some emphasis on goal setting and career deci- ethical guidelines and cannot divulge specific in- sion-making. However, given that adolescents formation about students that they share with you are struggling so much during this period of de- in confidence. A copy of the ethical guidelines is velopment with self-identity and emotional sta- contained in this document on page 128. bility, it is not reasonable to expect that they will be interested in looking four years ahead Start the year by meeting with all students in class- at career choices when their sense of time is so room guidance sessions to explain who you are, immediate. Even for many high school stu- what you do, and how you can be of help to them. dents, thinking about the future is very diffi- Demystify the counseling process so they don’t cult. It is, therefore, very important to take into think they are “sick” or “crazy” if they come to consideration specific developmental character- see you. Spend several sessions doing some com- istics as you develop your sequence of career munity building activities with students in order activities and post-secondary planning. to help them become acquainted with you and with each other. Keep a master calendar that you give to teach- ers and administrators. Identify the days of the After this initial community building/get-ac- week, your time slots, and the activity (i.e., third quainted time, you will begin to identify, either grade small group, seventh grade teacher con- through teacher or parent referral or self-referral, sultation, individual counseling (don’t use in- students who would benefit from small group or dividual names of students). This is not only regularly scheduled individual counseling. You an excellent way to show others how you spend may also have targeted students who need follow- your time, but is also a great accountability tool. up from the previous year. Regularly scheduled classroom guidance units may also begin at this Make sure you have private office space. If time. If you run a small group for a six-week se- you have glass windows on your door, cover quence, consider leaving a week or at least sev- them up. Remember, counseling is confiden- eral days between groups so you have time to plan tial; students usually don’t want everyone else for the next series of groups. knowing they are seeing the counselor. Also, remember that the teachers’ lounge is not a good High school counselors should develop a sequen- place to discuss students, and that “checking tial calendar of all activities related to career plan- in” with students in the hallways or other pub- ning and post-secondary plans. Obviously, some lic places also does not assure confidentiality. Iowa Comprehensive Counseling and Guidance Program Development Guide

PHYSICAL FACILITIES FOR PROGRAM IMPLEMENTATION Counseling services should be readily accessible support record-keeping, research, and publication and visible to all students, including those who are activities. Technical resources for media presen- physically challenged. Wherever counseling ser- tations should also be available. vices are offered: Student records should be maintained in a secure Each counselor must be provided with a sound- environment to ensure confidentiality. proofed office, to assure student confidential- ity. A library of resources of career, academic, and personal/social to students. Each office should have a telephone with mes- saging capabilities, a computer with access to Counselors should have access to space suitable student records and other pertinent informa- for group counseling sessions and staff meetings. tion, and secure file storage. A written disaster plan should be displayed, out- Offices should create an inviting environment lining procedures for emergency evacuations for for students and a safe and functional work site both crime and natural disasters. A personal se- for counselors. curity system should be in place where police can be notified immediately in case of emergencies. Counseling services should have up-to-date computers, copiers, and other equipment to “Children require guidance and sympathy far more than instruction.” -- Ann Sullivan, Helen Keller’s Childhood Teacher Iowa Comprehensive Counseling and Guidance Program Development Guide

