Revised June 25, 1998 A.2....

ETHICAL STANDARDS FOR SCHOOL COUNSELORS

Revised June 25, 1998

Preamble

The American School Counselor Association (ASCA) is a professionalorganization whose members have a unique and distinctive preparation,grounded in the behavioral sciences, with training in clinical skillsadapted to the school setting. The school counselor assists in the growthand development of each individual and uses his or her highly special-ized skills to protect the interests of the counselee within the structureof the school system. School counselors subscribe to the followingbasic tenets of the counseling process from which professional respon-sibilities are derived:

• Each person has the right to respect and dignity as a human beingand to counseling services without prejudice as to person, character,belief, or practice regardless of age, color, disability, ethnic group,gender, race, religion, sexual orientation, marital s tatus, or socioe-conomic status.

• Each person has the right to self-direction and self-development.

• Each person has the right of choice and the responsibility for goalsreached.

• Each person has the right to privacy and thereby the right to expectthe counselor-counselee relationship to comply with all laws, poli-cies, and ethical standards pertaining to confidentiality.

In this document, ASCA specifies the principles of ethical behaviornecessary to regulate and maintain the high standards of integrity, lead-ership, and professionalism among its members. The Ethical Standardsfor School Counselors were developed to clarify the nature of ethicalresponsibilities held in common by school counseling professionals.The purposes of this document are to:

• Serve as a guide for the ethical practices of all professional schoolcounselors regardless of level, area, population served, or member-ship in this professional Association;

• Provide benchmarks for both self-appraisal and peer evaluationsregarding counselor responsibilities to counselees, parents, col-leagues and professional associates, schools, and communities, aswell as to one's self and the counseling profession; and

• Inform those served by the school counselor of acceptable counselorpractices and expected professional behavior.

A.1. Responsibilities to Students

The professional school counselor:a. Has a primary obligation to the counselee who is to be treated withrespect as a unique individual.

b. Is concerned with the educational, career, emotional, and behavioralneeds and encourages the maximum development of each counselee.

c. Refrains from consciously encouraging the counselee's acceptance ofvalues, lifestyles, plans, decisions, and beliefs that represent the coun-selor's personal orientation.

d. Is responsible for keeping informed of laws, regulations, and policiesrelating to counselees and strives to ensure that the rights of counseleesare adequately provided for and protected.

A.2. Confidentiality

The professional school counselor:a. Informs the counselee of the purposes, goals, techniques, and rules ofprocedure under which she/he may receive counseling at or before thetime when the counseling relationship is entered. Disclosure noticeincludes confidentiality issues such as the possible necessity for con-sulting with other professionals, privileged communication, and legalor authoritative restraints. The meaning and limits of confidentiality areclearly defined to counselees through a written and shared disclosurestatement.

b. Keeps information confidential unless disclosure is required to pre-vent clear and imminent danger to the counselee or others or whenlegal requirements demand that confidential information be revealed.Counselors will consult with other professionals when in doubt as to thevalidity of an exception.

c. Discloses information to an identified third party who, by her or hisrelationship with the counselee, is at a high risk of contracting a diseasethat is commonly known to be communicable and fatal. Prior to disclo-sure, the counselor will ascertain that the counselee has not alreadyinformed the third party about his or her disease and he/she is notintending to inform the third party in the immediate future.

d. Requests of the court that disclosure not be required when the releaseof confidential information without a counselee's permission may leadto potential harm to the counselee.

e. Protects the confidentiality of counselee's records and releases per-sonal data only according to prescribed laws and school policies.Student information maintained in computers is treated with the samecare as traditional student records.

f. Protects the confidentiality of information received in the counselingrelationship as specified by federal and state laws, written policies, andapplicable ethical standards. Such information is only to be revealed toothers with the informed consent of the counselee, consistent with thecounselor's ethical obligation. In a group setting, the counselor sets ahigh norm of confidentiality and stresses its importance, yet clearlystates that confidentiality in group counseling cannot be guaranteed.

A.3. Counseling Plans

The professional school counselor:works jointly with the counselee in developing integrated and effectivecounseling plans, consistent with both the abilities and circumstancesof the counselee and counselor. Such plans will be regularly reviewedto ensure continued viability and effectiveness, respecting the counse-lee's freedom of choice.

A.4. Dual Relationships

The professional school counselor:avoids dual relationships which might impair her or his objectivity andincrease the risk of harm to the client (e.g., counseling one's familymembers, close friends, or associates). If a dual relationship is unavoid-able, the counselor is responsible for taking action to eliminate orreduce the potential for harm. Such safeguards might include informedconsent, consultation, supervision, and documentation.

A.5. Appropriate Referrals

The professional school counselor:makes referrals when necessary or appropriate to outside resources.Appropriate referral necessitates knowledge of available resources andmaking proper plans for transitions with minimal interruption of serv-ices. Counselees retain the right to discontinue the counseling relation-ship at any time.

A.6. Group Work

The professional school counselor:screens prospective group members and maintains an awareness of par-ticipants' needs and goals in relation to the goals of the group. Thecounselor takes reasonable precautions to protect members from phys-ical and psychological harm resulting from interaction within thegroup.

A 7. Danger to Self or Others

The professional school counselor:informs appropriate authorities when the counselee's condition indi-cates a clear and imminent danger to the counselee or others. This is tobe done after careful deliberation and, where possible, after consulta-tion with other counseling professionals. The counselor informs thecounselee of actions to be taken so as to minimize his or her confusionand to clarify counselee and counselor expectations.

A.8. Student Records

The professional school counselor:maintains and secures records necessary for rendering professionalservices to the counselee as required by laws, regulations, institutionalprocedures, and confidentiality guidelines.

A.9. Evaluation, Assessment, and Interpretation

The professional school counselor:a. Adheres to all professional standards regarding selecting, administer-ing, and interpreting assessment measures. The counselor recognizesthat computer-based testing programs require specific training inadministration, scoring, and interpretation which may differ from thatrequired in more traditional assessments.

b. Provides explanations of the nature, purposes, and results of assess-ment/evaluation measures in language the counselee(s) can understand.

c. Does not misuse assessment results and interpretations and takes rea-sonable steps to prevent others from misusing the information.

d. Uses caution when u tilizing assessment techniques, making evalua-tions, and interpreting the performance of populations not representedin the norm group on which an instrument is standardized.

A.10. Computer Technology

The professional school counselor:a. Promotes the benefits of appropriate computer applications and clar-ifies the limitations of computer technology. The counselor ensuresthat: (1) computer applications are appropriate for the individual needsof the counselee; (2) the counselee understands how to use the appli-cation; and (3) follow-up counseling assistance is provided. Membersof under represented groups are assured equal access to computer tech-nologies and are assured the absence of discriminatory information andvalues in computer applications.

b. Counselors who communicate with counselees via internet shouldfollow the NBCC Standards for WebCounseling.

A.11. Peer Helper Programs

The professional school counselor:has unique responsibilities when working with peer helper programs.The school counselor is responsible for the welfare of counselees par-ticipating in peer programs under her or his direction. School coun-selors who function in training and supervisory capacities are referredto the preparation and supervision standards of professional counselorassociations.

B. Responsibilities to Parents

B.1. Parent Rights and Responsibilities

The professional school counselor:a. Respects the inherent rights and responsibilities of parents for theirchildren and endeavors to establish, as appropriate, a collaborative rela-tionship with parents to facilitate the counselee's maximum develop-ment.

b.Adheres to laws and local guidelines when assisting parents experi-encing family difficulties that interfere with the counselee's effective-ness and welfare.

c. Is sensitive to cultural and social diversity among families and rec-ognizes that all parents, custodial and noncustodial, are vested with cer-tain rights and responsibilities for the welfare of their children by virtueof their role and according to law.

B.2. Parents and Confidentiality

The professional school counselor:a. Informs parents of the counselor's role with emphasis on the confi-dential nature of the counseling relationship between the counselor andcounselee.

b. Provides parents with accurate, comprehensive, and relevant infor-mation in an objective and caring manner, as is appropriate and consis-tent with ethical responsibilities to the counselee.

c. Makes reasonable efforts to honor the wishes of parents andguardians concerning information that he/she may share regarding thecounselee.

C. Responsibilities to Colleagues and ProfessionalAssociates

C.1. Professional Relationships

The professional school counselor:a. Establishes and maintains professional relationships with faculty,staff, and administration to facilitate the provision of optimal counsel-ing services. The relationship is based on the counselor's definition anddescription of the parameter and levels of his or her professional roles.

b. Treats colleagues with professional respect, courtesy, and fairness.The qualifications, views, and findings of colleagues are represented toaccurately reflect the image of competent professionals.

c. Is aware of and optimally utilizes related professions and organiza-tions to whom the counselee may be referred.

C.2. Sharing Information with Other Professionals

The professional school counselor:a. Promotes awareness and adherence to appropriate guidelines regard-ing confidentiality; the distinction between public and private informa-tion; and staff consultation.

b. Provides professional personnel with accurate, objective, concise,and meaningful data necessary to adequately evaluate, counsel, andassist the counselee.

c. If a counselee is receiving services from another counselor or othermental health professional, the counselor, with client consent, willinform the other professional and develop clear agreements to avoidconfusion and conflict for the counselee.

D. Responsibilities to the School and Community

D.1. Responsibilities to the School

The professional school counselor:a. Supports and protects the educational program against any infringe-ment not in the best interest of counselees.

b. Informs appropriate officials of conditions that may be potentiallydisruptive or damaging to the school's mission, personnel, and proper-ty while honoring the confidentiality between the counselee and coun-selor.

c. Delineates and promotes the counselor's role and function in meetingthe needs of those served. The counselor will notify appropriate offi-cials of conditions which may limit or curtail her or his effectiveness inproviding programs and services.

d. Accepts employment only for positions for which he/she is qualifiedby education, training, supervised experience, state and national pro-fessional credentials, and appropriate professional experience.Counselors recommend that administrators hire only qualified andcompetent individuals for professional counseling positions.

e. Assists in developing: (1) curricular and environmental conditionsappropriate for the school and community; (2) educational proceduresand programs to meet the counselee's developmental needs; and (3) asystematic evaluation process for comprehensive school counselingprograms, services, and personnel. The counselor is guided by the find-ings of the evaluation data in planning programs and services.

