planning and implementing the developmental guidance program

describe the four basic types of group counseling

. Some typical tasks for this kind of group are peer assistance, crisis response, etc. Other students who need to focus more on specific issues related to Me management may be better served in either a psycho educational group or a counseling group, both of which usually take place in a classroom setting. Some of the issues to be addressed are skill deveIOpment, major life changes, or working on personal values. More severely affected students will likely be in a psychotherapy group, which addresses chronic or severe issues of maladjustment. These sessions generally take place in the setting of a mental health institution rather than a school.

discuss the importance of adhering to an overall theory of counseling

According to the tenets of an overarching theory of counseling. School counselors should be familiar with a number of theorists and models, in order to select one that is applicable to the school setting. Human development theories can serve as a viable foundation for many program designs, as can peripheral models of developmental phases within age groups. However, not all counseling sessions or students will necessarily be well served by same theoretical paradigm, so counselors should be watchful that a particular approach will address the situation or student group appropriately. Counselors should consider age levels and other defining factors in each counseling situation.

discuss the focus and purpose of crisis centered groups

A crisis-centered group is formed in direct response to a traumatic precipitating event. The event could involve a few individuals, or could be school-wide, such as a shooting or bus accident. The overarching purpose of a crisis-centered group is that of providing a controlled venue where students can express their feelings. In the case of an issue involving a few students, such as a disruptive conflict between students, an additional goal of the crisis-centered group is to facilitate resolution of the contlict. In this case, the group will form for the purpose of resolution, and will meet at least until the matter is resolved. In the case of a large population trauma, the group will form to assist the students in coping. In both of these instances, additional meetings could be held to work on personal development issues for the student members.

Describe the particulat components and format of the screening process conducted by counselors

A good way to begin the screening process is for the counselor to give the student an overview of the group counseling format. This overview should include the purpose of the group; the roles and expectations of the members; and the role and expectations of the counselor. The counselor should provide an opportunity for the student to ask questions, and to express any concerns or anxieties he or she has about the group format. In the context of this conversation, the counselor should look for indications that the student is either likely or unlikely to be able to participate in a group setting. Some of these indications relate to the student's ability to follow the rules of the group; his or her ability to attend, participate, and contribute in the group setting; his or her emotional capability to participate; and, lastly, his or her willingness to participate.

discuss the key components of School counseling accountability

A proactive approach to school counseling accountability includes clearly articulated parameters for responsibilities and duties, welldehned evaluation and assessment vehicles, and reporting the results of the evaluation to stakeholders. The following components contribute to a dynamic accountability model: Identify and collaborate with stakeholder groups. Take a proactive, collaborative stance. Collect data and assess the needs of students, educators, and community. Set goals and establish outcomes as revealed by data. Implement effective interventions that address the goals and objectives of the program. Design and implement effective outcome assessment for the interventions. Utilize the results to improve the counseling program. Share the results with students, parents, educators, school counselors, school boards, school counselors and supervisors, and community leaders.

list the types of information to be obtained during assessment

Although a counselor may discover information over a period of time and through different methods, in the context of the counseling relationship he or she should strive to obtain the following information: Precipitating situation or event: specifically the duration, intensity, manifestation, and triggers Developmental and environmental factors: for instance, socioeconomic and cultural settings, medical and emotional background, physical and emotional development, etc. This information can often be obtained from parents, teachers, and other people connected to the student. Relationship specifics: specifically relationships with family, classmates, and teachers, and how the student behaves in these relationships Academic performance: what are the student's successes and failures in school? Does the student have difficulty in particular subjects? Does the student have an identified learning disability? Personal attributes and affinities: favorite activities, favorite subjects, talents, and strengths, and how these are incorporated in the student's daily life

list the types of information to be obtained during assessment

Although a counselor may discover information over a period of time and through different methods, in the context of the counseling relationship he or she should strive to obtain the following information: Precipitating situation or event: specifically the duration, intensity, manifestation, and triggers Developmental and environmental factors: for instance, socioeconomic and cultural settings, medical and emotional background, physical and emotional development, etc. This information can often be obtained from parents, teachers, and other people connected to the student. Relationship specifics: specifically relationships with family, classmates, and teachers, and how the student behaves in these relationships Academic performance: what are the student's successes and failures in school? Does the student have difficulty in particular subjects? Does the student have an identified learning disability? Personal attributes and affinities: favorite activities, favorite subjects. talents, and strengths, and how these are incorporated in the student's daily life

Disciss the importance of counselors being knowledge about the group topic

Although a counselor will not have personal experience with every crisis treated in group therapy, it is nonetheless important for him or her to feel a sense of empathy and recognition. This allows students to feel safe, understood, and not isolated in their situation. Therefore, it is important for counselors to have a basic knowledge of the topics that will be addressed in group counseling. They should be able to discuss the processes and effects of such situations as divorce, teen parenting, stress management, poor academic performance, and peer pressure. It is also valuable to develop a cache of information and resources about particular topics that can be shared with students. Counselors can also recommend activities or anecdotes that relate to the student's situation. Combined, these not only provide the empathy of knowledge, but also can serve to assist and empower students toward resolution.

discuss the implications of Designing grade based curriculum with a K-12 context

Although counselors teaching at various grade levels are generally responsible for developing and delivering curricula appropriate to the level, it is recommendable to develop that curricula as an integral part of a comprehensive K-12 curriculum. For example, counselors who teach at the elementary level, while delivering curricula appropriate for that grade level, also should be cognizant of the larger curricular goals as well as the next phase of students' studies. It is important that students receive curricula that builds on previous learning foundations. Student learning within each classroom should not be an isolated experience. nor should it be unnecessarily redundant. Although some schools and districts operate within a paradigm that allows for quasi-isolated curriculum development within broad age groups, it is nonetheless usually recommended that all curriculum development he designed within a larger K-12 context.

discuss the Carl D Perkins vocational education Act of 1984 and the Carl D Perkins vocational and applied technology Act of 1990

Although particular activities will vary between groups, and especially between different age groups, there are similarities that all will share. Counselors should establish a relatively standard routine for the middle sessions, during which the group will be pursuing their goals most intensely. A good idea for each session is to include an initial greeting of the members, in order to reinforce each member's importance and contributions. Counselors can briefly review the ground rules and guidelines during the early part of the session. A review of the previous session's events, activities, and accomplishments is recommended. Counselors can then focus the group's attention on the current topic and a preplanned activity or discussion designed for that session. As the session draws to a close, counselors can briefly review the session's activities and insights, and establish a regular routine for ending the session.

discuss the strategies and implications of the conclusion to a developmental lesson or activity

Although the conclusion is generally fewer than five minutes, there are several objectives to be accomplished in its various components. The conclusion is a time to reiterate what has been learned, and to give students the opportunity to assimilate new knowledge. Counselors can begin by repeating the knowledge that students brought into the classroom, and the increased knowledge that was obtained during the session. Students should be asked to give a recap or response to the lesson, to indicate that they have understood. Student response increases their receptivity. and gives the counselor an indication of how much the students have understood. This time can also be used to cite examples and applications for the lesson, further increasing students' assimilation of the lesson. Student participation and response is pivotal to this part of the lesson.

discuss the strategies for reporting outcome assessment to the school community

As a member of the school community, counselors should report outcome assessment in a way that will be most accessible to the other members of that community. One of the ways that this can be achieved is by categorizing outcome results in alignment with the groupings established by the school. By presenting data that aligns with educational outcomes, the connection between the counseling and educational programs will be more clearly understood. Counselors may also want to provide access to outcome assessment to the larger school community. Results can be disaggregated to profile outcomes for grade levels, individuals, or subgroups on the school campus. Some counselors may also provide online access to outcome results for students, families, or community, in a report card or other user-friendly format. By providing reasonable access to easily understood data, counselors can further cultivate the integration of both educational and counseling goals.