PROGRAM IMPLEMENTATION COMMUNITY COLLEGE The organization and administration of a counsel- these services, to ensure that those who are most ing program greatly impacts its effectiveness. In- knowledgeable about these issues have the ma- clude the following key elements to ensure success: jor role in making decisions that directly affect service delivery to students. A specific individual designated by the institu- tion to administer the counseling program. This Counseling services should be funded adequately administrator should possess the minimum to accommodate the needs of students. Services qualifications of the counseling discipline. should be scheduled to meet fluctuations in stu- dent demand. Scheduling should also allow coun- An administrator skilled in leadership, fiscal seling faculty to participate in staff development management, interpersonal relations, cultural activities. sensitivity, staff selection and training, planning, and evaluation. The administrator should also Counseling sessions should be of appropriate possess a thorough knowledge of student devel- length to allow students to fully discuss plans, opment theory and practice, as well as of the programs, courses, academic progress, and other community college system. subjects related to their educational progress. Counseling faculty who have a major role in de- Counseling services are delivered by a variety of veloping the job description, and hiring the ad- methods including individual sessions, group ses- ministrator. sions, workshops, and classes. An administrator of the counseling program who Adequate and equitable resources should be made is positioned in the administrative structure to available to the counseling program in order to interact effectively with other administrators. implement quality services. Specific responsibilities of the counseling pro- Counseling program services are originated in a gram that are clearly delineated, published, and way that provides for direct and ongoing interac- disseminated to the entire college community. tion of counselors with other faculty, staff, and administrators. Counseling services are defined and structured primarily by the counseling faculty who provide Iowa Comprehensive Counseling and Guidance Program Development Guide

ADDITIONAL CONSIDERATIONS FOR IMPLEMENTATION OF COMMUNITY COLLEGE COUNSELING/GUIDANCE PROGRAMS The quality of a counseling program is dependent the cultural and ethnic diversity of the local com- upon the level of staffing and the qualifications of munity. the professionals providing the services. The com- munity college should hire an adequate number of 4. There should be sufficient numbers of full-time counselors who are trained to handle the wide va- counseling faculty to allow for active participa- riety of concerns that affect community college stu- tion in college governance and professional de- dents. velopment activities, without disruption of ser- vices to students. 1. Counselors must meet the minimum qualifica- tions in section 282, Chapter 16, of the Iowa 5. There should be standardized and consistent hir- Administrative Code. They must have a ing and training for all counseling faculty, regard- master’s degree in counseling or college stu- less of full- or part-time status. Training should dent personnel work (with an emphasis in coun- include familiarization of counseling faculty with seling) from an accredited graduate school. all programs and services, specific campus popu- Counselors must be certified through the Iowa lations and college policies. Department of Education. 6. Sufficient support staff should be available to 2. Sufficient counseling faculty should be avail- maintain student records, organize resource ma- able to meet student needs and comply with terials, receive students, make appointments, and state mandates. Students should have access handle other operational needs. Technical and to non-emergency counseling services within computer support staff should be available for re- one week of requesting such services. search, data collection, systems development, and maintenance of electronic equipment and soft- 3. The counseling program should, whenever pos- ware. sible, ensure that the counseling faculty reflect “Be the change you wish to see in the world.” -- Ghandi Iowa Comprehensive Counseling and Guidance Program Development Guide

INFUSING COUNSELING AND GUIDANCE INTO THE TOTAL SCHOOL ENVIRONMENT Traditionally, the guidance counselor has been the ficult decisions they have made. These topics counseling program, but current transformational should be developmentally appropriate, and models suggest that counseling needs to be an inte- teachers and counselors can collaborate on sug- gral part of the total education program. Inherent in gested topics. In math units on money, students this approach is the assumption that there is consen- can be asked to discuss personal values about sus about the program goals, including a clear under- earning and spending money. Language arts standing of the professional function and overall mis- novels that depict developmentally-relevant sion of the school counseling program. Input from themes could be selected, with projects de- an advisory council as well as from parents, staff, and signed to help students reflect on the literature administration is critical so that they feel a part of the and personalize it to their own situations. So- program and can invest in the process. cial studies units on war/conflict can also ad- dress personal conflicts that students struggle Once the goals and mission have been identified, the with at their developmental level. counselor needs to take a leadership role, collaborat- ing with school personnel to develop program objec- 2. The Teachable Moment tives. Once these have been identified, the counselor again assumes a leadership role through inservices For true infusion, everyone in the school com- and consultation to help the school and community munity needs to reinforce guidance objectives infuse these objectives in the following ways. For at the “teachable moment.” For example, the best results, all five methods should be imple- teacher associates can instruct children on con- mented. flict management strategies during recess. Be- fore an exam, teachers can engage students in a 1. Integrate Objectives into Subject Area Courses brief discussion about their anxiety and help them identify helpful ways to handle the stress. When introducing subject matter, the typical ap- Bus drivers can greet students in a friendly proach is to teach facts and concepts. By moving manner as they board the bus and compliment beyond this level to the personalization level, them on good behavior as they leave. Coaches guidance objectives can readily be integrated into can use time in the players’ bus to process feel- most subject matter areas. For example, when ings about a defeat and help them put the loss reading a story about a mail carrier, elementary in proper perspective. The intent is to use op- teachers can introduce career development con- portunities as they arise to reinforce guidance cepts as well as multicultural (non-sexist) infor- concepts. mation. Having students identify skills, this ca- reer choice would entail and whether this is of 3. School Structure interest to them stimulates thinking about this area and is a viable way of integrating career develop- Although the most difficult to do, this is the ment awareness into the curriculum. most important method of infusion. This en- tails looking carefully at policies and practices This integration can happen in numerous other in the school, home, and community which do ways. Language arts teachers who use journals or do not reinforce the guidance objectives and can assign personal reflection topics that reflect working on a plan to change those that don’t. guidance objectives. Examples include having For example, a common guidance objective is students write about their strengths and weak- nesses, future goals and career aspirations, or dif- Iowa Comprehensive Counseling and Guidance Program Development Guide