D.2. Responsibility to the Community

The professional school counselor:collaborates with agencies, organizations, and individuals in the schooland community in the best interest of counselees and without regard topersonal reward or remuneration.

E. Responsibilities to Self

E.1. Professional Competence

The professional school counselor:a. Functions within the boundaries of individual professional compe-tence and accepts responsibility for the consequences of his or heractions.

b. Monitors personal functioning and effectiveness and does not partic-ipate in any activity which may lead to inadequate professional servic-es or harm to a client.

c. Strives through personal initiative to maintain professional compe-tence and to keep abreast of professional information. Professional andpersonal growth are ongoing throughout the counselor's career.

E.2. Multicultural Skills

The professional school counselor:understands the diverse cultural backgrounds of the counselees withwhom he/she works. This includes, but is not limited to, learning howthe school counselor's own cultural/ethnic/racial identity impacts her orhis values and beliefs about the counseling process.

F. Responsibilities to the Profession

F.1. Professionalism

The professional school counselor:a. Accepts the policies and processes for handling ethical violations asa result of maintaining membership in the American School CounselorAssociation.

b. Conducts herself/himself in such a manner as to advance individualethical practice and the profession.

c. Conducts appropriate research and reports findings in a manner con-sistent with acceptable educational and psychological research prac-tices. When using client data for research or for statistical or programplanning purposes, the counselor ensures protection of the individualcounselee's identity.

d. Adheres to ethical standards of the profession, other official policystatements pertaining to counseling, and relevant statutes established byfederal, state, and local governments.

e. Clearly distinguishes between statements and actions made as a pri-vate individual and those made as a representative of the school coun-seling profession.

f. Does not use his or her professional position to recruit or gain clients,consultees for her or his private practice, seek and receive unjustifiedpersonal gains, unfair advantage, sexual favors, or unearned goods orservices.

F.2. Contribution to the Profession

The professional school counselor:a. Actively participates in local, state, and national associations whichfoster the development and improvement of school counseling.

b. Contributes to the development of the profession through sharingskills, ideas, and expertise with colleagues.

G. Maintenance of Standards

Ethical behavior among professional school counselors, Associationmembers and nonmembers, is expected at all times. When there existsserious doubt as to the ethical behavior of colleagues, or if counselorsare forced to work in situations or abide by policies which do not reflectthe standards as outlined in these Ethical Standards for SchoolCounselors, the counselor is obligated to take appropriate action to rec-tify the condition. The following procedure may serve as a guide:

1. The counselor should consult confidentially with a professional col-league to discuss the nature of a complaint to see if she/he views the sit-uation as an ethical violation.

2. When feasible, the counselor should directly approach the colleaguewhose behavior is in question to discuss the complaint and seek resolu-tion.

3. If resolution is not forthcoming at the personal level, the counselorshall utilize the channels established within the school, school district,the state SCA, and ASCA Ethics Committee.

4. If the matter still remains unresolved, referral for review and appro-priate action should be made to the Ethics Committees in the followingsequence:

- state school counselor association- American School Counselor Association

5. The ASCA Ethics Committee is responsible for educating--and con-sulting with – the membership regarding ethical standards. TheCommittee periodically reviews an recommends changes in code. TheCommittee will also receive and process questions to clarify the appli-cation of such standards. Questions must be submitted in writing to theASCA Ethics Chair. Finally, the Committee will handle complaints ofalleged violations of our ethical standards. Therefore, at the nationallevel, complaints should be submitted in writing to the ASCA EthicsCommittee, c/o the Executive Director, American School CounselorAssociation, 801 North Fairfax, Suite 310, Alexandria, VA 22314.

H. Resources

School counselors are responsible for being aware of, and acting inaccord with, standards and positions of the counseling profession asrepresented in official documents such as those listed below:

American Counseling Association. (1995). Code of ethics and standards ofpractice. Alexandria, VA. (5999 Stevenson Ave., Alexandria, VA 22034) 1800 347 6647 www.counseling.org.

American School Counselor Association. (1997). The national standards forschool counseling programs. Alexandria, VA. (801 North Fairfax Street,Suite 310, Alexandria, VA 22314) 1 800 306 4722 www.schoolcounselor.org.

American School Counselor Association. (1998). Position Statements.Alexandria, VA.

American School Counselor Association. (1998). Professional liabilityinsurance program. (Brochure). Alexandria, VA.

Arrendondo, Toperek, Brown, Jones, Locke, Sanchez, and Stadler. (1996).Multicultural counseling competencies and standards. Journal ofMulticultural Counseling and Development . Vol. 24, No. 1. See AmericanCounseling Association.

Arthur, G.L. and Swanson, C.D. (1993). Confidentiality and privilegedcommunication. (1993). See American Counseling Association.

Association for Specialists in Group Work. (1989). Ethical Guidelines forgroup counselors. (1989). Alexandria, VA. See American CounselingAssociation.

Corey, G., Corey, M.S. and Callanan. (1998). Issues and Ethics in theHelping Professions. Pacific Grove, CA: Brooks/Cole. (Brooks/Cole, 511Forest Lodge Rd., Pacific Grove, CA 93950) www.thomson.com.

Crawford, R. (1994). Avoiding counselor malpractice. Alexandria, VA. SeeAmerican Counseling Association.

Forrester-Miller, H. and Davis, T.E. (1996). A practitioner's guide to ethicaldecision making. Alexandria, VA. See American Counseling Association.

Herlihy, B. and Corey, G. (1996). ACA ethical standards casebook. Fifth ed.Alexandria, VA. See American Counseling Association.

Herlihy, B. and Corey, G. (1992). Dual relationships in counseling.Alexandria, VA. See American Counseling Association.

Huey, W.C. and Remley, T.P. (1988). Ethical and legal issues in schoolcounseling. Alexandria, VA. See American School Counselor Association.

Joint Committee on Testing Practices. (1988). Code of fair testing practicesin education. Washington, DC: American Psychological Association. (120017th Street, NW, Washington, DC 20036) 202 336 5500

Mitchell, R.W. (1991). Documentation in counseling records. Alexandria,VA. See American Counseling Association.

National Board for Certified Counselors. (1998). National board for certi-fied counselors: code of ethics. Greensboro, NC. (3 Terrace Way, Suite D,Greensboro, NC 27403-3660) 336 547 0607 www.nbcc.org.

National Board for Certified Counselors. (1997). Standards for the ethicalpractice of webcounseling. Greensboro, NC.

National Peer Helpers Association. (1989). Code of ethics for peer helpingprofessionals. Greenville, NC. PO Box 2684, Greenville, NC 27836. 919522 3959. [email protected].

Salo, M. and Schumate, S. (1993). Counseling minor clients. Alexandria,VA. See American School Counselor Association.

Stevens-Smith, P. and Hughes, M. (1993). Legal issues in marriage and fam-ily counseling. Alexandria, VA. See American School CounselorAssociation.

Wheeler, N. and Bertram, B. (1994). Legal aspects of counseling: avoidinglawsuits and legal problems. (Videotape). Alexandria, VA. See AmericanSchool Counselor Association.

Ethical Standards for School Counselors was adopted by the ASCADelegate Assembly, March 19, 1984. The first revision was approved by theASCA Delegate Assembly, March 27, 1992. The second revision wasapproved by the ASCA Governing Board on March 30, 1998 and adoptedon June 25, 1998.

6/25/98

School Counseling Research Brief 2.2, February 15, 2004 Center for School Counseling Outcome Research

What are the Effects of Comprehensive Developmental Guidance Programs on Early Elementary Students’ Academic Achievement?

Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school

students through comprehensive school counseling programs. Professional School Counseling, 6, 352-364.

School reform is in full swing around the country and with it comes the clarion call for

ongoing and systematic measurement of relevant student outcomes. Both state reform initiatives and No Child Left Behind have focused attention on the need for systematic measurement of student achievement via standardized test scores in core academic areas. Public school educators are becoming increasingly more accountable for producing demonstrable gains in student achievement. Accountability has been a major concern in the school counseling literature for over thirty years. Recently, Isaacs (2003) reemphasized the need for increased school counselor accountability and documentation of the efficacy of school counseling services.

In addition to evaluating specific school counseling interventions, it is important to know

whether the nature of the school counseling program is related to student outcomes. Over the past 30 years, Comprehensive Developmental Guidance (CDG) (Gysbers & Henderson, 2000), has emerged as the most widespread organizational approach for school counseling programs and is the foundation for many district and state guidance models (MacDonald & Sink, 1999; Sink, 2005; Sink & MacDonald, 1998; Sink & Yillik-Downer, 2001). The American School Counselor Association’s (2003) National Model for School Counseling Programs builds upon the CDG philosophy and delivery system—adding more standards-based approaches to program management and evaluation. Despite its popularity, there have been relatively few studies of the outcomes of CDG programs. It is important to know whether CDG-based school counseling programs are of demonstrable benefit to students in terms of enhanced academic achievement.

Previous CDG evaluation research reviewed in Lapan (2001, 2005) has produced largely

positive findings. Initial research has suggested that CDG programs are useful in furthering secondary students' development in a variety of important school-related areas. Despite these encouraging findings, there is minimal empirical evidence that academic achievement is improving in elementary-age students due to the implementation of CDG. Sink and Stroh’s study (2003a, 2003b) conducted in Washington State's elementary schools aimed at filling this hole in the research base.

Method

Sink and Stroh used a causal comparative design to answer this overarching research question: Does school counselors' interventions in elementary schools with CDG programs foster higher academic achievement test scores in students?