discuss the benefits of group counseling in addition to individual counseling

As a rule, adolescents tend to learn better and respond more when interacting with peers. Therefore, group counseling that augments individual counseling can be beneficial. In group counseling, students have the opportunity to both give and receive support for positive behaviors. Likewise, group counseling provides immediate feedback for negative behaviors and thought patterns, allowing the student to reflect on his or her choices. The format of a group counseling session can also serve as a microcosm of larger society, providing a venue for students to experiment with behaviors in a controlled environment, and to experience the feedback of peers with whom they have developed a trust relationship. Group counseling, in tandem with the more remedial individual counseling, provides a comprehensive therapeutic environment for the student. Counselors who utilize both formats reap the benefits of opportunities for preventative therapy, as well as a richer school counseling program.

discuss the process of assessing the effectiveness of classroom guidance

As with any counseling strategy, it is important to both qualitatively and quantitatively assess the success of classroom guidance. It is important to establish a rubric that includes such criteria as grades, test scores, and graduation rates. Both preand post-intervention surveys are recommended. There can also be a qualitative appraisal of the effectiveness of intervention strategies in the classroom, delineating changes in behavior or classroom tenor. Note that demographic information can be valuable in assessing classroom strategies, but that it should not be included in preor postintervention surveys. In other words, data gathering (grades, etc.) needs to be free of demographic categories, whereas ethnicity, gender, socioeconomic status and other demographics may be included on fmal evaluative reports. A significant added caution is that all data gathered should be confidential, with little or no reference to identifiable specifics.

discuss the importance of assessment

Assessment of both the student and the situation in any counseling sessions is very important, in that it serves to provide the counselor with both treatment and methodology for that treatment. A counselor will consider each student's developmental stage and environment to determine the best method for approaching a particular circumstance or problem. In addition, school or district policy can affect the counselor's methods, as for instance whether to use formal methods or to be more informal and flexible in developing a treatment for a particular student. Assessment can be formal or informal, and can be rather individualized among counselors. A comprehensive assessment of student needs, the precipitating event or situation, and a careful choice of approaches and actions based on this assessment are very important factors in the success of a counseling relationship.

describe the focus and component of beginning station for group counseling

Before tackling the topics and goals of a counseling group, facilitators should first establish the tenor of the group. In the first session or sessions, participants can become acquainted and share a bit about themselves. The counselor's role is to assist in establishing a safe environment. It is important that participants feel a sense of camaraderie with the other group members. Throughout the remainder of the sessions, they will be sharing personal insights and experiences as well as addressing possibly difficult topics. Therefore, this initial introductory period is vital in developing a close and collaborative group. During these first sessions, the counselor can review the purpose of the group, ground rules for participation, and the importance of confidentiality, all of which will serve to establish a safe and controlled environment.

Discuss the criteria for determining group size and length of sessions

Both group size and session length are primarily determined by the age and developmental level of the participants. One of the key deciding factors is the ability of certain age groups to focus on a topic for I Specific period of time. Since younger elementary children have shorter attention spans. a rule of thumb for them Is to have group session: last about 20 minutes. with about 5 members In the group. Older elementary students (roughly grades 4 through 6) can meet for periods ranging from 30 to 45 minutes, in groups of 7 or so. High school students will beneht from an expanded length of session, but still wm fare better in smaller groups. The ideal group size for high school students is 6 to 8, meeting for 40 to 50 minutes. If a counselor feels that a particular group could extend the recommended time or group size, he or she should refer to research regarding both the topic and the group size.

discuss intervention strategies for students with mood disorders

Buddhist orders are generally defined as those in which students externalize feelings of depression, sadness, guilt, or other negative emotion, possibly including thoughts of suicide. Students with mood disorders may present with somatic complaints. Counselor should be wary of Miss to find a mood disorder when a student may just be experiencing temporary sadness. On the other hand, counselors should be cognizant of the size of mood disorder, specially symptoms that may signal the risk of suicide. Effective therapeutic strategies for mood disorder include cognitive and behavioral interventions as well as psycho-educational programs that focus on improving social skills and promoting rewarding activities. Some students suffering from mood disorders have improved with antidepressants. however, studies regarding the efficacy of medical treatment for depression are inconclusive, and therefore the use of antidepressants should not be immediately considered, if at all.

discuss how counselors can include the student when measuring progress with both formal and informal evaluation procedures

Communicating with the student about the success of interventions, and the progress toward therapeutic goals, should take account of the counseling relationship. Indeed, the student's response to evaluation practices helps decide the success of the intervention. Without student response, counselors run the risk of losing the student's trust. A counselor can determine if a particular student, in a particular environment, would be best served by an informal or a formal evaluation of progress. In a collaborative informal evaluation, both student and counselor are present and the counselor can observe and monitor student response. Formal evaluations take into account reports from parents and teachers, as well as the student's documentation of his or her success in a particular area. With either formal or informal evaluation of progress, the counselor should make it a practice to take into consideration the relationship that has been established with the student.

Describe the focus and student population of counseling groups

Counseling groups are generally formed to address personal issues that hinder or prohibit academic success. The groups can target behavioral problems such as outbursts of temper, class disruption, social maladjustment, etc.; or they can target specific life-altering events such as the death of a loved one or a pregnancy. The groups are formed to work solely on the personal issues, aside from any resulting academic problems. Students referred to counseling groups have demonstrated an inability or diminished ability, particularly in the case of a personal crisis, to manage and positively respond to their academic responsibilities. Within the counseling groups, facilitators can provide an environment for students to benefit from peer support, particualrly by removing the sense of isolation. Benefits include a stronger sense of self-worth and the adoption of healthy strategies to handle emotions.

describe the strategies and implications of Developmental activities in a lesson plan

Counselors can also incorporate previous knowledge in the developmental activity portion of a lesson plan. Planned activities can address students' existing knowledge about a topic, giving them opportunities to express that knowledge, and then can lead the students to a new level of of understanding. It is important that counselors develop a clear outline for planned activities, cognizant of the strategies being utilized to reach the objectives. Additionally, a rubric should be established in order to clearly assess the effectiveness of activity strategies. A distinguishing characteristic of developmental activities is that they provide a vehicle for expression through multiple intelligences, further contributing to the collective benefit of the class. Counselors should be sensitive to individual strengths and needs, and should tailor activities accordingly. Developmental activities can provide another vehicle for student confidence and participation.

discuss how counselors can contribute to student's academic achievement while targeting their personal and social development

Counselors can best serve their students and the school system as a whole by continually integrating developmental goals with academic goals. Since students mature and move through the graded school system simultaneously, counselors should maintain a conscientious awareness of achievement standards in the areas of academic development, personal-social development, and career development. These areas are inherently interdependent, and an effective counselor will consciously integrate them toward the holistic development of his or her students. The ASCA identities three key strategies for this integration: Counselors should be aware of the academic content and schedule of classes, and should tailor counseling sessions to the academic needs of the students. Counselors should refer to the school documents and personnel for explicit and implicit goals and competency standards for the students. Counselors should be proactive in enriching certain academic areas for students.

discuss the advantages of using evidence-based curriculum and helping students meet sequenced outcome goals

Counselors can facilitate students in meeting short-term and long-term goals by using either curricula they have developed, commercially available curricula, or a combination of both. There are several advantages of using commercially available curricula, the first of which is that they are usually evidence-based. having been developed and revised in response to professional research and tracked success rates. Counselors using this evidence-based curricula experience the added benefit of more widespread institutional support for an established, evidence-based curricular model. Counselors can collaborate with school staff and administration to select an appropriate commercial curriculum, and from there identify pedagogy that best addresses student outcomes. When a commercial curriculum is selected and adopted, outcomes can be matched with appropriate pedagogical methods. Often these evidenced-based curricula provide both students and school faculty with the confidence and efficacy that result from utilizing established pedagogy.

discuss the importance of assessing learning objectives

Counselors can informally assess the effectiveness of a lesson and the general level of student receptivity by listening to student responses during the lesson and at the conclusion. However, a more formal assessment can be advantageous for a few reasons. If a counselor deveIOps a written rubric before presenting a lesson, this rubric can provide a real-time backdrop for counselors to both assess and guide the lessons toward its conclusion. Having a kind of inventory for lesson objectives can provide an outline for the discussion that can be at least informally shared with students, allowing them to realize their progress. In addition, a written rubric can provide the kind of quantitative, formal assessment vehicle that is very valuable in building credibility with the school community. With clear assessment information, counselors can experience increased collaboration and support from school staff, counselors, and parents.

