Group 5 (strategic comprehensive model)

• Three Elements:
– Preconceived set of
competencies rather
than set of needs.
– Outcomes and
interventions are not
linked.
– The evaluation is not
linked to the
intervention process.

• Delivery System to meet
students need will be
based on factors such as:
– Expertise of the
counselors
– The characteristics of the
students and the
community
– Number of forces external
to the school counseling
program and the school
that are out of control.

• There are no prescribed
roles or activities for
school counselors in the
SCM as long as they spend
their time meeting
students need.
• The SCM is:
– Developmental
– Preventive
– Remedial

• Facilitating Normal
Development
• At risk Students
• Life skills
Development
• Leadership
Management
• School Citizenship

• Facilitating Normal
Development
– School counseling
program shares
common, interrelated
goals, the prevention of
problems that may
impair future
developmental and lead
to the development of
educational, career, and
personal-social
problems.

• Facilitating Normal Development
– Subcomponents
• Developmental Activities
– Drawn from
developmental
psychology.
• Primary Prevention
– The development of
educational and
psychological problems
are targeted.
– Empirically derived
interventions aimed at
specific groups o
students who are
assumed to be at risk
of developing certain
types of problem.

• Developmental and Primary
prevention activities
include:
– Social Skills and Attitudes
– Self-concept, self-esteem,
and self-efficacy
– Social support mechanism at
school, home, and in the
community
– Life management skills
– Values, and character
– Motivation to succeed in
school

• Relationship between
developmental and
preventive activities:
“Demonstrate the
awareness of the
education and training
needed to achieve a
career goal.” and
“describe the effect of
work on lifestyle.”

• The at Risk Students
– Students who are
classified as being at risk
because of the presence
of certain risk factors
such as poverty or
personal characteristics.

• The at Risk Component
– Subcomponents
• Remedial Services
– Intended to correct
a deficiency, fault,
or mistake; lessen the
effect or impact of
an action, decision,
or event; or remove a
cause, source, or threat.
• Referral
– an act of referring someone
or something for
consultation, review, or
further action.
» a person whose case
has been referred to a
specialist doctor or a
professional body.

Zarah Gene D.
Quinones
III- 10 BS Psychology
Prof. Bagaporo

Life Skills Component:
Goal Setting, Planning,
Education, and Career
Development

Educational and Career planning
•Require considerable knowledge about
educational processes and career opportunities
•Must be able to accurately interpret tests
and inventories and help students use the data from
these instruments along with other sources of
information to set goals and formulate plans to
achieve their goals.
•Be able to use the Internet as an
information source, help students use technology
such as computer-assisted career guidance systems
(CACGS), and diagnose decision making problems
such as indecisiveness if they are to be successful
(Brown, 2003)

All students need
educational and career planning
skills including students with
a. Mental health problems
b. Physical limitations
c. And/ or learning disabilities

Life skills components of SCM
includes all of those activities that school
counsellors engage in directly or
indirectly to influence educational
achievement and the attitudes and skills
students need to succeed in the
workplace.

Life skills Development
Educational and career
development are the sub components of
life skills development.

The appropriate roles of for school
counsellor in the high stakes testing program
include:
a. Helping students develop test taking and
study skills
b. Involving parents more closely in the
educational process
c. Developing peer
d. Adult tutoring programs to help students
who have fallen behind academically.

GOAL SETTING AND PLANNING
GOAL DELIVERY MECHANISM
Develop a four-year plan for high
school
1. Orientation sessions for parents
2. Classroom guidance to provide
information to students
3. Individual planning sessions
Develop career goals 1. Interest assessment and
interpretation
2. Group planning sessions
3. Individual sessions linking
educational and career goals

CAREER DEVELOPMENT
Develop self-awareness 1. Classroom guidance
2. Test interpretation
3. Computer- assisted career
guidance system (CACGS)
4. Small group counselling
Develop awareness of occupations 1. Classroom guidance units
2. Career days
3. Internships
4. Job shadowing
5. Occupational information
6. CACGS
7. Career seminars