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Participants. At the school level, 150 public elementary schools from Washington State were randomly drawn to participate in the study. The schools selected represented small (enrollment from 1 to 365 students, n = 49, or 33%), medium (enrollment from 366 to 499 students, n = 57, 38%), and large (enrollment of 500 or more students, n = 44, 29%) schools, and were spread out across the state in rural (n = 59, 39%), suburban (n = 57, 38%), and urban (n = 34, 23%) areas. Of the 150 schools, 119 school personnel (83% were certified school counselors; mean age = 45.5 years; female, 79%; and White, 93%) were given a telephone survey that addressed the usage of a CSCP in their particular school. Since the remaining 31 schools had no counselor in the building, personnel in these schools were not questioned. Of the original 150 schools selected for the study, 67 schools were classified as CSCP schools (research group) and 83 were labeled as non-CSCP schools (comparison group). At the student level, data on students (N = 20,131) in Grades 3 (n = 9,863, 49%) and 4 (n = 10,268, 51%) within each of the 150 participating elementary schools were also collected. The students reflected the ethnic diversity of the state (European American/White, 72%; Hispanic, 12%; Asian American, 6%; African American, 5%; Native American, 3%; other, 2%) and the gender breakdown was approximately equal (51% males and 49% female). There were about 10,000 student participants in the research (CSCP, n = 9,816) and comparison (non-CSCP, n = 10,315) groups. Finally, the research group was further divided into a subgroup of "high" implementation CSCP schools (i.e., five or more years experience with a CSCP), representing 3,027 third- and fourth-graders. Instruments. The following three measures were used:

(1) The Comprehensive Guidance and Counseling Programs and Student Success in Washington State Elementary Schools Telephone Survey developed by the researchers asked for the respondents’ background information (e.g., current educational position, full time equivalent, age, gender, ethnicity, years as a school counselor) and school data (e.g., location, grade levels served, total caseload). Those respondents who stated that their schools or districts had instituted a “standard” CSCP or some facsimile (see e.g., Gysbers & Henderson, 2000) were queried further about the details of their comprehensive program.

(2) The Iowa Tests of Basic Skills-Form M (ITBS), a widely used standardized

achievement battery of tests (Vocabulary, Comprehension, Reading, and Mathematics), was administered to the Grade 3 students.

(3) The Washington Assessment of Student Learning (WASL), a criterion-referenced test,

was group-administered to the fourth grade participants. The possible scale score range for the Mathematics, Reading, Listening, and Writing tests was 150 to 600. At the time of the study, the criterion for passing each test was 400.

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Data analyses and variables. Multivariate analyses of covariances (MANCOVAs) were run to examine the research hypotheses (see Sink & Stroh, 2003). The key independent variables were Group (participants in CSCP vs. non-CSCP schools), Length of Enrollment (length of time students were continuously enrolled in their particular schools), and Gender. The dependent measures included ITBS or WASL achievement test scores. The covariate was each school’s percentage of students receiving a free or reduced cost lunch. Partial eta squares, as estimates of the effect size, were calculated as well.

Results

What were Sink and Stroh’s (2003) principal findings? • CSCP students in their first few years of school enrollment generally received

significantly lower achievement test scores than those students in non-CSCP schools. This group achievement difference was largely erased as students remained for at least three years in their CSCP schools.

• A significant interaction was found for both third- and fourth-graders between

Group and Length of Enrollment in high implementation CSCP versus non-CSCP schools. That is to say, the longer the participants stayed enrolled in high implementation CSCP schools, the more likely they would have significantly higher test scores (as measured by the Grade 3 ITBS Vocabulary, Comprehension, Reading, and Mathematics, and Grade 4 WASL Listening, Reading, Writing, and Mathematics tests) than those students in the non-CSCP comparison schools.

• Significant gender differences were also reported, but these are less important to the

focus of this research brief. Implications for Professional School Counseling and Closing Remarks What are the key things school counselors can take away from this research?

First, we now know that early elementary-age children who attend the same schools for three or more years, with a CDG program in place, will benefit academically, even if the CDG program is not fully implemented. Second, children from all socioeconomic levels who remain in the same school for multiple years with a well implemented CDG program will generate higher achievement test scores than students who attend schools without such whole-school counseling programs. Third, these results are consistent the general school counseling efficacy research conducted in elementary schools which indicates that elementary-age pupils are assisted both academically and interpersonally by going to schools with trained counselors in the buildings (e.g., Whiston, 2003; Whiston & Sexton, 1998). Finally, Sink and Stroh’s investigation extends earlier CDG evaluation studies (see e.g., Gysbers, 2001; Lapan, 2001, 2005, for reviews) carried out with middle or junior and senior high school students and suggest that CDG programs are really making a difference in students’ educational lives at all levels.

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Given these findings it would be prudent for school districts to support the implementation of CDG school counseling programs. A comprehensive, developmental approach to school counseling is associated with gains in academic achievement. In CDG programs school counselors should be involved in implementing classroom guidance and small groups targeting student mastery of academic/educational competencies. Elementary students will profit from a "how to get ahead in school" guidance curriculum, including such topics as listening, study, and test-taking skills, building positive school attitudes and behaviors, effective writing and reading skills, and homework completion skills. School counselors can facilitate cross- and same-age peer tutoring for students needing a bit more academic support. Naturally, conducting workshops and in-services for parents, teachers, and staff on ways to foster student learning are useful activities as well.

Closing Remarks Elementary school counselors can take comfort that all the years of hard work in

planning, implementing, and evaluating their CDG program has not been in vain. These school counselors need to celebrate and publicize their good work with youngsters. This does not mean school counselors can become complacent and rest on their laurels. Instead, they must continue to refine their CDG programs so that all students in every grade academically achieve to the best of their abilities. Coupled with the previous research with secondary students, Sink and Stroh’s recent study suggests that the CDG programs (a) can be very effective organizational frameworks to enhance student learning, and (b) should be fully funded and widely implemented. For those school counselors who are developing or refining their CDG program, ASCA’s (2003) National Model is excellent resource to consult.

References

American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.

Gysbers, N. C., & Henderson, P. (2000). Developing and managing your school guidance program (3rd ed.). Alexandria, VA: American Counseling Association.

Isaacs, M. L. (2003). Data-driven decision making: The engine of accountability. Professional School Counseling, 5, 235-248.

Lambert, N. M., & McCombs, B. L. (Eds.). (1998). How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.

Lapan, R.T. (2001). Results-based comprehensive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 289-299.

Lapan, R. T. (2005). Evaluating school counseling programs. In C. A. Sink (Ed.), Contemporary school counseling: Theory, research, and practice (ch. 8). Boston: Houghton Mifflin.

MacDonald, G., & Sink, C. A. (1999). A qualitative developmental analysis of comprehensive guidance programmes in schools in the United States. British Journal of Guidance and Counselling, 27, 415-430.

Sink, C. A. (2002). Comprehensive guidance and counseling programs and the development of multicultural student-citizens. Professional School Counseling, 6, 130-137.

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Sink, C. A. (2005). The contemporary school counselor. In C. A. Sink (Ed.), Contemporary school counseling: Theory, research, and practice (ch. 1). Boston: Houghton Mifflin.

Sink, C. A., & MacDonald, G. (1998). The status of comprehensive guidance and counseling in the United States. Professional School Counseling, 2, 88-94.

Sink, C. A., & Stroh, H. R. (2003a). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6, 352-364.

Sink, C.A., and Stroh, H.R. (2003b). Improving academic achievement in primary students through a systematic approach to guidance and counseling. Lynnwood, WA: Washington School research Center. http://www.spu.edu/wsrc/currentresearch.html

Sink, C. A., & Yillik-Downer, A. (2001). School counselors’ perceptions of comprehensive guidance and counseling programs: A survey of national trends. Professional School Counseling, 4, 278-288.

Whiston, S. C. (2003). Outcomes research on school counseling services. In B. T. Erford (Ed.), Transforming the school counseling profession (pp. 435-447). Upper Saddle River, NJ: Merrill Prentice Hall.

Whiston, S. C., & Sexton, T. L. (1998). A review of school counseling outcome research: Implications for practice. Journal of Counseling & Development, 76, 412-426.

Christopher A. Sink Professor and Chair, School Counseling and Psychology Seattle Pacific University [email protected] The Center for School Counseling Outcome Research is dedicated to enhancing school counseling by grounding practice in research. The Center publishes periodic Research Briefs that review research that is especially relevant to improving practice. The complete collection of briefs is available on the Center’s website http://www.umass.edu/schoolcounseling/ To subscribe to the Research Brief Distribution List, send an Email to [email protected]. In the body of the message, include the words: subscribe research-brief (followed by your email address). To unsubscribe, follow the same procedure using the words: unsubscribe research-brief (followed by your email address).

http://www.spu.edu/wsrc/currentresearch.html

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P O S I T I O N S T A T E M E N T S

43 2 0 0 2 - 2 0 0 3 A S C A M E M B E R S H I P D I R E C T O R Y & R E S O U R C E G U I D E

The Professional SchoolCounselor and Discipline(Adopted 1989; revised 1993, 1999, 2001)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe professional school counselor works withschool system personnel and other stakeholdersto establish and maintain policies that encourageappropriate behavior so that schools can be asafe place where teaching and learning can beeffectively accomplished. Such policies promotethe use of the school counselor as a resource per-son with expertise in the area of discipline plandevelopment for prevention and intervention notas a disciplinarian.

THE RATIONALESchool discipline is one of the most serious,ongoing problems confronting school systemstoday. Contemporary discipline plans take adevelopmental approach in stressing that stu-

dents are responsible for controlling their ownbehavior. All professional staff members need tobe actively committed and involved in the devel-opment, implementation and maintenance of aneffective school wide discipline plan, which hasas its primary goal, making schools safe andrespectful learning environment.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor is increasinglybeing called upon to act as mediator in teacher-student conflicts and in student-student conflictsituations. The professional school counselor isalso called upon as a support and resource forparents.

The professional school counselor plays a partici-patory role in the developmental aspects of disci-pline programs, within state regulations. It is notthe role of the professional school counselor tomete out punishment but to help create effectivebehavior change. The professional school coun-

selor acts as a liaison, representative and mediatorto help create effective learning environment, keep-ing in mind students’ the diverse cultural, develop-mental and emotional needs individual needs.

