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MT SCHOOL COUNSELING PROGRAM MODEL |
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MT SCHOOL COUNSELING PROGRAM MODEL |
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Position Statements of the | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Attention Deficit Hyperactivity Disorder Child Abuse and Neglect Prevention College Entrance Test Preparation Programs Comprehensive Conflict-Resolution Programs Comprehensive School Counseling Programs Corporal Punishment in the Schools Critical Incident Response in the Schools Cross/Multi-cultural Counseling |
Gifted and Talented Student Programs |
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ATTENTION DEFICIT/HYPERACTIVITY DISORDER Adopted 1994, Revised 2000 American School Counselor Association (ASCA) Position Professional school counselors support the rights of students with a medical diagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) to receive multidisciplinary, multimodal and multifaceted treatment for symptoms and effects of ADHD. Professional school counselors are committed to facilitating and promoting the continuing development of each student through counseling programs within the schools. We recognize that an important aspect of development involves recognizing students diagnosed with medical, psychological, behavioral and/or social problems likely to affect their performance at school, home and in the community. Rationale ADHD is one of the most prevalent childhood and adolescence disorders, affecting from 5 percent to 10 percent of all school-age children who may be genetically predisposed to the disorder. ADHD is believed to be an imbalance of the neuro-chemicals that act as triggers, transmitters and receptors within the brain. It is not considered to be caused by brain damage, birth trauma, poor parenting, inadequate discipline, nutritional deficiencies, allergies or divorce. ADHD may severely affect family relations, cause problems with school staff, impede learning and academic achievements, interfere with peer relationships and contribute to a student’s poor self-concept and low self-esteem. Students with ADHD will undergo pressures and stresses that go beyond those resulting from developmental stages. Professional School Counselor’s Role The professional school counselor is aware of information regarding the learning and behavioral issues found in students with ADHD. The professional school counselor may participate in the implementation of the following activities: (1) serve on the school’s multidisciplinary team actively involved in the multimodal or multifaceted delivery of interventions or services to the child/adolescent with ADHD; (2) serve as a consultant and resource to the parents, teachers and other school personnel on the characteristics and problems of students with ADHD; (3) serve in the capacity of providing regular feedback on the social and academic performance of the student with ADHD to the members of the multidisciplinary treatment team; (4) help staff design appropriate programs for students with ADHD that include opportunities for them to learn more appropriate social skills and self-management skills; (5) provide students with ADHD with activities to improve their self-esteem and self-concept and to encourage students to practice the skills learned in counseling sessions in external settings; (6) promote ADHD workshops for staff and support groups for parents and families with children with ADHD; and (7) serve as an advocate for students with ADHD in the community. Summary The attitude of counselors, parents, peers and other professionals toward students with ADHD may, in the long run, have more to do with success in treating these children than any other factor. The professional school counselor takes an active role in providing support and implementing services for students with ADHD. (Note: Additional information on Attention Deficit/Hyperactivity Disorder may be found in the DSM IV.) |
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Adopted 1985; revised 1993, 1999, 2002 American School Counselor Association (ASCA) Position The American School Counselor Association (ASCA) is committed to the protection of the fundamental democratic rights guaranteed in the U.S. Constitution, including those provisions for free speech, free press and equal protection under the law, as well as those rights not enumerated but held by citizens in a democratic society. ASCA supports academic freedom in school counseling programs and supports the rights of students to receive services appropriate to their needs. Rationale Censorship activities imposed on schools have created a climate threatening the students' basic rights to question, deal with differences and learn to make rational, well-informed decisions. Censorship is defined as the denial of a student's basic right to receive any of the commonly recognized school counseling services offered by school counseling programs. It is important to have a school climate that fosters, rather than threatens, students' basic rights to question, deal with differences, gather information and learn to make rational decisions through intellectual analysis and sound scholarship. Students should be provided with opportunities within the school climate to learn to exercise basic constitutional rights guaranteed to citizens in our society so that as adults they will be able to make informed decisions and exercise the rights and duties of citizenship in a democratic society. Such a belief requires students to be exposed to a diversity of viewpoints and ideas, a fundamental democratic right guaranteed in our Constitution’s provision for free speech, free press and equal protection under the law. Professional School Counselor’s Role Professional school counselors support academic freedom, access to information and the right to independent thought. Professional school counselors have an obligation to support the basic tenets of democracy. Professional school counselors also safeguard the students' rights to receive information and services appropriate to their needs as an integral part of the total school mission. ASCA encourages school counselors to take necessary actions to ensure students have access to appropriate services permitting maximum student achievement. ASCA further recommends that counselors provide accessibility to a comprehensive collection of school counseling materials chosen in compliance with basic written selection criteria developed by the school district. ASCA recommends that counselors provide school counseling support for staff and activities for students that encourage growth and academic excellence as well as recognizing diversity among ideas and students, which contributes to the American heritage. ASCA supports providing data to the school staff and community regarding goals, objectives and evaluation of the counseling program to ensure implementation in accord with state and local school board policies. Summary In order for students to develop in a healthy manner and obtain the skills necessary for citizenship, they need to exist in a climate that fosters the ability to make informed decisions based upon independent inquiry and sound scholarship. Professional school counselors have a personal and professional obligation to support the basic tenets of democracy to help ensure information about -- and access to -- a range of developmentally appropriate school counseling programs for every student. |