discuss considerations and strategies for Effective operation of a data-driven counseling program

Counselors may 6nd that many counseling programs or other student services models are data driven, meaning that statistics are routinely collected and used as the basis for institutional decisions. Counselors may discover that either the data being generated is incomplete, or that it is being organized and presented in a manner that does not reveal pertinent information about particular student issues. Data may describe the entire student body without focusing on groups of students in need. Counselors can apply system analysis to the data system with the goal of isolating the student needs that can be addressed by the counseling program When the right students are placed at the center of the system, data regarding school, family, and community becomes more relevant. School counselors can also view the entire system, including the subsystems and the interconnectedness of those systems.

discuss the use of Student Response evaluation methodology in measuring content

Counselors may want to assess student perceptions and student responses in order to qualitatively evaluate the effectiveness of classroom guidance content. The approach should be informal, gearing the evaluation in a way that is not readily perceived as an assessment. Younger children may respond well to a nll-ln-the-blank cartoon; older students may be able to write or complete narratives that allow them to express their feelings about academic success. their role in the classroom or souety, or other relevant perceptions. Other reoommendatnons include scaled devices to self-report feelings, or other Spectrum-like instrument. so long as they are user-friendly and informal. Counselors will generally want to assess the effect of classroom strategies on behavior. motivation. increased coping skills, and interest in planmng. As with quantitative assessments, these more informal quahtahve assessments should be administered both preand post-intervention. to more effectively assess the effect of the interventions.

Discuss how a consultant can plan and strategize for preotecting change

Counselors understand that any kind of behavioral change is an ongoing process and will often include backsliding or digression. When facilitating a consulting group, counselors can first remind the group that any intervention strategy needs to include plans for protecting the anticipated change. Knowing this initially will enhance the long-term success of an intervention strategy. Consultants can assist the group in developing a post-plan for this purpose. This post-plan should include a delineation of the responsibilities and benchmarks to be used in evaluating progress. It may also include mechanisms that will allow for ongoing communication among the members, as well as support resources. In a school setting, student progress is generally associated with academic achievement, which can provide a clear marker for determining strategy success. Behavioral changes can also be monitored by noting clearly identifiable actions.

Describe the role of counselors in delivering the curriculum through direct teaching

Counselors who work according to the direct-teaching model function much like regular instructors, although they deliver a different type of information. While standard instruction focuses on information-based academic areas, direct teaching by school counselors focuses on life and social skills. Referring to appropriate topics for each age and grade level, counselors can plan and deliver the lessons that are most useful for specific developmental levels. Elementary students might benefit from a lesson on friendship or independence, while middle school students may need lessons on anger management, conflict resolution, or stress management. For high school students, these lessons could expand to incorporate planning for the future. Some topics under this umbrella could be college preparation skills, career planning, and goal setting. Other topics appropriate for high school students fall in the categories of relationships and responsibility.

describe some of the strategies counselors can you use to empower and encourage students to creative positive goals

Creating positive goals requires the capacity to envision oneself realizing those goals. Some of the strategies that counselors can use to facilitate this process include: Asking the student how he or she would feel and react if his or her situation were suddenly resolved. Asking the student to identify instances where the current situation was not problematic, or when there were exceptions to the situation. This can be a very powerful step, in that it may recall a recent instance of resolution that the student can recognize and respond to. Asking the student what actions or behaviors led to some resolution, or mitigation, of the situation. The counselor should encourage positive actions and results. Asking the student to rate their feelings about their behavior or the situation on a scale of 1 to 10. Anticipating possible obstacles, and working to guide the students around and / or past those obstacles.

discuss the scope and components of the ending sessions of group counseling

Developing a structure for the closing sessions of group counseling require a different focus than the beginning or middle sessions. The closing sessions review accomplishments as a group and anticipate individual futures. There will necessarily be a refocus and possibly some apprehension. Counselors should announce the upcoming iinal session at least 3 meetings in advance. An important component in the final session or sessions is a review of the initial goals, and the reminder of the achievement of those goals. Counselors should take this time to empower and encourage participants to remember their newly discovered skills and insights, and to apply them to future situations. Time should be allowed for participants to express feelings and for leaders or other group members to respond to those feelings.

discuss the various factors advisor group should consider and generations to an outcome expectations

Expected student outcomes should renect the combined input of state and national standards, current literature, and formal and informal needs assessments conducted at the school or district level. Advisory groups, when undertaking the task of generating student outcome goals, should first amass the relevant information and resources. This will form the basis for future discussions and collaboration within the group and with the school counselors. Student outcomes should represent what students should know or be able to do upon graduation from high school. The National Standards for School Counseling Programs delineates 9 standards that incorporate academic, personal, social, and career development areas. Student outcome expectations should be broken down into smaller sequential goals. Counselors working with the district and school community can develop strategies and a rubric for addressing these sequenced student outcome goals.

discuss how counselors can solicit participation in group counseling

Finding appropriate members for a counseling group can be accomplished through a combination of advertising and referrals. Of course. counselors should have a profile of the groups that would be relevant and beneficial for a particular student body. This information can be obtained during conversations and other interactions with students and school staff. Often, this input will include the referral of specific students and the request for group sessions focusing on particular topics. Once the need for a group has been indicated, counselors can solicit additional members with notices in newsletters, flyers, word of mouth, or by talking with students, groups of parents, or school personnel. The counselor should specify the topic to be addressed, the philosophy and general format of group counseling. and the proposed times for the sessions.

discuss some of the concerns that could potentially be addressed in counseling

For concerns such as relationship issues, anger or stress management, family dynamics, sexual topics, and academic goals, the counselor acts as a guide and mentor for students in their academic, personal, and professional lives. Since students may be referred by school officials, family members, or other students, the counselor should anticipate varying levels of openness by the student and / or the family. It is vitally important for counselors to be trained in the strategies for recognizing and addressing issues in a manner that will capitalize on the counseling session to the maximum benefit of the student. The first step in this process is recognition of the key issue or issues, which may take more than one session to identify. Beyond that, counselors can use various strategies focusing on the particular situation as well as the idiosyncrasies of the student.

discuss some of the concerns that could potentially be addressed in counseling

For concerns such as relationship issues, anger or stress management. family dynamics, sexual topics. and academic goals, the counselor acts as a guide and mentor for students in their academic, personal. and professional lives. Since students may be referred by school ofhcials, family members, or other students, the counselor should anticipate varying levels of openness by the student and / or the family. It is vitally important for counselors to be trained in the strategies for recognizing and addressing issues in a manner that will capitalize on the counseling session to the maximum benefit of the student. The first step in this process is recognition of the key issue or issues, which may take more than one session to identify. Beyond that, counselors can use various strategies focusing on the particular situation as well as the idiosyncrasies of the student.

describe formal assessment

Formal assessment is conducted with standardized instruments and can be beneficial in identifying specific areas and treatments for intervention. Formal assessment operates within a rubric, or set of rubrics, that incorporate behavior checklists, measurements of selfperception, value scales, and inventories of skills and interests. This type of assessment also provides the counselor with identification factors that are more targeted and specific than those of informal assessment. Formal assessment, because of its rubric-driven reporting, can sometimes provide counselors with a more objective evaluation of a student than would be gained from informal assessment. Counselors should be aware of, and trained in, an array of formal assessment methods. Results from a formal assessment may include data relating to significant behaviors or attributes that could be overlooked and therefore not addressed in an informal assessment.

discuss the three basic components of a lesson plan, and their implications for student engagement

Generally, regardless of the grade level or the discipline, most successful lesson plans will include three basic components. The first of these components is the introduction. In this part of the lesson, students are introduced to the general topic or the particular focus area of the lesson. Secondly, the lesson plan should include activities that will serve to develop the lesson. These activities can be performed by the counselor, a teacher, or can be participatory activities by the students. The third section of the lesson not only concludes the lesson, but also evolves into an application portion, whereby students are able to project the lesson into their daily lives. This portion of the lesson often also includes student discussion. The total effect of this kind of sequenced lesson plan is increased student engagement and a greater likelihood that students will remember and assimilate the lesson.

