00 l>EvElopMENTAl GuKiANcE HAN<lbook 0000 0000 A RESOlRCE ANd PlANNiNG GuidE Arkansas Department ci Education DEVELOPMENTAL GUIDANCE HANDBOOK: A RESOURCE AND PLANNING GUIDE PUBLISHED BY ARKANSAS DEPARTMENT OF EDUCATION Burton Elliott Director General Education Division Emma Bass Associate Director Instructional Services Division Gayle Teal Coordinator Curriculum Section J.B. Robertson Specialist Guidance, Counseling & Career Education Marlene Bush Specialist Guidance and Counseling #4 State Capitol Mall Little Rock, Arkansas 72201 1987, Reprinted 1992 DEVEL0El1ENI:AL GUILWCE HAND8CXJK: A~ AND PUNNlt
QJlI>e TABLE OF cnmNrS Fore>rd . ............................................................... . iv Acl<Ix::M ledgoe,ts ......................................................... . V Introot1etioo ............................................................ . Iles igrt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Plamil'lg, arld ltq>lE!IDIE!Tltat ioo. .. . . 3 ~rel"letlS i ve ProgratD Res()llrces ..................... c 5 El !Dell tary Scl1cx:> 1 Yea.rs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Middle/ Junior High Scl1cx:>l Years. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 High Scl1cx:>l Years. Appendixes A. A Systems Approach to Individual Leaming and Development. .. B. Ccmrunity-Based Advisory Calmittee ............................. c. AS:A Position Statement : The School Counselor and the Qiidance and CcA.lnseling Program ... D. ASCA Positioo Statement : The School Counselor and Developmental Qiidance . E. Sources for Identifying Possible Grant or funding . F. Other Sources of Grants and Funding .... G. PlaT'II"lir>g arKi Evalt1at ioo Resoo.rces . 17 21 25 29 32 36 40 41 ----- The Standards for Accreditatioo of Arkansas Public Schools required the Arlcansas Department of Educatioo (AI) to develop statewide goals to be used by school districts as a fnllDEY:>rlc for district plaming. Therefore, the ADE divisioo of iliidance Services developed the K-12 ~ and Sequence iliidance Cm-ricuh.111 Qiide to provide statewide goals . aria ooJecf ives_ ~e and counseling.--n'exibility was given to local school districts for the ac~lislnent of these goals and objectives. The.following docunent, the Developmental Qiidance Handbook:~ Resource and Planning Qiide, is intended to supplement the aforementioned K-12 Scope and Sequence Chidance Curriculum iliide. It is also intended to assist counselors in developing a systematic, ~rehensive, developnental guidance progran to meet the needs of all students. Its purpose is to assist the local planning process, not to prescribe. The Devel~tal iliidance Handbook: A Resource and Plaming iliide has been prepared iri aoose-leaf notebook in order to facilitate partial revisions and updating. Your suggestions for improvement, additions to chapters or specific useful resource materials are always welcane and encouraged iv The Department of Education Guidance Services extends its thanks to the following C001Dittee members who reviewed this docunent and suggested revisions during its develoIXJlellt: Mary l.o.l Miles Elementary School Counselor Carlisle School District Suzanne Ward K-12 School Counselor OJachita School District Jeannie York High School Counselor Kirby Sch:x>l District ~lph \oA'\iteside K-12 School Counselor DeValls Bluff Sch:x>l District Dave Floyd Ele11entary Education Supervisor Department of F.ducation F.arl Walton Secondary Education Supervisor Depa""tr'..d'lt of Education Arlcan.sa.s Department of F.ducation, Guidance Services Thelma R. Cook iliidance Supervisor State GED ~inistrator Lynda D. Ha\wkins Coordinator Guidance, Career Education and GED Testing Rick Griffin Secondary Guidance Specialist J.C. Smith, Olair Q.iidance and Career Education Supervisor Special thanks and recognition are extended to the following for giving their permission to use their materials: Wisconsin Department of Public Instruction Madison, Wisconsin American School Counselor Association Alexandria, Virginia V The educational, personal/social, and career development needs of students in the state's public schools can be more effectively met with a kindergarten through 12th grade (K-12) guidance program that systematically and ~rehensively addresses developmental stages loihlch students experience as they progress through school. The following systematic approach is based on the works of Benjamin IHooo, Erik Erikson, Robert Havighurst, Lawrence l<ohlberg, Abraham Maslo.1, Jean Piaget. and others (see Appendix A). It is based on the recognition that all pupils pass through specific developmental stages as they mature. Wlat happens or fails to happen to children/adolescents developmentally will toore than likely detennine lifelong attitudes toward learning and help or hinder the acquisition of skills, attairroent of career goals, and evolvement of satisfactory attitudes about self, soc iety, family and career. School guidance program.5 mJSt be structured to anticipate the personal/social, career and educational needs of pupils and ensure t hat these .~s are met. Such an approach stresses prevention of problems by provid1.ng students with age-appropriate skills and information through instruction, group interaction, and individual COl.D'lSeling. There are numerous human resources in schools and ccrmunities to draw upon. A systematic approach to guidance can help make certain that the skills of the cOLmSelor are used to opti.nun advantage
that the invaluable work of psychologists, nurses and social workers interfaces with the guidance program
that the classroan teacher's already important guidance role is strengthened
and that parents and other camunity resource people are kept informed and urged to participate more actively in the education of children. Parents have a particularly important role to play, as their guidance of children begins before and continues after the school experience. Family assistance and encouragement are critical as children develop thoughts and ideas about career choice, learning, them.selves and others. Thus. guidance of pupils as they develop personally, socially, occupationally and educationally is the responsibility of the entire K-12 staff, parents, ccrmunity and local business and industry persorme 1. A ccmparison of traditional school guidance efforts with roore contemporary developmental guidance program.5 is shol.n below. In this cooiparison, the anphasis shifts fr001 working Ioli.th individuals to w10rking with all students, fran renediation to preventioo and fran unplanned/unstructured to systematic/accountable. Traditional Crisis Counseling Infonnation Service Career Infonnatioo Service Schedul ing/Programning Reactive Clerical /Task-Oriented Unplanned llis true tu red Maintain., Status Q-Jo Developaental Preventive Plus Crisis Counseling G.lidance Curriculun Career Planning and Development Program Management Proactive Goal-Oriented Plarmed Daily Activities Accountable Evaluates and Olanges Deeign The overriding goal of the developmental guidance plan is to provide for pupils in grades K-12 a cauprehensive, responsive school counseling program suited to their developmental needs as growing, maturing citizens. The developing stages of children and adolescents may be seen as a predictable series of progressive changes. These changes should lead forward rather than backward and there is a definite relationship between each state of develo?J)E!nt and those that precede or follow it. Those reading and using this plan should think of school counseling and guidance in the context of a program intended to assist pupils with learning readiness, school adjustment and school achievement, career development and goal setting. Such a school COl.D'lSeling program llllSt be : 1. K-12 in scope, 2. based on the develoi:xner,tal needs of pupils, 3. preventive in nature, 4. managed and coordinated so that it is an integral part of the total educational program and S. formed around a delivery system with counselors at the core and the services of others integrated into a total program. The delivery system is structured into three levels to clearly show the relationship of resource providers to canprehensiveness of programs. Level I. The school counselor is the primary program delivery resource, and the program may be limited in scope by the number of pupils to be served by the counselor(s) and other factors. U!Yel II. The counselor is the core and the cla.ssrocm teacher added in. flexibility in guidance pr~ramning, groups, and the invaluable resources of the delivery system, with the classrOOOJ This new dimensia, provides more an opportl.ality to reach students in of the teacher. U!Yel Ill. The counselor is at the core of the delivery system. The classroom dimension expands that system. In addition, the efforts of school staff, coom.mity members, parents and business/industry representatives are coordinated into a program that meets the develoi:mental needs of all students. It is ~rtant to note that the levels are CIJIIJ.llative and interdependent. As the school counseling and guidance program develops from Level I to Level III, the rn.tDber of impediments or barriers to program design, operation and management diminish sharply, and the involvement of all school staff expands proportionately. 2 ~ and lllpl.-entat:ion . Major Dew-J1,w+1tal Areas. The plan focuses on three major areas of student developnent: ~. Penonal./Social and Career/Vocational. These are the types of functional life canpetencies each person IIIJSt attain in order to learn, achieve academic success, and prepare for a satisfying and productive career. lleveLf\w+Jt91 Student eo.petencles. Specific student canpetencies are listed \.D'lder each major developmental area. The c~etencies represent basic skills each person should master in order to deal effectively with daily life situations. The ~tencies are listed across age and grade levels and are consistent with children's general physical and intellectual capabilities at various stages. Deli~ Systell. Counselors, parents, school staff, ccmrunity members and business/industry/labor representatives are incorporated into the guidance program delivery system. The school district guidance program manager organizes district resources to address the greatest llllDber of student needs. Resowoe Organization and ~t. Research and experience suggest that develoflDE!fltal guidance is more functional or less ft.uictional as levels of resource organization and management rise or fall. Programs in which the CCA.D1Selor is the sole resource provider may be limited. G.lidance programs which involve a variety of school staff as well as camunity/business/labor/ . industry members are able to more efficiently help students attain skills and canpetencies. (See Appendix B, Advisory c.cmnittee). The key to a successful program is organization and management of guidance providers best suited to assist students in achieving life skills and caupetencies. It is important to note that the levels of resource organization and management described in this plan are c,m1Jative. Devel.qaental COl!petencies and Me8ource ~t The folloong pages are intended to provide local district planners with a matrix which incorporates the K-12 developmental caupetencies, the levels of resource organization and management, and sample activities and strategies that could be used to teach students about the ~tencies. Level I organization relies primarily upon the CCU1Selor. Level II incorporates participation of others on the school staff. Level 111 programning depends upon the interaction of all identified resource providers. The levels are rot independent of one another, but each builds upon the activities and strategies designed for the one before it. Level III is the ID'.)St caq>rehensive delivery approach, as it incorporates the resources of Leve ls I and I I. 3 ~-12 Developaental Coapetencies Developmental guidance is based on the premise that, as all children mature, they pass through various developmental stages vital to their growth. During these stages, specific kinds of learning and developaent must occur to ensure optimal progress. A developmentally based delivery structure spans the K-12 years and matches student competencies that must be mastered with the delivery systems most appropriate for age - or grade-level groups. Elementary school children respond well to situations in which they Lean About and become aware ot new things and ideas. They also need opportunities to explore what they are learning and to try out new things. Midjle/junior high school-aged students are ready for Understanding and experiaentation as they continue to absorb new facts and ideas. High school students need to Apply what they have previously learned and to constantly move toward increased understanding and &dditional knowledge. Developaeotal Student Coapetencies Elementary School Middle/ Junior High School High School Learning About Understanding Applying Learning About Understanding Applying Learning About Understanding Applying 4 ~-12 Leaning Coapetencies ~-12 Personal and Social Coapetencies ~-12 Career and Vocational Coapetencies CXIHBHl!NSIVB PIIDIAH mDID'S School c~elors help all pupils by establishing individual, graJJ> and classroom contacts with them, collaborating with teachers, and coordinating with other school or connunity guidance r~sources. The clinic.al skills and knowledge base of the counselor are l1I08t effectively used if effort is directed in an organized way toward making the school, the teachers and the curriculum sensitive to those aspects of personal develoi
ment most associated with life success. Counselors serving different school populations function differently, due primarily to variations in the developmental stages of students and in school organization. \ohatever the setting , however, COU'\Seling and guidance are functions integral to the school that are maximized i.ihen counselors collaborate with others. Develofm!1tal guidance programs as organized in the Developoontal Q.iidance Handbook provide a three-level approach. At Level I, the focus is on the cOtD1Selor(s) and "'1.at can be a~lished with that limited delivery resoorce. Level II builds upa1 the unique skills of the school crunselor in conjunction and collaboration with the other staff in the school. Level Ill uses the school program and also parental and cCIJID..U1ity involvement and input to organize the DX)St effective and efficient guidance program. Other individuals in addition to the school counselor play an i.qx>rtant part in the guidance of children and adolescents. Each level of guidance progra111Ding in the DeveloJXDE!!1tal Q.iidance Handbook formally involves these other individuals to varying degrees, sanetimes as resoorces and sanetimes as primary deliverers. CA1 the following pages, involvement levels have been delineated for school boards, superintendents, principals, guidance directors, classroan teachers, vocational education coordinators, vocational education teachers, special education teachers, pupil services staff, ccmrunity business and irrl.lstry representat i ve.s , and parents. As the comprehensiveness of programning increases, so irust the involvement of others. This involvement nust be coordinated, or the systematic approach to develoJXDE!!1tal guidance will be lost. Level I involvement of others is primarily supportive. Level II programning utilizes the abilities of others on the school staff and coordinates their participation in guidance activities. At Level Ill, the counselor and the other hLman resources of the school and COITlll..lllity are used as the delivery system. Level Ill programning depends on the collaborative efforts of many to provide a canprehens i ve guidance program for all pupils. 1. SQOJL BQ\RD MD1BER A. Supportive--Recogni zes the state standard ...tiich requires that cx:,unseling be available to all K-12 students B. Particip.