SUMMARYThe professional school counselor’s role in thedisciplinary referral process must be clearlydelineated by district administrative policy. Suchpolicy needs to describe the ability and limits ofthe professional school counselor’s involvementin disciplinary action. The professional schoolcounselor should be, by policy, perceived by all asa neutral and resourceful mediator of thoseinvolved in conflict resolution. It is not the pro-fessional school counselor’s role to serve as anenforcement agent but rather a significant con-tributor to the development of the preventionand intervention plans through which problemstudent behaviors are managed and positive stu-dent behaviors are nurtured.



The Professional School Counselor andDropout Prevention/Students-At-Risk(Adopted 1989-90; revised 1993, 1999)

AMERICAN SCHOOL COUNSELOR ASSOCI-ATION (ASCA) POSITIONProfessional school counselors at all levels makea significant, vital and indispensable contribu-tion toward the mental wellness of “at-risk” stu-dents. School counselors work as a member of ateam with other student service professionalsincluding social workers, psychologists and nurs-es, in liaison with staff and parents, to providecomprehensive developmental counseling pro-grams for all students including those identifiedas being potential dropouts or at-risk.

RATIONALEThere are probably as many definitions of the“at-risk” student as there are school districts. Anystudent may at any time be at risk with respect

to dropping out of school, becoming truant, per-forming below academic potential, contemplat-ing suicide or using drugs. The underlying rea-sons for these behaviors often deal with personaland social concerns such as poor self-esteem,family problems, unresolved grief, neglect orabuse. Students experiencing these concerns canbe helped by professional school counselors. Thedecision to drop out of school can carry with itdevastating lifelong implications. The schoolcounselor, in conjunction with other school staffmembers, identifies potential dropouts and otherstudents considered at risk and works closelywith them to help them stay in school or findalternative means of completing their education.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor provides con-sultation in defining and identifying at-risk stu-dents. The goal is to identify and intervene beforethey move through a continuum of self-destruc-tive behavior. The school counselor providesresponsive programs, including short-term indi-

vidual, group, family and crisis counseling; pro-vides programs for individual planning to meetacademic, educational and career counselingneeds; provides curriculum programs tostrengthen personal/interpersonal skills (choice,self-acceptance, feelings, beliefs and behaviors,problem-solving, decision-making); identifiessuicidal students, counsels them and refers themto appropriate outside agencies; provides in-serv-ice support presentations to staff; provides refer-rals for additional specialized support serviceswithin the district and from other communityresources; and provides consultation with andsupport for parents/guardians of at-risk students.The school counselor works as a member of ateam with other student service professionals.

SUMMARYProfessional school counselors work with othereducators and community resources to provideearly identification and intervention for potentialdropouts and other students who may be consid-ered at-risk through a comprehensive, develop-mental, K-12 counseling program.



The Professional SchoolCounselor and Educational Planning(Adopted 1994, Revised 2000)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe professional school counselor works withadministrative, curricular and instructional staffto ensure all students have the opportunity todesign academically challenging programs ofstudies.

RATIONALESpecialization within a student’s program ofstudies should lead to successful completion ofrequirements for the chosen post-secondaryoption, while permitting opportunities for thedevelopment of other competencies. A systematiceducational planning program promotes a stu-

dent’s opportunity to make individual choicesgeared to his or her unique profile of abilities,interests and goals. Lack of educational planningleads to inequities based on gender, stereotypicalattitudes and students’ special needs.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEProfessional school counselors play a critical rolein assisting students in the development of acomprehensive plan allowing for exploration oftheir educational and career opportunities. Theprofessional school counselor possesses knowl-edge of national, state and local goals and pro-grams identifying how students can best achievesuccess in their post-secondary plans.

The professional school counselor advocates fordevelopmental guidance programs involvingindividual and group activities stressing educa-tional planning (i.e. decision-making, career

awareness and exploration). The professionalschool counselor educates parents to becomeactive members of the decision-making team.

Collaboration within the education communityis necessary to provide all students with betterchoices and opportunities for quality educationalprograms. The professional school counselortakes a proactive role in facilitating changes thatafford students, parents and staff the opportuni-ty to accurately assess student strengths, inter-ests and preferences and encourages the selec-tion of challenging educational programs.

SUMMARYThe professional school counselor advocates forequal educational planning opportunities for allstudents. Decisions that a student makes about achosen course of study must be based uponinformation unique to the individual and his orher profile of skills and knowledge.



The Professional SchoolCounselor and Evaluation(Adopted 1978; reaffirmed 1984; revised 1986,1993; reviewed 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONEach school counselor should have an annualevaluation. This evaluation must be based uponcriteria recognizing the differences between eval-uating counselors and classroom personnel andconforming to local and state regulations.

THE RATIONALESince the primary purpose of the evaluationprocess is to ensure the continued professional

growth of school counselors, ASCA is committedto the continued improvement of the process. Itis the association’s position that evaluation mustbe based upon criteria that recognize the differ-ences between evaluating professional schoolcounselors and classroom personnel and thatconform to local and state regulations. It is rec-ommended that each professional school coun-selor be evaluated with regard to the implemen-tation of the district’s written counseling pro-gram and school counselor job description. Boththe district’s plans on evaluating professionalschool counselors and the professional schoolcounselor need to be evaluated and reviewedannually. The plan needs to contain specific goalsalong with objectives emphasizing student out-

comes. The written evaluation is a dynamic doc-ument, modified annually to reflect the changingneeds of the students and the improved skills ofthe school counseling staff. As professionalschool counselors are committed to the improve-ment of school counseling programs, the associ-ation also welcomes the opportunity to aid localadministrators, department heads and otherscharged with the improvement or developmentof evaluation instruments and procedures.



The Professional SchoolCounselor and Family/Parenting Education(Adopted 1989; revised 1993, 1999)

AMERICAN SCHOOL COUNSELOR ASSOCI-ATION (ASCA) POSITIONProfessional school counselors need to take anactive role in the initiation, promotion and lead-ership of providing family/parenting educationin the schools.

THE RATIONALEFamily/parenting education is specializedinstruction on the practices of childrearing.Instruction and strategies are provided bytrained group leaders who provide guidance,resources and consultation on a regular basis.

Family/parenting education programs positivelyinfluence the attitudes of parents and causebehavioral changes in their children. Researchfindings indicate that school-sponsored parenteducation integrates home and school life. It pro-vides families with a model of participation.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEUnder a comprehensive school counseling pro-gram, grades K-12, the school counselor willinclude units for community-orientedfamily/parenting education programs. The con-tent of the guidance will vary according to thedevelopmental levels, stages and needs of theparticipants but will be provided to students aspart of the family life/teen parent component ofthe guidance program and to parents as part ofthe community outreach component of the guid-ance program. Group approaches are the pre-

ferred means of delivery for developmental guid-ance activities in terms of efficiency and effec-tiveness. The goal of the parent education pro-gram is to improve parenting skills in interper-sonal relationships on the basis of mutualrespect, to improve problem-solving and deci-sion-making skills and to provide a “skill bank”of alternative coping skills. The counselor alsoprovides resources and educational materials forparents to continue their independent study ofparenting skills.

SUMMARYResearch indicates that school-sponsored fami-ly/parenting education integrates home andschool life, providing families with a model ofparticipation. The school counselor, as part ofthe comprehensive school counseling program,takes an active role in providing family/parent-ing education in the schools.



The Professional School Counselor andGender Equity(Adopted 1983; revised 1993, 1999, 2002)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONASCA members are committed to facilitatingand promoting the fullest possible developmentof each individual by reducing barriers of race,gender, ethnicity, age or handicap and by provid-ing equal opportunity and equal status for allgenders. ASCA is committed to the use of inclu-sive language and positive modeling of genderequity.

THE RATIONALEMany internal and external obstacles exist inschool and society inhibiting students fromdeveloping their full potential (e.g., gender-rolestereotyping and socialization, tracking sys-tems). To expand the range of options availableto students, it is important that school coun-selors become acutely aware of ways in whichcommunications affect opportunities on the

basis of gender. Some of the ways in which barri-ers are maintained or broken down are throughlanguage, organizational structures, leader selec-tion, expectations of individual students andactivities implementation.

This position statement focuses primarily onequal opportunity and status irrespective of gen-der and expands the range of opportunitiesavailable to students. Many federal and state lawshave been passed protecting individuals fromsex and race discrimination in education andwork (e.g., the Equal Pay Act of 1963, the CivilRights Act of 1964, the Vocational Amendmentsof 1976, the Women’s Educational Equity Act of1974, Affirmative Action and Executive Orders,and Title IX). These important legal mandatesensure equal treatment under the law but do notnecessarily change ingrained attitudes andbehaviors.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor uses inclusivelanguage and equitable expectations toward stu-dents. Professional school counselors are sensi-

tive to those aspects of interpersonal communi-cation and organization that provide workingmodels of gender equity and equality. They mayalso promote gender equity through large andsmall group presentations. Professional schoolcounselors must become vigilant as to the perva-sive negative effects of stereotyping gender-roleexpectations. The professional school counselorbecomes sensitive to ways in which interpersonalattitudes and behaviors can have negative effectson others and provides constructive feedback onnegative and positive use of inclusive languageand organizational structure. The professionalschool counselor emphasizes a person’s compe-tence and not his or her appearance. When plan-ning activities, equal representation of gendersin visible leadership positions as well as otherrole positions demonstrates gender equity.

SUMMARYASCA is committed to equity. ASCA supportsconsciousness-raising among professional schoolcounselors including modeling of inclusive lan-guage and equal opportunity for everyone inorder to break through stereotypical behaviorsand expectations.



The Professional SchoolCounselor and Gifted and Talented StudentPrograms(Adopted 1988; revised 1993, 1999, 2001)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe Professional school counselor assists in pro-viding technical assistance and an organizedsupport system within the developmental com-prehensive school counseling program for giftedand talented students to meet their extensive anddiverse needs as well as the needs of all students.

