Comprehensive School Counseling Project: A Proposal

Educational reform is determine by the commitment to provide optimum inform environments that ordain guarantee academician success for every(prenominal) pupils. A shift in the discuss schedule is introduced by the all- include take aim advise mystify recognizing the significant places guidances can play in maximizing potentials and achievement in every child. According to the American inform Counseling Association (ASCA 1997), take counsels mustiness aid coachs to focus on academic achievement, saloon and noise activities, advocacy and social/ emotional, and c atomic number 18er exploitation (Dahir, Hardy, Ford & Morrissey, 2005).The model provides content, process and account great power methods (Dahir et al. , 2005) that go away jockstrap coachdays exponents design schedulemes to goal the require of the savant population based on the knowledge or selective information equanimous. As expressed by Bilzing (1997), random acts of guidance be no lon g-life accept sufficient in 21st century directs (as cited in Dahir et al. , 2005, p. 3). The major departure from the traditional approach in school instruction is the use of query as the basis for the design of a instruction computer course. From a service driven model, transformed instruction programs run for on a data-driven and standards-based model.In addition to counseling, hatch and coordination roles, advocates participate in advocacy, collaborative and team pretend, data-driven and results-oriented initiatives, and technology-based programs. Counselors bring closely with an other(prenominal) teaching and school supply to ensure that every student benefits directly from the school counseling program (Dahir et al. , 2005). Adopting a wide counseling approach in school adjoins its propensity to address challenges of students and equip them with skills to face the changing demands of society.The inquiry-based approach al downcasts its unvarying evolution ba sed on data ga in that locationd so academic and psychosocial programs atomic number 18 created to address circumstantial argonas. The encompassing counseling model has been found to increase student attendance and completion rates tour decreasing suspension rates. Violence stay freshion interventions perk up to a fault been established as a harvest-home of the approach. It is able to address the needs of students in low performing schools and schools in crisis by using research based techniques to overcome the barriers such students face (Dahir et al. 2005). all-around(prenominal) counseling programs in school are able to deal with the specific factors that are change student achievement. Professional development is an alpha supporting bodily function in the implementation of comprehensive developmental school counseling programs (Dahir et al. , 2005). The involvement of other members in the school nonpluss beneficial to their personal and jobal enhancement. Furtherm ore, the program has also been extended to involve parents.The information gathered from research show the strengths and weaknesses of children, how the school counsellor is meeting the students needs, what areas the student needs to focus on to succeed, and incorporate the home support in all domains of the program (Dahir et al. , 2005). It is gradually neat a verificatory agent for improvements in the environment that surrounds the student home, school and community. Review of Literature There is a oecumenic agreement that most of the nations trouble is topper addressed by symbolizes of prevention and proactive intervention.Thompson (2002) highlights the fact that educational, political, and economic trends, as well as the critical needs of todays youth, are redefining the role and function of the schoolmaster school counselor. Furthermore, in a society where diversity is becoming a rule rather than an exception, school counselors dedicate come to represent a reservoir of stableness and congruency of information (Thompson, 2002). This can only be achieved with research-based approach to program design and following a developmental model of program implementation.It is the comprehensive counseling program which follows an inclusive model, world able to bother to all students within varying developmental needs. What is the best intervention that will work? This is perhaps one, if not the most, daunting question of school counselors. Until recently, psychological and counseling models were the uncreated sources of information. The advent of evidenced-based school counseling however, is providing a brighter direction for school counselors as well as decreasing the margin of error for the choice of intervention.Sexton, Schofield, and Whitson (1997) convey argued that the use of existing outcome research to work both training and practice can benefactor ensure that professional activities reflect best practices and are consistent with each other (qtd. in Dimmitt, Carey, & Hatch, 2007, p. 3). The comprehensive school counseling model therefore, by adopting an evidenced-base approach, increases the ace and validity of the program implemented. Further support for the of the essence(p) role of the counselor and the benefits of using empirical data in program design is provided in the literature review conducted by White and Kelly (2010).They foc utilize on how the comprehensive counseling program can address the problem of school dropout. The approach is able to meet both risk-reduction and protective factors of potential dropouts. The role that school counselors can play in attending to prevent school dropout is substantial and could ultimately enhance not only student outcomes, but also the flying of the profession of school counseling (White & Kelly, 2010). Evidence has shown that absenteeism and tardiness, unless the right way addressed, will lead to increased student impediment and drop-outs.Counselors are challen ged to proactively seek ways to provide early(a) interventions for prevention. Another accountability of the counselor was discussed in the story by Wachter, Villalba and Brunelli (2007). The article highlights the academic and personal-social needs of students with cultural backgrounds, particularly Latino(a) children in southeastern U. S. The results show that there is a wide array of academic and cultural factors impacting student learning and development, in addition to a diverse collection of school-based interventions (Wachter et al. 2007). The participants were also concerned with the pinch gap that affects the communication and perceptions between the Latino homes and the schools, which among other factors, impedes their academic success. It