tive- -Provides ad~ uate financial support for the program in such areas as personnel , staff development, cleric.al support and materials . 5 c. lnterdependent--Supports policies for delivering the guidance program as an integral part of the total educational process so that all of students' development needs are met. 2. DISTRICT AIMINISTRATOR A. Supportive--Understands the guidance needs of school populations. Establishes and reviews counselor job descriptions in the cootext of developmental guidance. 8. Participative--Works with the school board, faculty, acininistrative staff and coom.mity to secure support for develo}Defltal guidance. Insures that the guidance staff is represented on the district acininistrative council. C. lnterdependent--Views all s..::hool personnel as having a part to play in an articulated developmental guid~nce p~re:D. Provides leadership for an active, ongoing guidance program. Requires accountability and evaluation of the progress toward goals, objectives and develoi:mental student outccxnes. 3. BUIIDOC PRINCIPAL A. Supportive--Establishes a positive climate for implementing the guidance program. Recruits qualified personnel and provides them with the necessary facilities, time, equipment and clerical staff. Assists with a public relations program that will eq>hasize guidance as an integral part of the total school program. B. Participative--Works closely with the guidance staff to plan, ~lement and evaluate the guidance program. Uses the guidance staff to plan in-service, evaluatioo or assessment of guidance program. Encourages parents, COIIIII.Jl1ity members, and bJ.siness and industry representatives to participate in the education system. Assures that the guidance program staff is relieved of excessive clerical and non-developmental guidance duties. C. Interdependent--Encourages staft members to upgrade skills and knowledge for implementing guidance programning. F.ncouraging counselors to assume managerial role to facilitate the establisl"IDent of a developmental guidance program. Monitors program effectiveness for the goals, objectives and developmental student ootcomes identified in the guidance program. 4. DIRECTOR OF CURRICUUM A. Supportive--Infuses develofXl)eOtal guidance awareness through curriculun. Assists to identify curricular resources for the guidance program. B. Participative--Coordinates the guidance program with other district curricuhns. C. Interdependent--\.,lorks with guidance staff to plan, implement and evaluate the comprehensive developmental guidance program. 6 S. DIRFL"'llE OF GUICWCE A. Supportive--Provides the district &:binistrator and school board with informatioo oo funding, personnel, program and evaluation needs. Praootes professional growth of all guidance personnel. 8. Participative--Establishes a systematic approach to making guidance available K-12. Seeks and maintains cooperative working relationships with all personnel whose roles and responsibilities affect the development and implementation of the guid....'1Ce program. Provides leadership for development of the appropriate guidance program ~lementation plans. Coordinates regular, planned meetings \iihere counselors share information, consult on specific problems, and develop and refine systemwide programs. C. Interdependent--Works with administration and supervisory staff to plan and develop the K-12 guidance curriculLID. Assigns staff and coordinates all curricular guidance activities. Coordinates the guidance program and the resQlU"ces provided by teachers, parents and others. Pranotes a cauprehensive, pupil services ioodel delivery system. 6. PSYQl.}L(X
ISI, SOCIAL \.ORKER, SQO)L NUR.5E A. Supportive--Coordinate referrals to other guidance service persormel. Camunicate regularly oo district pupil service programs. 8. Participative--Work with the guidance staff to provide infonnation to school/ccmDJnity about "at-risk" students and assist with programning designed to reduce those risks. Utilize a cauprehensive pupil services team approach to coordinating programs and services for students in crisis. C. Interdependent--Are involved in planning. implementing and evaluating the guidance program so that all students receive systematic guidance based on learning, personal/social and career/vocational needs. 7. voc.ATIOOAL IDX:ATIOO TFMl-lERS A. Supportive--Assist vocational education students to achieve specific vocational ~etencies which wi 11 enable them to gain entry into an occupational or post-secondary setting. 8. Participative--Work cooperatively with counselors to provide ~loyment counseling, placement and follow-up services for students enrolled in vocational courses and cooperative programs. C. Interdependent--Work with counselors and entire staff to ensure that all students receive instruction or information on occupations, ~loyability skills, current job market and intervi&'i.ng techniques. Participate in the various activities of planning, i~lementing and evaluating the guidance progam . 7 8. TF.AOIERS A. Supportive--Refer studmts to counselor for assistance. Create positive, interactive relationships with students and provide a primary. basis for intellectual, social and emotional growth. B. C. Participative--Request assistance frcn counselor to plan and implement guidance activities in academic and vocational curriculun. Participate in guidance programning, i.e., as co-facilitators of groups, in advisor/ advisee progr~, as primary instructors in sane areas and support students in crisis. Interdependent--~ize the value of developmental guidance. Use subject areas to assist students in developing personal/social, career and learning ~tencies. Work as team members to plan and implement guidance activities essential to the overall development of students. 9. BUSI.NESS AND 1NIU5TRY REPRESmrATIVE.5 A. Supportive--Provide speakers, field trip opportunities and school daI01Strations to increase student knowledge of the work world in their ccmrunity. B. Participative--Provide information and opportunities for students to participate in co-op programs, job-shadowing, and work experience. Encourage and participate in student organizations. C. lnterdependent--Provide up-to-date labor market information, co-op and apprenticeship sites, and mentorships for all students. 10. PARENTS A. Supportive--Provide support for children through participation in parent conferences, school activities and volunteerism. Work with teachers and counselors to support their children's learning, personal/social, arxi career/vocational growth. B. Participative--Partici.pate in school curricular, extracurricular and guidance activities serving their children. Praoote guidance as an ~rtant part of education. C. Interdependent--Participate on the guidance catlllittee that will facilitate i~lementation of the guidance program. Serve as mentors and models for classes. 11. cntfJNIT'i SERVICES AGF.R:IE:5. A. Supportive--Establish camunication and referral channels. B. Participative--Provide information oo services available to students and families. C. InterdepE:ndent--Participate in planning and implementatioo of a guidance program that includes services and activities provided by the c001JU11ity agencies. 8 KIJNINfMY sam. 1IAIS Children in elementary school have already begun to acquire learning, personal/social and career/vocaticnal conipetencies. The following plan describes specific, fundamental coq>etencies that should be addressed through the framework of a developmental guidance program. The goal is to take a preventive, instructional approach by planning the guidance program around the coq>etencies elementary school-aged children nust acquire and to ensure that program services will be delivered to all elementary students. The strategies and activities listed are suggested ways to address the coq>etencies. The exact programing fornaat and delivery responsibility IIJ.lSt be detemined by each district as it goes through the ~lementatioo process and procedures. As the level of resources increases, the strategies and techniques become oore caq,rehensive. The mphA.sis oo prevention and utilization of available resources makes it a oost-effective approach 9 Eleaeotary School Learoiog Coapetenciea lll!llt and 1'\at is expected of sru:lents. U1derstam strengths, abi litie. s am how to learn 11DSt effectively. lhierstam relationships alDlg ability, effort and the quality of schoo 1 achieYBIBlt. rstam how to assess learning needs am 'Wh?re to seek help. Uooers tam the process of sett ueaningful schoo 1 achievellB1 t goals . Level of l.eaoarce and llanageaeot Counselors Be available for inch - vidual CCU1Seling. Provide service to teactr ers cmceming speci fie children. Consult with PlJltidisciplinary Teans oo specific edocat ion needs of s tuden ts. \obrk in:livicrually with child on how best to Counselors School Staff I)) grrup 'WDrlc vi th a 11 children to provide orientatioo to scoool. Assist staff to ~iz.e learning how to learn. Calduct stuient asse.sslll! llts of incf i vidua 1 learning styles am share results vi th students . Identify children "at Aiisist vi.th coordination risk" and respcn:I to their of activities that exhibit needs. relaticn,hips betlieell effort am product. \obrk vi th in:! i vidua ls I)) t.eall,IOric that pro-who need assistance in vides children vi tn se lf-eva luat ioo . asse.s91Blt opportuu ties ~ certain all children 50 they bec<ae ccmfort- 1.Diers tan:! who is avai 1- ab le vi th the process . able to help . \obrk vith stu:ients who dem:nstrate a lack of interest in scmol. Level I Teach the process of goal setting in curricular and ertracurricular activites. Level 11 10 Sct,ool Staff Parents . C~lty Business/Industry l'teet vi.th parents of all kindergarteners. Explain guidance programs to studellts and parents. Provide staff in-service in learning styles and identification of sai:e. Establish parent/comunity voh.nteer tutoring progrc1115. Secure staff agreerent oo S<J1E cause and effect rules for the sch:x:> 1. Get rosiness / ~try Ul?lt on mtivatioo techniques and the value of work. Train staff to clearly explain tests, rep::irt cards, achievene,t IIE.asures and interest inventories to children and parents . Assist in developing p grims illustrating the need to set goals
assist parents to help children set and achieve goals . Level 111 Eleaeotary School Personal/Social Cc:.petcncies Exhibit conflictresolution ski-lls . th adults and peers. Exhibit respect for individual freedcms and ri~ts of self and others . lhiers tam the COll56JUeflCe5 of actions for self and others. lhiers tam the influence that Jitysical, emtional an:i intellectua 1 behaviors have on ooe another. Be aware of own em,t ion.a 1, Jitysica 1 and intellectual deYe 10p1Hlt . Levels of Resource Organization and Naoageaent Counselors W:>rk vi th s ti.den ts who are \nable to resolYe conflicts in an acceptable 1MJ111er. ~l individually vi.th s tuicn ts who infringe on r~ts of others. W:>rk with eroups of individual 5 who appear ln:fWare of the ca\Slequences of their actions. W:>rk individua 1ly vith stuients who 00 not ll'lderstar.:! tOJ Jitysical and enotional oody fu1c t ion.s are interrelated . W:>rk vi th children tnaware of tlx?ir own deYe lopieit . Assist teachers vi th students who are deYe lop-Ent. ally immture. Level I Counselors School Staff W:>rk vi th stuicnts to minimize conflicts. W:>rk vi.th groups of students to foster an appreciAtion for ri~ts and freedan of others. School Staff Parents Coaaun1ty Business/Industry c:arry rut staff devel0p- 11E1t on positive conflict re.solution methods as opposed to p.nishrents. lb staff develo1J151t to ensure that individual freedcrrs and ri~ts are exanincd th~ the curriculun. Assist in activitcs lJ1 the PrCJTOte classrCXJTI visits classroan that illustrate by police or Judges. the in1)0rtance of taking re5JXX1Sibility. Crndoct activities which allow sti.dents to share camon concerns regarding Jitysica 1 and mvtiona 1 deYe lop!Cn t. lb grotq:> work vi th stuicnts who evidence camon devel<J111e1tal difficulties. Organize day vith senior citizens. W:>rk vi.th staff to erilance tn:lerstanding of how all aspects of chi 1- dren' s developrent i.apact on le.a ming. Fonn grrups to assist parents in tn:lerstanding children's developrental processes. Teach curricular mi.ts on Sensitize staff to re-- specific deYelop!Elltal spect stwcnts' individ-areas. unl rates of growth tiona}, chysical and l.fltel edual. Level II Level 111 11 Eleaentary School Personal/Social Coapetencies (continued) Learn to cmrlllnicate with peers .n1 adults in varirus ha!E, sch?o 1 and cannm ty settings . CDnse 1 vi th children who are having difficulty expressing thBmelve:s. [evelop a posi- \t>rk with stu:ients who ti ve se 1f and so- are oot adjusting we 11 to cial self-coocept. scrool. lhlers tarn the concept of engoing change in sdX>OOl, hcnE and camuri ty lives. lhlerstand .n1 respect differences am:ing people's cultures, lifestyles, attituies and abilities. Ass i.s t teachers .n1 parents vi th these stu:ients . Co.nse 1 ind i vidua 1 chi 1- dren who are having difficulty in new situations. Provide i.."'ld i vidua 1 co.nse ling to solve specific relationship conflicts. Level I ~iz.e camuucation in the classroan by stnrturing time for talking .n1 sharing. Coordinate program5 that msure positive scooo 1 experiences for a 11 stu:ients . Cadtrt grrup work to explore dwl8(! an:i oow it relates to the ind i vidua 1. D:> group work .n1 tean teaching to ll'Ddel good interpersonal relaticnships. lt:Jde 1 good interpersooa l relationships schoolvide. Level II l 2 Coordinate activities in schoo 1 and rut that encru.rage camuricatioo bet\oleel1 children and those they need to be able to talk to. 1.brk to help parents and teachers U'Xlers~ the i.n>rtance of a positive se If-concept and how to foster it in all children. Recognize the rapid changes in technology and give stulerlts opportl. ni ties to see new IIBChines. Coordinate activites that =age broadening range of acquaintances. Provide staff and camunity with opportl.llities to learn about varirus cultures represented in the school PCOJlation. Level Ill Eleaeotary School Career/Vocational Coapetenciea Levels of Resource Organization ~ and l'laoageaeot --------~elors School Staff Parents Counselors + Coapeteocies + Coaaunity ---- Counselors School Staff + ------ Business/Industry Acquire know 1- edge about different occupa-t icns and changing uele/femle roles. BecCJIE aware of personal in-terests and preferences. I.earn oow to cooperate .-id coexist with others in wrk and play. Lhierstand \lhat it OEa1S to wrk and hOW' school wrk re lat.es to future plans. la::areaware of '-Urlds beyood the imlai ia te experience. Provide occupa t iooa 1 Provide i.n formation Qx:mhnate efforts to infometion to be used by ~ the aedi.a center, have a variety of all teachers as a cooperative and field people speak to classroan re.!nlrce. trips. classes about their \i,rk vith stuierits ~ have vocational or