to help students make good decisions about courage introduction or reinforcement of guidance drugs and alcohol, but if the community sup- concepts through centers. Self-awareness games, plies liquor to minors, students get conflicting feeling flashcards, career exploration activities, or messages. Or, if a guidance objective is to help decision-making dilemmas can readily be included students recognize their strengths but also ac- in the learning center selections. knowledge and work to improve their mistakes, practices that reward only the top 5. Guidance Lessons “perfectionistic” students may need to be ex- amined. Many counselors also stress coop- One of the most “deliberate” of all methods, this eration versus competition, yet recess games is very important as a way of assuring that all stu- may be competitive, not cooperative. The dents will learn “what growing up is all about.” point is that there should be congruence be- This method, in the form of classroom guidance tween the overall mission and goals of the guid- lessons, is the building block for a comprehensive ance program and practices within the school, K-12 program and includes information that helps home, and community. Furthermore, schools children and adolescents in the areas of social, need to be developmentally sensitive as a way emotional, cognitive, and self-development. The of reinforcing the broad goal of developmen- intent is to equip student with knowledge and skills tal guidance. Practices such as having self- to handle normal developmental problems, with conscious middle school students undress for the overall goal being to minimize negative emo- physical education, starting school at 7:00 a.m. tional or behavioral reactions that lead to self-de- or 7:30 a.m. for high schoolers whose biologi- feating behaviors. Counselors need to train teach- cal clock is set for late nights and late morn- ers to do these so that it doesn’t consume too much ings may need to be re-examined. Oftentimes, of their load, leaving no time to carry out their discipline or truancy problem can be reduced other important aspects of the counselor’s role. if these practices are appropriate. Guidance lessons target all students and the les- sons are preventative in nature. Additionally, 4. Learning Centers school counselors, psychologists, and social work- ers may work with identified students individu- Many elementary and middle school utilize ally or in small groups to reinforce these concepts. learning centers, and school counselors can en- Iowa Comprehensive Counseling and Guidance Program Development Guide