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Adopted 1998 American School Counselor Association (ASCA) Position ASCA endorses and supports character education in the schools. The professional school counselor needs to take an active role in initiating, facilitating and promoting character education programs in the school curriculum. Rationale Character education is the teaching of key social values, which enables students to become positive, self-directed adults and responsible members of society. These social values are held by our society as ethical standards that support our democratic way of life. As professional school counselors, we know students need to acquire certain character traits based on clearly understood, universal values. These include: honesty, integrity, trustworthiness, respect, responsibility, fairness, caring and citizenship. These values affirm basic human worth and dignity. Today, the family faces many obstacles and burdens. Standards of right and wrong have declined. Our nation’s moral fiber is at risk. Each day our children make decisions about lying and cheating, using drugs or alcohol, becoming involved with guns and gangs. We want our youth to acquire the knowledge, the self-esteem and the support they will need to survive in a changing society. Counselors can be part of the school team inviting family and community involvement to define the values that will guide the school’s character development values. The responsibility of teaching and instilling these values must now be shared by the school and the home. Professional School Counselor’s Role For character education to be effective, all adults in the school community need to model the behavior of good character they want students to imitate. The daily operations of school have significant impact on what children will learn to value. The professional school counselor needs to lead, initiate, manage and support character education programs in the school. Counselors should encourage the following activities if not already in practice:
The professional school counselor is in a position to be effective in designing, initiating and supporting a character education curriculum. Teachers, counselors and administrators need to work together to teach students to take responsibility for their actions and behavior. A positive self-esteem and effective decision-making skills are essential to this process. Summary Character education will assist students in becoming positive and self-directed in their lives and education and in striving toward future goals. The professional school counselor, as a part of the school community and as a highly resourceful person, takes an active role by working cooperatively with the teachers and administration in providing character education in the schools as an integral part of the school curriculum and activities. |
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CHILD ABUSE AND NEGLECT PREVENTION Adopted 1981; revised 1985, 1993, 1999, 2003 American School Counselor Association (ASCA) Position It is the professional school counselor’s legal, ethical and moral responsibility to report suspected cases of child abuse/neglect to the proper authorities. Recognizing that the abuse of children is not limited to the home and that corporal punishment by school authorities might well be considered child abuse, ASCA supports any legislation that specifically bans the use of corporal punishment as a disciplinary tool within the schools. Rationale The incidence of reported child abuse and child neglect has increased significantly during the past several years. Although there are societal beliefs and values that parents have the right to discipline their children as they choose, it becomes a public issue of child protection when that discipline becomes abusive. Research shows that a large percentage of abusive parents were abused children, perpetuating the cycle of abuse. The consequences of abuse and neglect may range from immediate physical and/or emotional harm, the inability to build healthy relationships, increased likelihood of being abused by another perpetrator or becoming an abuser and lowered self-worth. Professional School Counselor’s Role Generally, state laws require people in the helping professions who have reasonable cause to believe a child is suffering physical or emotional injury to report this situation as directed by state law to the appropriate authorities. Professional school counselors are mandated reporters and need policies, referral procedures and essential knowledge. It is a legal, moral and ethical responsibility to report child abuse. Some states additionally require the reporting of domestic violence. ASCA recognizes it is the absolute responsibility of professional school counselors to report suspected cases of child abuse/neglect to the proper authorities. Responsible action by the professional counselor can be achieved through the recognition and understanding of the problem, knowing the reporting procedures and participating in available child abuse information programs. Professional school counselors are instrumental in early detection of abuse. The association also recognizes that the abuse of children is not limited to the home and that corporal punishment by school authorities can be considered child abuse. Professional school counselors commit themselves to providing strategies to help break the cycle of child abuse. Professional school counselors can help children and adults cope with abusive behavior, facilitate behavioral changes and develop positive interpersonal relationships, which may reinforce appropriate parenting skills. Professional school counselors coordinate team efforts on behalf of the child, provide support to staff and other school personnel, work to re-establish trust and provide follow-up counseling or to refer to ongoing counseling services outside of the school community, provide developmental workshops and/or support groups enhancing parenting skills, and coordinate or provide programs and in-services designed to help prevent child abuse. Summary Professional school counselors are a key link in the child abuse prevention network. It is their responsibility to report suspected cases of child abuse or neglect to the proper authorities. The professional school counselor must be able to guide and help abused and neglected students by providing appropriate services during crisis situations. By providing up-to-date information and intervention, the professional school counselor can sometimes facilitate a turning point in the life and behavior of an abusive family. |
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COLLEGE ENTRANCE TEST PREPARATION PROGRAMS (Adopted 1989; revised 1993, 1999, 2001) American School Counselor Association (ASCA) Position Professional school counselors help students and their families become aware of college entrance test preparation programs. It is the responsibility of the students and their families to make any decisions with respect to such programs. Rationale College admissions tests are often experienced as intimidating or threatening to students. In the wake of this pressure, college entrance test preparation, whether in the private or public sector, is a subject that schools and, in particular, professional school counselors must address. Most students benefit from becoming more familiar with the format, test-taking strategies, content area review and repeated test-based practice. Professional School Counselor’s Role In a comprehensive school counseling program, the professional school counselor provides information and coordinates services for all students in the provision of supplemental study skills programs as well as academic and career development. Summary Professional school counselors collaborate with other school staff to assist students in preparation for college admissions tests. Advance preparation and repeated test-based practice is to the advantage of the students taking the tests. Students and their families must make the choice of what best meets their needs, particularly in regard to commercial test preparation programs. |