Support occupational selection Career counselling/ planning
Develop awareness of links
between school and work
Classroom guidance units
Eliminate sex role and racial
stereotypes
Classroom guidance units
Foster employability skills 1. Classroom guidance units
2. Small skill development groups
3. CACGS
4. Internet assignments

EDUCATIONAL DEVELOPMENT
Develop basic educational skills 1. Homework support groups
2. Tutoring programs
3. Time management groups
4. Study skills classes
5. Consultation with teachers
6. Educational planning
7. Achievers’ awards program
8. Curriculum committee participation
Test taking skill development 1. Classroom guidance units
2. Develop practice tests
3. Test anxiety groups
Implement educational plans 1. Course selection
2. College selection seminars
3. Financial aid seminars
4. Individual educational counselling
5. College nights

Leadership and
Program management
component

Leadership activities within the program
management component are of three types.
a. Leadership that advances the goals of the
program through work with the school
counselors and advisory and steering
committees to plan, implement, and evaluate
the program.
a. Participation in the school’s leadership team
and using data collected about school issues to
influence its goals and culture.
a. Activities outside the school that are designed
to improve aspects of the community
environment that impact students, such as
enhancing educational and recreational
opportunities in the community.

 The task of managing the program at
school level often falls to a lone counsellor
in elementary schools and to a
department chair at middle and high
school levels.
 Management activities may involve
a. Holding or participating in planning
meetings
b. Arranging or participating in staff
development activities
c. Budgeting
d. Public relations
e. Coordinating school counselling activities
with instructional efforts

 Program evaluation, program renewal, and
accountability are probably the most
important aspects of the management
function of the school counseling
programs.
 Many school counsellors regularly survey
teachers, parents, and students to solicit
feedback about the quality of their
services
 Other follow up with graduates and
dropouts for the same purpose
These types of general evaluations are
important because they provide data that can
be used to improve program processes.

The result of surveys and
evaluation studies should be used to
reshape the program to make sure that it
is functioning at optimal levels. The
results should also be shown to
administrators and others to illustrate the
impact the program is making on students
and others.

Leadership and Program Management
Leadership and the management
of the school counseling programs
requires the involvement of all school
counsellors in program planning,
operation, evaluation, and renewal.
Leadership occur within and outside the
school counseling. Some activities of
counsellors as they work to provide
leadership and maintain their programs
follow.

LEADERSHIP
Advance the program toward its
established goals
1. Lead staff meetings
2. Professional advocacy
3. Work with advisory committee
Provide leadership in the school 1. Data collection and dissemination
2. Participate on leadership team
3. Student advocacy
4. Serve on key committees

PROGRAM PLANNING AND OPERATION
Oversee program 1. Day-to-day monitoring of program
2. Staff meetings and individual
feedback
3. Conducting needs assessments
4. Interpreting data about student
needs
Develop support from stakeholders 1. Public relations activities
2. Meetings with administrators
3. Appearing before school board
Develop monetary support 1. Meetings with school
administrators
2. Budgeting
3. Grant writing

PROGRAM EVALUATION AND RENEWAL
Determine evaluation strategies 1. Consultation with consultants
2. Literature reviews
3. Design instruments
4. Oversee process
5. Collate and analyze the data
Interpret results Make judgements about efficacy of
program
Foster renewal 1. Add new elements to the program
2. Alter or delete current activities
Support staff development Plan and deliver staff development
activities that will enhance program
functioning

CITIZENSHIP ACTIVITIES
Fulfill the citizenship role in the
school
1. Club sponsorship
2. School committees
3. Bus/ playground/ lunch duty
4. Clerical duties
5. School accreditation committees
6. School evaluation committees

By: Mc Frederick D. Dalida
III-10 B.S. Psychology

 Eby & Schlacter (2003)
 They suggest that participation in citizenship roles such as serving
on committees and bus duty are essential elements of a school
counseling program.
 ASCA (2003) also acknowledges the importance of school
counselors involvement in these types of activities.
 Many citizenship activities in which school counselors engage are
not school counseling activities but they support overall school
operations.
 Citizenship activities should be minimized and involve duties that
do not conflict with the role of counselors.