Figure 8 ROLE OF SCHOOL PERSONNEL AND COMMUNITY MEMBERS IN A DEVELOPMENTALLY BASED COUNSELING AND GUIDANCE PROGRAM PERSONNEL ROLE Director of Guidance • Works with administration and supervisory staff to plan Counselors and develop the K-12 guidance curriculum. Director of Counseling • Assigns staff and coordinates all curricular guidance Principal activities. Dean of Students • Coordinates the guidance program and the resources Director of Curriculum provided by teachers, parents, and others. Curriculum Committee • Promotes a comprehensive, pupil service developmental guidance model delivery system. • Encourages staff members to upgrade skills and knowledge for implementing guidance programming. • Encourages counselors to assume managerial role to facilitate the establishment of a developmental guidance program. • Monitors program effectiveness for the goals, objectives, and student outcomes identified in the Developmental Guidance Program. • Works with guidance staff to plan, implement, and evaluate the comprehensive developmental guidance program. District Administrator • Views all school personnel as having a part to play in an Chief Administrator articulated developmental guidance program. Board Member • Requires accountability and evaluation of the progress toward goals, objectives, and student outcomes. Teachers/Faculty/Staff • Supports policies for delivering the guidance program as an Students integral part of the total educational process so that all of Other Post-Secondary students’ developmental needs are met. Staff • Recognizes the value of developmental guidance. • Uses subject areas to assist students in developing personal/social, career, and learning competencies. • Works as a team member to plan and implement guidance activities essential to the overall development of students. • Provides student perspective on curriculum, resources, and career development needs. • Arranges for seamless transition from high school to post- secondary. • Coordinates post-secondary course offering with secondary curriculum. • Exchanges information with secondary staff. Iowa Comprehensive Counseling and Guidance Program Development Guide

Business and Industry • Provide up-to-date labor market information, coop and Representatives apprenticeship sites, and mentorships for all students. Local Occupational • Participates in planning, implementing, and evaluating the Education Coordinator guidance program. Parents • Participate on the guidance committee that will facilitate Family Members implementation of the Developmental Guidance Program. Psychologist • Participate in collaborative planning and implementation of Social Worker a comprehensive counseling and guidance program in the Nurse areas of personal/social, skill development, career planning, and academic planning. Community Service Agencies • Participate in planning and implementation of a guidance program that includes services and activities provided by the community agencies. Iowa Comprehensive Counseling and Guidance Program Development Guide

MANAGING THE IMPLEMENTATION OF THE SCHOOL COUNSELING CURRICULUM AND INDIVIDUAL PLANNING COMPONENTS If school counselors are to spend at least 80 percent flexibility in completing the sessions. If counselor/ of their time in activities that provide direct program student ratios prohibit the providing of the individual experiences, be proactive in their approach to school planning component on an individual basis to all counseling and address the needs of all students as a students, small group sessions should be substituted top priority, they must implement the curriculum and for the individual sessions. individual planning program components in a planned, systematic, and timely manner. One of the major issues in the implementation of the school counseling curriculum is access to all stu- The school counseling curriculum and the individual dents. Should the curriculum be part of each planning components of a comprehensive school student’s schedule? Should classroom time be pro- counseling program ensure the systematic participa- vided to counselors during the academic year to tion of all students in the program. Therefore, it is deliver the curriculum? Should counselors and important that calendars be established for the deliv- teachers co-teach the lessons? How much class- ery of these two components. room time is sufficient for the school counseling curriculum? These questions about access to stu- In determining calendars, school districts should be dents cannot be decided or resolved by the counse- guided by the suggested percentages of time for each lors working alone. School counseling supervisors, program component (curriculum, individual planning, assistant superintendents in charge of curriculum, responsive services, systems support). Once the time building level administrators, and teachers must be lines are established, a schedule for delivering the cur- part of the planning process. The key issue of ac- riculum and individual planning sessions should be cess to students should be resolved during the early developed and implemented and become part of the stages of the program planning process. school counseling department’s monthly/yearly cal- endar of activities. A commitment to a written plan For school counselors who do not have easy access also ensures that there will be consistency among the to students because of block scheduling, the district counselors in implementing the components. program planning committee must also address the issue of access to students for individual planning The sample calendars provided for the curriculum and sessions and curriculum. individual planning sessions are suggested time lines. School counselors in local districts must determine The following pages contain a sample time frame an appropriate schedule for the delivery of their pro- for curriculum activities. A method of recording grams. The important consideration is to commit to those activities on a monthly basis is also provided a written calendar. as a means of tracking the amount of time spent on curriculum-related activities. Best practice dictates It is suggested that a delivery plan for the curriculum that pre-testing occurs before selection of activities be developed on a monthly basis by lesson topics. and that evaluation is ongoing. Classroom curricu- Since individual planning sessions are delivered to lum is necessarily tied to grade level benchmarks all students on an individual basis, it is advisable to and skills. set up time ranges for each grade level. Time ranges over a defined time period permit the counselor greater Adapted from the Connecticut Comprehensive School Counseling Program Iowa Comprehensive Counseling and Guidance Program Development Guide