THE RATIONALEAn organized support system throughout theformative years is imperative for such students tobe able to realize their potential. A part of thissupport system is participation in a school coun-seling program that meets the extensive anddiverse needs of the gifted and talented students.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe role of the professional school counselor ingifted and talented programs may be as follows:

1 Assisting in the identification of gifted andtalented students through the use of a multi-ple criterion system utilized in their schooldistrict, which may include:a. Intellectual abilityb. Academic performancec.Visual and performing arts abilityd. Practical arts abilitye. Creative thinking abilityf. Leadership potential g. Parent, teacher, peer nomination h. Expert evaluation

2. Advocating for the inclusion of activities thateffectively address the personal/social, andcareer development needs, in addition to theacademic needs of identified gifted and talent-ed students

3. Assisting in promoting understanding andawareness of the special issues that may affectgifted and talented students including:a. Underachievement b. Perfectionismc. Depressiond. Dropping oute. Delinquency f. Difficulty in peer relationshipsg. Career developmenth. Meeting expectations

i. Goal settingj. Questioning others’ values

4. Providing individual and group counseling forgifted and talented students, as warranted.

5 Recommending material and resources forgifted and talented programs and teachersand parents of gifted and talented students.

6 Engaging in professional development activi-ties through which knowledge and skills in thearea of programming for the needs of the gift-ed and talented are regularly upgraded.

SUMMARYGifted and talented students come from manybackgrounds, and their special abilities cover awide spectrum of human potential. Specificallyplanned educational experiences can greatlyenhance the continued development of giftedand talented persons. Professional school coun-selors work in a collaboration with other schoolpersonnel to maximize opportunities for thesestudents. The professional school counselor is anintegral part of the educational team that deliv-ers a comprehensive school counseling programto meet the needs of all students.



The Professional SchoolCounselor and GroupCounseling(Adopted 1989; revised 1993, 2002;reviewed 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONEvery school district and every institution ofhigher learning should include and support thegroup counseling concept as an integral part of acomprehensive developmental school counselingprogram.

THE RATIONALEGroup counseling, which involves a number ofstudents working on shared tasks and develop-ing supportive relationships in a group setting, isan efficient and positive way of dealing with stu-

dents’ developmental problems and situationalconcerns.

By allowing individuals to develop insights intothemselves and others, group counseling makesit possible for more people to achieve a healthierpersonal adjustment, handle the stresses of arapidly changing technological and complexenvironment and learn to work and live withothers.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEMany components of a comprehensive schoolcounseling program are best delivered by meansof group counseling. Small- and large-groupapproaches are the preferred medium of deliveryfor developmental counseling program activities,in terms of efficiency as well as effectiveness.

Professional school counselors facilitate manygroups, as well as train others as group facilita-tors. Such groups might include the parent edu-cation group, the peer helpers group or in-schoolsupport groups for students. The counselor maybe involved in groups specific to a particularcommunity/school district.

SUMMARYGroup counseling is an efficient and positivedelivery medium to meet students? developmen-tal needs and situational concerns. Groups andgroup counseling make it possible for students toachieve healthier personal adjustment in the faceof rapid change and to learn to work and livewith others. Groups are an integral part of acomprehensive school counseling program andshould be included and supported by every edu-cational institution.



The Professional SchoolCounselor and “HighStakes” Testing(Adopted 2002)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe American School Counselor Association(ASCA) recognizes the use of standardized test-ing as one in a range of measures used to assessstudent performance and learning. ASCA recom-mends the use of multiple criteria and opposesthe use of a single test to make important educa-tional decisions affecting students and theirschools.

THE RATIONALEHigh stakes testing refers to any standardizedassessment that uses resulting scores to generateconsequences determining the educationaldirection for students, educators, schools andcommunities. Important consequences for stu-dents might include decisions affecting an indi-vidual student’s career choices, and educationalopportunities such as academic placement, pro-motion, and graduation. Resultant scores fromhigh stakes tests use inferred information as datato improve the quality of education through

added or reduced funding, adjustment of cur-riculum, and altering of teacher certificationstandards.

High stakes tests can penalize schools and stu-dents for factors over which they have no controlsuch as socioeconomic influences, naturallyoccurring yearly fluctuations or a student’s stateof readiness to perform on the day of the test.The scores resulting from high stakes tests donot take into account important factors such as aschool’s adequacy of educational funding; lack ofstandardization of the test’s administration;interpretation and scoring; potential errors inscoring; or barriers to student performance. Thetesting results do not necessarily indicate studentlearning. Life changing decisions may be basedon the results of a single score.

The pressure to perform and the anxiety relatedto these tests in many cases are developmentallyinappropriate and unhealthy for young childrenand may be for older students.Yearly adminis-tration of such tests may affect student achieve-ment by promoting a negative attitude towardseducation and learning, as well as affect studentperformance on other authentic measures ofassessment.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor’s role is toadhere to professional standards regardingassessment measures and to provide explana-tions as to the nature, purpose and results of theassessment. The professional school counselorappropriately uses assessment results and takesreasonable steps to prevent others from misusingthe information. The professional school coun-selor uses caution when making evaluations andinterpreting the performance of populations notrepresented in the norm group on which an eval-uation instrument is normed, or on criteria notrepresented in the assessment.

SUMMARYASCA supports the use of standardized tests asone of many measures of students’ and schools’achievement and success. ASCA rejects the use ofhigh stakes tests and/or the use of a single meas-urement instrument to identify student/schoolsuccess. The professional school counselorencourages multiple measures when life-influ-encing decisions are being made.



The Professional SchoolCounselor and HomeSchooling(Adopted 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe professional school counselor works to sup-port children and parents in public and privateschool settings.When a parent decides to provideschooling for children at home, the counselor sup-ports the child as those transitions are made.

RATIONALEThree main areas of involvement in children’slives are the home, the school and relationshipswith peers. When a child is home schooled, thosethree areas become one. All states allow homeschooling, and at a minimum, parents must let

the state know of their intentions to teach theirchildren at home and identify the children.Although home schooling parents across thecountry have banded together to form groups,the major area of concern for school counselorsremains the isolation of home schooled childrenand the impact this has on social development.Professional school counselors address the threemain areas of academic, career and personal-social development through their programs, andhome schooled children may not receive theinformation in these areas available to childrenwho attend school.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor works first toadvocate for and support children. The schoolcounselor gives information to parents on home

schooling as appropriate and gives support asthe state and local school system allows. As chil-dren and parents leave the school system, thecounselor helps them understand the process ofreturning if they choose. The professional schoolcounselor helps ease the adjustment of childrenreturning to a school setting from home school-ing and for children entering school from a homeschool setting for the first time.

SUMMARYThe professional school counselor advocates forand supports the child whose parent makes thedecision to remove him/her from the school set-ting to a home school. Professional school coun-selors assist children with transitions to homeschool as well as from home school back into theschool setting.



The Professional SchoolCounselor and MilitaryRecruitment(Adopted 1984; revised 1993, 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONProfessional school counselors encourage andpromote positive and equal reception of repre-sentatives of all careers, career services and edu-cational institutions in the schools.

THE RATIONALEThe relationship between the persons involved inarmed services recruitment activities and theeducators in a school district is a potentialsource of comfort and conflict. In most schools,recruiters of one or all military services are wel-comed; in others, they are denied entry. In someschools, no information on military careers isseen in career centers; in others, informationprovided by the military is the only career mate-rial available. In order to protect the rights ofstudents, three primary issues emerge: access tostudents during school time, release of lists ofstudents’ names and addresses and administra-

tion and use of the Armed Services VocationalAptitude Battery (ASVAB). The purpose of thisposition statement is to set forth reasonableexpectations for both school officials and armedservices recruiters to provide equal reception inthe schools of all representatives of career andeducational institutions.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEIt is desirable that an annual meeting of schoolofficials and armed services recruiters be con-ducted prior to the beginning of the school yearto develop a clear understanding of the schooland school district policy and procedures in thecoming year. School representatives include theprincipal, head of the guidance department andthe professional school counselor with primaryresponsibility for military career information.Recruiters would be provided with the studenthandbook, course catalog and schedule of class-es, activities and major events, school organiza-tion chart, school map/floor plan and school dis-trict policy relating to release of student directo-ry information and access to students. Theschool will be provided with the name/address/telephone number of their respective COs,

recruiting activity plan; Armed ServicesVocational Aptitude Battery (ASVAB) testingprogram, the armed services’ stay-in-school poli-cy and current information on education andcareer opportunities.

The participants will discuss mutual expecta-tions for the school year, including assisting withdeveloping awareness and providing informationabout the opportunities available for studentswith the armed services, as well as the FamilyRights to Privacy Act and other federal and statestatutes. Welcoming armed services participationin those activities where career and educationaloptions are presented and following guidelines inaccordance with policies established at the plan-ning meeting should be mutually benefit to stu-dents and the military.

SUMMARYTo ensure the delivery of current and accuratemilitary career information and to protect stu-dents’ rights, armed services recruiters, schooladministrators and school counselors meetannually to set forth expectations and guide-lines.



The Professional SchoolCounselor and ParentConsent for Services(Adopted 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe professional school counselor makes coun-selees and their parents knowledgeable of theservices available through the school counselor.School counselors provide written informationregarding school counseling programs to theschool publics; an explanation of legal and ethi-cal limits to confidentiality may be included.Parental consent for services is obtained if stateor local law or policy requires it.

RATIONALELocal school boards and school administratorsexpect professional school counselors to imple-ment a comprehensive counseling programavailable to all students. The professional schoolcounselor follows all local guidelines regarding

the circumstances under which signed consentfor services must be obtained.

The professional school counselor has theresponsibility to explain confidentiality to his orher clients. The professional school counseloradheres to the guidelines of ASCA’s EthicalStandards for School Counselors regardinginforming the counselee of the purposes, goals,techniques and rules of procedure for counsel-ing. According to the ethical standards, schoolcounselors ensure that parents understand thecounselor’s role, especially with regard to confi-dentiality, and respect the inherent rights andresponsibilities of parents for their childrenwhile working to establish a collaborative rela-tionship with parents.

ROLE OF THE PROFESSIONAL SCHOOL COUNSELORThe professional school counselor provides writ-ten information about the counseling programfor students and parents. School counselors fol-

low all local laws and guidelines regarding thecircumstances under which signed consent forservices must be obtained. As counseling with anindividual progresses it may become importantto initiate contact with parents utilizing a con-sulting role. The consulting process may be initi-ated by the parent or the counselor. In eithercase, agreement with the counselee concerningthe consultation and information that may beshared is essential to maintain the trust in thecounseling relationship.

