New Mexico Comprehensive School
Counseling Program Guide

Foundation
Beliefs and Benefits | Mission Statement | Local/State/National Standards | New Mexico Policy

Local/State/National Standards

DOMAINS

 The domain areas of the competencies are:

The domains are reflective of development theory in that within each domain is a set of competencies that was derived from the theory. Vertical articulation of the competencies ensures that they are based on a solid foundation of theory. These domains are connected and interdependent. They focus on promoting students' growth and development at each grade level, by age-appropriate means. Achievement of any developmental milestone is going to affect and produce growth on all three domains.

 

ASCA NATIONAL STANDARDS

 

THE ASCA NATIONAL MODEL:

A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS

THE ASCA NATIONAL MODEL

 

{THE ASCA NATIONAL MODEL BOX GOES HERE:}

The model graphic, as shown above, represents the operational structure and components of the ASCA's National Model for School Counseling Programs. The graphic contains three levels and four squares, each representing one fo the major components of the model. The arrows in each square point to the systems they influence, as in a building-block approach. First you have the Foundation (first level), and from that you build up to the Delivery System and Management System (second level). From there, you build up to the Accountability (third level). of the Program. Looking carefully, you can see that the two white arrows pointing up to Accountability also create a black arrow pointing back down from Accountability to the Foundation. Through the accountability piece, we are able to continually refine the foundation and create an effective school counseling program.

ELEMENTS OF THE ASCA NATIONAL MODEL

 

Foundation

The foundation provides the “what?” of the program, discussing what every student will know and be able to do. It includes the beliefs, philosophy and mission statement of the comprehensive school counseling program, as well as incorporating the ASCA National Standards (competencies and indicators) and the three domains, academic development, personal/social development and career development.

Delivery System

The mission of the school counseling program will be carried out through four major components, (1) guidance curriculum; (2) individual planning; (3) responsive services; and (4) systems support. The program components are the structural framework of direct and indirect services which will be delivered by the New Mexico Public Schools' Comprehensive School Program. Direct services include individual counseling, group counseling and classroom guidance. Indirect services include consultation, coordination, team building, leadership and advocacy.

Management Systems:

The management system addresses the when (calendar and action plan), the why (use of data) and the on what authority (management agreement and advisory council) the program is being implemented. It includes the use of management agreements, an advisory council, use of data, action plans, use of time, and calendars.

 Accountability:

The accountability system answers the question: “ How are students different as a result of the school counseling program? ” This is accomplished by compiling results reports, counselors being evaluated based upon school counselor performance standards, and performing program audits.

 

THEMES

ASCA incorporated the four themes of leadership, advocacy collaboration and systemic change as part of the framework of the ASCA National Model. Working as leaders, advocates and collaborators, professional school counselors promote student success by closing the existing achievement gaps. They help every student to gain access to rigorous academic preparation that will lead to greater opportunity and increased academic achievement.

School counselors work with all stakeholders, both inside and outside the school system, to develop and implement responsive educational programs that support the achievement of the identified goals for every student. It is crucial that professional school counselors create effective working relationships among students, professional and support staff, parents or guardians and community members.

The border of the model graphic represents the professional school counselor's skills and attitudes of leadership, advocacy and collaboration. Combined, these skills and attitudes lead to systemic change. These overriding concepts surround and affect the blocks, and represent the interdependence of the four systems.

 

SUMMARY

The ASCA National Model creates one vision and one voice for school counseling programs. Following the National Model maximizes the full potential of the National Standards for students and directly addresses current education reform efforts. It is a mechanism with which school counselors and school counseling teams will design, coordinate, implement, manage and evaluate their programs for student's success. It provides a framework for the program components, defines the school counselor's role in implementation and infuses the underlying philosophies of leadership, advocacy and systemic change. Implementing a comprehensive school counseling program will answer the question “How are students different as a result of what we do?”

 

REFERENCES

 

American School Counselor Association. (2003). The ASCA National Model: A Framework For School Counseling Programs . Alexandria , VA : Author.

American School Counselor Association. (2004). The ASCA National Model Workbook . Alexandria , VA : Author.

Iowa Comprehensive Counseling and Guidance Program Development Guide

 

MULTICULTURAL COMPETENCE

 

ETHICAL AND LEGAL DIRECTIVES

 

DISTRICT AND SCHOOL POLICY

District and school policies interface with the school counseling program in a very significant way. These policies define the role of the school counselor in that particular educational institution. It defines, within the job description, duties that counselors will be responsible for, what they will not do, etc. Most schools also have a Educational Plan For Student Success (EPSS). This is also the policy of the district and the school. The Professional School Counselors must incorporate that policy for student success into their counseling program so that they can support students as the district has declared they will support students. Schools and Districts also have discipline policies that affect the school counseling program. For instance, policies related to attendance, drugs, alcohol and tobacco use, violence, etc. All of these policies influence how the school counseling program will deliver services to address the issues that result in violations of these policies. Most also have policies on Duty to Report in drug and alcohol related instances as well as Abuse/Neglect, or other safety related matters. Counselors must follow those policies, and within those policies serve the students needs and ensure that students are connected with any services and support their academic success.