describe the importance of group ground rules and identify the basic set of rules

Ground rules in a group counseling setting serve to bond the members in a unity of conduct and purpose. When reviewing ground rules, it is helpful to solicit input from the members, allowing them to participate in the establishment of the ground rules. Rules also contribute to a healthy and productive dynamic in a group setting. Lastly, rules can provide and ensure a sense of safety and trust in the counseling environment. Some typical rules which address these issues include, but are not limited to: Give respect to the counselor and other members by listening atten lively and without interruption. Be willing to participate and contribute by sharing feelings and experiences. Respect the experiences, perspectives and backgrounds of the other members. Maintain confidentiality. (Although confidentiality cannot be legally mandated for group members as it is for counselors, it is nonetheless effective to have members include a commitment to confidentiality in their overall consent to the ground rules.)

discuss considerations regarding group size

Group dynamics are very much influenced by the size of the group. There need to be enough participants to provide feedback and support as appropriate, but not such a large group that individuals are ignored or that focus becomes~dissipated. In addition to consulting published standards regarding ideal group sizes for every age group, counselors can determine effective group sizes by considering the age or developmental level of the group. One important factor is the relative attention spans of the participants. The topic being addressed is also a factor. Sometimes the therapeutic strategy to be implemented will determine group size. Finally, counselors should consider the individual participants in the group, including their modes and likelihood of participation, when determining group size.

discuss considerations and strategies for bringing the hoc consultation group to closure

If the consultant is not a regular member of the school community, closure may be more definitive than if the counselor as consultant is a part of the school staff. In that situation, counselors can maintain communication with the participants and provide confirmation of successful completion. The counselor can also conduct debriefings with the participants to reflect on the process, the degree of success, and the value of collaboration. Counselors can also maintain communication with school counselors and peripheral professionals as a follow-up to a successful intervention. If, on the other hand, the counselor as consultant is a regular member of the school staff, it is important to be attentive to sensitivities that the student might have regarding regular proximity to the participants of the consulting group, including the counselor. In that event, formal follow-up might be less appropriate than if the consultant is regularly away from campus.

describe the role of the council and maintaining the focus of the group

In order to assess the effectiveness of the group sessions, counselors should complete an evaluation at the end of each meeting. The format of these evaluations will in large part determine the kind of information that will be returned. if counselors are looking for the group response ta particular components of the sessions, such as the scheduling at the structure. a multiple~choice or graded-response format can be used. The results of these surveys will be more quantitative and focused. Another model is that of questions or open-ended sentences that ask participants how they felt about a session, such as "my favorite part of the session was...'.'l'hese types of survey instruments can provide more qualitative information. as well as provide an ongoing profile of participant satisfaction and involvement Counselors may also provide pre- and post-surveys to parents and school staff, as well as post-surveys to participants several weeks after the last session.

describe the strategies and implications of including previous knowledge in a lesson plan

Incorporating previous knowledge in a lesson plan imbues students with the self-confidence and orientation to the lesson to be more engaged. It also helps to establish a participatory trust between counselor-teacher and students. Students are more likely to feel that they already possess useful information, and the counselor is there to facilitate the expansion of their knowledge base. A useful strategy for incorporating previous knowledge in a lesson plan is to ask questions, to which students can positively respond. Building on this, counselors can introduce next sequences or facets of knowledge, possibly by asking relevant questions and volunteering the answers. Another valuable strategy is to reiterate previous knowiedge, with which students are already familiar, and then to lead the class to the next phase of knowledge or skill development. Students whose previous knowledge is acknowledged are likely to be more receptive and participate more fully.

discuss the parameters and significance of the lesson introduction

Introducing a lesson tcpic serves several purposes in classrqom teaching. Initially, it focuses students' attention on the topic to be addressed. In this sense, delivery of the introduction should be clear and compelling, soliciting student interest and engagement. It can also be valuable to let students know the planned learning goals or areas to be covered. Students can begin to develop a mental blueprint as the lesson progresses, and will be more receptive to each step of the lesson development, like a concert attendee following a program. It also helps to make connections with previous lessons or knowledge foundations, encouraging class participation. Lesson plans that are well introduced are more likely to result in comprehensive student understanding.

Discuss important considerations in the identification of goals and outcomes

It is important to remember the initial process of problem solving is comprehensive problem identification. This identification should define the scope of the problem, specifically whether it is isolated to a particular student and /or the student's family dynamic, more generalized within a group of students, or dispersed throughout the school system as a whole. Once the problem is identified, the problemsolving team should clearly identify goals for the student or the particular group, as well as anticipated outcomes. Academic goals for students should fall within the academic parameters and mission of the school. Inherent in the process is the need to develop viable outcome assessment measures, which will be made easier by clearly-stated objectives. When the group can articulate the objectives, as well as the measurements of outcome, they can formulate goals that are reasonable and achievable.

discuss the significance of planning sessions in the advance as well as the need for flexibility within the sessions

It is the counselor's job to maintain focus on the topic. goals, and strategies each group session. Therefore, it is important for the counselor to prepare in detail for each session. This preparation should include a list of discussion topics, planned activities, and an informa\ agenda. Within the grid of this agenda, counselors will often allow time and flexibility for longer group discussion, particular concerns that might arise in the session, or individual responses or behaviors that may require extra time and attention. However, because of the preplann'mg and the agenda, counselors can redirect the group toward activities. specific discussion topics, and the goals of that particular session, in order to maintain the focus and progress of the group. The activities and discussion topics in each session are understood as part of a larger agenda outlining the long-term goals of the group.

discuss the importance of follow-up meetings

Once Even when counselors have met with students for a number of sessions and feel that learning objectives have been met, it is nonetheless a good idea to schedule follow-up meetings with the students. it is important to realize that students may have effectively mastered particular objectives within the insulated environment of the facilitated classroom sessions, but that they may be inclined to revert to prior behaviors once they are in their familiar milieu. Foliow-up sessions can serve as reminders to students of their progress in the classroom, as well as of strategies that were successful for them. They can also give students an additional opportunity to assimilate the lessons and imprint them In their everyday lives. Counselors can use some discretion in determining the best timing for scheduling follow-up meetings, but they generaily occur within days or weeks of the final session in the sequence.

discuss the processing considerations and forming groups in a school setting

Once a counselor perceives a need to form a group, based on input from teachers. parents. and/or students, the following parameters need to be explored and established: Topic and purpose of the group ~ Group meeting schedules and the time allotted for sessions Proposed members of the group and total group size Established process and rubric for recruiting and screening potential bers focus and purpose of these groups should be primarily for the eflt of the students, within the context of the therapeutic paradigm nselors should discuss the group's formation with teachers and er school personnel as appropriate before launching the group. ues of conhdentiality should be clearly and firmly established and communicated to students, parents, and school personnel. Although the ups are generally established for the benefit and well-being of the dents, the provisions of confidentiality and other counseling ethics ntinue to apply.

describe the key factors in designing an assessment rubric

Once the members of a group are selected and brought together, at either the first meeting or a pre-meetlng, the counselor should give an overview of the guidelines and expectatlons of group counseling. This first: meeting or pre-meetlng wlll dellne the lndlvidual members as a gmup brought together for a purpose. As a collaboratlve group, students can be glven a presentatlon of the ground rules In group counseling, and can then lndlvldually slgn forms of understanding and consent. These ground rules can lnclude the Importance ofcommltment, issues of conduct. and the lmportance ofrespect and confidentiality. It is signmcmt that they agree to these ground rules as a group, slnce they will be lmplementlng them as a group, wlth the counselor as facilitator. The counselor can also talk about group expectatlons, and allow member: no voice thelr lndlvldual concerns and expectations.