SUMMARYProviding written information about the schoolcounseling program is essential to the ethicaland legal functioning of the professional schoolcounselor. A full understanding of the counselingrelationship and process tends to increase thesense of trust between the counselor, the counse-lee and parents. School counselors obtainparental permission for services if required bylocal law or policy.



The Professional SchoolCounselor and Peer Helping(Adopted 1978; Revised 1984,revised 1993, 1999, 2002)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONPeer helping programs enhance the effectivenessof school counseling programs by increasingoutreach and the expansion of available services.

THE RATIONALEPeer Helping: A variety of interpersonal helpingbehaviors assumed by nonprofessionals whoundertake a helping role with others, includingone-to-one helping relationships, group leadership,discussion leadership, tutoring and all activities ofan interpersonal helping or assisting nature.

Peer Helper: A person who assumes the role ofa helping person with persons of approximatelythe same age who share related values, experi-ences and lifestyles.

Students often communicate their problems totheir peers rather than to parents, administratorsor counselors. In our society, peer influence maybe the strongest single motivational force in astudent’s life. Peers can be selected and trainedby professional counselors in communicationand helping skills through a carefully plannedpeer helping program. It is ASCA?s position thatpeer helping programs enhance the effectivenessof the school counseling program by increasingthe outreach of the school counseling programs

and raising student awareness of services.Through proper selection, training and supervi-sion, peer helping can be a positive force withinthe school and community.

THE PEER HELPER’S ROLEPeer helpers provide a variety of useful and help-ful services for schools:■ One-to-one assistance: Talking with stu-

dents about personal or school problems,referring to community resources or provid-ing information about the school’s counselingprogram.

■ Group settings: Serving as group leaders,counseling group assistants, teachers of help-ing skills to other students, communicationskills trainers, peer helper trainers.

■ Educational functions: Tutoring in aca-demic areas, serving as readers for nonread-ers, assisting special education consultants inworking with learning and behaviorally dis-abled students.

■ Hospitality: Welcoming and guiding newstudents and their parents around the school.

■ Outreach: Helping increase the services ofthe school counseling programs, serving aslisteners or as a resource for populations thatmay feel uncomfortable talking with the pro-fessional school counselor, reducing crisis sit-uations by alerting professional school coun-selors to problems of a serious nature.

■ Growth: Increasing their own personalgrowth and becoming more functional athigher levels, training to become more effec-tive adults and possible future occupations inthe helping professions.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional counselor accepts responsibilityfor determining the needs of the school popula-tion and for implementing a peer helping pro-gram designed to meet those needs. Professionalschool counselors devise a selection plan for peerhelpers compatible with the population to beserved; coordinate an appropriate training pro-gram; schedule adequate time to work with peerhelpers on a weekly basis for continued training,supervision, sharing and personal growth; con-struct a support system through positive, honestpublic relations; and continually monitor, evalu-ate and adjust the program and training to meetthe assessed needs of the population it serves.The professional school counselor acceptsresponsibility for the design, completion andevaluation of the peer helping program. Resultsshould be reported to the population served andother interested persons (i.e., school boards,etc.), including counselors.

SUMMARYWell-trained peer helpers can have a positive,supportive effect upon students that no one elsecan provide. Students can relate to and acceptalternative patterns of behavior from peers whoare struggling with similar feelings and prob-lems. Peer helpers increase the services of theschool counseling program in an outreach func-tion and are an invaluable part of a comprehen-sive school counseling program.



The Professional SchoolCounselor and thePromotion of Safe Schools(Adopted 1994)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONASCA believes students have a fundamental andimmutable right to attend school without thefear or threat of violence, weapons or gangs.

THE RATIONALESafe schools are essential to an effective learningenvironment and necessary for quality schools.

There is a threat to this safety due to the rapidincrease of violence, weapons or gangs in theschools. The need to promote and provide a safeschool environment is recognized by students,parents, staff, administrators, other school per-sonnel, legislators and the community at large.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEIt is the professional school counselor’s role tosupport programs and provide leadershipemphasizing prevention and intervention relatedto violence, weapons and gangs. Programs forstudents must be designed to teach nonviolentalternatives to resolve differences. Inherent inthese programs is an emphasis on the teaching

of communication skills and an awareness ofand an acceptance of diversity. The professionalschool counselor encourages and supports theshared responsibility of ensuring and providinga safe school environment and the developmentof policies to support a safe environment.

SUMMARYASCA believes it is each student’s right to attenda safe school that provides opportunities foroptimum learning in an environment that valuesand respects diversity and equity.



The Professional SchoolCounselor and SexualOrientation of Youth(Adopted 1995, Revised 2000)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONProfessional school counselors are committed tofacilitating and promoting the fullest possibledevelopment of each individual by reducing thebarriers of misinformation, myth, ignorance,hatred and discrimination based on sexual ori-entation. Professional school counselors are in afield committed to human development andmust be sensitive to the use of inclusive languageand positive modeling. ASCA is committed toequal opportunity and respect for all individualsregardless of sexual orientation.

THE RATIONALEIdentity is determined by a complex mix ofnature and nurture. Developmental literatureclearly states that sexual orientation is firmlyestablished by age five and much research indi-cates such establishment occurs even earlier.Many internal and external obstacles exist inschool and society that inhibit students fromaccurately understanding and positively accept-

ing their sexual orientation. Professional schoolcounselors need to become accurately informedand aware of the ways communication limits theopportunities and infringes upon the develop-ment of self-acceptance and healthy esteem.Harm is perpetrated against gay, lesbian, bisexu-al and transgender youth through language,stereotypes, myths, misinformation, threat ofexpulsion from social and institutional struc-tures and other entities and from beliefs con-trary to their identity. These youth begin to expe-rience self-identification and the “coming out”process, both essentially cognitive activities, dur-ing adolescence. Such identification is notindicative of sexual activity.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor uses inclusiveand nonpresumptive language with equitableexpectations toward individuals, being especiallysensitive to those aspects of communication andsocial structures/institutions providing accurateworking models of acceptance of identities andequality. Professional school counselors must bevigilant to the pervasive negative effects ofstereotyping individuals into rigid gender rolesand sexual identities.

The professional school counselor is sensitive toways in which attitudes and behavior negativelyaffect the individual. School counselors are calledto provide constructive feedback on the negativeuse of exclusive, presumptive language andinequitable expectations toward sexual-orienta-tion minorities. The school counselor placesemphasis on a person’s behavioral choices andnot on his or her identity and uniqueness.Demonstrations of sexual-orientation-minorityequity also include fair and accurate representa-tion of sexual identities in visible leadershippositions as well as other role positions.

SUMMARYThe professional school counselor is committedto the inclusion and affirmation of youths of allsexual orientation. The professional school coun-selor supports consciousness-raising amongschool counselors and increased modeling ofinclusive language, advocacy and equal opportu-nity for participation for all. This is done tobreak through individual, social and institutionalbehaviors and expectations limiting the develop-ment of human potential in all populations.



The Professional SchoolCounselor and the Special Needs Student(Adopted 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONProfessional school counselors encourage andsupport the academic, social/emotional andcareer development of all students throughcounseling programs within the schools. Theyare committed to helping all students realizetheir full potential despite cognitive, emotional,medical, behavioral, physical or social disabili-ties.

RATIONALEProfessional school counselors have increasinglyimportant roles in working with the specialneeds student. With the passage of Public Law94-142 and the current Individuals withDisabilities Education Act (IDEA) and 504 legis-lation, schools are required to provide an equi-table education for all students, including thosewith special needs. Components of IDEA such asdue process, individual educational programs,behavior modification plans and least restrictiveenvironment offer opportunities to use the pro-fessional school counselor’s skills to benefit spe-cial needs students. Students who were onceserved in isolated special education environ-

ments are now taught in regular classrooms orare mainstreamed for the maximum time appro-priate. Professional school counselors work withspecial needs students both in special class set-tings and in the regular classroom. It is particu-larly important that the professional schoolcounselor’s role in these procedures is clearlydefined and understood by all concerned.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEInterventions in which the professional schoolcounselor participates may include but are notlimited to: serving on the school’s multidiscipli-nary team to identify the special needs student;collaborating with other pupil support specialistsin the delivery of services; providing social skillstraining in a classroom setting, in small groupsor individually; leading group guidance activitiesto improve self-esteem through the comprehen-sive counseling and guidance program; provid-ing group and individual counseling; advocatingfor special needs students in the school and inthe community; assisting with the establishmentand implementation of behavior modificationplans; providing guidance and counseling forcareer planning and a smooth post-secondarytransition from school to career; working withstaff and parents to understand the special needsof these students; counseling parents and fami-lies; and making referrals to other appropriate

specialists within the school system and in thecommunity.

ASCA believes that it is not the professionalschool counselor’s responsibility to be the onlysource of information or administrative repre-sentative in a district in preparing individualeducation plans (IEPs) for students other thanthose portions relating to guidance and counsel-ing. Further, school counselors should not makedecisions regarding placement or retention orserve in any supervisory capacity in relation tothe implementation of IDEA nor should theyserve as a member of a multidisciplinary teamreviewing placement referrals for those studentsnot usually part of the counselor’s caseload. Inaddition, the school counselor should not beresponsible for the coordination of the 504 plan-ning team or supervision of the implementationof the 504 plan.

SUMMARYThe professional school counselor takes an activerole in providing guidance and counseling serv-ices for students with special needs. Schoolcounselors advocate for all students, and servicesare provided to special needs students consistentwith those provided to all students in the schoolcounselor’s caseload.



The Professional SchoolCounselor and StudentAssistance Programs(Adopted 1994, Revised 2000)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONProfessional school counselors play a key role ininitiating and creating student assistance pro-grams in the schools.