r,
ocatiooal interests aoo discuss oow they 11BY purSlE them. Provide i.n:ii vidua 1 ~ seli.ng to help stuierits solve specific relationship con.fl ic ts . Te.an teach a tni t on careers and the wrld of wrk. Ck> group wrk to enable stuients to becall! aware of their vocational interests and lifestyle preferences. Form a CCU1.Selor and teacher teaD for ac ti vi - ties that vi 11 encourage cooperation. Develop career awareness curr iculun or Jfu lo.soi
tiy that provides for oogoi.ng career edocat ioo in the classroan. .A:>rk vith iniividual Te.ach activities to s tuien ts to develop self- edlance 5raI'eJle.5S of self awareness. Level I in relation to the rest of the wrld. Level II 13 ~tions. Coordinate ccma.nity efforts that allow sttr dents to purStE their vocational interests outside of scoool. Carry out staff develc,ir IIEfl t to p['l'.Jll)t.e cooperat im as a scoool Jfulo. soi
tiy. Encoura,o
e !'C' lat ions hips ~ labor and ioous try and school concerning curricuh.rn that realist ica 11 y nEe ts the needs of the i.n:ii vidua 1 and society . Provide staff in-service to illustrate the need to be aware of se 1f in order to re late we 11 with others . Level III Kiddle/Junior Bigb School Years Students in middle/junior high school have unique developmental needs. This time of life brings much of the physical, emotional and cognitive growth and change that human beings go through . To assist students with this growth process, the following charts address age-specific competencies, and the strategies and techniques are suggested ways to address these competencies. Exact programming format and delivery responsibilities must be determined by each district staff as it goes through the implementation process and procedures. Please note that as the levels of resources increase, strategies and techniques become more comprehensive. Kiddle/Junior High School Learniag Coapeteocies Develop internal acadmri.c IIDtivatioo . Develop good sttdy skills. l)?velop a sense of the future and how to IIDVe toward it. lb:iers taro strengths and abilities and how to learn DDSt effectively F.xhibit problem-so 1 ving skills. Cotrue 1 inh vidua 1 srudeflts who laclc academic 11Dtivatioo. Rt>rk with gr-oops of stu:ients who h:lve poor sttdy skills . D:> inh vidua 1 ~rk with stu:ien.s who lack tn:ler-s taro ing of oow actions af f~t cxn,equences. Participate oo l'tlltidisciplinary Teaii
. A.5s is t individuals to approach probl8DS in a logi ca 1 l!B"ller . Level I Discuss with stuien ts lll1d parents 111>tivatioo lll1d how it rel.ates to academi C per fol"llllllCe . ~lliJi! staff to ex.!llt'" ine assigrne,ts lll1d requin!lll!flts and to promote basic sttdy skills. Pramte participatioo in future problm 90lving. Inform parents abrut learning styles and tutoring strategies . ~lliJi! utili.z.atioo of prob lSIHIO 1 ving skills in the classrocm. Level II 14 Develop i.ncen ti ve partnershi p.s with local rusiness/ in:iustry to prmote academic perfornence. Rt>rk with parents to e,able them to assist their children with stu:iy ski l ls and ~ rk . c.arry rut staff develop- 11e1t on in>rt.ance of stwents obtaining a future/goal orientatioo. D:> staff deve lorent oo learning styles and adapting te.ach.ing strategies to lll!Jet the needs of stuients. Provide infornetioo for pa.rents and others oo the ilqx>rtance of problemsolving skills. Level III Kiddle/Junior High School Personal/Social Collpetencies . . ~ 1. .. .is of lesource Or~ , and llanageaent School Staff ~ Counselors Puent, Coapetencies C-mity --------- Counselors School Staff Business/Industry lh:ie rs t.aixl CAnse l inii vidua l s tu- D:> g'"OJP w::> rk to di.scu.,s Assist staff to plan !XJYSical, EmJ-- dents \n:lble to cope vith the rapid changes s tu- humn grCMh and develop-tional, and the i r rapidly changing dents a.re exper ieocir'b . Delt Classes. inte llectua 1 bodies and/or 01Dtions. Assist parents vith growth and devel-growth and deve lop!Hlt ~t. issues. te.,e lop self and Ca.n9e 1 stuient.s who haYe W:Jric vi th grrups to ex- W:Jric to help parents and social self- a negative se lf-coocept . plore iniivirual differ- teachers tn:lers taro the cx:n::ept. ence.s and gain an accep-- ~rtance of a i:ositive ta'lCe of them. se l f-coocept and row to Teadl stuients self-foster it in all children as ses91Bl t and se lf- referral technicrues . Urrlers tan:! and D:> group canse ling to Provide CUIT icu lar and Assist staff in develqr develop peer solve specific relatiexr extracurricular ac:tiv- ing curricular offerings relation.ships. ship cmflicts. ities \Auch encourage which deal vi th inter-heterogeneow and tom:,g-enea.. i.s re lat ion.ships. persooal relationships. Exhibit i:ositive W:Jric vi th s tuien ts who Assist teachers an! par- Carry out staff develop-attitu: ie toward exhibit a negat ive atti- ents at~ting to relate l!Blt oo creating a i:osi-scmol, fairi.ly tu:1e toward scmo 1. to s tuients vi th a nega- tive scmol clillBte. and self. tive attituie. learn to w.nse 1 in1 i vidua l O::nh: t group sessions Assist staff to a:odel ccma.ni ca te stuients having di ff icu 1 ty oo flmri.ly camanicatioo good ccnmnicatioo vi th parents . re la ting to their parents . and relations. skills. Provide inf onmt ioo oo ccnmni ty resrurces for faai 1 y couise l in.R . learn to cope CAnse l inii virua l D:> group w::>ric oo stress Plan staff develoient IWi th life I S pres- stuients lI'\Bble to cope redoctioo ard/or coping oo stress reductioo and sures, defeats vith stress. slcil L'l. ~ing excess stress and soccesses. i, s ta.lents. learn to deal Colnse 1 in1 i vidua 1 s tu- D:> group w::>ric to exp lore Provide infonmt ioo oo vi th oogoing den ts having di ff icu 1 ty row the manging ,..,rld changes in the w::>ric changes in per- i..n::lerst.and ing row and vill ~t oo stuients. w::>rld and row to be scna 1 and aca- why the w::>r ld is changing. prepared for them. dsaic life . Level 1 Level II Level III l 5 Kiddle/Junior Bigb School Career/Vocational Coepetencies Ulderstand dee is ioo-,mking skills. 1.arn to cope vith transition in school, halE cn:1 camurity lives. Becare i.' lfo med about alternative edocat iona 1 an:! vocational choices an:! prep-aration for them. 'Relate persooal interests to broad occupa-tional areas. lh:lerstand aro use camurication skills. 1.arn humn cooflict mnage- IIBlt vi th adu 1 ts aoo peers. learn that sex role sterecr typing, bi.as, or discrimination limit choices , ~mnities ochievme1t. \i:>rlc vi th stu:ients ~ exhibit an inability to IIBke decisions. ..,ld orientations to fa-mi 1 iarize s tu:ients vi th the expectations of the new envircnEnt . Comsel stu:ients having di f ficu ~ ty a:! just i.ng to new envi n:nieits . Provide ~ti ona 1 and edoca tiona 1 inforneticri to a 11 te.achers . Ehsure that s tu:ients liderstand the ~t of ~se choices. .ldninister interest in- 'A:!ltories to stu:ients to acquaint then vi th their interests. \i:>rlc ... i th s tu:ien ts hav-i. ng difficulty ccmn.ni - cat i.ng vi th peers or adults. \i:>rlc vi th s tu:ien ts 1'tlo are l.llab le to re.solve ccnflicts in an accept-able l!B"ller. Ca.nse 1 vi th s tu:ient s 1'tlo are having difficulty imla.ng choices. Level I Carey rut dee is iOl'Hl8king an:! problem-solving ac-t ivities for grmos .r.oo classes . Have class roan dLSC\JS-sions cri e:<pectat ions in new envirameits am how to respond appropri - ately. C.OOrdinate efforts to have guest speakers cri varirus ~tional areas. Provide d 1scu.ss ions for s tu:ien ts cri how interests are related to occupa-tional choices. Teach camu1icaticri skills. Provide interpersooal camuricaticri worlcstlp5. ~ grn4) worlc vi th stu-dents to better lider-staxl differences in in-di vidua 1 respmse.s to conflict. Inform stu:ients and par-ents about the career op-portuuties open to both sexes. Level 11 16 Provide staff develOl]IB1t cri how dee is ion naking can be incorporated into a 11 curricular areas . \i:>rk vi th teachers, par-ents, an:! others to assist students in tran-siticri periods. C.OOrdinate camini ty re-sources to IIBke a 11 s tu-dents lll)re fully aware of voca t iona 1 coo ices aro the edocation required for them. Carry rut staff develop-rrent activities on inter-ests, OC::upf!tiooal ~I~~ ca~eer Provide staff develov- IIBlt <rl requiring good ccmn.nicaticri skills in all subject-area classes. ~ staff deve l01]1B1t on positive conflict resolu-t ion 112tln:Ls . Prarvte a career day fe.aturi.ng pare,ts aro camu1i ty IIBibers woo worlc in tra:litional aro naitra:litional careers . Level Ill High School Years High school is the gateway to further education for some students and the last formal educational experience that others will have. The following competencies take into account the important choices that students must make during their high schocl years and lists the skills they will need as they mature educationally, personally and vocati onall y . The strategies and techniques described in the charts are suggested ways of helping students acquire the competencies. Programming format and delivery responsibilities must be determined by each school district staff as 1t goes through the implementation process and procedures. Once again, as the level of invested resources increases, strategies and techniques become more comprehensive. High School Learning Coapetencies . ------ ~e lors Levels of Resource Org + and Kanageaeot School Staff Parents Coapeteocies Counselors + + C-Unity ------------ Schoo 1 Sta ff + Counselors Business/Industry lhlerstand learning abi li - ties am oow best to apply them. BecCIIE infor.!Bl alnlt self ~ assess-l! Blt techniques . Learn to set reali.stic goals am ~lop strategies to reach them. lh:ierstand the sdro 1 curri culun am the ~ pact CO-ll'se selection wi 11 have on future plans. lhders tand the school errvi roollEl1t am what 1s expected. WJrk ""1th l'\Jltidisci-p Ii.nary Tean for s tu:ients experiencing learning difficulties. Schedule iro i vidua 1 coo-fererces to discuss re-sults of standardized tests . WJrk with s tu:ients irn i - vidually to help them set short - am loog-tem goals. l'ee t with irn i vidua 1 stuients to discuss future p 1ans . Colnse 1 iroi vidua 1 s tuden ts mable to coofonn to the scoool l!Blt am/or f>XPeC tat ions . errviron- Level I Gi ~ am exp lain to Stu-dents iroividual learn-ing style i.r'M!ntories. D:J gro.ip 1o1::>rk oo tnder-staroing what tests as-sess , oow to take them ani haw to learn f ran the results . lbld gro.ip discussion.s oo goa 1 setting ani strategies to help stu-dents reach goals. l'eet with group.s of stu:lents to discuss the need for choosing classes care fu 11 y. Tean teach to discuss the schoo 1 errvi rcn!'fflt am its expec tat ioos with all stu:ients. Level II 1 7 D:J staff deve lCJ?IBI t oo learning sty 1 es am adapting teaching strategies to aeet needs of stlrlents. Assist staff to gain a better tnders tand ing of stan:iardized tests am the i.n3c t they have oo stu:lents. Provide staff developll'E'flt to stress need for students to set goals am nethods Of helping them do so. Assist staff as they develop am articulate curricu 1 t.m across the district. Utilize rosiness/industry nert:ers to speak oo the re la-t 1 on.sh1 p of school am 1o1::>rk. Level Ill High School Persoaal/Social Coapetencie Levels of Resource Organisation ~ and llaaageaent Counselors ------------- School:Staff ------------- Parents Counselors Coapeteocies + + COlaUDi ty --------- School Staff + Counselors Busioess/lodustrv ~rstaoo IEY5ica l , aiotiona 1 and inte llectua l growth cnl deYE! l op!Bl t. Learn to cope with change al:! plai for the future. CGulse 1 in:l i vidua 1 s tudents having difficulty coping with deve lop!Blt. Teach an:i teao teach groi,th an:i deve)opn?Ilt cnl to, they are inter-re lated. Cou,sel in:lividual stu- C<n:hrt ~ work to dents tnable to cope with discuss the chariging cha1ge. world am to, it i.q>ac ts on stuients . Assist staff in developing curriculun which addresses all areas of deve lop!Blt. Ck> stat f deve lopta1t oo the ~t of change oo Stooeflts. I I.earn ht.man Orient new stuients al:!/ or frestmen. \i:>rk with in:li vidua 1 D:> ~ work to discuss in:liviooal differeoces Get input f rem t:us iness / industry oo techno logica 1 change am the future. ,. Ck> staff deve lopren t oo coo.flic t re.so lu- stuients tnab le to rein: lividual differences tioo skills with solve cooflicts in a adults and peers. positive mmer. and to minimize coof1 icts. Understand and ~reciate one's CMl capabilities and those of others. Provide opporturi ties for Ck> ~ work oo \Dier-interact ioo with in:l i - starxi ing one 's own capavidua ls of varying abil- bi lit ies al:! to, best to thierstaoo perscnal re latiooships and to, to establish an iniepement identity. To..!