Delineate the specific components of the closing sessiins of group counseling

Particularly in the closing sessions, counselors should refer to a defmed listing of topics and issues to be addressed, in order to facilitate a healthy transition. Although the particular modes and media may differ between ages and topic groups, the following are key components to consider when structuring a closing session: Review of the initial goals from the first meetings. Review of the accomplishment of those goals in subsequent meetings. Review of strategies, resources, and activities experienced during the sessions. Validation of growth and new insights of the participants throughout the sessions. Direction for incorporating this growth and insight in future activities and behaviors. An opportunity to address any unhnished business or lingering concerns. An opportunity for the group to respond to unfinished business or lingering concerns. Allowance of substantial time for personal goodbyes. Counselors may also want to schedule a post-meeting for evaluation purposes.

discuss the focus and purpose of problem centered groups

Problem-centered groups are often an outgrowth of crisis-centered groups, formed after the crisis has passed or been resolved. These groups are formed to address issues that either precipitated the crisis or could cause problems in the future. The students in these groups come together to focus on specific issues that may be hindering their academic progress or their general well-being. Some of the issues that are addressed in problem-centered groups are stress management, conflict resolution strategies, academic or career goals, and substance abuse. The effectiveness of the group depends on the openness of its members to resolution. Participation in problem-centered groups is usually an option chosen by the students involved. The members of these groups, which are usually smaller than crisis-centered groups, benefit from the support and input from other members in resolving an issue that may feel overwhelming when faced alone.

discuss the parameters and benefits of psycho-educational groups

Psycho-educational groups serve to address and develop personal growth factors within an academic or educational setting The academic setting provides a framework for targeting common adolescent issues like emotional development, self-image, identity definition, and interpersonal skills. The student in the psycho-educational group develops socially and emotionally while addressing academic skills. The counselor in the psycho-educational setting can provide students with increasingly difficult developmental tasks, resulting in optimum benefit for the student. An important added benefit of this model is that it provides students with an array of resources, contributing to an increased feeling of self-worth and self-confidence. An effective psycho educational counseling group can contribute positively to the futures of the students involved, by both mitigating future problem occurrences, as well as by providing a cache of resources that will be useful in career planning.

discuss topic determination that arises from school records, research or other documentation

School records are another resource for assessing the need for counseling groups and for generating topics. These records contain profiles that may reveal patterns of low retention, poor attendance, low test scores, or other identifiable areas of need. Counselors can also research the commonalities of specific age groups to determine which topics would be appropriate and well received. These topics can range from healthy social behavior to career planning. Some of these general areas can be addressed through a specific focus on life experiences, such as beginning a college prep program in high school. It is important that development of groups and group tcpics be well researched not only to discover common topics for a particular age group, but to determine the applicability of these topics to the particular student body, as documented by school records and the input of school personnel.

discuss the role of topics in selecting group members

Selecting group members based on topic can be approached somewhat holistically, since topics may be interrelated. However, the group members will want to experience similarities and empathy among themselves. For instance, if the topic being addressed is dealing with authority, the group may include students who stay out after curfew as well as students who are perpetually late to class. Students whose parents are divorced may relate to students who recently moved from their home town, since all of them are dealing with separation issues and disenfranchisement. N onetheless, if students are in fact dealing with the same issues, there may be enough diversity in personal coping skills to comprise a dynamic group. In terms of age similarities, it is a good idea to have students in a group who are within the same age group or developmental level, although a small spectrum of emotional maturity can provide the interactive component that is valuable in a group setting.

discuss the focus and format of growth centered groups

Similar to problem-centered groups, growth-centered groups often form as an outgrowth of a previous group. For instance, if a crisis-centered group is formed to address situation by discussing anger management, the growth-centered group will instead address each individual student's issues and concerns, which may be peripheral or essential to the group topic. Under the umbrella topic of a common issue like anger management, students may be dealing with low self-esteem, stress as a result of poor time management, conflicting value paradigms, etc. The tone of the group is supportive and empathetic, allowing students to develop healthy responses to their situation. The group as a whole works on positive behavior dynamics. Growth-centered groups allow counselors to identify and address students on an individual basis.

discuss the responsibility of counselors to contribute to academic development in the classroom

Since school counselors are primarily concerned with personal issues that affect academic performance, they are often expected to devote a percentage of their time to deveIOping programs that deliver guidance and instruction to all students. Incorporated in these programs are strategies that address such topics as academic performance, career planning, and social skills. Counselors may also be asked to contribute to curriculum implementation. School counselors are expected to contribute significant resources to teaching. Although the guidelines for counselor contributions to curriculum implementation may differ between schools, there are generally understood percentages, based on age groups. In elementary school settings, 35 to 45 percent of the counseling program should be devoted to curriculum implementation. In the middle school milieu, the percentage is 25 to 35 percent. High schools generally expect 15 to 25 percent of the counseling program to be devoted to curriculum implementation.

discuss the dovetailing of counseling Theory and developmental theory in group counseling

Since school counselors are working with students of different ages and developmental levels, they need to be sensitive to any developmental issues that are relevant to counseling. When implementing group strategies, counselors may need to refine or revise their methodology in relation to the age group, or to the developmental level of the group members. Each age group has inherent deve10pmental crises like separation anxiety, individuation, and self-worth, and counselors need to be sensitive to these crises in their topic-based strategies. A six-yearold will have different COping strategies than a fifteen-year-old, even though the problem for both may be divorce. These age-based sensitivities should not mitigate counseling strategies, but rather should make them more effective and readily received. Some therapeutic strategies that have been successful in the school setting are cognitive therapy, reality therapy, Adlerian therapy, and SFBC.

discuss the dovetailing of developmental theory in group counseling

Since school counselors are working with students of different ages and developmental levels, they need to be sensitive to any developmental issues that are relevant to counseling. When implementing group strategies, counselors may need to refine or revise their methodology in relation to the age group, or to the developmental level of the group members. Each age group has inherent developmental crises like separation anxiety, individuation, and self-worth, and counselors need to be sensitive to these crises in their topic-based strategies. A six-yearold will have different coping strategies than a fifteen-year-old, even though the problem for both may be divorce. These age-based sensitivities should not mitigate counseling strategies, but rather should make them more effective and readily received. Some therapeutic strategies that have been successful in the school setting are cognitive therapy, reality therapy, Adlerian therapy, and SFBC.

describe the basic premises and strategies of sfbc

Some of the key premises that underlie the SFBC model are: Focus should be directed toward solutions, and not toward the problems. Within each problem is an identifiable exception that should be isolated and addressed when formulating a solution. Large changes often begin with small changes. Within each student are the resources needed to solve his or her problem. The basic strategies of SFBC are: If the counselor determines that no problematic issue exists, he or she should be cautious not to create one. Counselors should develop tasks similar to those with which the student has found success. Counselors should be open to the necessity of changing strategies, if it is found that a particular strategy is unsuccessful with a particular student or situation. These premises and strategies have been carefully researched and formulated by a consortium of counselors well versed in the SFBC model.

describe the importance of multi-sensory stimulation in group counseling

Students exposed to multisensory stimulation are found to be more engaged, responsive, and attentive. This is particularly valuable in a group setting, since one of the inherent weaknesses is the ease with which members can become distracted. Multisensory stimuli involve the mind and senses of children and adolescents, targeting multiple intelligences. This is particularly valuable in a group, which will be comprised of unique individuals with unique coping and learning styles. These stimuli provide the group with a comprehensive, experiential mode for addressing issues. Through the use of such creative and multisensory stimuli as puppets, music, drama, and movies, counselors can generate response and participation when breaching difficult topics. An added benefit is that students will forge positive associations between the tcpic and the creative stimuli. Various media, such as film, or puppets for younger audiences, can present a problem in a manner that may be more palatable than a lecture.

discuss the use of student responsibilities equation methodology and measuring process

Students exposed to multisensory stimulation are found to be more engaged, responsive, and attentive. This is particularly valuable in a group setting, since one of the inherent weaknesses is the ease with which members can become distracted. Multisensory stimuli involve the mind and senses of children and adolescents, targeting multiple intelligences. This is particularly valuable in a group, which will be comprised of unique individuals with unique coping and learning styles. These stimuli provide the group with a comprehensive, experiential mode for addressing issues. Through the use of such creative and multisensory stimuli as puppets, music, drama, and movies, counselors can generate response and participation when breaching difficult topics. An added benefit is that students will forge positive associations between the tcpic and the creative stimuli. Various media, such as film, or puppets for younger audiences, can present a problem in a manner that may be more palatable than a lecture.