RATIONALEAlthough the problem of chemical dependencehas received widespread attention in the mediaand in the helping professions, there remains avariety of approaches to address this problem.Student assistance programs, which can dealwith substance abuse as well as other high-risksituations, serve as a systematic effort to helpstudents understand themselves as self-respect-

ing human beings while helping them to acceptresponsibility for their own actions.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEProfessional school counselors provide compre-hensive programs with a variety of counselingservices. Although the focus of school counselingprograms is on primary prevention and develop-ment, the realities of life and work cause schoolcounselors to address problems that already existand that are in some cases well-entrenched. Thisemphasizes the need to include crisis and reme-diation components in comprehensive schoolcounseling programs, and student assistanceprograms may complement them. The schoolcounselor may be the key person to coordinatethe student assistance program. These programsprovide proactive approaches to existing sub-stance abuse problems and other high-risk orcrisis situations. Assistance involves early identi-

fication of problem behavior by specificallytrained staff, thorough assessment and appropri-ate referral and follow-up.

SUMMARYStudent assistance programs are designed to helpstudents and their families with problems affect-ing their personal lives and academic perform-ance. Professional school counselors, through com-prehensive school counseling programs, shouldassist in the integration of student assistance pro-grams. It is the professional school counselor’sresponsibility to refer the student to the appropri-ate agencies and/or other professional consultantsif the counselor learns that the student’s problemsare beyond the counselor’s own professionalexpertise or scope of practice. The counselor mustuse information in accord with ASCA’s prescribedprofessional ethics and within the limitationsdefined by local, state and federal laws.



The Professional SchoolCounselor and StudentSafety on the Internet(Adopted 2000)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONThe American School Counselor Association(ASCA) recognizes both the democratic rights ofall citizens in regard to freedom of speech andaccess to information. These freedoms must bebalanced with the need for appropriate guidance,protection and security through students’ devel-opment stages. Professional school counselorsadvise parents and school personnel in determin-ing age-appropriate materials and resources forchildren. This important information may be dis-seminated as part of the school’s comprehensivedevelopmental school counseling program.Professional school counselors are cognizant ofthe benefits of accessing programs and materials

for students as well as the need to ensure the safe-ty of students with regard to online threats, priva-cy, access to personal information and consent.

THE RATIONALEThe Internet is an extraordinary resource for up-to-date information, crossing geographicalboundaries, accessing archived information,meeting people, publicizing a commercial ven-ture or business and having fun. Within theInternet, however, few parameters or traditionaldanger cues exist. The Internet does not have acentral organizing body and authors of Internetinformation in chat rooms, pen pal services andon home pages have anonymity. These factorsprovide a potential for students to be victimized.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEProfessional school counselors know children’sdevelopment stages and can provide Internet

guidelines to parents and school personnel.ASCA encourages school counselors to dissemi-nate the Internet Safety Guidelines authored byits partner, the National Center for Missing andExploited Children. Professional school coun-selors can educate parents on the potential foraddictive behaviors in computer use. The profes-sional school counselor is a consultant to par-ents, students and school personnel in cultivat-ing those safety and survival skills related toInternet use.

SUMMARYThe Internet provides global opportunities forlearning and exploring. Because of the freedomof access and use, professional school counselorsneed to assist and support parents and schoolpersonnel in protecting their students fromharm and victimization.



The Professional School Counselor andStudents-At-Risk(Adopted 1989-90; revised 1993, 1999)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONProfessional school counselors at all levels makea significant, vital and indispensable contribu-tion toward the academic, career andpersonal/social success of “at-risk” students.School counselors work in a leadership role withother student service professionals includingsocial workers, psychologists and nurses, in liai-son with staff and parents, to provide compre-hensive developmental counseling programs forall students.

THE RATIONALEThere are probably as many definitions of the“at-risk” student as there are school districts. Anystudent may be at risk with respect to droppingout of school, becoming truant, performing

below academic potential or exhibiting behaviorsthat may be harmful to self and/or others. Theunderlying reasons for these behaviors often dealwith personal and social concerns such as poorself-esteem, family problems, unresolved grief,neglect or abuse. Students experiencing theseconcerns can be helped by professional schoolcounselors. The decision to drop out of schoolcan carry with it devastating lifelong implica-tions. The school counselor, in conjunction withother school staff members, identifies potentialdropouts and other students considered at-riskand works closely with them to help them stay inschool or find alternative means of completingtheir education.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe school counselor provides proactive leader-ship in the area of prevention and consults inidentifying “at-risk” students. The goal is to iden-tify and intervene before they move through acontinuum of self-destructive behavior. Theschool counselor provides responsive programs,

including short-term individual, group, familyand crisis counseling; provides programs forindividual planning to meet academic, educa-tional and career counseling needs; provides cur-riculum programs to strengthen personal/inter-personal skills (choice, self-acceptance, feelings,beliefs and behaviors, problem-solving, decision-making); identifies suicidal students, counselsthem and refers them to appropriate outsideagencies; provides in-service support presenta-tions to staff; provides referrals for additionalspecialized support services within the districtand from other community resources; and pro-vides consultation with and support for par-ents/guardians of at-risk students. The schoolcounselor works as a member of a team withother student service professionals.

SUMMARYProfessional school counselors, through a com-prehensive, developmental, K-12 school counsel-ing program, work with other educators andcommunity resources to provide prevention,early identification and intervention for all stu-dents who may be considered at-risk.



The Professional SchoolCounselor and the Use ofNon-School-Counseling-Credentialed Personnel(Adopted 1994, Revised 2000)

AMERICAN SCHOOL COUNSELOR ASSOCIATION (ASCA) POSITIONProfessional school counselors recognize andsupport cooperation and collaboration to ensurestudents’ complex needs are being met in a com-prehensive, holistic and developmental manner.It is necessary, within each school setting, toestablish the appropriate practices and proce-dures to ensure that individuals perform func-tions consistent with their training and capabili-ties and that accountability and supervision arepart of every school counseling program.Professional school counselors should not bereplaced by non-school-counseling-credentialedpersonnel.

THE RATIONALEThe professional school counselor recognizesthat communities across the country are seekingsolutions to the highly interrelated problemsplacing youth at risk of school failure. Inresponse to the concerns, school districts employa diversity of staff to address students’ needs.

Schools must be extremely diligent in seekingthe most highly trained personnel for dealingwith crisis intervention, emotional and personaldevelopment and students’ sensitive, confidentialneeds. These situations present themselves on adaily basis in school counseling offices across thecountry. Individuals with inadequate trainingmay, even with the best of intentions, provideinappropriate responses or interventions thatcreate situations that may jeopardize students’well-being.

In addition to the paraprofessional, peer helpers,volunteers, clerical support staff and other caringindividuals, noncredentialed personnel may alsoinclude student assistance team members, men-tors and agency counselors. Parents who entrusttheir children to our care must be assured thatthose providing services in our schools are prop-erly qualified and trained to offer the servicesthey provide. Only then can these collaborativeefforts result in the efficient and effective deliv-ery of a professional school counseling program.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEStudents’ needs in school can best be metthrough collaborative efforts of all personnelemployed in the school setting. In situations inwhich noncredentialed personnel are performing

school-counseling-related activities, these servic-es must be limited to the scope of the role of theservice provider, based on training and capabili-ties. Staff, students and parents must beinformed as to these helpers’ roles within theschool, their education level and the scope oftheir practice. Ethical and professional responsi-bilities require an assurance that the efforts ofnoncredentialed personnel are coordinated andsupervised to ensure that students are receivingservices appropriate to their needs. The supervi-sion and coordination of these activities withinthe context of the school counseling programmust be assumed by credentialed professionalschool counselors.

SUMMARYThe use of noncredentialed personnel in schoolcounseling programs has become a reality tomeet students’ diverse needs by using supportpersonnel, including paraprofessionals, peerhelpers, volunteers, clerical support staff andother caring individuals. With established guide-lines and parameters and under the leadershipand supervision of professional school coun-selors, appropriate practices and procedures sup-port comprehensive, developmental counselingprograms through collaboration and effectivecommunication.


carefully selected personnel, counselor supportstaff members, under careful supervision, couldassist in the following areas:

Clerical Worker: collect and maintain currentfiles, reproduce materials needed for the profes-sional school counselor in group or individualconferences, assist with student record keeping,assist students in completion of varied formsand applications, collect and distribute testmaterials, assist in monitoring group tests, andprepare and organize answer sheets for scoring(not interpretation of test results).

Resource Person: Under the supervision of aprofessional school counselor, the resource per-son may assist the counselor and perform duties,such as disseminate information, coordinateresources and counseling materials, record keep-ing, data entry and collection. Some counselorsupportive staff duties may require specializedtraining.

The counselor support staff member should pos-sess a sensitivity to students’ problems andneeds, manifest an interest in working with stu-dents and be knowledgeable of the role of theprofessional school counselor and the total guid-ance and counseling program.

THE PROFESSIONAL SCHOOL COUNSELOR’S ROLEThe professional school counselor should assist

in the selection of counselor support staff andassume the responsibility of supervision ofcounselor supportive staff members.

ASCA encourages post-secondary institutions tooffer training for counselor support staff in guid-ance and counseling programs. ASCA alsoencourages the collaboration of state educationdepartment personnel, post-secondary studentservices personnel and guidance and counselingpersonnel in local school districts in institutingsuch courses or programs.

The training for counselor support staff shouldinclude clerical training, operation and use ofmultimedia material, use and operation of com-puters, practical investigations or research tech-niques, human relations, the monitoring ofgroup testing, ethics, community resources, andtraining in confidentiality with regard to studentrecords.

SUMMARY The utilization of counselor support staff inguidance and counseling programs provides ameans to develop greater effectiveness within theprogram, allowing time for the professionalschool counselor to provide more of the servicesrequiring specialized skills and training. Coursesand training for counselor support staff shouldbe instituted in collaboration with local schooldistricts and the state department of education.


The Professional SchoolCounselor and Use ofSupport Staff in Counseling Programs(Adopted 1974; reviewed and reaffirmed 1980;revised 1986, 1993, 1999, 2001)

AMERICAN COUNSELOR ASSOCIATION(ASCA) POSITIONCounselor support staff members in the counsel-ing program provide assistance so that profes-sional school counselors can use their own pro-fessional expertise more effectively. Counselorsupport staff members address the issue of cleri-cal and routine responsibilities of the counselingdepartment. Counselor support staff shouldnever be used to replace professional schoolcounselors.