e responsi - bility for persmal decisioo.s . ity. Cou1.se 1 in:l i vidua 1 students experiencing di f fi - cu 1 ty developing per-sen. al relatiooships. Cou1.sel with stuients \IOO are wi 11 ing to take respons i bi li ty for actiCX\5. Level I u.,e them. lbld 91811
..-roup disCU5sions oo relaticnships, the need to ~ independence and construe ti, -e lll!a'lS of doing so. \i:>rk vi th peer grwps to prcm,te a.iarene.ss of impact of decisioo.s aoout issues such as drin!ung and drivi.r1_g i!l1d others. Level II 18 and dea 1 ing with them in the c lassrCXIIl. Invo lye school/ ccrmuni ty with Special Olympics or other similar activities. Ck> staff developrent oo \n:ierstaooing snreits' needs for inieperdence and good personal relaticnships. Secure camuu ty / schoo 1 collaboration to publi-c i:ze ~rtance of neking infonred dee is ions aoout coot.eqiorary issues. Level Ill Bigb School Career/Vocational eo.petencies Levels of Resource Organization ~ and Nanageaent ~-~------- -------- School: Staff ----------- -------- Parents Coapetencies Counselors + . + C~ity ------- Counselors School Staff + Business/Industry lhiers tam Colnse l in:1 i vidua 1 s tuani develop deci- dents experiencing dif- Team teach tni t m deci - sim uaking an:l career choice. Assist staff in iocorJXr rating dee is iorH!aking skills into their curriculuns. sirn-1!Blcing ficulty lIBking decisioos. skills. U'lderstam the world of work an:l its expectations for enploy11e1t. Becme inf orne:1 aoout ~ timal/work alternatives. th:iers tam cm t inn.ls changes of mle/ feDBle roles an:l how this relates to career choice. !Eve lop the interpersona 1 skills necessary for ha.maly in the worknlace. BecaIE in-fo rne:1 about upto- date ~loyllBlt opportunities during and after high sdr:x>l. Provide 11Bterials m occupa tion.s and postsecoodary inst i tut ioos . Tuan with tusiness/~ try experts to te.ach tnits m ~loyue1t expectations. Assist staff to iocorJXr rate world-of~rk expectations soch as p.nctuality, respollSibi!ity, arrl ac=tability into the cl
issroan. \.brk with in:iividual stu- lt:lld group discussions of Provide staff deve lorr-dents m post.seccn:lary educatimal arrl work al- l'IBlt m postsecco:1ary ed-educational an:l worx al- tematives after high LCatimal an:l work al-ternatives. schxll. tematives. \.brk vith individual s tu:len ts experiencing difficulty with the dlalging roles of IIB1 and \QIEl'l. Gotnsel with stulents displaying a lack of i.nterpersona l skills . l'llke ~lO'fl!Blt opport\ ni ties arrl career p lnri.ng 11B teria ls avai 1- ah le for stuient use. Level I lt:l ld group discuss ims m how the changing roles of mles and females msy affect career opporttnities. r:o group work or tean teaching to discuss how interperscnal skills are required for hanrooy in the workplace . Ccl'dr t grc,..ip5 to exp lore var irus ~ loyue1t an:l career opport\ni ties . Te.an teach tni ts oo ~ loyue1t opport\ni ties. Level II 19 ~age parent invo 1 vellBl t as s tu:len ts exp lore educa t iooa l arrl \,Q rk alternatives. Assist staff to gain understaming of ha,, societal attitu:ie.s ~t on rrele/femle role develoirl'IBlt. r:o staff deve loren t on how interpersroal skills are essential for all s tu:len ts as they enter the \,Qrld of work. C.OOrd ina te camuni ty resrurces to give stuients opport\nities to learn of ru:ierrus and varied careers. Provide 11B1torships for s tu:lents in areas they wish to explore. Level Ill High School Career/Vocation.al Collpetenciea (continued) eo.peteocies Levels of Resource llaoageaeot and llaoageaent Counselors School Staff Form tentative Provide current aateri.als r:o group work oo goal career gmls am for career awareness an1 setting and stratpg:ies strategies to exploratioo. for reaching goals. reach then. lh:lerst.an:l lifestyle prefe ences am re late thsn to occupational interests. \i:>rk with im i vidua 1 studen ts to discuss ~ tional interests. Level I Provide opportmities to discuss lifestyles am various occupat icna l interes ts with ccmn..ni ty lll!dlers . Level II 20 School Staff Parents C-JDity Busioess/Iodust Assist staff to develop CUITiculllll that will help sttdents set career goals am strategies to reach then. Assist staff to incorprate infornetion on varirus lifestyles am occupational interests into the c:urr icu lllll. Level III Appendix I\ A Syate Approach to Individual Learning and ' Developaent by Oenn is Van Oen lteuve 1 The pupil competencies in the preceding developmental plan are based upon the work of a number of developmental theorists. Appendix A presents a compilation from developmental theories of age-appropriate capabilities, skills, and behavior and the guidance need9 of cl1ildren and adolescents at the various developmental 3tages. r.-rging Physical Expected Age/Grade and Paychological Nicro-Syate llacro-Syatea Identifying Develoi-ntal Functional Sir.ilia General Guidance Level Capabi lilies Integration Integration Behaviors Correlates Repertoire Weeda ~ 1-4 -Sensory lll)tOr skills -lbfy awareness ~ -<llserving -Preaocial -IIMic p:,ysical lll)tor -Recognition of wic years differentiation skills security and support -Ba, ic recall/oerory -Se If-awareness I. Family -Testing p:,ysical -Iq,Jbive -Sensory knew ledge from primory and Prescrool -language -Security 2. Sibling, -Imitating ( l.oevi.nger) processing secoroarynw::ro-acquisition/ usage -Imitation and ~ -0,eying/ -SeMori.notor la!J! -Self-control-systans ~ical motor skills nodeling styles conforming (Piaget) j:ilysical and social -Stinulatioo of -t1snaging bod i l y I. Child care micro-~st.8T!9 - lrlllgi.na t ion/ nnctioos adult -ttxleling -Psychological -~ling/ thrrug, inc identa 1 S)<IOO I ic inagery 2. Chi Id care survival usage am s true lured -Sin1> le cause- 111lt.eB -leorizing orientation, learning situations -"Pre!tent" time effa:tive ). Qilture p:,ysical -0.Jltural absorpti.>n provided thrrug, orientatioo relationships 4, Family and -labeling satisfaction necro-systans camulity (!'eslow) -Sense of obedience religirus -Immdiate and c~e of -Ba,ic and consist"'1t lll)ral gratification -~sical rrorality behavior set of personal, orientation (Kohlberg) 90Cial, rultural, -AckncwledlJlell of am rroral paraieters -ICJnintegrated sources of established thrrus
, 1cncwledge (Bloon) gratificatioo the nw::ro-syst..,.,, -Synt,olic play -Basic sense of fair -Reinforcerrent for (H!Jit) play inte \lectua I and -Ol!:ni t ion 90Cial achievenEnts (OJi I ford) 21 Eaerging Physical Age/Grade 11!.1:pected and Psychological Micro-Syate llacro-Syate Identifying Deve loi-eota l Functional Skills General Guidance Level Capabi litiea Integration Integration Behaviors Correlates Repertoire Need !,, 5-10 -Concre te operations -Jlmreness of Primary -Recogn1 zi.11,p, -concrete opeJ"ations -Sense of fair play -Basic evaluation and )'1!8rS on reality self in social (Piaget) llllllitoring kill context l. Flllli ly Grade K-6 -5>'rllolic --ling -Social carpetition 2. School - Social nodeling and cooperation -Basic problem-oolv- representation am -Sense of J . ~rs -Short - term (Bandura) ing techniques to reflex knowledge coo fonni ty and predic ting -\h:ler land the cope vi th inte lice tu- duty ~ -Self-protectiw, 111111ning of persona I al and social con- -Active nerory -Effec tive verbal coofonnist, expectation flicting situations -Awareness of l. Local cann..nicatioo opport.iiist ic -Effective language psychological comu,ity (u,evinger) -now the c riteria for i-Social ethics usage seU 2. Ne iij\bort.ood -lru,iij\t into self-evaluation J. Orurch, clubs causes of things -Safety, love, (i:tiysicsl and o-Basic learning tech- -Inventions of Sense of i:tiyical , -Socio- affection, intellectual) nique., and habits abstract coot,i.na- inte llectua 1 enconcmic -Im,ginll\g belongingi,e.,s ti.on, and potency status (""'low) -lfnowledge of t-AecotJ,i t ioo of sociA l assoc iAt ions --:Ultur~I -Olnvert ing authority and duty "'4'POr t sys tan, Acclimation to -Qnler identifies- 30Cial, cultural httitase --Traru,fonmtion.9 ~formi ty. dl. ty. ( parents , schoo 1 social approval Responsibility for staff, chJrt-11, peers, tion atxl and gender -Group/ tean (l<ohlberg) I.earning aro1 soc iA 1 camu,ity, ,-,iijlbors) re lat i.onslnP" stereotyping aeroership -<:onvergen t relationshi1Jt1 thinking ~n,hension, i'hyical Se 1f" 1!0li tor ing responding (Bloem) Sense of persona 1 fa luate the qua Ii ty coordination -O>operating potency ( locus of of various '4Jport f)cpenled ~ry (Qiilford l cootrol) systalrl amreness of -0,eying C&>Se-1! ff ec t o-Effecuve intra- am rCoping skills for re lat ionshi ps -Role playing inter-persona 1 personal welfare
-T""'ral aria,- -Respon:J ing carm.nicat ioo i:tiYsical, intellec-talion to past- tual, social ard -Peroonal satis- o-Social adaptation : present-future Bllltional faction Iii.th 1 units of coofonnity learning ard and deviation -Social C<Jll!Ulication achieving Social nonm training -Labeling H-t,ral nonm -Ability to effective-- IdentifyinP, k)J l tura 1 nornl5 ly uti liz.e ard in- -terorizing Self-concept of ~ate various micro identity & co-support systea: 22 l\ge/Grade Eloerging Physical Expected and Psychological Micro- System Macro-System ldentifyinr. Deve lopeen ta l Functional Level Skills General Guidance Capabilities Integration Integration Bebaviorn Correlates Repertoire - Needs .. l-\g,, l!-14 -fonMl opPrations -ldentificatlon of Prizrery -React irtR -Initial formal Problmr-solving -Study Skills yc.ar-:i se If -cooccpt and operaticns techniques -Abstract & logical self-esteen in I. fsni ly -Revolting -Problmr-90lving brwtes 7-9 thtnl<i.ng fsni ly, school, I-Ind ividual & Sltua-- Application of processes peer contexts 2. Peer group -Screening tional role thinking content knowledge -Self-concept of (Piaget) -Clarification of per-tnt. el lectual an:l -Sense of potency J . School -Applying Sense of sonal, 90Ci.al an:l !0Cl81 identLty to lnflueoce -Validation of self- responsibility to religious value perSOMl an:l 14 . (a,mlll 1.) ....:lvtnei.ng efficacy se If an:! others in system -Initial intrO-'Jl"Ction :,oc ia 1 systeJr<I 90Ci.al contexts an:l utilLzation of ~ -Sorting '-Se If -referent -tCnclwledae of sex reflex knowledge -Acknowl.edjJle,t tho.J81,t ( 8ondur a) Acti""' ..,_ of self roles-iq,licationa of per90Ml lo.iltural an:l -.ll.l:lgi.ng and ,oc ia l esteem for educational/ -Tine-pro Jectill'C intellectual an:l status affL IL.a- -Social cognition 90Ci.al roles slu lls 90Cial tiO'l.'3 -coping Evaluation of self in capabilities -f'et.a-cogni ti"" per90Ml an:l 90Ci.al -f-it>ack on persona I -Sexuol identity -Local ""'1ia -ttxleling know ledge ( F lave 11 ) situaticn, achi""""""'u am re90lutLon -Affiliation with & p:,htics perfoms,ce refereoce grrups -<ll<xlsing -lnterper90Ml Sense of cooperation -Local laws ca,cordaoce an:l collaboration -Ba lance between - Awareness of arY1 rrore., -Preparing cooper at ion an:l pararet.ers of (90Cial an:! -Esteen (Kohlherg) Self-m>tivation an:! i.rdepenlence i.ndepen:lence religious) -ValuinP, reinforcme.nt -Self -respec t/esteen techniques ,. -llecisiOIH!llking -Sex-role -Local -<:ater,orizing (l'laslowl processes orientation concepts of ~ ien t irusness Value identity an:l work and -Cl!lSsi fying ( lnevinger) rronitoring -Sense of contro I an:l product ,vity -0: stinr,uishinr, -Application, Sex-role orientation responsibility for -C-x,pcrat inr, vah~~BtJ11) per90na I behavior -=r t Guilford) -~1~~~ 2) Faerging Phyeical Age/Grad, and Expected Peycho logica' !licro-Syate llacro-Syste ldentifyinc Develoi-eotal Functional Ski lle General Guidance Level Capabilities lntegrat ion Integration Behaviors Correla tee Repertoire lleede fv!t, 15-19 -Mature fonrsl -Awareness of year operations personal ~ Ac:.carrmdating -Fonno I ope rat ions -Responsibi hty for -Dec i iO<Hreking CPiaaet > personal decisions kill potencies I. Peer group lntcgratmg Grades -Abotract ond logical 2. Scoool/work -Synthesis/e valuatioo -Recognitioo of skills, -Goa 1-attai.nnent 10-12 thinking -Se lf-coocept in sett~ Projecting """""tency scaling various 90Cial 3. Friends -f\n:twMl past- cootexts -Interacting --Organizatioo/ -Sense of self-evalua- -Effecti"" camuiica- pre.serit-future tine ~ Exchanging characteriz.at i.on t ion in var iou., tion perspecti"" -lnternaliz.at ion (Sloan) situation., -Psycoo-physical of values I. Fllllli ly -coping Self and ituatiooal h>UXlarous/ Persona 1 assertive- llllni to ring and integration -Eva luat ioo of 2. Social tatus -Nonaging integrated nes based oo evaluaticn -Per""" l potency to self in social (present & -Synthes lling ( Loevingerl """""tence and tecmiqu,,s act l4)00 concrete ccrttexts aspirations) -Se lf-actua lizati.on int.ere.st., and abstract klserti""""" -Academic an:! - OJltural -Produ:: ing (Maslow) -COl 1.aboratioo, training realities social self- coofonnity/ -1.nve,ting cooperatioo skills to departure -{.ni""rsal ethic -Problem-so 1v ing t"flature 5)'!Ttlolic esteen -Creating (Kohlberg) achieve personal C'Clll!U'lication tecmiqu,,s -Awareness of -Gamulity goel in social -cm., lex ne, ta l shift fran groups -Evaluating -Eva luat ioo coot.ext -tlocro-sy tan pasi"" to -Social an:! -.Jwging ( OJ.i I ford) associations & -Ability to uti liz.e integratioo proacti"" religious past learning tecnii.q.es relationships ~ring projectioo 110res -Ability to project -ilecognitioo of self- -U,ique reality -<Dvernne,t -<ri tiquu,g esteem future goe ls/ coping style -11:>litics - 9.Jppor ting objective., -coping with -<:arpeti t ion 1R:ertainty an:! -f'edia cooflict -&oronics -Acces rules to persona I gr "'1th and to soc ia I in-stitutions -Rites of passage 24 Appendix B ~m!ty Pm 11d Qddanoe Callllttee: A <bide for School c.om.elors School counselors have long recognized the need for coommity support in order for their programs to be effective. The ~lete cooperation of the aaninistration and faculty is also necessary. One method of linking the needs of the school and ccmDJnity with the guidance program is through the use of camunity-based guidance camittees. Such coomittees have been used successfully by many school programs and promise to be a potential solutioo to many of the problems facing counselors. This dOCI.IDel"lt cootains important information for counselors atteq,ting to develop a guidance camittee. What is! guidance ccmnittee? A guidance comnittee is ~ed of key l.aypen,ons and educators ~ provide lines of camunication bet"Ween the school and the cOllll1Jl'lity, thereby assisting the COLnSelor in wilding sound programs based upon student needs and camunity needs. There are at least~ major types of guidance ccmnittees. Smaller school districts may have one type, \olhile larger districts might possibly have both. The first type of a guidance c00111ittee is a cauprehensive district-wide com:nittee. The second type is a wilding (school) level cxmnittee. The makeup of both C01J111ittees "'1ld be similar, including teachers, a!ininistrators, parents, representatives of b.lsiness and industry, and students What is the purpose of~ guidance camittee? The primary ?J.rpose of a guidance coomittee is to do what cannot be dooe effectively by the guidance staff alone. The CXX11Dittee seeks to emphasize the creation of a program that constantly strives to better serve the student, teachers, parent and school administration, as well as the coom.mity. The cannittee extends the arms of the guidance pi.