Topics: High school, School counselor, Education Pages: 20 (4376 words) Published: October 16, 2014

Latricia Hackfeld
Graduate Student
Comprehensive Developmental Guidance Program
CNDV Developmental Guidance Program

Part I

A comprehensive developmental guidance program is the bones and structure that guide the school counseling program. A school counseling’s program should be comprehensive in scope and developmental in nature (ASCA, 2012). The ASCA national model: A framework for school counseling programs is written to reflect a comprehensive approach to program foundation, delivery, management and accountability. In the past the school counselors spent the majority of their time with either high achieving students or high risk individuals. The ASCA national model recommends that the majority of the school counselor’s time be spent in direct service so that every student receives benefits from the program (ASCA, 2012, p13).

The 7th standard of the ASCA national model establishes that the professional school counselor is responsible for developing an advisory counsel for the school counseling program (ASCA, 2012, p55). An advisory council falls under the management umbrella of the ASCA model. This council should review guidance program results and utilizes data to make changes and improvements. Professional school counselors should collaborate with all professionals to develop instrumental programs to support academic, social and relational success for all students. This advisory team should include professionals both inside and outside of the school district. The school counselor is responsible for the management and leadership of this team.

Teacher, administrators and parents will work together to develop lessons and programs that support the goals of the school counseling program. The administration can assist by providing facilities and necessary resources needed for the counseling program to be successful. Parents are also an integral part of a successful program implementation as well. At the secondary level it could be beneficial to have students serve as advisors on a counsel as well. Students can provide insight from the school and peers that could be overlooked by adults on the panel.

Community members, businessmen and women can be beneficial agents to the counseling advisory council as well. Community members should partner with schools providing much from outside of the school district. These individuals should not serve as parents but in a different capacity. This opportunity increases opportunities to be involved in the school system. It would also build a collaboration between students, families and local businesses (ASCA, 2012, p19).

The beliefs and philosophy of the school district are an integral part of the school guidance program, as it is the responsibility of the counselor to create a developmental program that follows the guidelines and mission statement of the school district. What we believe about students, families, teachers and the educational process is crucial in supporting the success of each student.

A school districts mission statement is an important part of the school’s foundation. A school district’s mission statement states the desired results for each student (Herford, 2007, p123). One essential aspect of the foundation for a school counseling program is the creation of a mission statement, which gives a program overall direction and vision (ASCA, 2004 p.30). The school counseling program should align directly with the school’s mission statement. A mission statement should focus on the beliefs, assumptions and philosophy. A mission statement also creates a unified vision for a school district. This statement is used throughout the educational process a guideline for all other programs.

School mission statement:

It is the purpose and mission of the school district to provide all of our students with an educational program which will allow them to develop to their full potential...

References: Cheeley, H. &. (2012). Hand in Hand. ASCA School Counselor, 1-3.
Cunnan, E. (1994, August 4). The Role of the school Counselor. Special populations, pp. 12-17.
Cunnan, E., & Maddy-Bernstein, C. (2012). The Role of the School Counselor. The school counselro, 1-2.
Dahir, C. &. (2003). Measure-ing Student Success: School Counselor Accountability. American Counseling Association, 261-263.
DavisEd.D, T. (2014). The Power of Positive. ASCA school Counselor.
Dollarhide, C. &. (2012). Comprehensive School Counseling Programs. Boston: Pearson Education, Inc.
The ASCA national model : A Framework for School Counseling Programs, Third edition. (2012). Alexandria, VA: ASCA.
tools, m. (2014, September 14). French and Ravens five forms of power. Retrieved from Mind tools: http://www.mindtools.com/pages/articles
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