 The elementary school counselor who participates in bus and playground
supervision is being a good citizen by overseeing the safety of students.
 The high school counselors who serves as an advisor to the honor society or other
student organization has an opportunity to promote educational achievement and
good citizenship.
 Campbell and Dahir (1997) list some inappropriate tasks unrelated to school
counseling:
- Registering and scheduling new students
- Administering tests
- Substitute teaching
- Handling discipline
- Monitoring absenteeism and tardiness
- Etc.
 But many perform some of these duties because of unfunded personnel needs.

.The Introduction.
By: Mc Frederick D. Dalida

 Designing a comprehensive program is a long-term task that requires a concerted
effort from all counselors in the school.
 If districtwide program will be renewed, counselor in the entire school district is
needed.
 The time needed depends to some degree upon the cooperation of administrators,
teachers, parents, and others.
 Gysbers and Henderson (2000) estimate the time
 2 – 3 years – to plan the renovation of an existing program
 2 – 3 years – to implement the new program
 2 – 3 years – to evaluate the new program
 2 – more years – to revised the program based on the evaluation data.
 However, factors such as administrative support, the availability of consultants, and
the interest of the school counselors will influence the time required for change.

Delivered by:
Madelaine T. Ting
III-10 BS Psychology

 School counselors must take a systems
perspectives when designing or re-
designing a comprehensive school
counseling program and realized that the
changes in the program are dependent
upon their collaborates.

Principle 2
Successful changes in the school
counseling program will need to take
into account such external factors as
union contracts, community
expectations, state education
regulations, and regional accrediting
association standards.

 Any change in the school, including
the school counseling program, will
require administrative support to be
successful.

Change can occur from the
bottom up.

Change in the school counseling
program will be easier if the
innovations is in keeping with
the current goals of the
organization.

Changes that cost the same or less
are most likely to be acceptable.

Changes that either maintain or
diminish the current workloads
are more likely to be successful.

Changes that do not threaten
traditional roles, status, or self-
esteem are more likely to be
successful.

Changes that can be easily
explained to the stakeholders of
the school counseling program
more likely to be successful.

Change, once implemented,
must be reinforced if it is to be
maintained.

Planned Change and the
Program Design
Preliminary Planning
Program Beliefs and Philosophy
The Mission Statement
The Goals of the Program
Targeted Student Competencies
The Guidance Curriculum
Balinton, Jessa May C.
III-10 BS Psychology

Beliefs and Philosophy:
The philosophy is a set of principles (usually a
set of “we agree” and “we believe”
statements) that guides the program
development, implementation and evaluation.
All personnel involved in managing and
implementing the program should reach
consensus on each belief or guiding principle
contained in the philosophy.

BELIEFS
Beliefs are personal. Each individual
counselor’s beliefs must be discussed early in the
process of developing a school counseling
department philosophy. What we believe about
students, families, teachers and the education
process is crucial in supporting successes for
every student. Our beliefs are derived from our
own background and experiences, and our beliefs
drive our behavior.

Dialogue is required to ensure counseling teams and
departments explore complex issues from many points
of view. Each team member should contribute to the
discussion of the following questions:
1. What do we believe about achievement for every
student?
2. Do we believe all students can achieve given proper
support?
3. Do we believe there are differences in learning styles
for students and that children respond
differently? How do we react to those responses?

4. What do we believe about the program’s ability to provide
academic, career, personal/social, global perspective
development for every student?
5. When we look at the school’s mission of academic achievement,
what responsibility does the school counseling program have to
support this mission?
6. What do we believe about educational reform and the school
counselor’s role in it?
7. What do we believe about the role of parents or guardians, staff
and community members within the school counseling
program?
8. What are some area/s ideas that need to be highlighted in
relation to the unique international context in which the school
and the counseling program operate?

PHILOSOPHY
The philosophy is an agreed-upon set of
guiding principles that individuals follow when
implementing the school counseling program
(Johnson & Johnson, 2001). It is important
that all personnel involved in managing and
implementing the program achieve consensus
on each belief of guiding principles contained
within the philosophy statement.