-ogram into the school and the COIIIJU'lity, expands the potential for a greater production of ideas and resoorces, and increases the mnber of workers and leaders available to carry rut programs and projects. Since the COOJDittee is ~sed of a variety of interest groups, it serves to keep the lines of camunication open between these groups and the school. The use of a guidance comDittee should result in a rwre active and productive guidance program. How can! guidance camittee help school counselors? Guidance camittees can help counselors to effectively meet the needs of students in many ways. A guidance comnittee can uniquely solve problems that a counselor might be unable to on his/her own. It can be very helpful in keeping a guidance program current, monitoring new camunity trends and other local needs. It provides advice and counsel regarding the development and maintenance of meaningful programs. The C01111ittee can help develop rationale for new and expanded career guidance programs. It can develop a line of support for the counselor both within and wi.thoot the school, providing assistance in the area of public rel.ations--getting infonnation aboot the program to the media, sclx>ol patrons and the rest of the camunity. The members of the caJJDittee can provide liaison, with coorruni.ty leaders, professionals or 0rganizations \olhich can assist in meeting the objectives of the guidance ~rogram. 25 Appendix B (continued) The guidance C0111Dittee serves to iq>rove channels of C0lllll.ll'licatia, between the camunity to the guidance staff. It can help transmit infomation about the services and contributions of the guidance program. Leadership for varirus guidance projects, such as a career day, can result from the work of guidance coanittees. The guidance C011111ittee serves as an instnnent for developing a greater awareness of the need for aCCOlrltability--encouraging and assisting the continuous evaluatioo of the guidance program. The guidance C0111Dittee can aid the guidance staff in the developnent of a cauprehensive plan for guidance in the school a:rv:J/or district by assisting the counselors with conducting needs assessments, writing objectives and in plaming for program evaluation. By having the broad base a comnittee provides, guidance programs can becane roore respoosive and accountable to all the publics they serve. \illo should be included in the coanittee? \ollile there is no single set of criteria for the sel~ction of camnittee members, reasons for selection should include: personal interest in the effectiveness of the guidance progran they will be advising, available time to attend scheduled and special meetings in order to carry out camittee business and respoosibilities, and a general willingness to provide counsel in a manner that will support the general guidance needs of all students rather than the special interests of specific cx:mnittee members. f.ertain me!llbers of the camiittee may be chosen for their expertise in certain are.as such as testing, social work or personlel worlc as the need arises. As stated above, the size and ~ition of coamittees will vary according to type and size of the school or district served. For example, a K-6 elementary school guidance camittee could include a primary and intennediate level teacher, the principal ard/or assistant principal, parents of both I. primary and intermediate level children, representatives fran local business and industries. Additionally, other pupil persomel service groups, junior high counselors, social welfare or mental health agencies could also be represented. Secondary level ccmnittees will have similar caupositioos and might also include representatives of postsecondary institutions within the COUIJlll'lity. The size of tOOSt school comnittees ranges frooi eight to 12 members. District level comnittees often include one counselor fran each level (or all if a small district), the district's director of guidance (or &binistrator in charge of guidance), a principal ft"OOI each level, a teacher frcn each level, parents, students, representatives of business or industry, other pupil personnel groups and members of social action or mental health agencies. Additionally, local colleges and military recruiters might have representatives on the coomittee. If the district is in a faming ccmiunity, at least one farmer should be included in the camnittee. If there is a da!linant industry in that ccmamity, a representative of that industry should be included in the comnittee membership. The size of a district coamittee could range fran about eight in a very small district to over 20 in a large district. The building level guidance ccmnittee should be appointed by the principal with input frcn the guidance staff, loihi le district level guidance C001Dittees are appointed by the superintendent with input from the director of guidance 26 Append ix 8 (continued) The coomittee should then elect a chairperson fran its lay membership. The ~election of the chairperson is very critical, as this person will work very closely with the guidance staff and a<hinistration in planning the 1o0rk of the CO'llllittee. The school's COU'lSelor or the district's director of guidance will serve as an a-officio secretary to supervise the preparation of minutes, correspondence, etc. What is the counselor's role in the camiittee's operation? The recognized need for a guidance comnittee, the approval for developing a guidance conmittee and the selection of members to the guidance ccmnittee should orginate frOOl the counselors or professional staff of the school. The guidance comnittee will need help in its efforts to locate, define, clarify and select areas of need that can be trans lated into objectives, goals, programs and projects. The cau:nittee wi 11 need assistance in bringing together materials and resources available to the ccmnittee in pursuing program objectives and in developing techniques for evaluating its 1o0rk. As ex-officio secretary of the coamittee, the counselor 111lSt provide this support to the camiittee. The guidance staff ID.l8t take the initiative in developing a cohesive group in which the participation of all members is desired and sought. The counselors ID.JSt also be prepared to assume the responsibility for the actions of the comnittee, the direction in which it goes and intensity with which it pursues a goal. The staff llllSt provide clerical, mailing and other support services for the camiittee. How are meetings scheduled and conducted? At. least NO full coomittee meetings should be held per year with the counselors aoo/or the camiittee having the option of calling mre if needed. Generally, each meeting should have a specific agenda. The counselors in consultation with the chairperson should set the agenda for each meeting. Generally, the first meeting of the year should include an orientation to the school guidance program. Other meetings should address various program needs aoo projects. Finally, this should be a 1o0rking comnittee. ththing can cut short the enthusiasm of the members than to be a part of a non-functioning, "in-nameonly" carmittee. Members of the CC111Dittee should be recognized for their contributions publicly. News releases can help give the needed publicity to the comnittee -urk. "'1hat are~ problems associated with the use of guidance caxmittees? Qiidance comnittees do not always function smoothly. Some coom:,n problems associated with the use of comnittees often include a tendency to want to set policy rather than assist, a lack of understanding of the total functioning of a school, a lack of perspective, an inability to see the program as a whole. The consunption of staff time in providing materials for the C01DJ1ittee, preparing for mailings, preparing minutes and writing reports can also be a problem 27 Appendix 8 (continued) Good selection procedures and orientation are the best way to overcane these probl~. The administrators and counselors are employees of the board of education. They should listen very carefully to their coamittee, but not sucCUDb to bad advice. They tD.JSt take responsibility for helping the coomittee understand and adhere to board policies, remembering that an advisory coarnittee is siq>ly what the name suggests--advisory. Their function is to help provide accountability and camunity feedback to the progrm. The school is responsible for hearing the camittee's advice and honesty and openly weighing that advice in light of current constraints, resources, etc. 28 Appendix C NIDllCAN saDI. <XINiEUlt ASSCX:IATI<JC (ASCA) PelilTI<JC STATIN!N'l' 1he School Con,e lor md the Qddance and Comselq Plogr. Intrcxb:tim This position of the American School Counselor Association (ASCA) describes the elements of a caoprehensive and developmental guidance and counseling program and the criteria upon which the quantity and responsibilities of qualified, differentiated staff members is based. lhe ASCA statements of counseling role and function for the elementary, middle/ junior high, secondary and postsecondary settings are an integral part of the design and implementation of guidance and counseling programs. fhi~ ''\,h
:) am I?" "who can I becaoe as a person?" and "HcM can I best contribute to society?" are questions which quidance and crunseling programs help all individuals to answer. In their design and operation, guidance and counseling programs exist to i~rove the learning enviroroent by involving students, staff, parents, C001Il.111ity and others who influence the learning and development of the persons served by the program. Through individual and group contacts over a period of time, the counselor has a major role in helping all persons develop more adequate and realistic concepts of themselves, becane aware of educational and occupational opportunities and integrate their understanding of self and opportunities in making informed decisions. PrugtM Galls A guidance and counseling program provides for direct involvement of a service to students, staff and coom.mity in order to facilitate achievement of the following program goals. Assists persons in developing: 1. A better understanding and acceptance of themselves
their strengths and limitations
aptitudes, needs, values, interests and worth as unique individuals
2. Interpersonal relationships on the basis of ID.ltual respect
3. Problem solving and decision making
4. Accepting increased responsibility for their educational, occupational and avocational development. Standards These standards are set forth in a manner which allows local school districts, institutions, agencies and others to design and implement guidance and counseling programs consistent with the unique needs found within each setting. 29 Append ix C ( cont irrued) Ptc.t 1. There is a written guidance curriculLDD developed by counselors and with the involvement of appropriate others, specifying the overall guidance and counseling program as it involves and relates to the needs of the person in the school, institution, agency and c00111.J11ity. 2. The basic program of guidance and coLD1seling involves the process of consulting, providing information and coordinating services for all students. The program is ccq>rehens i ve, deve lo?J)!1ta l and is imp lenented through the guidance curricultn and through specialized approaches. Orientation, information, appraisal, placement, follow-up, follow-through, referral and research activities are included in the program. 3. There is evidence that all persons throughout the school, institution, agency and coomJ11ity have on-going opportunity to par t icipate in the guidance and counseling program. 4. There is evidence that the guidance and counseling program is systematically planned, i~lemented and evaluated. 5. There is evidence that the guidance and counseling program may be continued on an extended basis during periods -.hen classes are not in session as deemed appropriate for each school district, institution or agency. \.,hen each school district, institutioo or agency deans that these additional services are desired, counselors should be appropriately compensated. 6. The guidance and counseling program should be cCllmll"lity oriented. If services are to be provided to preschoolers, dropouts, graduates and other , coom.mity citizens, additional staffing needs to be provided. 7. CcA.Jnselor-taught or initiated LD1its in decision making, values clarification, career planning, test taking/study skills and/or similar tD1its are offered. 8. The guidance and counseling program serves three-to five-year-old children and their parents -.here pre-elementary school settings exist and there is an existing elementary guidance and counseling program. 9. The guidance and counseling program provides other innovative service(s) or activities ...tlich are designed to meet lD'lique needs. St:aff ASCA holds the position that appropriate m.lDbers of staff shall be employed to i~lement a guidance and counseling program designed to meet the needs of the persons involved in tne program. There is a direct correlation be~en the quantity and quality of guidance counseling services and the mnber to provide that service. 1. The guidance and counseling staff is qualified and appropriately certified/licensed according to state agency standards. 2. The guidance and counseling staff is responsible for the design, implementation anrl evaluatioo of the services and activities prescribed in the program. 30 Appendix C (continued) 3. Professional, secretarial and/or paraprofessional staff are adequate in rnnbers to meet the objectives of the guidance and counseling program. 4. Provision is made for staff to attend or participate in intra and inter-professional meetings and activities inside and outside the state. Facilities Appropriate and meaningful guidance and counseling activities with individuals and groups take place in a wide variety of settings, the specific environnent often being detemined by circunstances. There are, however, continuing student, program and staff needs in which privacy and confidentiality of conversation and records require specific counseling facilities. 1. Each counselor is provided with pleasant, private quarters conducive to conferences of a confidential nature and adequate in size to accoomodate three to five persons. 2. The counseling facilities are located in an area readily accessible to students and others. 3. Each C01.D1Selor's quarters is equipped with adequate telephone service. 4. A conveniently located area adequate for group guidance and counseling activities is available. 5. Adequate provision is made for the storage and display of all records and materials used by the counselor(s) in carrying out the guidance and counseling program. 6. Career resource center(s) are established and appropriately staffed to facilitate use of career awareness, exploration, planning, preparation and progression of materials, equipment and supplies. Mllt.erlals and Bquii-erit There is adequate budget for purchasing, maintaining and developing the materials and equii:xnent necessary to achieve the objectives of the guidance and counseling program. Adopted 1974
reviewed and reaffinned 1980