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COMPREHENSIVE CONFLICT-RESOLUTION PROGRAMS Adopted 2000 American School Counselor Association (ASCA) Position The professional school counselor recognizes the need for all students to have access to a conflict-resolution program that is part of a comprehensive developmental school counseling program. Such programs foster a positive campus climate and promote lifelong skills enabling individuals to resolve conflict in a positive manner. Comprehensive conflict-resolution programs combine peer mediation, the incorporation of conflict-resolution principles into the academic curriculum and the education of all members of the school community in applying methods for alleviating conflicts. Rationale Violence-reduction and conflict-management programs are integral to a safe school environment. A comprehensive conflict-resolution program’s goal is to prevent violence and create an optimal learning environment free of discrimination resulting from differences in ethnicity, culture, socioeconomic status, gender, sexual orientation or religious beliefs. These programs properly implemented by professional school counselors serve to reduce violence, lower tension and lessen anxiety among students, thereby increasing the opportunity for improved academic performance, positive social adjustment and increased attendance. Implementing a comprehensive conflict-resolution program empowers and encourages students to take personal and collective responsibility for their conduct and the climate of their campus. Professional School Counselor’s Role It is the professional school counselor’s role to provide leadership in the design, implementation, monitoring and evaluation of school wide, comprehensive conflict-resolution programs utilizing both prevention and intervention strategies. The professional school counselor should ensure that the comprehensive conflict-resolution program includes prevention services, training, education in recognition of early warning signs, intervention services, crisis response and follow-up, community involvement, peer mediation programs and evaluation of program effectiveness. Summary A comprehensive conflict-resolution program promotes a safe school environment that permits optimal personal growth and learning. Through participation in a comprehensive conflict-resolution program, students learn skills that maximize their potential for reaching personal goals and success in school. |
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COMPREHENSIVE SCHOOL COUNSELING PROGRAMS Adopted 1988; revised 1993, 1997 American School Counselor Association (ASCA) Position ASCA endorses comprehensive school counseling programs that promote and enhance student learning. The program’s focus is on the three broad and interrelated areas of student development: academic, career and personal/social development. Each encompasses a variety of desired student learning competencies, which forms the foundation of the developmental school counseling program. The professional school counselor uses a variety of activities and resources to promote the desired student development. Professional school counselor responsibilities include program organization, implementation and coordination. Rationale A comprehensive school counseling program is developmental in nature. It is systematic, sequential, clearly defined and accountable. The program’s foundation is developmental psychology, educational philosophy and counseling methodology. Proactive and preventive in focus, the school counseling program is integral to the educational program. It assists students in acquiring and using lifelong skills through the development of academic, career, self-awareness and interpersonal communication skills. The goal of the comprehensive school counseling program is to provide all students with life success skills. The school counseling program has characteristics similar to other educational programs, including a scope and sequence, student competencies or outcomes, activities and processes to assist students in achieving the outcomes, professionally credentialed personnel, materials and resources and national standards for evaluation. We recognize that our educational system is being challenged by the increasing needs of today’s students and society’s rising expectations. Many of our children enter school with emotional, physical and interpersonal barriers to learning. Although comprehensive school counseling programs include necessary crisis-oriented responsive services, the emphasis is on developmental skill building for all students beginning when students enter school and continuing as they progress through the grades. Effective school counseling programs are a collaborative effort between the counselor and other educators to create an environment promoting school success. Staff and counselors value and respond to the diversity and individual differences in our societies and communities. Comprehensive school counseling programs help ensure equal opportunities for all students to participate fully in the educational process. This counseling model is compatible with the National Education Goals and the National Standards for School Counseling Programs. Professional School Counselor’s Role Within a comprehensive school counseling program, professional school counselors will focus their skills, time and energy on direct service to students, staff and families. ASCA recommends a realistic counselor-student ratio to be 1:250. Professional school counselors will spend 70 percent of their time in direct service to students. Indirect services include counseling program planning, maintenance and evaluation; participation in school site planning and implementation; partnerships and alliances with post-secondary institutions, businesses and community agencies; and other tasks enhancing the program’s mission. The comprehensive school counseling program balances many components. It requires counselors to deliver individual and small group counseling and large group guidance; to teach skill development in academic, career and personal/social areas; to provide consultation and case management; and to coordinate, manage and evaluate the school counseling program. As student advocates, professional school counselors participate as members of the educational team. They consult and collaborate with teachers, administrators and families to help students be successful academically, vocationally and personally. Professional school counselors are indispensable partners with the instructional staff in the development of contributing members of society. They ensure, on behalf of students and their families, that all school programs facilitate the educational process and offer the opportunity for school success. Summary A written, comprehensive developmental and career K-12 guidance curriculum should be implemented in every school district. It should include a systematic and planned program delivery that productively involves all students and promotes and enhances the learning process. The comprehensive school counseling program facilitates student development in three areas:
The comprehensive school counseling program should be supported by appropriate resources and implemented and coordinated by a credentialed professional school counselor. |
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Adopted 1974; reviewed and reaffirmed 1980; revised 1986, 1993, 1999, 2002 American School Counselor Association (ASCA) Position The professional responsibility of school counselors is to fully respect the right to privacy of those with whom they enter counseling relationships. Professional school counselors must keep abreast of and adhere to all laws, policies and ethical standards pertaining to confidentiality. This confidentiality must not be abridged by the counselor except when there is clear and present danger to the student and/or other persons. Rationale Confidentiality is an ethical term denoting a counseling practice relevant to privacy. Privileged communication is a legal term denoting a requirement to protect the privacy between counselor and student. A student has the right to privacy and confidentiality. ASCA recognizes that a counseling relationship requires an atmosphere of trust and confidence between the student and the counselor. Confidentiality ensures that disclosures will not be divulged to others except when authorized by the student or when there is a clear and present danger to the student and/or to other persons. ASCA members affirm their belief in the individual's worth and dignity. It is the professional responsibility of school counselors to fully respect the right to privacy of those with whom they enter counseling relationships. Professional School Counselor’s Role Counselors have a responsibility to protect the privileged information received through confidential relationships with students, the students, parents or guardians, and with staff. The professional school counselor reserves the right to consult with other professionally competent persons when this is in the student's best interest. In the event of possible judicial proceedings, the professional school counselor should initially advise the school administration and the counselee, and if necessary, consult with legal counsel. If reports are required, every effort should