SAMPLE CALENDAR SCHOOL COUNSELING CURRICULUM, GRADES K-5 Month Sample Topics by Grade September October K 1 2 3 4 5 November December Learning My Personal Feelings What I Like Interpersonal My Personal January About Me Traits About My Skills Strengths February (P/S) March (P/S) (P/S) Making Friends (P/S) (A) April Learning to Favorite Friends (P/S) Dealing with Planning May Subjects Study Time June Listen (P/S) Behaviors Anger (A) Why and (A) (P/S) All About Listen? (P/S) Under- Learning to Consequences Good Study standing Tests (P/S) Differences Express Habits Feelings How Do I (P/S) Appropriately Describe Improving Myself? (P/S) School Learning to (A) (P/S) (P/S) (A) Performance Deal with Cooperating What I Like Study Skills Conflict with Others About Myself Resolution (A) Anger Improving (P/S) (P/S) (P/S) (A) (P/S) My Responsi- Things That Studying for Conflict School Learning to Resolution Performance be bilities in are Tests School and at Difficult/Easy (P/S) (A) Responsible (A) Decision- Responsible Home to Do Decisions Making (P/S) (P/S) (A) School Learning to and Skills Behaviors Make Choices Decisions I Job Consequences Make by Performed in (P/S) (A) (P/S) Myself (P/S) Following Interacting Tools Needed School by Three Skills Directions to Do Work (P/S) Adults and School and Completing (C) I Have Cooperating in School my School Rules with Others Assignments Benefits of (A) (A) Learning (P/S) Describe Career My Work/Jobs of (A) (A) (P/S) Awareness Improvement Family Peer Learning Life Plan Members Differences Roles Goals (A) (C) School and Describe Why (C) (A) (C) (C) the World The My Interests Planning for Short-Term School is Importance of the Future of Work Important Work (C) Goals (C) Why Take (C) (A) (C) My (P/S) Transition Describe My Skills and Tests? Future Jobs and to Middle What They Careers Like to Do Interests (A) (C) School (C) (A) (C) (C) Adapted from the Connecticut Comprehensive School Counseling Program Iowa Comprehensive Counseling and Guidance Program Development Guide

SAMPLE CALENDAR SCHOOL COUNSELING CURRICULUM, GRADES 6-8 Month 6 Sample Topics by Grade 8 September October Transition to 7 Analyzing Skills and November Middle School Interests December Self-Awareness – Identify January Communication and Unique Characteristics, February Relationship Skills March Abilities, Skills, and Strengths April (C) May June Respecting Differences (P/S) Monitoring My Study (P/S) Responsibilities of a Time Skills for Student in the School Future Success Environment (A) (P/S) (A) Peer Pressure – Analyze Conflict Resolution Skills Pressure Felt From Peers Resolving Conflicts – that Improve Peer Pressure (P/S) Relationships with Others Decision-Making and (P/S) Conflict Resolution (P/S) Making Effective Decision-Making Decisions about School (P/S) Alternatives and Options Interest (A) Inventory (A) (P/S) Effective Educational Planning Study Skills (C) (C) for High School – (A) Developing a Four-Year Importance of Setting Goals Plan (A) (A) Forming a Career Career Clusters Identity Career Stereotyping (C) CAREER FAIR Transition to Relationships between High School (C) Interests and (A) Abilities Influence of Adult (P/S) Work on Life at Home Planning for the (C) Future Identifying Tentative (P/S) (C) Career and Educational Goals (A) (C) Adapted from the Connecticut Comprehensive School Counseling Program Iowa Comprehensive Counseling and Guidance Program Development Guide

