Models and Approaches of School Counseling

Foundational Skills and Competencies for the Beginning School Counselor

The following skills and competencies are intended as a guide to the set of skills, attitudes and knowledge that should be demonstrated before the student in the school counseling program leaves graduate school. Some of the competencies and skills will be monitored at the classroom level in the university and others will be observed and recognized in the school counseling internship.

Counseling
The beginning school counselor will:

• demonstrate knowledge of theory, practice and ethical standards relative to individual and group counseling; 
• articulate the theoretical basis for one’s own counseling practice; 
• demonstrate appropriate counseling techniques and interventions for use within the academic, career and personal/social domains; 
• demonstrate the ability to provide individual and group counseling services that are appropriate to the interests, needs, and developmental level of diverse populations and cultures; 
• demonstrate the ability to evaluate and assess the effectiveness of one’s counseling interventions and modify accordingly; and 
• demonstrate the ability to interpret tests, student data and other appraisal results appropriately in the counseling environment. 

Consulting
The beginning school counselor will:

• demonstrate knowledge of the theory and practice of school-based consultation; 
• demonstrate the ability to consult and collaborate with teachers, staff, administrators and community-based organizations in understanding and meeting the needs of all students; 
• make appropriate referrals to school and community support personnel; and 
• demonstrate knowledge of a wide variety of appraisal instruments and techniques to enhance decision making and planning. 

Coordinating
The beginning school counselor will:

• demonstrate knowledge of the school and community resources that complement the provision of counseling services. 
• initiate and maintain productive working relationships with students, staff, parents, administration and community-based organizations. 

Curriculum Management
The beginning school counselor will:

• demonstrate the ability to design and implement a planned, sequential and developmentally appropriate school counseling curriculum in accordance with the competencies and indicators outlined by the Connecticut Comprehensive School Counseling Program; 
• demonstrate the ability to deliver the program using systematic approaches; 
• promote understanding and appreciation for diverse populations and cultures; 
• demonstrate the ability to evaluate the impact of instruction; and 
• demonstrate the ability to modify teaching methods based on feedback and evaluation. 

Individual Planning 

The beginning school counselor will:

• demonstrate the ability to assist students in establishing personal goals and developing future plans; and 
• articulate a method of systematic delivery of individual planning to all students appropriate to their age and grade level. 

Managing 

The beginning school counselor will:

• manage time, space, materials and equipment for the provision of the counseling program; 
• understand, organize and facilitate the use of technology; 
• conduct periodic evaluations of the counseling program; and 
• use evaluations of the counseling program to modify programs and activities. 

Professionalism 

The beginning school counselor will: 

• demonstrate knowledge of the ethical standards of the School Counselor Association (SCA); 
• demonstrate knowledge of the ethical standards of the Counseling Association.(CA); 
• demonstrate knowledge of state and national program standards; 
• demonstrate knowledge of the federal and state laws pertinent to the role, function and services of the school counselor; and 
• participate in professional development activities. 

Models and Approaches of School Counseling