Describe the options for students who are initially deemed unsuitable for group counseling

Students who are unsuited to the group counseling format may be referred to individual counseling. Although some students referred to individual counseling may never participate in group counseling, others may transition from individual to group counseling. For these students, the counselors will want to make a determination of readiness based on specific criteria. He or she then should communicate to parents the recommendation, and the factors that indicate the student's readiness for group counseling. The intent, format, and expectations of the group setting should be distinguished from those of individual counseling. Counselors should refer to school policy regarding additional procedures to follow when transitioning a student in this manner. Also, students referred into group counseling from individual counseling should sign a consent form indicating their understanding of, readiness for, and commitment to the group setting.

discuss the Carl D Perkins vocational education Act of 1984 and the Carl D Perkins vocational and applied technology Act of 1990

The Carl D. Perkins Act of 1984 was created to improve the basic skills of the labor force and prepare students for the job market by enhancing vocational education. Specifically, the Perkins Act established equal opportunities for adults in vocational education, and helped introduce new technologies in vocational instruction. In order to meet its objectives, the Perkins Act set aside money for research into vocational education, as well as money to ensure access to vocational studies for pe0ple with disabilities, adults in need of retraining, single parents, and ex-convicts. This act was enhanced in 1990 with the issuing of the Perkins Vocational and Applied Technology Act. This act integrated academic and vocational studies, and funded better technology in vocational classrooms and better cooperation between the business and education communities.

list the benefits of classroom guidance in schools

The benefits of classroom guidance are found to be extraordinary and exponential. Results show that students who have experienced classroom guidance are significantly more successful academically and socially than those who have not had classroom guidance. This seems to be the case across the board, regardless of school district or even geographic area. In terms of academic success, these students fare noticeably better in attendance, test success, and overall grade-point average. Socially, their in-class behaviors improve markedly, and they are better able to cope with personal issues. Finally, students who have had the benefit of classroom guidance are more likely to attend college and to participate in career planning.

discuss the parameters and purpose behind the brief counseling method

The brief-counseling method, sometimes referred to as solution-focused brief counseling (SFBC), is often indicated in schools that have regimented time constraints for counseling. The parameters of these brief-counseling sessions are designed to mimic the parameters of longer individual sessions, but modeled for the indicated time period. The SFBC model also incorporates the unique aspects of the school counseling session. The model includes an opportunity for the student to concretely describe his or her particular situation, present any previous attempted resolutions, and then develop and implement an intervention. The SFBC model is most effective when the counselors utilize the time to endorse student strengths, successes, and resources. This model is often found to be effective for students of diverse backgrounds and cultures.

discuss the parameters and format of counseling groups

The counseling group provides a safe venue for students to express and process overwhelming emotions. The overall tone of the group should be one of caring, compassion, and empathy. Many of its members will have experienced, or will be experiencing, similar events and emotions. The format of the group should be one of support, trust, and understanding. Members of the group should feel a sense of camaraderie with the other members. Acting as facilitator, group counselors can encourage peers within the group to provide support and suggestions for emotional healing to the other members, contributing to the general beneiit of the entire group. Counselors should also be cognizant of each student's need to address both actions and thought patterns in the process of working through their issues or trauma with the group.

discuss the steps involved in framing the objectives of problem resolution in a group setting

The counselor as facilitator can work with members of the group to set goals and create a viable action plan. It is important that the parameters of this action plan fall within the capabilities and contributions of the group members. Individuals in the group should be able to recognize and embrace their role in facilitating change in the students. Specific steps in the process of developing an action plan include: Identifying the goal and the action plan for achieving it. Determining an appropriate and reasonable measurement of outcome. Empowering group members to act as change agents. Identifying the individual and group strengths appropriate to the action plan. Encouraging flexibility of roles and expanded boundaries as appropriate. Encouraging collaboration within the group and with other entities as appropriate. Developing a plan to implement and retain the changes.

describe the basic components in creating a psycho-educational group

The first step in creating a psycho-educational group is to dehne the following: * Purpose of the group * Anticipated membership * Focus of the group * lntewentions and expected outcomes Then, the counselor should clearly identify both long-term objectives and measured short-term steps toward those objectives, applicable to each session. The counselor should develop content and exercises that use an experiential framework which will incorporate and address the following: * The demographics and targeted needs of the group * Educational content that [its within the students' academic agendas * Opportunities for students to learn from experience '* A format that allows students to make connections between tasks and skills * Exercises that generate group discussion and response Finally, evaluation of the success of the group should include evaluation of each session and the process involved in achieving the long-term objectives.

discuss the criteria for choosing topics for themes for psycho-educational groups

The initial consideration for choosing topics for psycho-educational groups should be the age and developmental level of the students involved. While adolescent and pre-adolescent groups will respond better to a focus on social and interpersonal skills, groups of younger students thrive in a friendship or playgroup, or a group focused on problem solving. These topics or themes can provide a framework for students to address peripheral issues. It might be advantageous to refer to the school's agenda for academic and social skill development, in order to compile topics for psycho-educational groups. Some typical topics, particularly for adolescents, are stress management, romantic relationships, time management, and career planning. It is also a good idea to ask the school if there are any survey instruments they have used to identify topics of interest among their students.

discuss the process of recruiting and screening students

The primary considerations for selecting and screening students for group counseling are the willingness and capacity of the student to participate in a therapeutic group setting. Students may be self~referred. or they may be referred by parents, teachers, and other students. While self-referral indicates the student's willingness to participate, the other types of referrals indicate the need for counselors to screen students to see if they are amenable to group counseling. All students should be screened for capability to participate in a group setting, and to determine if a group counseling format would be beneficial for them. In general, the counselor should consider the parameters of the group setting, which include both speaking and listening, respecting confidentialities and differences among its members, as well as other components of the group format. Some counselors prefer to have individual meetings with potential members before the first group meeting; others devote the first meeting to information and screening.

discuss the transformed role of the school counselor

The role of the school counselor has broadened and integrated, so that the goals and delivery of the counseling program dovetail with those of the school as a whole. School counselors as educators recognize that school curriculum delivery and achievement standards are quantifiable media to address the access, attainment, and achievement goals of each individual student as well as the student body as a whole. Counselors also frame their approach with a basic premise that students who are given rigorous curricula and good support are capable of realizing their potential. Besides leading individual sessions and group workshops, counselors can participate in academic program planning. By integrating educational and counseling goals, counselors can provide the bridge between personal success and academic achievement. The counseling program can provide immediate assessment that describes the holistic achievement of the students.

discuss the basic concepts upon which the strategies of SFBC are based

The strategies indicated for SFBC are based on the following set of core concepts: If the counselor develops and presents the goals in a positive context, then cooperation, collaboration, and positive response from the student are more likely. In the SFBC model, a pragmatic approach is much more indicated than a theoretical one; in other words, this model focuses on what works rather than what the problem is. Counselors should be careful to formulate intervention strategies that can be reasonably attained within the allotted time frame. Because of the nature and parameters of the SFBC model, counselors should encourage students to focus on present and future circumstances, and to avoid past experiences as much as possible. Counselors should focus intervention strategies on students' behaviors and actions, rather than on reflective insights. All of these strategies contribute to the efficacy and success of the SFBC model of counseling session.

discuss the difference between psycho-educational and counseling groups

To appreciate the distinctions between psycho-educational and counseling groups, it is a good idea to first identify the similarities. Either group can address life management issues such as loss, stress issues, academic success, etc. Either group can be categorized into developmental, remedial, or school environments. Where they differ is in the focus within the groups and group sessions. Counseling groups tend to address matters of managing crisis, targeting issues of process more than specific content issues. Psycho-educational groups, on the other hand, apply a more concentrated focus on particular content. Counseling groups tend to be less structured than psycho-educational groups. The effect and impact on students in the two groups is often perceived as distinctively different, although counselors tend to view them as similar in format and purpose.

