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Process
of Delivery
Various methods of delivery are employed through the Comprehensive
Counseling and Guidance Program to
ensure that the guidance program reaches every student. Four components have been identified
as fundamental elements of the Utah model.
The percentage of time allocated for
each of the four components may vary according to student and school needs. Attending to age-appropriate developmental needs
of students via the guidance curriculum will be a top priority. Suggested time distributions for high school, middle/junior
high school, and elementary school that provide adequate balance among the four components are outlined below. Guidance Curriculum,
Individual Planning—SEP/SEOP, and Responsive Services constitute the direct services to students in the program. Counselors
should spend a minimum of 80 percent of their time providing direct services and 20 percent or less of their time in indirect
services.
HIGH
SCHOOL
Guidance Curriculum ...................... 25%
Individual Planning/SEOP ............... 35%
Responsive
Services ....................... 25%
System Support.................................. 15%
MIDDLE/JUNIOR
HIGH SCHOOL
Guidance Curriculum ...................... 35%
Individual Planning/SEOP ............... 25%
Responsive
Services ....................... 25%
System Support.................................. 15%
A master calendar is developed that reflects
all of the major activities of the components of the Comprehensive Counseling and Guidance Program. As a result, the program
will be visible at a glance. The Comprehensive Counseling and Guidance Program standards require counselors to show evidence
that the time allocations are being met. A master calendar and/or counselor daily log constitutes such evidence.
GUIDANCE CURRICULUM
Guidance
curriculum consists of structured, developmentally sequenced activities presented systematically through classroom and group
settings. The curriculum is designed to respond to each of the NOICC (National Occupational Information Coordinating Committee)
competencies, which are organized according to the following content areas:
• SELF-KNOWLEDGE
•
EDUCATIONAL AND OCCUPATIONAL EXPLORATION
• CAREER PLANNING
Guidance curriculum
activities are generally prioritized based on the results of the needs assessment. The guidance curriculum is delivered through
strategies that include:
Classroom
Presentations and Activities: Counselors teach or assist in teaching guidance curriculum activities or units in the
classroom, guidance center, or other school facilities. This is not limited to one or two subjects but may include all areas
in the total school curriculum.
Group
Activities: Counselors conduct groups outside the classroom to respond to identified student interests or needs. Counselors
plan and lead structured activities to increase the skills and knowledge of the students.
Other
Strategies: Schools may choose to use other delivery strategies, such as teacher advisory programs, peer leaders, and
instructional television programs.
The counselor can
be both a facilitator and deliverer of the guidance curriculum. The content areas are further defined as student competencies
with indicators in Section IV and in Appendix A.
INDIVIDUAL PLANNING—SEP/SEOP
This component has been defined by the Utah State Board of Education
and the Utah State Legislature as the Student Education Plan (SEP) and the Student Education Occupation Plan (SEOP). Individual
planning involves a process that includes activities to assist students in planning, monitoring, and managing their own learning
as well as their personal and career development. Through the individual planning process, students are given opportunities
to evaluate their educational, occupational, and personal goals. The activities in this component are planned and directed
by the counselor. They may be delivered on an individual and/or small-group basis.
Individual Planning
is delivered through strategies that include:
Guidance
Curriculum: Curriculum activities are classroom presentations sequenced by grade level in areas of self-knowledge,
educational occupational exploration, and career planning.
Individual
Appraisal: Counselors work with students in analyzing and evaluating their abilities, interests, test information,
transcripts, extracurricular activities, competencies, leadership roles, course work, and other data as the basis for assisting
in the development of immediate and longrange plans.
Individual
Advisement: Information from the individual appraisal is used along with guidance curriculum and other current career
information sources to help students plan personal, educational, and career goals.
Parent/Student
Meetings: Counselors will meet with students and their parents annually in individual and/or small-group planning conferences
to review the goals resulting from individual advisement. Goals will be revised as necessary to be consistent with current
data.
Next
Step Planning and Follow-up: Transitions from one educational program to another, from one school to another, or from
school to work will be successful as counselors support students in gathering information, overcoming barriers, and establishing
necessary connections.