be made to limit demands for information to those matters essential for the purpose of the legal proceedings. When a professional counselor is in doubt about what to release in a judicial proceeding, the professional school counselor should arrange a conference with the judge to explain the dilemma and get advice as to how to proceed. Counseling information used in research and counselor training should fully guarantee counselees' anonymity. It is the counselor's responsibility to provide notice to students regarding the possible necessity for consulting with others. This confidentiality must not be abridged by the professional school counselor except where there is a clear and present danger to the student and/or to other persons. The professional school counselor and student should be provided with adequate physical facilities to guarantee the confidentiality of the counseling relationship. With the enactment of the Family Educational Rights and Privacy Act, P.L. 93-380 (The Buckley Amendment), great care should be taken with recorded information. All professional school counselors should have a copy of the complete law. Professional school counselors must adhere to P.L. 93-380; they must be concerned about individuals who have access to confidential information. It should be each school's policy to guarantee adequate working space for secretaries so that students and school personnel will not come into contact with confidential information, even inadvertently. Professional school counselors should undertake a periodic review of information requested of their students. Only relevant information should be retained. Professional school counselors will adhere to ethical standards and local policies in relating student information over the telephone. They have a responsibility to encourage school administrators to develop written policies concerning the ethical and legal handling of all records in their school system. The development of additional guidelines relevant to the local situation is encouraged. Finally, it is strongly recommended that state and local counselor associations implement these principles and guidelines through appropriate legislation. Professional school counselors should be aware that it is much more difficult to guarantee confidentiality in group counseling than in individual counseling. Communications made in good faith may be classified as privileged by the courts, and the communicating parties will be protected by law against legal action seeking damages for libel or slander. Generally, it may be said that an occasion of this particular privilege arises when one acts in the bona fide discharge of a public or private duty. This privilege may be abused or lost by malice, improper and unjustified motive, bad faith or excessive publication. Summary A counseling relationship requires an atmosphere of trust and confidence between student and counselor. A student has the right to privacy and confidentiality. The responsibility to protect confidentiality extends to the student's parent or guardian and staff in confidential relationships. Professional school counselors must adhere to P.L. 93-380. |
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CORPORAL PUNISHMENT IN THE SCHOOLS Adopted 1995, Revised 2000 American School Counselor Association (ASCA) Position It is ASCA’s position that corporal punishment should be abolished in schools. Rationale Professional school counselors believe that corporal punishment teaches children violence is an acceptable way to resolve differences. In many states, children are the only individuals who officially may be punished, under law, by physical force. Corporal punishment seriously compromises self-esteem and contradicts the fundamental right of all children to be free from bodily pain and injury. Professional School Counselor’s Role Professional school counselors have a responsibility to protect the students they serve and to promote the use of positive and effective disciplinary methods. Research shows physical punishment to be ineffective in teaching new behaviors and to be detrimental in teaching problem-solving methods. The professional school counselor acts as a resource person to school personnel for the implementation of effective intervention strategies that facilitate positive individual development. It is school counselors’ professional responsibility to actively influence public and legislative bodies to abolish corporal punishment in schools. Professional school counselors encourage public recognition of the consequences of corporal punishment, disseminate research on alternatives to corporal punishment and encourage legislation prohibiting continued use of corporal punishment in states where such use exists. Summary ASCA seeks the elimination of corporal punishment in schools. Professional school counselors promote understanding of and research on alternatives to corporal punishment, seek legislative solutions and advocate for the use of more effective and affirmative discipline methods. |
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Adopted 1990; revised 1993, 1999, 2003 American School Counselor Association (ASCA) Position ASCA strongly supports passage of a professional school counselor credentialing law in each state providing legal definition of the counseling profession and of qualified practitioners and establishing standards for entry and role definition in school settings, including a privileged communication clause. ASCA strongly endorses and supports the school counselor standards developed by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and encourages all state education certification and/or licensure agencies to adopt these professional standards for school counselor credentialing. Further, ASCA supports the credentialing and employment of those who hold a master’s degree in counseling-related fields with training in all areas specified by the CACREP standards. Any school internship shall be under the supervision of a credentialed and/or licensed school counselor and a university supervisor. Rationale Professional school counselor licensure legislation protects the public and its right to select which mental health specialty would best serve its needs. ASCA encourages legislation including a legal definition of the counseling profession, setting minimum standards for entry into the counseling profession and defining the role of professional school counseling. ASCA encourages insertion of a privileged communication clause for counselors in all settings and the inclusion of the ASCA Ethical Standards as part of said legislation. ASCA strongly supports the nationwide use of CACREP standards in establishing state certification guidelines for professional school counselors to ensure sound academic practicum and internship experience. This preparation and experience enhances the development of proactive and comprehensive school counseling programs. Professional School Counselor’s Role The changing needs of students, families and schools require professional school counselors who are skilled in current counseling techniques focusing on students’ academic, career and personal/social needs. School counselors must also possess skills in the development, implementation and evaluation of professional school counseling programs, as well as an ability to work in collaboration and consultation with others in the school and community. Summary ASCA, recognizing the ever-changing needs of students, families, schools and communities, strongly supports sound academic preparation and the use of CACREP standards in establishing state certification guidelines for professional school counselors. ASCA further supports licensure for all specialties within the counseling profession in all states. |