revised 1986 31 Appendix D Aaeri.c.an School Comae lor Aeeocf.atiaa (ASCA) Poeltiaa Statment 1he School Colnse lor and lleelopaental Qddanoe Luring recent years a m.nber of counselor educators and school counselors have advanced the proposition that c'JUOseling can and should becooie tD:>re proactive and preventative in its focus and llX)re developmental in its content and process. Viewed in the context of an evolving societal emphasis upon personal growth and an expanding professional expertise , developmental guidance has resulted in a potentially dynamic and prcxnisi~ c1pproach to the helping relationship of the school counselor. The concept of developmental guidance has been discussed under various rubrics, such as (deliberate) psychological education, h\nan relations training and preventive mental health. Develonental guidance is reaffirmation and actualization of the belief that guidance is for all students and that its purpose is to maximally facilitate personal develonent. Definition Develonental guidance is that caoponent of all guidance efforts lolhich fosters planned interventioo within educational and other human development . services program.5 at all points in the human life cycle. It vigorously still1llates and actively facilitates the total development of individuals in all areas--personal, social, emotional , career, rooral-ethical, cognitive, aesthetic--and to praoote the integration of the several canponents into an individual lifestyle. fndor8CM!Dt The American School Counselor Association (ASCA) formally endorses, supports and encourages the incorporation of developmental guidance in the role and function of the school counselor. Antee :ecients In the past the role of the schcx>l counselor has suffered Eran the restrictions of historical precedent, philosophical tradition, financial support, achinistrative definition, and counselor selection and preparation. Counselor functions have often been limited to crisis management, adjustment coordinatioo, vocational guidance, and clerical and quasi-administrative tasks. Catalysts Pr~ted by cultural change, progressive philosophy, advancement of knowledge and methodological improvement in the behavioral sciences, a climate of open public discourse, pressures of educational accountability, institutional ecunanics, and professional survival, the "traditional" ~rk of the scl':>ol COLTI&elor is in need of well-seasoned revisioo. 32 Appendix D (continued) Direction If counseling is vie-wed humanistically, holistically and canprehensively--that is, developmentally--then the rationale for develoinental guidance is clearly defined : cOll'lseling should be habilitative as well as rehabilitative, proactive as well as reactive, preventative as well as remedial, skill-additive as well as problem-reductive and characterized by outreach as well as availability. Developmental guidance is the S\IIIDative terminology which connotes this E!fll)hasis. Specifically, then, developmental guidance refers to the process and content of confluent human development as prOOJOted by planned, ~rposeful and sequential intervention. Content The content of developmental guidance will vary according to the developmental levels, stages and needs of participants
counselor carpetence and resources
and other factors. Examples of programs of contemporary interest include the follOJing: tn.man development (theories, stages, tasks, principles)
career develonent (awareness, exploration, selection, employability skills)
academic development (achievement motivation, study skills, test preparation, test wiseness)
coom.mication skills
interpersonal relations
decision making
values clarification
marriage and family planning
parent education
moral development
affective education
conflict resolution
leadership training
assertion training
relaxation training
human sexuality
drug education
death education
and situational adjusonent and self-management (divorce adjustment, depression management, weight control, behavior modification). This list is not exhaustive. lntervent: ion Many means and resources for developmental guidance intervention are available, and counselors should select fr<XD among these alternatives according to needs identified in his or her work situation. Examples of means ol:: delivery include : mini-courses, academic release time "from designated classes for developmental guidance activities, curricular scheduling of guidance activities, extended hours (after school and evening,) and classroan guidance. Ex.:uq:>les of techniques and resources include : resource centers and libraries
programned texts and workbooks
co-facilitation and consultation with teachers
paraprofessionals, peer counselors, and others
counseling and educational kits
curricular aids, media, bibliotherapy, cinematherapy
contracting
and experiential education. Examples of strategies include : direct service delivery, consultation, team teaching, peer facilitating and paraprofessional counseling. Medi.ta of Delivery In terms of efficiency, as well as effectiveness, group approaches are the preferred medium of delivery for developmental guidance activities. By definition, "group" refers to a natural or created cluster of individuals, as small in mnber as two or of lD'llimited size. The clusters may be identified as families, cl.assror:xns and grades, employees, clients or other canposites of persons who cane together as a result of shared need or purpose, COIIIDOn attributes and/or other coincident characteristics. 33 Appendix D (continued) COllpeteocies Essential preparation for develo.xnental guidance intervention involves a thorough understanding of hunan development (descriptive and theoretical)
knowledge of counseling t,heory and pr act ice
caupetence in COLD1Seling techniques and group processes
skill in program develo.xnent and management
assessment, appraisal and diagnostic skills based on developmental concepts
practical canpetence in basic statistics, applied research and program evaluation methods
and specific knowledge in the area of developmental emphasis. The ca.mselor should be personally effective and comfortable in all areas in which developmental guidance intervention is offered. Develo(Xl)ental guidance specialists llJJSt, at a minillUD, be able to effectively deal with questions such as : what are the general characteristics, expectations, tasks and behaviors of individuals at this state of development? What are this individual's characteristics , expectat i ::x-1s , tasks and behaviors? What can impede the process of develo(Xl)ent for thi_s individual? \oh.at will facilitate the process of develofXl)ent for this individual? Because the emphasis oo develo(Xl)ental guidance is fairly new, cCU1Selor educators may need to roodify the counselor education curriculum in order to prepare ca.mseling students as proficient developmental interventionists. Because such an approach has often been taught as an ideal rather than as reality, as an attitude instead of a skill, counselor educators may be required to further develop their educative role. Counseling students should seek to add the skills of develo(Xl)ental guidance intervention to their repertoire--if necessary, through adjuncts and (. _.. alternatives to the usual counselor education curricula. Practicing counselors ~ _ whose programs did not include developmental guidance coo:iponents should seek to acquire the skills of develoixrental guidance intervention as part of their professional renewal efforts . The developmental guidance counselor should be involved in a continuing program of professional improvement in developmental guidance expertise and strategies. ~tencies may be acquired. maintained and improved through a variety of means, for example, graduate study, loQrkshops, institutes and seminars, meetings and programs of professional associations, self-study of journals, contemporary texts and instructional manuals, in-service education, continuing and extended education, inteniships, and consultation. Iaplemntatial Many administrators, teachers, other school personnel, students and parents will be unaccustomed to the concept, intent and outcane of develofXl)ental guidance
therefore, the counselor's competence nust be visible
program develoinei,t and planning thorough
rationale for programs convincing
conduct of procedures professional
and programs ~ured, evaluated and reported effectively, both formally and informally. Implementation strategies for the initiation of develofXDental guidance will require both asfertiveness and ingenuity. The entire guidance coommity, ASCA and its constitue:-.t organizations should strive to loQrk in harroony to facilitate th2 i~lementatim of developmental guidance programs. Appendix D (continued) The true impact of the develOfOental guidance concept loses meaning when discussed as a lofty goal, abstract concept or as an isolated piece of rhetoric. For the concept of a sequential and develoinental guidance program to be truly meaningful to both the professional staff as well as parents and students, it tDJSt be part of a c~rehensive K-12 guidance plan. A plan which states its aims in measurable outcomes for all students, specific activities and a built-in evaluation procedure with provisions for necessary annual revisions. ' There is a necessity for some fonn of needs assessment which addresses the legitimate needs of the entire school cOOJru11ity. The counselor needs to be realistic in evaluating time and fiscal parameters. A curriculum for each grade level or special area is then developed, implemented, assessed and revised annually. In-service education needs to be considered when necessary. School counselors need to develop their abilities to teach the attitudes necessary to enhance the academic success of their counselees
i.e., for a student to succeed in geooietry, the student needs more than the usual mathematical concepts. In addition, they need to deal with structure, boredan, intimidation and frustration. The plan should be presented to the appropriate educational agency for adoption. The effects of a written ~rehensive K-12 guidance plan helps the consumer to realistically become aware of the goals, objectives and true roles of their local guidance department. Cbidelines There are several general principles which should help insure quality and effectiveness in the implementatiCl1 of develoinental guidance: 1. The program should be systematic, sequential and cauprehensive. 2. The program should be jointly founded upon developmental psychology, educational philosophy and counseling methodology. 3. Both process and product (of the program itself and the individuals in it) should be stressed. 4. All the personal dooiains--cognitive, affective, behavioral, experiential and envirorniental--should be emphasized. 5. Programs should emphasize preparation for the future and consolidation of the present. 6. Individualization and transfer of learning should be central to program procedure and method. 7. Evaluation and corrective feedback are essential. Adopted, 1978
reviewed and revised 1984 35 Appendix E DRZS Kit llBlrlfYDI
RliSl.BLI QWII Ol PlN>UE taK:1.ESIN!llrATICB Printed Sources Amual Register of Grant Support: A Directory of 1'\nU.~ Sources. Qdcago: Marquis Profealonal fublicatlone. 1985. Contains large section oo grants in education (pp. 4fJ7-67) in the areas of: Educational Projects and Research, General
Elementary and Secondary &iucation
Higher Edur....ation Projects and Research
and Scoolar Aid Programs. Also lists funding sources ifl th..? broad areas of: Humanities, International Affairs and Are.a Studies
Special Populations
Science
Social Sciences
Physical Sciences
Life Sciences
and Technology and Industry. 'Die Fomdatioo Directory. New Yodt: 1be Fcamdation Center. 1985. Standard source for identifying foundations
arranged by state, and indexed by foundation name, geographic areas of funding, types of support , and subject. 'lbe 1983-84 ~ of Grant Halting Fcamdations With Aaaets of Over $1.000.000 or Grants of <>Yer $100,000. Harteda.le. NY: Public Service Materials Center, 1982. Surveys principal f~dations in tenn.5 of : when to apply for grants, geographic restrictioos, how to apply for funds, in lolhat fields grants are awarded, and prospects for funding. \here laeric.a's Large F<ll.Ddatioos Hake 'Ibeir Grmts. 8art:9dale, NY: fublic Service NaterW.a Center. 'This is the !IX)St ccxq:>lete representative record ever published giving the specifics of grant-making by leading foundations in this COlD1try. Includes over 650 foundations in every part of the natioo, most with assets of $10,000,000 or more." How to Write Soccessful Corporate Appeals. With Pull ~les. 8artadale, NY: Public Service Nateriala Center. "James Sinclair, a leading authority on corporate fund raising, opens his files to reveal all his secrets of writing successful appeals to corporations--and provides you with an extraordinary range of grant
nnring samples." 36 Appendix E (continued) 'Die Cmpl.eb! Qri.de To Corporate 11\ni la.laing. Hartedale, NY: Public Service Hatertal.s c.enter "To begin with, this book is a superb technical manual. You will never again wooder how or ~t you should do to win corporate support. Special sections of the book tell you how to raise corporate funds if you are a l.D'liversity or hospital, a rultural institution, an advocacy organization, social service agency, or smaller institution." 1he Corporate Fmd Ra.is~ Directory. Hartsdale, NY: Public Service Materials r.enter. "Now accurate up-to-date inforamtion is available on the huge $3.5 billioo grant-making program o~ America's top corporations. Here you can find out ..iho to approach at e.ach corporation, primary areas of giving, typical grants, special insights and other vital information." New Ways to Saroeed With Fa.niatims: A Qlide for the Reagarl Years. Hartadale, Ill: Public Service Nateriala Cent.er. "Joseph Deamer has written an important new book designed to help nonprofit organizations not only survive the Reagan years, rut to grow stronger through increased foundation support. le is the first book that provides specific strategies for different ncnprofit institutioos to understand during the next two years in approaching foundations." Holl To Ge(: GoYenaent Grant.e. Hartsdal.e, NY: Public Service Hatertal.s Center. . "Finally, there is a book describing in simple, straight forward language how yCA.Ir institution should go aboJt securing govetTeOtal grants--fran yCA.Ir first organizational step to the final accounting of how your institution spent the funds." Federal Ft.ming Glide for Kle.entary aid Secxndary ll'docatioo. ~. OC: Fd.JcatiM Ptmd~ Research Cancll, 1980. Provides overview of the Department of I-.:ducatioo and federal aid to education in general, as well as new eligibility requirements and 1980 budget allocations. ' Federal aid programs are divided into broad areas: educationally disadvantaged children, impact, vocational educatioo, cultural programs, shared revenues, etc. 1he Casebook: Aid-To-Mlcatioo Prugnw of Lead~ Business Q:ocems. New Yorlt: C-Oic,cf 1 for 1"'1rwrfa1 Aid to &tocatian, 1978. M cngoing report that ~iles details on the aid-to-education activities of saDe corporations active in this field that are willing to let others know lolhat types of programs they support and how. 37 Append ix E ( cont irrued) EUil PlinUng Soun:es lll!lillletter. lboeob:~ Willi.a and Betty Wil.aan, 1978-~t:e. K:,nthly reference newsletter for elementary, secondary and special education, with infomation en federal, state, f~tion and corporate grants. Fomdatim Ji'tnd ntalJI: A Chide for Grantseeken. New Yorlt: 'lhe li'omdet ian Center, 1981 . Qiide by Carol M. Kurzig, designed to help both novice and experienced grantseekers beccme more familiar with the 1oK>rld of tcuidations. Goverrment Docunents Catalog of Federal Donx>estic Assistance (annual). Federal Grants and Contracts Weekly. Catalog of Federal Education Assistance Programs (1980). ED 1.29:980 Application for Grants Under Training Personnel for the Education of the Handicapped. ED 1.2 :T 68/5 Instructions and Application for Grants Under the Special Needs Program. ED 1.2:SP 3/2 Application for Grants Under the Secretary's Discretionary Program. ED 1.2:SE 2/986 Application for Grants Under Secondary Education and Transitional Services for Handicapped You th. ED 1.2:SE 1/986 Application for Grants Under the Secretary's Discretionary Program for Mathematics, Science, Canputer Leaming and Critical Foreign Languages. ED 1.2:M 42/2/986 Application for Grants Under Magnet Schools Assistance Program. ED 1.2:M 27/986 Application for Grants Lnder Handicapped Oli ldren 's F.arly Education Program, Demonstration and Auxiliary Activities Projects. ED 1.2:H 19/5 Application for Grants Under the Endc:MDE!S1t Grant Program. ED 1.2:~ 2/3 Application for Grants. Supplemental Funds Program for Cooperative FAfucation. ED 1.2:C 78/3 ... Application for Granes Under the Cooperat ~ve Education Program. ED 1.2:C 78/2 )8 Append ix E (continued) On-line Sources Fomdatioo Di.rectory. On-line equivalent of the hard copy directory. Fomdatim Gamts ID:ies. Contains information on grants awarded by more than 400 major American philanthropic foundations, representing all records fran the Fc,.mdation Grants Index section of the bimonthly Foondation News. QWIIS. Source to more than 4,000 grants offered by federal, state and local goverrments, comnercial organizations, associations, and private foundations. All grants included carry application deadlines up to six months ahead. Mat ional Fomdat ions. Provides records of all 22,100 lhited States foundations liolhich award grants, regardless of the assets of the foundation. Many smaller funding sources not listed in the Foundations Directory may be found here. Other Sources of Information Federal Infonnatioo Centers U.S. General Services Administration 18th and F Sts., N.W. Washington, OC 20405 (202) 566-1937 The Foundation Center 888 7th Ave. New York, NY 10106 (212) 975-1120 (800) 424-9836 39 Appendix F ODD SIJRZS CW QWll'S AND Plll>DE Address Rockefeller Foundation 308 East Eighth St. Little Rock, AR 72202 (S01) 376-6854 The American Association for Counseling and Develoixnent FOlD'ldation 5999 Stevenson Ave. Alexandria, VA 22304 Arkansas State Recognition Program Arkansas Department of Education Career Education Mini-Grants Arkansas Department of Education Carnegie Corporation of New York 437 Madisoo Ave. New York, NY 10022 (212) 371-3200 The Field Foundation, Inc. 100 East 85th St. New York, NY 10028 (212) 535-9915 William T. Grant Foundation 919 Third Ave. New York, NY 10022 (212) 752-0071 lttleson Foundation, Inc. 14 East 60th St., Suite 704 New York, NY 10022 (212) 838-S010 W.K. Kellogg Foundation 235 Porter St. Battle Creek, Ml 49016 (616) 966-2000 The Ford Foundation 320 East 43rd St. New York, NY 10017 Deadline Four Times a Year Dec. ,Mar. ,June,Sept. Decenber February Spring All Year All Year All Year All Year Early Fall Spring and Fall Additional infonnation is available in The Foundation Directory available in most public libraries. 