TOPIC CENTERED CALENDAR SCHOOL COUNSELING CURRICULUM, GRADES 9-12 Month Sample Topics by Grade September October 9 10 11 12 November December Orientation Peer Self-Awareness Goal Setting Senior Year January Pressure (Abilities, Interests) Procedures February March (A) (P/S) (A) (P/S) (ALL) (A) Time Management Testing (PSAT) Testing (PSAT) April Decision-Making College Fair Prep Financial COLLEGE FAIR Aid (A) (A)(C) (A) Interest Post-secondary Self-Awareness Inventory Employment Interpersonal Planning Bound Labor Relationships (C) Process I Market Information (P/S) Career Goal Setting Exploration Career Decision- Resumes (Personal/ Making PSAT (C) (C) Interpretation Academic/Career) Communication Employment (C)(P/S) (A)(C) Bound/Job Search Skills Exploring Work and (P/S) Educational Plan (C) Career (Course Employment (C) Educational Plan Selection) Bound Interview (Course Applications Educational Plan Selection) (A) (Course Selection) Decision-Making (A) Post-secondary Planning Process (A) Future Planning (Junior Year Planning II Resumes Activities) CAREER JOB (A) (C) FAIR (A)(P/S) May June Adapted from the Connecticut Comprehensive School Counseling Program Iowa Comprehensive Counseling and Guidance Program Development Guide

SAMPLE CALENDAR SCHOOL COUNSELING CURRICULUM, COMMUNITY COLLEGE Month Sample Topics September Orientation of new students October Time Management Self-awareness November Leadership training for student leaders Diversity Critical thinking Decision-making Interpersonal relationships Team building December Career decision-making January Orientation of new students February Time Management Self-awareness March Leadership training for student leaders Diversity Critical thinking Decision-making Interpersonal relationships Team building April Career decision-making May Orientation of new students June Time Management July Self-awareness Leadership training for student leaders Diversity Critical thinking Decision-making Interpersonal relationships Team building August Career decision-making Adapted from the Connecticut Comprehensive School Counseling Program Iowa Comprehensive Counseling and Guidance Program Development Guide

THE ADVISORY COMMITTEE The general function of an Advisory Committee How many people should be on your Advisory Com- is to provide a two-way system of communica- mittee? The number of people participating on the tion between the school and the community. Advisory Committee can vary. The greater the repre- sentation, the more realistic and up-to-date informa- Even though it has no legislative or administra- tion can be. With expanding numbers, however, there tive authority, its function, that being giving ad- is a greater risk of having a group that is less manage- vice, is extremely important to the overall suc- able. cess of the school guidance and counseling pro- gram. Generally, a good rule of thumb is to establish a com- mittee with a minimum of six members and a maxi- Members of the Advisory Committee should be mum of 12 members. chosen to reflect the diversity of the community. If possible, school staff, parents, school board In the space below, brainstorm a list of potential Advi- members, clergy, business and industry, and com- sory Committee members: munity leaders should be included. A member of the Counseling/Guidance Advisory Committee should act as a liaison to the School Improvement Advisory Committee. Name Occupation and Group Representation Adapted from the South Dakota Comprehensive Guidance and Counseling Program Model Iowa Comprehensive Counseling and Guidance Program Development Guide