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CRITICAL INCIDENT RESPONSE IN THE SCHOOLS Adopted 2000 American School Counselor Association (ASCA) Position The professional school counselor is a pivotal member of a school district’s critical incident response team. The professional school counselor is a leader in the successful implementation of a response plan during any school-related incidents and serves primarily as an advocate for students’ safety and well-being. Rationale ASCA promotes and supports a safe, violence-free learning environment in the schools. Professional school counselors are critical to the following emergency prevention/preparedness response activities: direct student counseling services, student suicide prevention, drug and alcohol interventions, student safety advocacy, parent education programs, and response team planning and drill practices. It is imperative that school districts develop district-level and building-level emergency preparedness and response plans. Accurate and immediate implementation of a critical incident response plan can significantly protect and ensure students’ safety during a critical event and mitigate the long-term effects following the event. Professional school counselors screen students for unhealthy or unsafe coping responses to current or past tragedies and make appropriate referrals. Professional school counselors provide critical incident stress debriefing. Professional School Counselor’s Role Professional school counselors support and actively engage themselves in critical incident response in the schools. The professional school counselor is a leader and an integral part of the prevention, intervention and post-incident support of school critical incident responses in both the planning and implementation. As a member of the district and school critical incident response team, the professional school counselor is familiar with the school community, including students, parents and school staff members. The professional school counselor is familiar with first responders such as law enforcement officials or emergency medical responders and with agency counseling service providers in the community. The professional school counselor’s central role is to respond to and advocate for the emotional needs of all persons affected by the crisis. The professional school counselor recognizes and facilitates a continuum of support for students and victims affected by a crisis. The professional school counselor is skilled in networking with community resources and thus is able to provide effective planning and referral for victims of a critical incident. In the event of a critical incident, the professional school counselor’s primary role is to provide direct counseling service during and after the incident. Summary The professional school counselor is a leader and a crucial member of a district and school critical incident response team. The development and implementation of a coordinated district and school critical incident response plan should include input from the professional school counselor. Professional school counselors are student advocates and facilitators of communication with students, staff, parents and community and assist in securing outside services when needed. The counselor’s expertise should not be replaced by less-qualified personnel in critical incident response planning and implementation. The professional school counselor should help coordinate critical incident stress debriefing for students, staff and counselors directly involved in the incident response. |
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CROSS/MULTICULTURAL COUNSELING Adopted 1988; revised 1993, 1999 American School Counselor Association (ASCA) Position School counselors take action to ensure students of culturally diverse backgrounds have access to appropriate services and opportunities promoting the individual’s maximum development. Rationale Cross/multicultural counseling is the facilitation of human development through the understanding and appreciation of cultural diversities. ASCA recognizes cultural diversities as important factors deserving increased awareness and understanding on the part of all school personnel, especially the school counselor. Counselors may use a variety of strategies not only to increase the sensitivity of students and parents to culturally diverse persons and enhance the total school and community environment but also to increase awareness of culturally diverse populations. Professional School Counselor’s Role ASCA encourages school counselors to take action to ensure students of culturally diverse backgrounds have access to appropriate services and opportunities promoting maximum development. Professional school counselors use a variety of strategies to increase sensitivity of students and parents to cultural diversity and to enhance the total school and community climate, as well as to increase awareness of culturally diverse persons and populations. Counselors have the skills necessary to consult with school personnel to identify alienating factors in attitudes and policies impeding the learning process of culturally diverse students. School counselors need to continue to be aware of and strive to ensure that all students’ rights are respected. This allows them to maximize their potential in an environment supporting and encouraging the person’s growth and development. School counselors have the responsibility of ensuring all students’ specific needs are met. Summary Professional school counselors have the responsibility of ensuring all students’ special needs are met. Counselors have the skills necessary to consult with school personnel to identify alienating factors in attitudes and policies impeding the learning process and the skills necessary to foster increased awareness and understanding of cultural diversity existing in the school and community. ASCA encourages professional school counselors to use a variety of strategies, activities and resources personally, in school, through community outreach, with students, staff and parents, and within the school districts, to increase awareness and understanding of culturally diverse persons and populations and to enhance the total school and community environment and climate. School counselors need to continually be aware of and strive to ensure all students have the right to maximize their potential in an environment supporting and encouraging a person’s growth and development. |
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Adopted 1989; revised 1993, 1999, 2001 American School Counselor Association (ASCA) Position The professional school counselor works with school system personnel and other stakeholders to establish and maintain policies that encourage appropriate behavior so that schools can be a safe place where teaching and learning can be effectively accomplished. Such policies promote the use of the school counselor as a resource person with expertise in the area of discipline plan development for prevention and intervention not as a disciplinarian. Rationale School discipline is one of the most serious, ongoing problems confronting school systems today. Contemporary discipline plans take a developmental approach in stressing that students are responsible for controlling their own behavior. All professional staff members need to be actively committed and involved in the development, implementation and maintenance of an effective school wide discipline plan, which has as its primary goal, making schools safe and respectful learning environment. Professional School Counselor’s Role The professional school counselor is increasingly being called upon to act as mediator in teacher-student conflicts and in student-student conflict situations. The professional school counselor is also called upon as a support and resource for parents. The professional school counselor plays a participatory role in the developmental aspects of discipline programs, within state regulations. It is not the role of the professional school counselor to mete out punishment but to help create effective behavior change. The professional school counselor acts as a liaison, representative and mediator to help create effective learning environment, keeping in mind students’ the diverse cultural, developmental and emotional needs individual needs. Summary The professional school counselor’s role in the disciplinary referral process must be clearly delineated by district administrative policy. Such policy needs to describe the ability and limits of the professional school counselor’s involvement in disciplinary action. The professional school counselor should be, by policy, perceived by all as a neutral and resourceful mediator of those involved in conflict resolution. It is not the professional school counselor’s role to serve as an enforcement agent but rather a significant contributor to the development of the prevention and intervention plans through which problem student behaviors are managed and positive student behaviors are nurtured. |