A statement of philosophy is a:
 Set of beliefs that motivates program innovations
 Set of values visible to all
 Set of principles guiding professional
contributions
 Statement of professional conduct
 Statement committing counseling to continuous
growth
 Source of collective power

A school counseling department philosophy
should:
 Indicate an agreed upon belief system about
the ability of all students to achieve
 Address every student
 Address student developmental needs and
focus on primary prevention
 Address the school counselor’s role as an
advocate for every student

 Identify persons to be involved in the delivery
or program activities
 Specify who will plan and manage the
program
 Use data to drive program decisions
 Define how the program will be evaluated and
by whom
 Include ethical guidelines or standards

Philosophy and Belief Statement Samples
International Sample 1-American school of Dubai, United
Arab Emirates
Beliefs
 We believe that our counseling program plays a critical
role in fostering academic personal/ social, and career
goals.
 We believe that our counseling program requires
continual review and revision in order to meet the
needs of the school.
 We believe that our program encompasses and
supports the school’s mission.

 We believe that our program seeks to share new
learning and best practices with counseling peers,
ASD staff, parents and students.
 We believe that students learn individually,
varying in learning style, depth, and
comprehension.
 We believe that we are student advocates for the
work we do for students.
 We believe that future ASD counselors will inherit
a standards-based program that will support
ASD’s continued growth.

Philosophy
The guiding principles of our program include:
 Recognizing the dignity and worth of each student
 Promoting understanding by recognizing that students
vary according to ethnic, cultural, and racial
backgrounds, as well as gender, sexuality and learning
style
 Teaching to developmentally appropriate student
competencies for all students K-12
 Planning and coordinating by ASD counselors with
input from staff, parents, and students

 Using appropriate data to drive program development and evaluation as
well as to monitor student achievement
 Tailoring program delivery (group and individual counseling) to make the
best and most efficient use of counselor time and resources
 Employing computer-based and more traditional resources to best
support student success, program goals and growth
 Making use of differentiated approaches in program delivery to assure
student success across a range of learning styles
 Advocating for evaluation by a counseling supervisor on specified goals
and agreed-upon student competencies
 Requiring that counselors abide by professional school counseling ethics
and participate in professional development activities essential to
maintaining a quality school counseling program and fostering
professional growth.

• One of the essential aspects of the foundation for a school
counseling program is the creation of a mission statement,
which gives the counseling program overall direction and vision.
• A mission statement describes the program’s purpose and
provides the vision of what is desired for every student.
• A school counseling program mission statement aligns with of
the school’s mission statement. Thus, the school counseling
program supports the learning environment and, at the same
time, makes unique contributions to meeting student’s needs
and nurturing their progress.
• The program’s mission statement should be clear, concise and
specific to the program’s intent and what the program will
contribute.

A mission statement:
 Keeps the program’s focus on the beliefs,
assumptions and philosophy
 Establishes a structure for innovations
 Creates one vision
 Provides and anchor in the face of change

The mission statement content should:
 Be written with students as the primary clients
 Advocate for the equity, access and success of every
student
 Be written for every student
 Indicate the content and competencies to be learned
 Show linkages with the school’s education mission
statements
 Indicate the long range results desired for all students

Mission Statement Samples
International sample 1- American School of Dubai
ASD counselors are student advocates who work in
partnership with students, staff and parents, fostering an inclusive
and collaborative school environment central to the success of the
school’s overall mission. This program is continually evolving to best
meet the needs of our students in a challenging and fast-changing
world. Our mission is to maximize each student’s potential through
the implementation of a comprehensive program which fosters the
competencies leading to lifelong success including personal, social
growth, academic skills and career awareness.

The Goals of the Program
A program goal is a general statement
about the expected learning outcome of
students completing a program. A
competency is a more specific statement of
expected learning outcome that is
measurable.

A competency is a specific, measurable
student learning outcome. An ideal competency
statement will identify one specific ability or skill
that can be measured in a fairly straightforward
way. The number of competencies will depend
upon the number of skills and abilities that need
to be measured in order to assess the overall goal
area. Collectively, the competency statements
should provide comprehensive coverage of the
associated program goal.