RESPONSIVE SERVICES
The responsive services component of the Comprehensive Counseling
and Guidance Program is designed to meet the immediate needs and concerns of individual students. These needs may require
counseling, consultation, referral, or general information. The overall focus of responsive services is prevention and intervention
through activities and programs that are developed in response to students’ needs. Responsive services are available
to all students and are often student, parent, or teacher initiated. Some areas of focus may include dropout prevention, student
assistance programs, peer leadership teams, and drug and alcohol prevention. While counselors have training and skills to
respond to these needs and concerns, the cooperation and support of the entire faculty are necessary for successful implementation
of this component.
Strategies to make
responsive services available to all students include:
Classroom
Presentations: Counselors teach or assist in teaching guidance curriculum activities or units (focusing on responsive
services issues) in the classroom, guidance center, or other school facilities. Such classroom presentations are not limited
to one or two subjects areas but may include all areas in the total school curriculum.
Parent
Education: Counselors may be asked to conduct or organize orientation or training for parents in response to a particular
need or concern of students.
Consultation:
Counselors may consult with students, parents, teachers, other educators, and community agencies regarding strategies to help
students.
Individual/Group
Counseling and Conferences: Counseling may be provided on a small-group or individual basis for students who express
concern or have some difficulty dealing with relationships, grief or loss, personal matters, and developmental issues. Students
are assisted in identifying problems, causes, alternatives, and possible consequences so that planning and appropriate action
occur.
Crisis
Counseling: Students and their families may be supported during emergency situations by counselors who can provide
short-term counseling and referral to other appropriate support services. Counselors provide leadership for the development
of a school crisis intervention plan.
Referral:
Counselors may use referral sources to help students deal with serious life crises, such as suicide, violence, abuse, and
terminalillness, that lie beyond the scope of the counselor's expertise and/or time. Referral sources include mental health
agencies, employment and training programs, vocational rehabilitation, juvenile justice services, and/or social services.
SYSTEM SUPPORT
System support activities establish, maintain, and enhance the
Comprehensive Counseling and Guidance Program and support the total operation of the school. This component is carried out
through activities in the following areas:
Program
Development, Implementation, and Management: Conducting steering and advisory committee meetings, setting aside planning
time for weekly department meetings, preparing calendars of events, and communicating plans to appropriate individuals are
some examples of the tasks needed to support the Comprehensive Counseling and Guidance Program.
Statewide, there are
schools that have met program standards and have staff members who can assist others in making the transition to implement
a Comprehensive Counseling and Guidance Program or assist in assessing and evaluating the program.
Program
Assessment and Evaluation: A Comprehensive Counseling and Guidance Program is dynamic. A school should use the self-study
and program standards checklist to review the status of the guidance program on an annual basis.
Resource
Management: A school should ensure that all funds and resources that are provided for the guidance program are managed
efficiently. This includes creating a budget and a system for assessing the effectiveness of all resources.
Staff/Community
Relations: Teacher, administrator consultation and staff development, school and community presentations, newsletters,
and the local media will be utilized in orienting others to the Comprehensive Counseling and Guidance Program. Counselors
mayserve ondepartmental committees or community advisory boards to further generate supportand understanding by staff and
community and to promote schoolwide improvement. Counselors are at the table when decisions about school programs are made.
Research
and Publication: Guidance program evaluation, follow-up data, and the development of guidance curriculum activities
should be shared by counselors to promote the research and development effort.
Community
Outreach: Counselors may plan visits with local business leaders, social service agency representatives, job service
personnel, and others to become knowledgeable about community resources, labor market trends, and employment opportunities.
In turn, they seek support from groups to serve as members of the advisory committee, participate in career days, etc.
Professional Development:
Counselors need to be well trained in the Comprehensive Counseling and Guidance Program. Counselors are involved regularly
in updating their professional knowledge and skills. Activities might include participation in professional organizations
and inservice training, and reviewing or contributing to professional literature.
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