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DROPOUT PREVENTION/STUDENTS-AT-RISK Adopted 1989-90; revised 1993, 1999 American School Counselor Association (ASCA) Position Professional school counselors at all levels make a significant, vital and indispensable contribution toward the mental wellness of "at-risk" students. School counselors work as a member of a team with other student service professionals including social workers, psychologists and nurses, in liaison with staff and parents, to provide comprehensive developmental counseling programs for all students including those identified as being potential dropouts or at-risk. Rationale There are probably as many definitions of the "at-risk" student as there are school districts. Any student may at any time be at risk with respect to dropping out of school, becoming truant, performing below academic potential, contemplating suicide or using drugs. The underlying reasons for these behaviors often deal with personal and social concerns such as poor self-esteem, family problems, unresolved grief, neglect or abuse. Students experiencing these concerns can be helped by professional school counselors. The decision to drop out of school can carry with it devastating lifelong implications. The school counselor, in conjunction with other school staff members, identifies potential dropouts and other students considered at risk and works closely with them to help them stay in school or find alternative means of completing their education. Professional School Counselor’s Role The professional school counselor provides consultation in defining and identifying at-risk students. The goal is to identify and intervene before they move through a continuum of self-destructive behavior. The school counselor provides responsive programs, including short-term individual, group, family and crisis counseling; provides programs for individual planning to meet academic, educational and career counseling needs; provides curriculum programs to strengthen personal/interpersonal skills (choice, self-acceptance, feelings, beliefs and behaviors, problem-solving, decision-making); identifies suicidal students, counsels them and refers them to appropriate outside agencies; provides in-service support presentations to staff; provides referrals for additional specialized support services within the district and from other community resources; and provides consultation with and support for parents/guardians of at-risk students. The school counselor works as a member of a team with other student service professionals. Summary Professional school counselors work with other educators and community resources to provide early identification and intervention for potential dropouts and other students who may be considered at-risk through a comprehensive, developmental, K-12 counseling program. |
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Adopted 1994, Revised 2000 American School Counselor Association (ASCA) Position The professional school counselor works with administrative, curricular and instructional staff to ensure all students have the opportunity to design academically challenging programs of studies. Rationale Specialization within a student’s program of studies should lead to successful completion of requirements for the chosen post-secondary option, while permitting opportunities for the development of other competencies. A systematic educational planning program promotes a student’s opportunity to make individual choices geared to his or her unique profile of abilities, interests and goals. Lack of educational planning leads to inequities based on gender, stereotypical attitudes, and students’ special needs. Professional School Counselor’s Role Professional school counselors play a critical role in assisting students in the development of a comprehensive plan allowing for exploration of their educational and career opportunities. The professional school counselor possesses knowledge of national, state and local goals and programs identifying how students can best achieve success in their post-secondary plans. The professional school counselor advocates for developmental guidance programs involving individual and group activities stressing educational planning (i.e. decision-making, career awareness and exploration). The professional school counselor educates parents to become active members of the decision-making team. Collaboration within the education community is necessary to provide all students with better choices and opportunities for quality educational programs. The professional school counselor takes a proactive role in facilitating changes that afford students, parents and staff the opportunity to accurately assess student strengths, interests and preferences and encourages the selection of challenging educational programs. Summary The professional school counselor advocates for equal educational planning opportunities for all students. Decisions that a student makes about a chosen course of study must be based upon information unique to the individual and his or her profile of skills and knowledge. |
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Adopted 1978; reaffirmed 1984; revised 1986, 1993; reviewed 1999 American School Counselor Association (ASCA) Position Each professional school counselor shall have an annual evaluation. It is the association’s position that evaluation shall be based upon criteria (standards and competencies related to the school counseling profession) that recognize the differences between evaluating professional school counselors and those used to evaluate administrative or classroom personnel and that conform to local and state regulations. The professional school counselor evaluation should accurately reflect the unique professional training and counselor responsibilities within the school counseling program. Basic professional school counselor standards and competencies need to be included in the evaluation. Rationale The primary purpose of the evaluation process is to ensure school counselors’ quality, high-level performance and continued professional growth. ASCA is committed to ongoing and sustained improvement of the process. It is recommended that each professional school counselor be evaluated with regard to the implementation of the district’s written counseling program and the professional school counselor job description. Both the district’s plans on evaluating professional school counselors and the professional school counselor need to be evaluated and reviewed annually. These plans shall contain specified goals along with objectives emphasizing student outcomes; the goals should be collaboratively developed by both the professional school counselor and the supervisor. The written evaluation is a dynamic document, modified annually to reflect students’ changing needs and the school counseling staff’s improved skills. Professional school counselors are committed to the improvement of school counseling programs. ASCA welcomes the opportunity to aid local administrators, department heads and others charged with the improvement or development of evaluation instruments and procedures and endorses the use of guidelines set forth in the School Counselor Performance Standards of the ASCA National Model: A Framework for School Counseling Programs. Professional School Counselor’s Role The professional school counselor provides information to supervising administration regarding approved standards and competencies for professional school counselors and school counseling programs. The professional school counselor works with administration to develop appropriate tools to use in the evaluation of the school counselor and the school’s counseling program. Summary The professional school counselor is proactive in the evaluation process. Educating administration and staff regarding the school counselor’s specialized training and skills and the role of the school counseling program in the educational process helps to define the professional school counselor’s role. The professional school counselor’s evaluation is based on that role. Criteria used in the evaluation process should reflect the standards and competencies of the professional school counselor. |