SUMMARY

Every school counselor has a professional foundation from which to build their school counseling program. This professional foundation is (1) the ethical standards; (2) the laws that support, and at times constrain them, (3) leadership and advocacy skills and responsibility; (3) district policies and school policies; and (4) the counseling and support staff. Many times the foundation is not ideal, but the Professional School Counselors must start with the strengths and build upon those to get the program that creates a supportive learning environment for student success. Change in the system is much like the change in a child. You start with where the child (system) is and facilitate their growth along the way by creating rapport, building upon their strengths, connecting them with resources, and educating them.

 

 

REFERENCES

Documents Specific to School Counseling in New Mexico

 

Competencies for Professional School Counselors [ 6.63.6.9 NMAC - Rp 6 NMAC 4.2.3.12.9, 02-14-03 ]

Licensure Requirements for Professional School Counselors, K-12 NMAC 6.63.6

Evaluation of Counselor Performance NMAC 6.69.3.1

  Child Abuse and Neglect, 32A-4-1 through 32A-4-33

 State Law pertaining to a right to a free public education 22-12-4.  Right to education.

State Statute pertaining to Compulsory Attendance

Compulsory School Attendance, 22-12-1 through 22-12-9

Assessment and Accountability, 22-2C-1 through 22-2C-11.

Training for Cultural Recognition, 32A-18-1 through 32A-18-4

Emancipation of Minors, 32A-21-1 through 32A-21-7.

Family Preservation, 32A-17-1 through 32A-17-6.

Children's Mental Health and Developmental Disabilities, 32A-6-1 through 32A-6-22

Families in Need of Services, 32A-3A-1 through 32A-3A-10.

State Laws pertaining to Custody issues

Child Custody, 40-10A-101 through 40-10A-403

Documents Specific to Implementing a Comprehensive School Counseling Program

ASCA National Standards (competencies & Indicators for Students)

ASCA Counselor Competencies

New Mexico Counselor Competencies

Multicultural Counseling Competencies

 

Documents Specific to School Counselor Ethics

The American School Counselor Association Ethical Standards for Professional School Counselors (1998)

The American School Counselor Association Ethical Tips for Professional School Counselors

National Board for Certified Counselors Code of Ethics

Association for Specialists in Group Work Ethical Guidelines For Group Counselors

 

Federal Documents related to School Counseling

 

A Nation At Risk

Goals 2000

Federal Laws pertaining to confidentiality (FERPA

Federal “No Child Left Behind Act”

IDEA

 

REFERENCES:

BOOKS and DOCUMENTS

 

Transforming the School Counseling Profession , Bradley T. Erford, Merill Prentice-Hall, 2003.

School Counseling Renewal: Strategies for the Twenty-first Century , Rosemary Thompson, Accelerated Development Inc. (1992).

Competencies for Professional School Counselors , Adopted by the State Board of Education, November 30, 1992 . Effective Date: July 1, 1993 .

National Board for Certified Counselors: Code of Ethics , American Counseling Association.

American School Counselor Association. (2003). The ASCA National Model: A Framework For School Counseling Programs . Alexandria , VA : Author.

American School Counselor Association. (2004). The ASCA National Model Workbook . Alexandria , VA : Author.

Iowa Comprehensive Counseling and Guidance Program Development Guide , (November, 2001).

The New Mexico School Counseling Services Program Guide: A Technical Assistance Handbook for School Counseling Programs, The New Mexico State Department of Education (Winter, 1995).

 

WEBSITES

 

American School Counseling Association Website: www.schoolcounselor.org

New Mexico School Counselor Association http://www.nmca.nm.org/nmsca/

ASCA Legal and Ethical Information http://www.schoolcounselor.org/content.cfm?L1=12

Model Elementary School Counseling Program http://www.wested.org/cs/wew/view/pj/226

Delaware 's Model School Counseling Program http://www.careerconnect.dtcc.edu/counselors.html

Benefits of Initiating a Comprehensive School Counseling Program  http://www.umass.edu/schoolcounseling/CenterResearchBrief.pdf

Austin , Texas Model School Counseling Program http://www.austin.isd.tenet.edu/k12/studentsupport/guidanceandcounseling/index.phtml

Marblehead HS Web Site http://www.marblehead.com/guidance/devguid.htm

Utah Comprehensive Guidance Model  http://www.usoe.k12.ut.us/ate/compguide/model/evaluation.htm

Georgia State Guidance and Counseling Information http://www.glc.k12.ga.us/qcc/ancill/guidance/ind-guid.htm

New Hampshire State DE Office of Guidance and Counseling Web Site--Comprehensive Program http://www.ed.state.nh.us/education/doe/organization/adultlearning/guidance.htm

Nebraska Comprehensive School Counseling Model  http://www.nde.state.ne.us/CARED/standards.html

The Education Trust's National School Counselor Training Initiative "Transforming School Counseling" http://www.edtrust.org/main/main/school_counseling2.asp

Texas Model Plan for School Counseling http://www.tea.state.tx.us/guidance/

 

 

 

 

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