Good competency statements would have the
following characteristics:
 Straightforward
 Specific
 Measurable
 Realistic

To foster students' development of competence
as scientists, researchers, and scholars,
including their knowledge of the ways in which
practice influences science.
Objectives: Our first goal specifies an emphasis on
training in research and scholarship. The intent is for
students to acquire the knowledge and skills necessary
to understand, plan, conduct, analyze, and present the
results of scholarly inquiries. We have four interrelated
objectives that originate from this goal: that our
students develop proficiency in:

 conducting scholarly reviews of literature
 using scientific research methods and data
analytic procedures
 understanding the manner in which science
informs practice (and vice versa)
 implementing ethical research practice

To foster students' development of competence as
practitioners, including their knowledge of the
ways in which science influences practice.
Objectives: Through coursework and training
experiences, our counselling psychology students acquire
the theoretical, empirical, and practical background
necessary to understand, evaluate, and perform
competent and effective psychological interventions with
diverse clientele and client problems in a variety of
settings. We have six interrelated objectives that
emanate from this goal:

 proficiency with a range of psychological theories and
intervention models and modalities
 understanding of how practice informs science and how
science informs practice
 ability to engage in personal introspection on one's own
attitudes, beliefs, opinions, feelings, and personal history as
they relate to the practice of counselling psychology
 develop/acquire knowledge and skills to deliver
multiculturally competent services
 ability to work with diverse populations and in diverse
settings
 ability to function as an ethical practitioner

To foster the development of counseling
psychologists who demonstrate their
multicultural sensitivity, awareness, knowledge,
and competence in their training and
professional work.
Objectives: These objectives emphasize development
of multicultural awareness and acquisition of
multicultural knowledge and skills. Specifically, we have
five interrelated objectives for training that originate
from this goal: that students

 engage in personal introspection into their attitudes, beliefs,
opinions, and feelings about their own and others' cultural groups
as they relate to the practice of counseling psychology
 develop personal awareness of power and privilege and the role it
plays in one's own life and the lives of people from other cultural
groups
 develop awareness of one's biases and assumptions about
members of one's own and others' cultural group
 demonstrate the ability to work with diverse populations and in
varied settings and deliver multiculturally competent psychological
services
 acquire knowledge and skills necessary to engage in culturally
competent scholarly work

To provide broad and general training in the field of
psychology while also fostering students'
professional development and identity as
counseling psychologists.
Objectives: We have two related objectives for
training students as psychologists in general, and
specifically, as counseling psychologists. That is,
students acquire:

 broad and general knowledge pertinent to
psychological foundations of the field of psychology,
including psychological foundations, history and
systems of psychology, professional ethics
 knowledge of the history of counseling psychology,
how the specialty of counseling psychology is
delineated from other specialties, and how a
counseling psychology identity is reflected in
approaches to conceptualization, treatment, and
supervision

The guidance curriculum consists of structured developmental lessons
designed to assist students in achieving the desired competencies and
to provide all students with the knowledge and skills appropriate for
their developmental level in the four domains (academic, career,
personal/social and global perspective). The guidance curriculum is
infused throughout the school’s overall curriculum and is presented
systematically through preK-12 classrooms, individual student planning
and group activities. School counseling curriculum is planned, ongoing,
and systemic and includes a clear explanation of the scope and
sequence of its units of instruction. It is aligned and cross-walked with
the Content Standards (see below) and the school’s academic goals.
The knowledge, skills and attitudes are taught using a variety of
curriculum activities and materials. The various methods below are
ways in which curriculum can be delivered:

 Classroom instruction
School counselors provide instruction,
team teach or assist in teaching the school
guidance curriculum, learning activities or
units in the classrooms, the career center or
other school environments.

 Interdisciplinary curriculum development
School counselors collaborate with interdisciplinary
teams to develop and refine guidance curriculum in
content areas which are appropriate to age/grade
level. These teams develop school guidance curriculum
that integrates with the subject matter. The scope and
sequence of the school guidance curriculum may
include units delivered through other classroom
disciplines (i.e. Health, English, Freshman Survey, etc).