discuss the role of assessment documentation and addressing equity in school policies and practices

Well-documented assessment provides accountability for the success of the program in addressing student needs. Assessment reporting and documentation can also isolate and identify student groups that are not being served by current programs and policies. By disaggregating data, school counselors can reveal portions of the student demographic such as those identified by race, ethnicity, socioeconomic status, and other defining categories who are not being met. Counselors may also want to conduct longitudinal studies that will reveal the success or failure of various strategies within these subgroups. This kind of focused, delineated data can clearly point to underserved students, and can help prescribe revisions in policy or program development. The contemporary school counselor can serve as a leader in the creation and refinement of school programs that equally address the needs of all students. Documented assessment can provide tangible evidence to garner school support for policy changes.

discuss how counselors can frame s use in a manner that is inclusive of all parties

When a student's behavior or problem becomes such that intervention is necessary, blame is often laid at the feet of various parties. Parents may blame the school for their child's problems, and schools may hold parents accountable for student behavior. As consultants, counselors can stress that the student's situation should be viewed as a catalyst for change that will involve the student. the school, and the family. Viewed in this way, intervention becomes a collaborative goal rather than an exercise in Finding evidence to support blame. Counselors can encourage participants to feel committed to resolution, and to each embrace his or her respective role in its achievement. The strengths of the teachers and family members should be affirmed and used to bring about the desired objectives. Counselors should remind participants that change is a process that will take time and the commitment of those involved in the student's life.

discuss the assessment component of the systemic approach

When developing assessment methods for a systemic approach, counselors may first want to refer to existing data from school and district databases as well as adequate yearly progress (AYP) reports for a baseline representation of academic achievement or other pertinent information. Qualitative assessment from focus groups. interviews, and observations can provide a profile of key areas to be addressed. Counselors can then glean a basic understanding of what influences the access to resources and the academic achievement of students. Counselors may then want to choose the best format for assessment, incorporating best methods for garnering information, most comprehensive participation, and best feedback. They will want to look at those specific areas that will provide the clearest and most comprehensive picture of assessment of the program. Once the data is synthesized into a rubric, or other assessment vehicle. counselors can identify the students' needs more clearly.

discuss some of the cautions and safeguards with respect evaluation procedures

While counselor-generated evaluations are to some extent inherently subjective, there are several recommended safeguards to ensure a reasonable level of objectivity. In terms of the relationship to the student. the counselor should maintain a professional emotional distance, while still demonstrating sensitivity to student needs and feelings. The counselor should guard against becoming too emotionally attached to a student, since this could obscure the counselor's ability to evaluate empirically the level of success of the therapy or intervention. It is also important that the counselor and /or counseling team develop evaluation techniques and a rubric that will appropriately assess the achievement of therapeutic goals. A single-case study experimental design may be advisable. Another common suggestion is for the counselor to implement both formal and informal evaluation techniques to allow for more objective assessment.

discuss the role of demographics in selecting group members

While it is not always indicated for counselors to specihcally focus on demographics when choosing group participants, it is nonetheless a good idea to be aware of how the demographics relate to the topics being addressed. Sometimes the referral process might result in a default group of students that is primarily one gender or one ethnicity. Although there are no definitive rules about this, it is often a good idea to include a spectrum of cultures and mix of genders in a group setting. This is true when working with all age groups, but especially so when working with adolescent students. This often allows students to address personal and social skills in a mixed group, within the controlled environment of the counseling session. Younger children may be more comfortable in a group of their own gender. Of course, if the topic relates to cultureor gender-speciiic topics, then the group should be comprised of student falling within the specified category.

discuss the dovetailing of School counseling curriculum to standard academic curriculum oh my gosh

While the school counseling curriculum is developed within the same parameters as the standard academic curriculum, there are distinguishing characteristics and processes. One of the differences is that the standard academic curriculum is generally developed to address gradeor age-based curricular goals, whereas counseling curriculum also incorporates behavioral strategies and expectations. Counselors can further augment curriculum with professional expertise and knowledge gleaned from professional journals or other resources. In terms of process, standard academic curriculum is often a collaborative product of committees that include parents, school staff, and administration. School counseling curriculum is generally developed by counselors and teachers. However, many schools have liaison committees available to assist school counselors in developing curriculum. Nonetheless, all school staff should be aware of the goals and strategies employed in school counseling curriculum, and counselors should align academic curricular goals with the school counseling curriculum.

discuss the disadvantages of Performing accountability studies.

although accountability studies can provide valuable information for the school counselor, as well as the school Community as a whole, there are inherent disadvantages associated with these studies. And obvious Advantage is that the studies takes time away from Individual or group counseling, in order for the counselor to implement and assess the accountability model of evaluation. although this time could be well just fly by the overall benefits of the program to the student body, these benefits can only be realized if the counselor is trained in utilizing the data and spend the time on research and evaluation to achieve any useful result. Counselors may have misgivings about utilizing accountability studies because they have procedures results that are counterintuitive to implementation strategies that have proved successful and individual a tour group counseling some counselors may also be hesitant to perform accountability studies because of a perception of being micromanaged by the stakeholders requesting the data.

describe the focus and student population of counseling groups

counseling groups are generally form to dress personal issues that hinder or prohibit academic success. The girls can Target behavioral problems such as Opera September, cause disruption social maladjustment, e t c. Or they can Target specific life-altering events such as a death of a loved one or pregnancy. The groups are formed to work solely on personal issues aside from any resulting academic problems students referred to counseling groups have demonstrated an inability or the most ability particularly in the case of a personal crisis, to manage and possibly respond to their academic responsibilities. With the counseling groups facilitators can provide environment for students to benefit from peer support, particularly by removing the signs of isolation. Boniface include a stronger signs of self worth and the adoption of healthy charges ahead emotions.

discuss intervention strategies for students with generalized anxiety disorder.

generalized anxiety disorder g a d is it fine as a pervasive anxiety as characterized by excessive, uncontrollable, and often irrational worry about everyday things, which is disproportionate to the actual source of worry. physical, somatic symptoms may include shortness of breath and or muscle tension and other parts of the body, both of which can be difficult to control. Although Gad is not limited to adolescent, it does present problems particular to students and that the physical symptoms and irrational worry and overshadow attention two academics, and there for negatively affect performance. Students who are chronically anxious are in able to focus on the lessons. Counselors can use cognitive behavioral strategies to mitigate and the intensity of anxiety and the accompanying physical symptoms. Students can be taught coping strategies such as identification, modification of anxious self-talk, education about emotions model relaxation techniques and related self-regulated models.

describe a Cooperative education work experience program, including any negative aspects.

in contrast to the assessment methods used in mental health institutions, assessment in an academic setting is less formal and more geared toward establishing a trusting and collaborative relationship with a student. In the mental health setting, the counseling session might be well-served if the counselor asks direct questions to the client, in order to assess the problems. However in an academic setting, an effective counseling relationship depends not only on the student's cooperation, which is facilitated by a less direct approach to assessment, but also on the incorporation of students needs not readily divulged. a counselor in an academic setting Please be aware of, for instance, the students body language when assessing and treating the student. it is important for a counselor in an academic sang to listen and observe carefully, and to engage and non-intrusive of inquiry.

describe considerations for counseling a self-referral.

in some cases, students will refer themselves for counseling. And this scenario, the counselor should experience less resistance from student. However, there are nonetheless legal and ethical issues to be considered. It is first important to refer the government and school regulations regarding self-referral. one of these issues to be addressed is when and how to obtain parental consent. Limited of confidentiality in counseling a minor student needs to be thoroughly researched and clarified before the counseling sessions, whether it is an individual or a group session. A counselor should be cognizant of all of the considerations and ramifications of working with a student who self refers before meeting with a student and in fact made the client session based on findings

describe career clusters

in this extremely specialized modern economy, it is useful to consider various clusters of careers with similar attributes. The United States government has established 16 career clusters such as agriculture and natural resources, Arts, audio, video technology and Communications. architecture and construction, business and administration, Education and Training, Finance government and public administration. Health science, hospitality and tourism. Human Services, information Technology services, Law & Public Safety. Manufacturing retail, wholesales and services, scientific research and engineering. Transportation distribution and Logistics. these clusters have been created in part to Aid vocational Educators who may be overwhelmed by the variety of potential careers and can benefit from a system of summary.