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Adopted 1989; revised 1993, 1999, 2003 American School Counselor Association (ASCA) Position Professional school counselors assume a leadership role in the initiation, promotion and delivery of family/parenting education in the schools, recognizing diverse family structures. Rationale Family/parenting education is specialized instruction on the practices of childrearing. Trained group leaders provide instruction, strategies, guidance, consultation and referral resources to meet the parenting needs of the school community. The professional school counselor may be the trained group leader. Family/parenting education programs work to improve parents’ skills to effect behavioral changes in their children. Research findings indicate that school-sponsored parent education programs integrate home and school life. They provide families with a model of participation. Professional School Counselor’s Role A pre-K-12 comprehensive school counseling program may include units for community-oriented family/parenting education programs. The family education activities will vary according to the participants’ developmental levels, stages and needs. These programs can be provided to students as a component of the academic, career and personal/social guidance curriculum and to parents as a parenting workshop. Group approaches often are the preferred delivery means for developmental guidance activities in terms of efficiency and effectiveness. The goal of the parent workshop is to improve parenting skills, problem-solving and decision-making skills and to provide a “skill bank” of alternative coping skills. The professional school counselor is instrumental in providing educational materials and resources for parents. Summary Research indicates that school-sponsored family/parenting education integrates home and school life, providing families with a model of participation. The professional school counselor, as leader of the school counseling program, advocates for and provides family/parenting education to the school community. |
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Adopted 1983; revised 1993, 1999, 2002 American School Counselor Association (ASCA) Position ASCA members are committed to facilitating and promoting the fullest possible development of each individual by reducing barriers of race, gender, ethnicity, age or handicap and by providing equal opportunity and equal status for all genders. ASCA is committed to the use of inclusive language and positive modeling of gender equity. Rationale Many internal and external obstacles exist in school and society inhibiting students from developing their full potential (e.g., gender-role stereotyping and socialization, tracking systems). To expand the range of options available to students, it is important that school counselors become acutely aware of ways in which communications affect opportunities on the basis of gender. Some of the ways in which barriers are maintained or broken down are through language, organizational structures, leader selection, expectations of individual students and activities implementation. This position statement focuses primarily on equal opportunity and status irrespective of gender and expands the range of opportunities available to students. Many federal and state laws have been passed protecting individuals from sex and race discrimination in education and work (e.g., the Equal Pay Act of 1963, the Civil Rights Act of 1964, the Vocational Amendments of 1976, the Women's Educational Equity Act of 1974, Affirmative Action and Executive Orders, and Title IX). These important legal mandates ensure equal treatment under the law but do not necessarily change ingrained attitudes and behaviors. Professional School Counselor’s Role The professional school counselor uses inclusive language and equitable expectations toward students. Professional school counselors are sensitive to those aspects of interpersonal communication and organization that provide working models of gender equity and equality. They may also promote gender equity through large and small group presentations. Professional school counselors must become vigilant as to the pervasive negative effects of stereotyping gender-role expectations. The professional school counselor becomes sensitive to ways in which interpersonal attitudes and behaviors can have negative effects on others and provides constructive feedback on negative and positive use of inclusive language and organizational structure. The professional school counselor emphasizes a person's competence and not his or her appearance. When planning activities, equal representation of genders in visible leadership positions as well as other role positions demonstrates gender equity. Summary ASCA is committed to equity. ASCA supports consciousness-raising among professional school counselors including modeling of inclusive language and equal opportunity for everyone in order to break through stereotypical behaviors and expectations. |
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GIFTED AND TALENTED STUDENT PROGRAMS Adopted 1988; revised 1993, 1999, 2001 American School Counselor Association (ASCA) Position The professional school counselor assists in providing technical assistance and an organized support system within the developmental comprehensive school counseling program for gifted and talented students to meet their extensive and diverse needs as well as the needs of all students. Rationale An organized support system throughout the formative years is imperative for such students to be able to realize their potential. A part of this support system is participation in a school counseling program that meets the extensive and diverse needs of the gifted and talented students. Professional School Counselor’s Role The role of the professional school counselor in gifted and talented programs may be as follows:
Summary Gifted and talented students come from many backgrounds, and their special abilities cover a wide spectrum of human potential. Specifically planned educational experiences can greatly enhance the continued development of gifted and talented persons. Professional school counselors work in a collaboration with other school personnel to maximize opportunities for these students. The professional school counselor is an integral part of the educational team that delivers a comprehensive school counseling program to meet the needs of all students. |
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Adopted 1989; revised 1993, 2002; reviewed 1999 American School Counselor Association (ASCA) Position Every school district and every institution of higher learning should include and support the group counseling concept as an integral part of a comprehensive developmental school counseling program. Rationale Group counseling, which involves a number of students working on shared tasks and developing supportive relationships in a group setting, is an efficient and positive way of dealing with students' developmental problems and situational concerns. By allowing individuals to develop insights into themselves and others, group counseling makes it possible for more people to achieve a healthier personal adjustment, handle the stresses of a rapidly changing technological and complex environment and learn to work and live with others. Professional School Counselor’s Role Many components of a comprehensive school counseling program are best delivered by means of group counseling. Small- and large-group approaches are the preferred medium of delivery for developmental counseling program activities, in terms of efficiency as well as effectiveness. Professional school counselors facilitate many groups, as well as train others as group facilitators. Such groups might include the parent education group, the peer helpers group or in-school support groups for students. The counselor may be involved in groups specific to a particular community/school district. Summary Group counseling is an efficient and positive delivery medium to meet students’ developmental needs and situational concerns. Groups and group counseling make it possible for students to achieve healthier personal adjustment in the face of rapid change and to learn to work and live with others. Groups are an integral part of a comprehensive school counseling program and should be included and supported by every educational institution. |