 Group activities
School counselors conduct small group
activities outside and inside the classroom to
respond to students’ identified needs or
interests.

 Parent education and instruction
School counselors facilitate workshops,
parenting groups and conduct informational
sessions for parents/guardians, and, as
necessary, staff/faculty, to address the needs
of the school community and to reflect the
school guidance curriculum.

 Transition
School counselors promote awareness of
the unique nature of life within the
international community and seek
opportunities to address internationalism
across the curriculum.

The student content standards are public
statements of what students should know and
be able to do as a result of participating in a
school counseling program. Each student
content standard is followed by student
competencies and a list of indicators
enumerating designed student learning
outcomes.

Student competencies define the specific knowledge,
attitudes and skills students would obtain or demonstrate
as a result of participating in a school counseling program.
The competencies are not meant to be all-inclusive, nor is
any program expected to include all the competencies in
the school counseling program. The competencies offer a
foundation for what a standardsbased program addresses
and delivers. Content standards are in four categories or
domains:
 Academic
 Career
 Personal/Social
 Global Perspective

PLANNED CHANGE AND
THE PROGRAM DESIGN

Planned Change and the Program
Design
• Most individuals and groups have recognized that
developing a comprehensive school counseling
process is a planned change process.
• To date, only Gysbers and Henderson have
identified some of the barriers that arise during
program change and advanced suggestions for
overcoming problems such as staff resistance
• The success of the planning and implementation
process will be highly dependent on the extent to
which the following principles of planned change
are considered.

17 Factors
Prepered by:
TolentinoJonicaE.
III-10 BSPsychology

The individual planning
component consists of school
counselors coordinating ongoing
systemic activities designed to
assist the individual student in
establishing personal goals and
developing future plans.

The responsive services
component consists of activities
to meet students’ immediate
needs.
These needs may require
counseling, consultation,
referral, peer mediation or
information.

The systems support component
consists of the professional
development; consultation,
collaboration and teaming; and
program management and
operation activities that
establish, maintain and enhance
the total school counseling
program

School counselor and administrator
agreements include statements of
responsibilities by each counselor
specifying the program results the
counselor is accountable for achieving
during the year.
It also includes how counselors divide
the program responsibilities.
These agreements are negotiated with
and approved by designated
administrators at the beginning of each
school year.

An advisory council is a group of
people appointed to review
guidance program results and to
make recommendations.
The group representatives are
students, parents or guardians,
teachers, counselors,
administration and community
members.

Monitoring students’ progress
ensures all students receive what they
need to achieve success in school. It
entails monitoring student
achievement data, achievement-
related data, and standards- and
competency-related data.
Collection, analysis and
interpretation of student achievement
data may be systemic by district or
specific to school site, grade, class or
individual.

The use of data will drive the
program.
The needs surface when
disaggregated data are analyzed for
every student.
Data are necessary to determine
where the school counseling program
is now, where it should be and where
it is going to go.
Needs are identified discrepancies
between the desired results and the
results currently being achieved

 Once a school counselor determines the
amount of time to spend in each area of
the delivery system, a master calendar and
weekly calendars are developed and
published to ensure that students, parents
or guardians, teachers and administrators
know what is scheduled.
 Thi will assist in planning and will ensure
active participation in the program.
Annual, monthly and weekly calendars
ensure planned activities are
accomplished.

The school counselor’s performance
evaluation contains basic standards of
practice expected of school counselors
implementing a school counseling
program.
 These performance standards serve as
both a basis for counselor evaluation
and as a means for counselor self-
evaluation.

Results reports, which include
process, perception and results data,
ensure programs are carried out,
analyzed for effectiveness and
changed and improved as needed.
Sharing these reports with
stakeholders serves as an advocacy
for the students and the program.

The program audit provides
evidence of the program’s
alignment with the Louisiana
School Counseling Model.
The primary purpose for
collecting information is to guide
future action within the program
and to improve future results for
students.

Group 5 (strategic comprehensive model)

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