is the counselors responsibility to help close this gap by learning astir(predicate) the students culture to better understand their needs and help them achieve their goals. The high incident rate of bullying in schools is a major and grave issue that is consistently facing school counselors.Young, Hardy, Hamilton, Biernesser, and Niebergall (2009) describes how data was used to provide a comprehensive counseling program to address bullying and harassment incidents in school. As a result, the school counselors began to routinely and systematically underwrite and use data to transform their counseling operate (Young et al. , 2009). The program allowed them to measure outcomes and if significant differences were attained due to the program implementation. So far, the studies previously discussed emphasized the role of the counselor in improving the psycho-social well-being of students.Accountability, however, is encompassing and includes achievement piles in academic subjects. tidy sum and Webb (2009) compared the achievement outcomes of the Florida Comprehensive Assessment Test of Grades 4-5 students who participated and did not take part in the counselor-led Student success Skills Intervention. The resu lts show that students who participated in the intervention showed greater mean improvement in reading and math scores that students at the district or state aim (Luck & Webb, 2009). The outcomes led to greater appreciation of collaborative work between counselor and the teaching staff.Within the scene of comprehensive programs in school counseling, addressing the issue of sexualization among girls was discussed in an article by Choate and Curry (2009). The authors argue that being a sensitive and ethically-laden issue, the counselors professional orientation and skills are uniquely suited to play a crucial role in creating effective change in this area (Choate & Curry, 2009). There are many factors affecting sexuality of girls and the multiple go achieved through a comprehensive program makes it possible to deal with these factors in isolation and in their interaction.Clearly the comprehensive counseling model finds various applications and provides a holistic intervention for the students. But how prepared are those in the profession to adopt this approach in their practice? A study conducted by Dahir, Burnham and Stone (2009) revealed that there are gaps in the school counselors ability to embrace and implement the new vision of comprehensive school counseling during the initial stages of implementation. This finding necessitates professional development to better equip school counselors, as well as other members of the school teaching and support staff, and administrators for successful collaboration. Program Descriptions and Recommendations Based on the arguments and empirical data presented in the previous sections, it is highly recommended that schools shift from a service-driven model to a data-informed comprehensive school counseling program. The diverse populations co-existing in the school will greatly benefit from the approach. The programs will be tailored according to the background and needs of the students.The socio-economic backgrounds a nd family context of use are creating serious impact on the executing of the students. Existing literature has provided evidence that counselor-led interventions to improve academic success are yielding significant differences in the test scores of the students. The foundation is the basis of a comprehensive school counseling program (Dahir et al. , 2005). The proposed program is aimed at developing the psycho-social and academic skills of students to help them become self-directed learners who are prepared to meet the demands of a changing society.It hopes to mold the students in the three important domains, academic, personal/social and flight. Specifically, it hopes to address the learning standards in Mathematics, Science and Technology, Language Arts and Career Development. These foundational schools are important at this initial stage of program implementation and while other standards are equally important, they will be further addressed after(prenominal) the initial pha se. It will also allow for priggish observe and evaluation of the program. The outcomes will be metric quantitatively through standardized tests.Qualitative data will also be gathered through interviews and examination of work outputs of students. The delivery process will entail individual student preparation. Career planning is recommended for the program where students will sit through a workshop to identify their personal vision-mission. This will be the first step in building their career portfolio. Responsive services will also be in place for critical cases. While topics for sort out sessions may be provided based on the counselors assessment, individual counseling will also be initiated for students mostly in need such as those with history of bullying or bemused families.The school counseling curriculum will be initiated with the coordination of school teachers to improve academic performance. School tools or study skills will be provided by the counselor to encourage students to maximize their potentials and introduce different pathways to success. Feedback, monitoring and evaluation of the counseling program will be achieved through an effective system support. The guidance counselor takes the lead in engaging administrators, parents, the community and other sectors of society in measuring the outcomes of the comprehensive counseling program.On a regular basis, the school counselor convenes different stakeholders to provide information on the programs initiated and the accepted results. Management is the key for smooth delivery of services. appropriate planning will involve scheduling of services offered. School counselors must also provide periodical reports to be able to evaluate the forcefulness of the program. reenforcement therefore, is of utmost importance. School counselors and administrators are challenged to demonstrate the effectiveness of their school counseling programs in measurable price (Dahir et al. 2005). Data will always be the primary source for the changes that are proposed and for further enhancements in the future. School counselors must take accountability for student achievement, in as much as teachers and principals do. Thus, the programs must be aligned with the objectives of the academic curriculum. Data must be analyzed and reflected upon to create the necessary changes in the program to ensure effectiveness. Appropriate measurement instruments will be adopted to be able to quantify the outcomes of the program.