40 Appendix G PINliOO Ml> KVALLII\Tl<lt RISlRJlS Collison, B. B. Needs assessment for guidance program planning: a procedure. The School Counselor, November 1982, 30(2), ~15-21. Conducting ~ Needs Assessment. Highlights .. an ERIC/CAPS Fact Sheet. Ann Arbor, MI: ERIC/CAPS, 1982. Dameron, J. D., ed. The Professional Colmselor: Callpetencies, Performance Guidelines and Assessment. Alexandria. VA: AA.CD, 1980. Diamcnd, E. E. Development of the Joint Camiittee Standards for evaluations of educational programs, projects and materials. Measurement and Evaluation in Counseling and Develof:CDE.Ot, July 1985, 18(2), 51-57. F.pperson, D. L. and Pecnik, J. A. Counselor Rating Form--short version : further validation and cooiparison to the long form. Journal of Counseling Psychology, January 1985, Bill, 143-6. Hayden, C. and Pohlmann, N. Accountability and evaluation : necessary for the survival of guidance programs? NASSP Bulletin, October 1981, 66(447), 29-33. Healy, C. C. suggestions. Formative evaluation in career education : problems and Jrurnal of Career Education, December 1982, 9(2), 134-4U. Kelly, F. R., Jr. and Ferguson , D. G. Elementary scrool guidance needs asssessment : a field-tested rocx:lel. Elementary School GJidance and Counseling, February 1984, .!!Ll2_, 176-80. Lewis, J. D. Q.i idance program evaluation : how to do it. The School Colmselor, November 1983, l!..Q.2_, 111-9. Lanbana, J. H. Q.iidance accountability: a new look at an old problem. The School Counselor, Hay 1985, 32(5), 340-6. Maher, C. A. and Bennett, R. E. Planning and Evaluating Special Education Services. EnglE."wOOCl Clitfs, NJ : ?rentice-ltiil, 1984 . 4 I Appendix G (continued) Matczynski, T. J. and Rogus, J. Needs assessment: a means to clarify the goals of secondary schools. rwiSP Bulletin, January 1985, 69(477), 34-40. Wiggins, J. D. Steps to take in evaluating a school's guidance program. NA.SSP Bulletin, October 1981, 66(447), 29-33. Wysong, H. E. Needs Assessment in Counseling Qiidance, and Personnel Services. Searcii!Ight bibliograpny. Ann Harli:>r, Ml: ElUC/CAPS, 1983. A Qiide for the Development of a Counselor Evaluatioo Plan, ASCA, 1981. 42 a Care Paekage for ne-w eletnentarY, counselors Indiana Department of Education Division of IIuman SerYiccs / Pupil Personnd Services October, 1984 A "CARE PACKAGE" fOR NEW ELEMENTARY COUNSELORS Every counselor at one time or another is a "new" counselor. ft may he that very first counseling joh or it may be a new school assir.nment that the corporation has maJe. Maybe it's a new job in a Ji ffercnt school system or another state and maybe it's the request o[ the counselor to experience a different school setting or n Jifferent counseling situation. And maybe it's the beginning o [ a ne,, program in a corpora ti on that has never had an elementary counselor. No matter what the reason, there will be a time and maybe several times when a counselor is given the task of establishing a new counseling program in a school. It's an exciting time, challenging the counselor to use every possible resource to communicate to his/her public the role of the counselor. To assist elementary counselors in this responsibility, the following "Care Package" has been developed. Although there arc numerous ways to communicate this information, the purpose of the "Care Package" is r.o provide samples of ideas and methods for establishing the role of the counselor. Classroom guidance presentations, letters and suggestions are included along with a step-by-step plan for organizing the counseling program. Improvising anJ adapting this package with the counselors own skills, abilities, and resources is both expected and encouraged. Sections: I. 11:-ive a Statement [I. In the Beginning 11 I. .rust [or Kids IV. Communicating with Parents V. ~lanaging and Organizing Your Time 1 SECTION I !lave a Statement: rrom this section one should be able to answer two basic quest ions. "Why have an elementary gui<lance program?" and "\'Jhat docs an elementary counselor do 7 " It is valuable for administrators in every school corporation to have a written statement answering those two most basic questions. Rationale Philosophy Objectives Role Goals function o matter what words one wants to use to answer these questions, these samples of how others have handled the task might be helpful. Included are: A. Counselor Education Program Objectives B. Statements from House of Representative Bill S477 - September 28, 1979 C. American School Counselor Association's Position !'aper D. A school corporation's program description 2 - COUNSELOR EDU CATI ON PROGRAM OBJECTIVES FOR THE ELEMENTARY SCHOOL COUNSELOR (TENTATIVE) Nelson and Segrist Purdue University In preparation for counseling and guidance activities, the counselor reaches out toward children: a. Talks about his program in classrooms. h. Brings small groups of younger children to his office to familiarize them with the setting and the selfreferral process. c. Develops and maintains friendly, informal contact in such settings as the halls, playground, lunchroom. d. Participates with children in appropriate, informal ways, such as engaging in games with them. The counselor engages in individual counseling: a. h. C. d. e. f. g. h. 1. J . k. l. m. Is informed in the area of counseling theory. Demonstrates use of a variety of counseling approaches. Produces comfort in the child. Arranges a comfortable, familiar environment. Engages the child in discussion of appropriate topics. Encourages the child to discuss his concerns. Facilitates expression by the child. lle1ps the child to understand his concerns and place them into perspective. Confronts the child, as appropriate, about his selfdefeating, inappropriate modes of problem solving. At the same time, provides minimal leads for the child. Helps the child to develop plans for appropriate action. Is alert to the child's avoidance behaviors. Is able to terminate counseling relationships leaving the door open for further discussion. The counselor engages in group counseling and guidance: a. Ts informed in the area of group counseling theory. h. Is able to incorporate different theoretical models. c. Encourages voluntary group formation. d. Arranges the formation of appropriate groups. e. Functions in group formation so that readiness to share is an expectation of group members. f. Helps to develop in the group a "we" feeling. g. Helps to develop in the group an expectation that all may help a child and all may receive help. h. Is willing and able to intervene in the interests of developing a setting in which children expect to work on concerns. 1. Is ahle to help the group develop problem solving approaches. J. encourages confidentiality. k. llclps group me:mbers to focus on particular is~ues. 1. Encourages the group to examine its own interactive processes. 3 The counselor consults with teachers, parents, and children: 3. Is informed in the area of consulting theory. h. Inspires confidence in those with whom he consults. c. Demonstrates a willingness to consult with others. <l. Develops a cooperative atmosphere rather than a superior-subordinate relationship. e. runctions so as to elicit teacher, parent, etc., responses toward the child which are enhancing. f. Is willing to make specific suggestions where appropriate. g. Helps teachers and others develop programs to meet the needs of children. h. Is willing and able to confront those using procedures which seem antithetical to progress. 1. Is able to contribute to deeper understanding of children by adults and accepts the need to gain from other adults in his own understanding. J Conducts case conferences relevant to concerns about children. The counselor is a participant in producing change in the school environment: a. Informs himself about the environment. h. Searches out environmental effects upon students. c. Confronts environmental problems as necessary. d. Considers and incorporates changes in his own program where necessary. The counselor engages in research and evaluation: a. Seek-
to determine the effects of his own program. h. Seeks to determine the problems affecting students and teachers. c. Seeks to understand the specific setting in which he is involved. cl. Designs experimental programs and determines their effects. The counselor understands human behavior: a. Is informed in the area of human behavior. h. Observes children in varied settings. c. Ts aware of physical and developmental differences. d. Ts aware of hierarchical differences in children's needs. e. rits his understandings and his approaches together. f. Is aware of situational (home, school, neighborhood) effects on the child. The counselor respects others: a. Iloes not manipulate against others. h. Involves others in decisions relevant to them. c. Encourages the confrontation of issues hy those affected. d. racilitatcs genuineness in others. 4 The counselor in his own person: a. Demonstrates that he accepts and respects himself. h. Is aware of his own needs. c. Is engaged in coping with his own needs. <l. functions in ways which demonstrate openness, honesty, and genuineness. e. Is courageous. f. Is alert and well informed. g. Is sensitive to others, aware of both verbal and non-verbal components of behavior. h. Is a responsive human being. 1. Is a potent being. The counselor understands basic principals of education: a. Is an informed student of principles of education. b. Considers individual differences. c. Respects the values of helping relationships. d. Is aware of the values of openness and honesty. e. Understands developmental processes of early and middle childhood. f. Understands the elementary school as a social system. 5 ELEMENTARY GUIDANCE AND COUNSELING SERVICES l<J\TTONJ\LF I . The elementary school of today is no longer protected and isolated from society 's problems and concerns, rather, it has hecome a setting where the early symptoms of these problems are being displayed. 2. Elementary school children arc, therefore, increasingly vulnerable to these external pressures as they attempt to acquire personal and social skills in addition to academic competencies. :S. Early symptoms of these pressures are underachievement, school disinterest, classroom disruption, and truancy which result in acute societal and economic burdens. 4. Without early and appropriate intervention, these pressures arc manifested as juvenile delinquency, substance abuse, school vandalism, failure, and the loss to society of s. fully functioning and competent adult members. l11 no other setting is the establishment of a foundation for self-discipline and positive mental health more critical. It is here that school children absorb and adopt views related to human and societal values, attitudes toward self, work, antl toward individuals from other cultures and ethnic origins. 6. Positive learning environments for children require a comprehensive coordinated effort of the school, the home and the community. The elementary school counselor is a professional uniquely qualified to facilitate such cooperative efforts witl1in an established guidance and counseling program. ROLE The role of the guidance counselor is to assure the accessibility of developmental guidance and counseling to all children of elementary school age by establishing comprehensive guidance pro grams . Implementation of these programs is to be performed hy a ce rtified elementary school counselor. 1. Counseling in groups and individually, with all children to
1ss1st them in school and life adjustment tasks