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Adopted 2002 American School Counselor Association (ASCA) Position The American School Counselor Association (ASCA) recognizes the use of standardized testing as one in a range of measures used to assess student performance and learning. ASCA recommends the use of multiple criteria and opposes the use of a single test to make important educational decisions affecting students and their schools. Rationale High-stakes testing refers to any standardized assessment that uses resulting scores to generate consequences determining the educational direction for students, educators, schools, and communities. Important consequences for students might include decisions affecting an individual student's career choices and educational opportunities such as academic placement, promotion and graduation. Resultant scores from high-stakes tests use inferred information as data to improve the quality of education through added or reduced funding, adjustment of curriculum and alteration of teacher certification standards. High-stakes tests can penalize schools and students for factors over which they have no control such as socioeconomic influences, naturally occurring yearly fluctuations or a student's state of readiness to perform on the day of the test. The scores resulting from high-stakes tests do not take into account important factors such as a school's adequacy of educational funding, lack of standardization of the test’s administration, interpretation and scoring, potential errors in scoring or barriers to student performance. The testing results do not necessarily indicate student learning. Life-changing decisions may be based on the results of a single score. The pressure to perform and the anxiety related to these tests in many cases are developmentally inappropriate and unhealthy for young children and may be for older students. Yearly administration of such tests may affect student achievement by promoting a negative attitude toward education and learning and may also affect student performance on other authentic measures of assessment. Professional School Counselor’s Role The professional school counselor's role is to adhere to professional standards regarding assessment measures and to provide explanations as to the nature, purpose and results of the assessment. The professional school counselor appropriately uses assessment results and takes reasonable steps to prevent others from misusing the information. The professional school counselor uses caution when making evaluations and interpreting the performance of populations not represented in the norm group on which an evaluation instrument is normed or on criteria not represented in the assessment. Summary ASCA supports the use of standardized tests as one of many measures of students' and schools' achievement and success. ASCA rejects the use of high-stakes tests and/or the use of a single measurement instrument to identify student/school success. The professional school counselor encourages multiple measures when life-influencing decisions are being made. |
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Adopted 1988; revised 1993, 1999, 2001 American School Counselor Association (ASCA) Position The professional school counselor focuses on Human Immunodeficiency Virus and Acquired Immune Deficiency Disorder (HIV/AIDS) as a disease and not as a moral issue. The professional school counselor promotes prevention, health and education, while providing a vital link to the well being of students, staff, parents and the community. Rationale Federal laws, regulations and court cases do not permit discrimination on the basis of HIV status. Since 1981, the HIV/AIDS epidemic has prompted health education programs and preventative measures to reach vulnerable groups. Although HIV/AIDS information and education are vital for all individuals, professional school counselors communicate with these vulnerable populations Adolescents and pre-adolescents are in stages in life when they are exploring their individual identity. School counselors have the opportunity and responsibility to provide students with accurate health information and to help them develop healthy attitudes and habits. Professional School Counselor’s Role The professional school counselor’s role is to provide counseling, support and collaboration with school health personnel to provide educational programs for students, staff, and parents. Clear, succinct and accurate information concerning HIV/AIDS, and any related complications, is vital to all persons. The professional school counselor is familiar with the school policy regarding HIV and AIDS and the ramifications for the school population. The professional school counselor becomes familiar with current resources to assist students and families dealing with HIV/AIDS issues. The professional school counselor may advocate for the initiation of an HIV/AIDS education program, and with the curriculum developed in conjunction with groups associated with the school and officially approved by the board of education. Specific elements may include general information about HIV/AIDS, including knowledge of the behavior choices that put people at risk for HIV/AIDS, how HIV/AIDS transmission occurs, HIV/AIDS-related civil rights issues, universal health precautions and accurate information dispelling myths about HIV/AIDS. The HIV/AIDS education program needs to include instruction for students, parents, and staff promoting concepts of healthy living and responsibility to self, family and society. Summary HIV/AIDS is a national concern for which each person must take personal responsibility. Through focusing on HIV/AIDS as a disease, it is possible to develop educational programs to help prevent the spread of the disease. Professional school counselors promote approaching the issue from a health and preventive model, keeping abreast of current recommendations and resources. |
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Adopted 1999 American School Counselor Association (ASCA) Position The professional school counselor works to support children and parents in public and private school settings. When a parent decides to provide schooling for children at home, the counselor supports the child as those transitions are made. Rationale Three main areas of involvement in children’s lives are the home, the school and relationships with peers. When a child is home schooled, those three areas become one. All states allow home schooling, and at a minimum, parents must let the state know of their intentions to teach their children at home and identify the children. Although home schooling parents across the country have banded together to form groups, the major area of concern for school counselors remains the isolation of home schooled children and the impact this has on social development. Professional school counselors address the three main areas of academic, career and personal-social development through their programs, and home schooled children may not receive the information in these areas available to children who attend school. Professional School Counselor’s Role The professional school counselor works first to advocate for and support children. The school counselor gives information to parents on home schooling as appropriate and gives support as the state and local school system allows. As children and parents leave the school system, the counselor helps them understand the process of returning if they choose. The professional school counselor helps ease the adjustment of children returning to a school setting from home schooling and for children entering school from a home school setting for the first time. Summary The professional school counselor advocates for and supports the child whose parent makes the decision to remove him/her from the school setting to a home school. Professional school counselors assist children with transitions to home school as well as from home school back into the school setting. |
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Adopted 1984; revised 1993, 1999 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