FUNCTIONS OF AN ADVISORY COMMITTEE 1. To review and recommend changes in guidance 5. To serve as instructors, speakers, or resource per- materials used. sons for the guidance and counseling program. 2. To advise on instructional facilities and equip- 6. To provide direction and support for the guidance ment. and counseling program. 3. To assist in the development of goals and ob- 7. To help plan special events that may be a part of jectives for the guidance and counseling pro- the guidance and counseling program. gram. 8. To help tabulate and analyze needs assessment 4. To assist in evaluation of the guidance and coun- data. seling program. Adapted from the South Dakota Comprehensive Guidance and Counseling Program Model “The emotional determinants of cognition are largely overlooked in our culture . . . the way emotions color the learning process affects not only the application but also the appropriate retrieval of learning.” -- Judith A. Peters, Neurophysiologist Iowa Comprehensive Counseling and Guidance Program Development Guide

ADVISORY COMMITTEE SAMPLE AGENDA 1.0 Welcome and introduction of members. 2.0 Overview of the present program and a discussion of the need for change. 3.0 Overview of the Iowa Comprehensive Counseling and Guidance Program Development Guide. 3.1 History 3.2 Philosophy and Rational 3.3 Implementation Steps 3.4 Time Line for Implementation 4.0 Discussion of the purpose and function of the Advisory Committee. 5.0 Develop a statement of purpose and direction for the Advisory Committee. 6.0 Future Business. 7.0 Adjournment. Adapted from the South Dakota Comprehensive Guidance and Counseling Program Model Iowa Comprehensive Counseling and Guidance Program Development Guide

PUBLIC Develop a brochure – not a puff piece on your RELATIONS program, but to let parents and students know TIPS FOR about your program so they can get involved. COUNSELORS Write articles for your school building/district Have you heard someone say “We need to do some newsletter or the local newspaper on timely, PR?” What do they really mean? Are they feeling a helpful topics, e.g., dealing with gangs, how to need to develop a product to publicize something? choose a college, coping with a loss. Usually. But there’s more to public relations than publicity. Public relations is not something you do; Prepare tip sheets available to parents at open it’s something you have. house, conferences, through the mail, or on the website. Let’s take a fresh look at public relations and see how it relates to your guidance program. Be involved in school and community activi- ties. Let kids, parents, and teachers see you at There’s an old four-step public relations formula that concerts and plays and athletic events. goes like this: Coordinate school programs like Red Ribbon 1. Do a good job. Week activities. 2. Do a good job. 3. Do a good job. Present your program annually at a staff 4. Tell people about it. inservice, parent meetings, and to your school board. Following this formula, it appears that the key to good public relations is an excellent guidance program. Ask for time on the agenda at staff meetings In fact, this is true! to keep guidance activities and concerns on the front burner. You are your public relations program. Your guid- ance program and your public relations program are Attend a workshop, a conference, or class for integral, not separate things. If you have a good guid- your own personal growth. ance program, you will have good public relations. Make a packet about your program for new Do you want to improve your public relations? Fol- families. low the proven formula. Make your program the best it can be. Soon you won’t be able to distinguish be- Establish an orientation program for new stu- tween activities that improve your guidance program dents. and activities that improve public relations. They are one in the same. Are these public relations projects or just compo- nents of a good guidance program? It’s hard to tell So instead of thinking about improving public rela- the difference. So, if you want better public rela- tions, let’s think about improving our guidance pro- tions, just do a good job and remember to tell people gram. Here are some tips: about it! Dave Sparks, Western Hills AEA Iowa Comprehensive Counseling and Guidance Program Development Guide

ADDITIONAL IDEAS • Develop a counseling calendar for the school year • Start a speakers bureau • Develop proclamations and celebrations • Design business letterhead • Design a business card • Use banners and signs • Develop awards to sponsor, then nominate and give to someone • Create a contest • Sponsor an event • Make yourself available to present seminars or workshops • Teach a class • Develop board games to go with units • Posters • Write an opinion and/or editorial • Develop a newsletter • Send special reports • Public service announcements • Use promotional items • List yourself as an expert in directories • Provide a resource library for educators and parents • Join service organizations • Volunteer Resource: Brenda Melton, M.Ed., LPC, ASCA Public Relations Chair, 2000-2001 Iowa Comprehensive Counseling and Guidance Program Development Guide

Evaluation and Assessment