e.g., helping them learn to make choices and to accept responsibility for choi ces made, learning to solve their own problems, developing positive attitudes, values, and work habits, acquiring basic un<lcrstandings of the world of work, increasing their human relations skills, and learning to make reasoned adjustments to the demands and responsibilities associated with family, school and community membership. 6 2. Consulting with teachers, parents, educational specialists, administrators, community members, and others to establish and maintain the best possible environment for learning and personal growth. 3. Coordinating school and community resources in behalf of all children, including those whose special needs require additional and unique services, such as handicapped, gifted and talented, learning disabled, limited English-speaking, economically disadvantaged, and culturally different. FUNCTION Counselor functions would also include, but not be limited to the following activities: 1. Recognizing early indications of social maladjustment, child abuse and neglect, and other physical and emotional problems requiring immediate intervention and appropriate referral services. 2. Providing information leading to the reduction of racial and ethnic prejudices, sex-role stereotyping, and an increased regard for the worth and dignity of all individuals. 3. Conducting classroom guidance sessions for children in areas of citizenship, interpersonal skills, improved study habits, meaningful use of leisure time, impact of one's behavior on others, self-management, effective use and the conservation of natural resources. 4. Providing teachers with assistance concerning an individual student. 5. Conducting teacher discussion groups on classroom management techniques, differing learning styles and developmental stages of children. 6. Providing information about the work, ethics, career awareness, and other factors affecting career development, such as the interactions of business, industry, government and labor in the larger society. 7. Conducting family discussion groups on parenting skills, home-school cooperation, and parent-teacher relationships. 8. Coordinating the guidance activities with administrators and other school specialists to assure optimal delivery of guidance services. 9. Coordinating liaison activities between the elementary and middle-school/junior high school settings that assure effective articulation of developmental guidance and counseling services. J 7 TIIE UNIQUE ROLE or TflE ELEMENTARY SCHOOL COUNSELOR APGA Position Paper Rationale Consistent with the philosophy of education, elementary school counseling concerns itself with children in the developmental process of maximizing their potential. The elementary counselor works within the educational framework and the child's total environment to enable each child to arrive at an identity and learn to make choices and decisions that lead to effective functioning as a worthwhile being. Particular attention and time need to be given in the educational program of young children to provide training and opportunities to learn decision-making skills. Individuals make the choices and decisions that ultimately determine their behavior and their learning. Elementary school counselors, be cause of their specialized training, provide service and leadership in this area as it is integrated into the total s ci1ool experience. Elementary guidance and counseling builds upon the belief that human beings must have continuous experience of challenge, achievement, and success. The school creates situations in which children find themselves needed and wanted by others. Teachers can demonstrate to pupils that they matter as individuals and are accepted as they are, by their teachers as well as by their peers. The teacher plays the primary role in working with children and the counselor aids the teacher in making education more meaningful to each child with the implementation of an appropriate guidance and counseling program. Oh_jectives As an elementary school guidance and counseling program is composed of more than a professional counselor, it is imperative that our objectives represent all of the various populations. We arc then able to communicate more clearly our responsibilities and goals and the manner in which they relate to the total education and environment of the child. I. For A. l3 C. ]). E. individual children (age-appropriate): To be able to identify themselves by description, likes, dislikes, interests, skills and similar concern. To be able to define their role in the family, school setting, neighborhood, and community. To have a positive feeling of self and be able to verbalize self-feelings in a straightforward, comfortable manner without fear of non-acceptance. To ?e abl~ to_recognize their own shortcomings and accept their l1m1tat1ons, then proceed to work toward improvement as goals are set. To he acceptant of other people and be able to identify and work toward solving conflicts in relationships. 8 F. To feel good about learning and working and, when distress occurs, be able to use appropriate skills of problem-solving and decision-making to reach a level at which they are able to cope. G. 10 ~ave interest in the future and engage in some fantasizing of possible life roles. I!. To have a realistic understanding of the interrelatedness of people and the world of work and services and the part that the child, other members of the family and acquaintances play in it. II. For teachers, administrators, and parents in the child's life: I L I . A. R. C. n. for A. B. C. ll. I:. To understand and accept the child's self-concept and work toward determining with them positive changes
then to provide guidance and support as each child endeavors to make those changes. To relate to the child as a worthwhile human being, so that the child can use acceptable and appropriate relationship behavior. To provide teaching, experiences, and opportunities for learning decision-making skills and grant the child the dignity to live with and learn from mistakes without criticism and ridicule, or without "taking over" the decision-making. To seek help for themselves when necessary in order to provide the most effective learning environment for the child. the counselor: To be a congruent human being comfortable in both personal and professional life to the extent that the counselor can functLon for the best intercc.t of those served. To accept each person (child and adult), in the professional environment, with all accompanying feelings and behaviors, and help the counselee with unique training and skills to define needs and concerns. To provide the guidance and counseling appropriate and acceptable for the counselee. To be able to identify changes and objectives reached hy counselee and interpret them to others. To serve as an advocate for the child within the adult structure of the school and community. 9 Submitted by: TI PPCCANOE SCHOOL CORPORATION ELEMENTARY SCHOOL COUNSELING PROGRAM Marjorie R. Sharples and Kathy Coder Elementary Counselors, Tippecanoe School Corporation September 1980 PHILOSOPHY The main goal of elementary guidance is to assist schools in personalizing and humanizing the educational process for all students. This can be accomplished by helping children better understand themselves and others, and by helping them recognize the opportunities, rcsponsihilities, and choices which education and life provide. fn addition, due to the pressures of an increasingly complex s ociety, children often encounter problems which may require appropriate supplementary adult support. Counselor assistance in early identification of difficulties and early intervention can aid children, parents, and teachers deal with and grow through these experiences. We believe in the importance of the following: - working with and being an advocate for all children, - functioning as team members with children, school personnel, and parents, - recognizing the potential for growth and change, - seeing the elementary school setting as a place where effective living skills can be learned, - valuing the importance of affective learning, and heing flexible enough to meet the needs of children in a particular school setting while utilizing the unique talents of a specific counselor. Tn conclusion, we believe it is important to help children develop
in appreciation for life in general, and human life in particular, through accepting, understanding, and celebrating themselves and others. We want to help children grow in increa s ingly more satisfying relationships with the world. Elementary guidance is an integral part of the total educational experience. We cannot separate the academic growth from the social emotional growth of the child. The elementary counselor wi11 focus on the total growth potential of each child in the elementary school. GOALS AND OBJECTIVES We sec the elementary counselor's role as part of a team effort involving the student, school personnel, and parents in very interrelated ways. Students are our main concern. They can help themselves and each other in many ways. 10 Our goals with students are: to help children develop a self-awareness, to help children develop a positive self-concept, to help children develop a positive attitude toward school and learning (focus is on topics such as motivation to learn, responsibility for self and to others), to help children develop good relationships with peers, parents, teachers, and siblings, to help children improve their communication skills, to help children develop effective decision-making skills, to help children deal with personal concerns: developmental tasks, crises, school related problems, home concerns, health and physical development, to help children to develop an awareness of the world of work and preparation needed to participate in it, and to ease the transitions between school settings (i.e. mobile students, preschool/kindergarten and elementary/ junior high). Teachers and other school personnel have tremendous influence on the child's school environment. Our goals with school personnel are : to help teachers identify students with special needs and abilities, to help teachers with classroom management, to be aware of teachers' needs and provide support individually and collectively through inservice training groups, resource papers dealing with teacher concerns, guidance activity ideas, etc., to assist teachers with affective education and career education, to participate in curriculum development and evaluation when appropriate, to help teachers utilize school and community resources and support personnel (I.E. GLASS, Family Service Agency, Wabash Valley Mental Health Society, etc.). Parents are the third vital part of the guidance team. Our goals with parents are: to help parents understand child growth and development, to foster good home/school cooperation and understanding, to enhance parent/child communication and relationships, to familiarize parents with community resources, and to provide support. 11 _J . ADMINISTRATION OF GUIDANCE PROGRAM In order to function as a guidance team, some coordination an<l administration must take place. Therefore, the elementary counselors will: regularly develop, interpret, implement, and evaluate the guidance activities within TSC elementary schools, interpret the elementary guidance program to the community, initiate and assist in planning a total k-12 guidance program, be knowledgeable about and utilize community resources, plan and carry out an ongoing evaluation of the elementary guidance program using input from students, parents, teachers, and other school personnel, be aware of available guidance materials and be able to evaluate their quality and usefulness in our guidance program, and he accountable for the use of their time by keeping records of their activities and regulary sharing these records with administrators. COUNSELOR ACTIVITIES To accomplish these objectives, counselor methods and activities might include, but are not necessarily limited to, the following: introductory contacts with all classrooms, individual and group counseling sessions with children, contacted through self referral, teacher, parent, or other referral sources, teacher and parent consultations, classroom observations, classroom guidance activities, career awareness activities with classes, curriculum development and evaluation when appropriate, organizing pupil information so it is more readily usah]c by teachers, parents, and students, (i.e. test results, psychological reports, etc.), teacher inscrvice activities, parent education groups, kindergarten and junior high orientation meetings, consultation with community resources, cooperation with nurses, speech therapists, psychometrists, an<l special teachers to provide coordinated evaluation and services, and serving as a child advocate on various committees within the school system. 12 A. Inservice day hefore the children come to school in the fall, give a presentation to all principals and teachers of all schools. 1. Include a rationale - "ChanBing Times and the Needs of Society Today." 2. Explain the Role - film, "Developmental Counseling in the Elementary School." 3. Recruit an "expert" from somewhere else to assist you with this program. (e.g., State Department consultant or a principal from a nearby city who has a counseling program.) B. Initial meeting with principal in your building. l. Talk about your role. 2. Discuss how you would like to explain your role to the staff of the building. 3. Arrange a time to speak at an upcoming staff meeting. 4. Invite him/her to watch the introduction lessons you will be doing with kids. S. Listen carefully to his/her expectations of the role of the counselor. 6. Learn all you can about the special needs and character of your school. C:. l. xplaining your role to teachers. I. Short letter or introduction. 2. Go around the building and visit each teacher 1n his/her classroom. a. Explain role b. Ask for referrals C . Request a time to visit your role to children. with the children will to tc
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RJ , Folders. t::::__-, 14 the class to explain (Your activities explain your role t'r\G...k:'e o.. ~older- -+or eo..c.h ~!c,_c.V\tr 4. ~ couple of months after starting the program, arrange a time to discuss the program with your teachers. Possibly have the principal lead the discussion. Include the following questions: a. So far, what are some things you like about the guidance program? b. Do you see any potential problems or have any concerns about the program? Is there anything you feel uneasy about or uncertain or need more information? c. What is something you can <lo to help the guidance program grow? 15 "Si~i"\,+1ca."-"t- rc\~+-ior-csh.,ps. ~+ct..l"'+ w ~ i-h. C, t\ e. ~: tt-\ e. \A,JOY"c:l - H
\ 1, l'm very pleased to be a part of this school and am looking forward to meeting each of you! To help you understand my role as your guidance counselor, I've jotted down some ideas about my position. Elementary counseling is classifed by H.E_.W, as a service program and must serve only those children who have been identified through a Title I instructional programs as Title I students. I wi 11 need your help in identifying the Title I children in your room. The next few weeks I'll be asking about a convenient time to come into your class to explain to your children my role as a counselor. I've included a folder with this information as a convenient place to keep your guidance materials. Every now and then you will be receiving information, ideas, and notes from me which I hope will be helpful and useful. /\gain, yourself to I am excited to be here and hope you will introduce me.f ~ ~~ _ ~~ ~ FACTS ABOUT MY ROLE AS YOUR ELEMENTARY SCHOOL GUIDANCE COUNSELOR: Who- I am an adult friend to children and a resource person for you. llow-r sec children individually, in small groups, and <luring classroom presentations f see children mostly on the basis of self-referral and if you suggest I talk with someone. When- I '11 be at your school 2 <lays a week. Why- I strongly believe ~hildren hcncfit from h:iving an adult friend just to talk with, an<l 1 LIKE children. What- The things I talk about with children include: Self-concept Self-awareness Career awareness Study habits Peer relationships Feelings Concerns from home Attitudes Etc. Where- 16 My room is across the hall near the principal's office. Stop by. SECTION I I I Just for Kids: This i tern in the "Care Package" is labeled - "Just for Kids." They arc the reason that all the previous activities have been Jone. All those activities have been setting the stage for the counselor to he able to begin to develop relationships with children in the school. The following lessons are suggestions of ways to introduce the role of the counselor to children. A. K-2 Puppet Talk B. Frog Puppet Show C . Co un s e l or ' s Bag 0 . ? - Role of the Counselor E. Self-Referral Poster F. Coloring Book 17 The second visit to the classrooms should be some kind of a presentation on how to have a classroom discussion. This will give the children an idea of what you expect from them. It will also be modeling for teachers a classroom management technique. rhcse ideas need to be reinforced every time you do a classroom guidance activity for the first few months. /\. DUSO characters: 1. Don't clam up. 2. Stick to the point. 3. Raise your hand. 4. Listen carefully. 5. Work together. IL Clues to a good classroom discussion (Dr. Linda Myrick) 1. A hand - raise your hand. 2. A mouth - share your ideas. 3. An ear - listen to others. 4. A mouse sitting on a chair - sit as quiet as a mouse. What is this a picture of? How will this help in a discussion? C. Magic Circle rules 18 Introducing the Counselor Grade level: K-2 Materials: an an
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.

<dcterms_creator>Arkansas. Department of Education</dcterms_creator>