describe informal assessment

informal assessment can occur in a classroom setting, in conversation with in the student, or by observation. Although informal assessment does not lend itself to a standardized rubric, such activities as games or storytelling can provide a holistic profile of a student. Other strategies for informal assessment include role-playing, opportunities for decision-making, writing exercises, and prioritize list. These activities can reveal a student's thought patterns and coping strategies, including those areas which accounts are identified with specific treatment. Informal assessment can be particularly beneficial when working with an early or middle childhood student who may not be able to isolate and articulate difficulties. Counselors conducting informal assessment need to report their findings in a more comprehensive unless quantitative format then that of formal assessment.

discuss the role of the counselor within the context of a larger school system

is important for school counselors to remember that they are just one member of the school Personnel Community. Their role is to provide individuals or group therapy to student members of the community who are at risk for self-destructive behaviors, but usually include academic failure it is the intervention focusing on the dangers of academic failure that serves as the linchpin of the collective goals of the entire School Community, including the school counselor. For school counselors to be most valuable to their student client, is important for them to remember that serving their students is also serving of the greater good of the school Community. This greater good includes the safety of the student body and the academic goals of the school and the district. The academic goals can be reflected in test scores retention and other quantifiable data.

describe the relative responsibilities of the counselor to the school community and to the individual student

it is important to remember that the primary responsibility of the counselor is the student body and the school Community as a whole. This committee includes parents, teachers, the student body and even other counselors. Within this context counselors can and should strive to address the needs of individual students who will most benefit from Individual Counseling, particularly as it relates to their academic development and success. the counselor's role is to assess individual students to determine if one-on-one counseling would be beneficial and then to implement it when appropriate if a counselor feels the student is in need of additional therapy or therapy outside of the-academic context, it is recommended that the student be referred to external agencies or other appropriate services.

discuss the parameters for scheduling group counseling sessions

it is important to remember that the responsibility of the school counselor is simultaneously for the student as well as the school community. Because of that, the counselor should work with school personnel and school schedules when developing group counseling schedules. This is particularly pivotal in high school and middle school because counseling sessions that are scheduled at the same time of day will interrupt the same class repeatedly. Collaboration with teachers and other school personnel is probably the best approach; the counselor should solicit their input about the best and worst times to schedule counseling sessions, for instance by avoiding sessions on days when standardized tests are administered. Beyond that, it is always a good idea to stagger group counseling sessions, especially in the middle school or high school setting, although this may be necessary in an elementary school also, if indicated by the teachers.

discuss intervention strategies for students with substance-related disorders

one of the initial intervention steps for substance abuse aside and find the pattern of abuse and the substances involved. Parents May conduct drug test at home, although students also met self-report. and a portent factor to remember the students with substance abuse problems may have family members with substance-abuse problems, since the correlation is very strong. In addition to individual counseling at education, counselors in conducts school and Community workshops that address the benefits of early detection, the risk factors involved, the treatment options available. Based on the type of substance abuse, duration, and intensity, various treatment models are available, ranging from a Outpatient Therapy to intensive in-patient treatment. the spectrum of treatment options and Compasses very restrictive models as well as more participatory models. She Trends include detoxification, countries and, self-help groups, behavior therapy, family therapy, social skills training, as well as nutritional and recreational counseling.

discuss some of the criteria to be addressed by the school counselor in the individual session

school counselor should try to schedule sessions at times that are least intrusive to the academic day. The counselor should also be sensitive to students nuances, for instance, some students may be more receptive after school hours and during the middle of the day. within each session, the counselor needs to honor the particular needs of the student all developing and implementing therapeutic goals. it is important to consider a student's developmental or situational hindrances furthermore, the counselor should develop a rubric for assessing the success of the therapy.

discuss the importance of process and problem solving groups, and the role of counselor as facilitator.

school teams brought together to resolve an issue are often task-oriented, and generally are not focus on process. Without some attention paid to process, the collaborative effect of the team can be diffused and the efficacy of the group diminished. The counselor as Consulting can contribute to the group discussion with not only knowledge about the particular issue, but also specific expertise in a group dynamics. That's facilitator he or she cannot encourage the group's process necessary to complete the problem-solving task. As with any professional inter-action, Council should remember they are part of a larger whole and maintain an open this to the strength of the group and the individual members. if a pro swole is accessible collaborative process will significantly contribute to the overall success of the task team as well as established the counselor as a viable member of the school community.

describe how counselors can help students become empowered

the idea of empowerment includes the distribution of resources, but is rooted in a larger context of social relationships and Dynamics. Culturally-based oppression often depends on acceptance from both dominant call Church and depressed cultures. Historically a press cultures sometimes adopt ways of thinking and behaving that originally were enforced by violence or other extreme means, but have continued because of cultural identity. Likewise, historically dominant cultures adopt the ways of thinking and behaving that perpetuate a false sense of superiority. Counselors can help students develop personal empowerment by encouraging time to recognize that individuals, and groups of individuals, often share many similarities and are connected at a fundamental level this kind of thinking transcends historically relationships and forges new interpersonal connections, giving empowerment to previously disenfranchised groups.

discuss communicative method for determining topics to be addressed in counseling groups

the toys of topics for Counseling Group should be representative of the needs of the school committee and or student body. Many topics will rise out of regular meetings between counselors and the school staff, or from meetings with parents. Others may be revealed and the surveys that are distributed to the parents, students, and School staff. students can also be a source of potential topics, particularly if they are provided with a clear and confidential protocol for bringing these concerns forward. Counselors can be proactive in the process of choosing topics, they can ask groups to suggest topics, or they can choose from a series of topics that might be of interest. once the council has established him herself as responsive conduit for topic suggestions, there should be a body of recommendations available from which to determine best topics to be addressed in counseling groups.

discuss the vocational education Act of 1963 and the 1968 amendments to it2

the vocational education Act of 1963, also called the Carl D. Perkins Act of 1963, Broad and the government's conception of vocational education. It established procedures to provide part-time employment to students, and established a Federal advisory Council on vocational education. It also set aside some federal money for the construction of local vocational schools. This act established work-study programs enabling students to get real life experience or earning some School Credit. Some amendments were made to this accident 1968, including direct support or cooperative education and A Renewed emphasis on post-secondary education the Amendments also included new Provisions for funding and expanded for vacational curriculum.

describe vocational education

vocational education as a training of individuals to perform certain jobs. Often, large communities have separate schools whose sole purpose is to cultivate workplace skills. B schools may work in conjunction with local Industries to tailor the student's education to the anticipated job market. Vocational classes and schools they also offer Cooperative training opportunities which students gain first-hand experience and their chosen field. as industrial work becomes more and more specialized, companies are requiring their employees have extensive vocational training and on-the-job experience. Publication of education is designed to embrace the entire life of the worker to this end, non vocational classes are required so that students can earn a secondary degree as they gain work skills and experience.

discuss the importance of emotional objectivity when introducing or implementing a counseling program on the school campus

when councillors join the school Community, they may encounter resistant to other contributions from certain members of that Community. Although the school Community as a whole mate indoors and support the counseling program and its inclusion in the larger efforts of the school, the resistance of a few made manifest and covert or overt actions that the undermine or impede the counseling program. Counselors need to maintain objectivity when facing these kinds of challenges which should be recognized as symptoms of systemic change. recognizing this objectively, the counselor can approach the challenges professionally. relying on their knowledge of systems change analysis, councilors can isolate and identify the resistance, and openly approached the individuals or entitles involved to find a mutual resolution. There's important to remember that, without the objectivity, counselors can become mired in conflict and programs can be rendered ineffectual.