THE RATIONALEThe utilization of counselor support staff pro-vides a means of developing greater effectivenesswithin the guidance and within the counselingprogram. Counselor support staff membersallow time for the professional school counselorto provide more of the services and deliver theprograms that requires specialized skills andtraining.

THE ROLE OF PARAPROFESSIONALS IN COUNSELING PROGRAMS With the appropriate education and training of

Insert Logo Here

Support Personnel Accountability Report Card A continuous improvement document sponsored by the California Department of Education and Los Angeles County Office of Education

School Name (Address) (Phone number and Fax number) (Website address) DISTRICT: GRADE LEVELS: ENROLLMENT: SCHOOL YEAR: traditional, multi-track, year-round PRINCIPAL:

S.P.A.R.C.

s y
Principal’s Comment
m
Student Support Personnel Tea
School Climate and Safet
Student Results

Parent/Guardian Involvement Major Achievements

Academic, Career, and Personal/Social Measurements Focus for Improvement

Community Partnerships Keeping You Informed

S.P.A.R.C.Comments about the

Dr. Jackie Allen, California Department of Education – “A must see and use document to evaluate your student support services program, enhance your program accountability, and demonstrate your program effectiveness in reducing barriesr to learning and promoting student success.” Dr. Carol Dahir, co-author of the National Standards for School Counseling Programs – “SPARC offers an opportunity for school counselors to demonstrate leadership, advocacy, accountability and collaboration, use data to document results, contribute to the educational environment, and show how students benefit from a comprehensive national standards-based program. A SPARC needs to be created for every school system across our nation!” Dr. Norm C. Gysbers, University of Missouri-Columbia – “an excellent idea” Trish Hatch, ASCA Supervisor/Post-Secondary Level Vice President – “SPARC is the easy and succinct advocacy tool school counselors have been looking for. It is a one-page document that has it all – including those all-important RESULTS! SPARC is the perfect way to share the school counseling programs connection to and impact on the schools overall academic program for student success. SPARC can be shared with all stakeholders such as board members, parents and community members, as well as accreditation, recognition, and compliance teams.” Paul Meyers, California Department of Education – “The Support Personnel Accountability Report Card (SPARC) developed by the Los Angeles County Office of Education (LACOE) may prove to be your best friend during difficult fiscal times. The SPARC offers a useful layout to let community members know about your counseling program and its results. Kudos to LACOE’s Guidance Advisory Committee for the creation of a new marketing tool for student support programs!”

Insert Logo Here

Support Personnel Accountability Report Card A continuous improvement document sponsored by the California Department of Education and Los Angeles County Office of Education

School Name (Address) (Phone number and Fax number) (Website address) DISTRICT: GRADE LEVELS: ENROLLMENT: SCHOOL YEAR: traditional, multi-track, year-round PRINCIPAL:

S.P.A.R.C.

s y
Principal’s Comment
m
Student Support Personnel Tea
School Climate and Safet
Student Results

Parent/Guardian Involvement Major Achievements

Academic, Career, and Personal/Social Measurements Focus for Improvement

Community Partnerships Keeping You Informed

S.P.A.R.C.Comments about the

Dr. Jackie Allen, California Department of Education – “A must see and use document to evaluate your student support services program, enhance your program accountability, and demonstrate your program effectiveness in reducing barriesr to learning and promoting student success.” Dr. Carol Dahir, co-author of the National Standards for School Counseling Programs – “SPARC offers an opportunity for school counselors to demonstrate leadership, advocacy, accountability and collaboration, use data to document results, contribute to the educational environment, and show how students benefit from a comprehensive national standards-based program. A SPARC needs to be created for every school system across our nation!” Dr. Norm C. Gysbers, University of Missouri-Columbia – “an excellent idea” Trish Hatch, ASCA Supervisor/Post-Secondary Level Vice President – “SPARC is the easy and succinct advocacy tool school counselors have been looking for. It is a one-page document that has it all – including those all-important RESULTS! SPARC is the perfect way to share the school counseling programs connection to and impact on the schools overall academic program for student success. SPARC can be shared with all stakeholders such as board members, parents and community members, as well as accreditation, recognition, and compliance teams.” Paul Meyers, California Department of Education – “The Support Personnel Accountability Report Card (SPARC) developed by the Los Angeles County Office of Education (LACOE) may prove to be your best friend during difficult fiscal times. The SPARC offers a useful layout to let community members know about your counseling program and its results. Kudos to LACOE’s Guidance Advisory Committee for the creation of a new marketing tool for student support programs!”

School counseling programs are collaborative effortsbenefiting students, parents, teachers, administratorsand the overall community. School counselingprograms should be an integral part of students’ dailyeducational environment, and school counselors

should be partners in student achievement. Unfortunately,school counseling has lacked a consistent identity from stateto state, district to district and even school to school. This hasled to a misunderstanding of what school counseling is andwhat it can do for a school. As a result, school counselingprograms are often viewed as ancillary programs instead of a crucial component to student achievement, and schoolcounselors have not been used to their fullest.

The question has often been posed, “What do schoolcounselors do?” The more important question is, “How arestudents different because of what school counselors do?”

To help answer this question, the American SchoolCounselor Association (ASCA) created The ASCA NationalModel: A Framework for School Counseling Programs. Byimplementing a school counseling program based on ASCA’sNational Model, schools and school districts can:• Establish the school counseling program as an integral

component of the academic mission of the school.• Ensure every student has equitable access to the school

counseling program.• Identify and deliver the knowledge and skills all students

should acquire.

The ASCA National ModelA Framework For School Counseling Programs

Executive Summary

• Ensure that the school counselingprogram is comprehensive in designand is delivered systematically to allstudents.The ASCA National Model supports

the school’s overall mission bypromoting academic achievement,career planning and personal/socialdevelopment. It serves as a frameworkto guide states, districts and individualschools in designing, developing,implementing and evaluating acomprehensive, developmental andsystematic school counseling program.

The ASCA National Model consists offour interrelated components: founda-tion, delivery system, managementsystems and accountability. Infusedthroughout the program are thequalities of leadership, advocacy andcollaboration, which lead to systemicchange.

Historically, many school counselorsspent much of their time respondingto the needs of a small percentage ofstudents, typically those who werehigh achievers or who were high risk.ASCA’s National Model outlines aprogram allowing school counselors todirect services to every student.

As educators who are speciallytrained in childhood and adolescentdevelopment, school counselors cantake a leadership role in effectingsystemic change in a school. However,a successful school counselingprogram is a collaboration of parents,students, school counselors,administrators, teachers, studentservices personnel and support staffworking together for the benefit ofevery student.

The ASCA National Model: AFramework for School CounselingPrograms keeps the development ofthe total student at the forefront ofthe education movement and formsthe needed bridge betweencounseling and education.

Like any solid structure, a schoolcounseling program is built on a strong

foundation. Based on the school’sgoals for student achievement, whatevery student should know and shouldbe able to do, the foundationdetermines how every student willbenefit from school counseling.

Beliefs and Philosophy – Thephilosophy is a set of principles guidingthe program development,implementation and evaluation. Allpersonnel involved in managing andimplementing the program shouldreach consensus on each belief orguiding principle.

Mission – A mission statementdescribes the program’s purpose andgolas. A school counseling programmission statement aligns with and is asubset of the school and district’smission.

ASCA National Standards – All schoolcounseling programs should helpstudents develop competencies inacademic achievement, careerplanning and personal/socialdevelopment.

Based on the core beliefs, philosophiesand missions identified in thefoundation, the delivery systemdescribes the activities, interactions andmethods to deliver the program.

Guidance Curriculum – The guidancecurriculum is structured developmentallessons designed to assist students inachieving the desired competenciesand to provide all students with theknowledge and skills appropriate fortheir developmental level. Theguidance curriculum is infusedthroughout the school’s overallcurriculum and is presentedsystematically through K-12 classroomand group activities.

Individual Student Planning – School counselors coordinate ongoingsystemic activities designed to assiststudents individually in establishingpersonal goals and developing future plans.

Responsive Services – The traditionalrole of school counselors, responsiveservices are activities meeting

individual students’ immediate needs,usually necessitated by life events orsituations and conditions in thestudents’ lives. These needs requirecounseling, consultation, referral, peerhelping or information.

Systems Support – Like anyorganized activity, a school counselingprogram requires administration andmanagement to establish, maintainand enhance the total counselingprogram.

Intertwined with the delivery system isthe management system, whichincorporates organizational processesand tools to ensure the program isorganized, concrete, clearly delineatedand reflective of the school’s needs.This is a relatively new concept foradministrators and school counselorswho traditionally have not viewedcounselors as “managers.”

Agreements – Managementagreements ensure effectiveimplementation of the delivery systemto meet students’ needs. Theseagreements, which address how theschool counseling program isorganized and what will beaccomplished, should be negotiatedwith and approved by designatedadministrators at the beginning ofeach school year.

Advisory Council – An advisorycouncil is a group of people appointedto review counseling program resultsand to make recommendations.Students, parents, teachers, counselors,administration and communitymembers should be represented on the council.

Use of Data – A comprehensiveschool counseling program is datadriven. The use of data to effectchange within the school system isintegral to ensuring every studentreceives the benefits of the schoolcounseling program. School counselorsmust show that each activityimplemented as part of the programwas developed from a careful analysis

Delivery System

Management System

Foundation

American School Counselor Association • 801 N. Fairfax St., Suite 310Alexandria, VA 22314 • www.schoolcounselor.org • (703) 683-ASCA • Fax: (703) 683-1619

of students’ needs, achievement and/orrelated data.

Action Plans – For every desiredcompetency and result, there must bea plan outlining how the desired resultwill be achieved. Each plan contains: (1) competencies addressed(2) description of the activity(3) data driving the decision to

address the competency(4) timeline in which activity is to be

completed(5) who is responsible for delivery (6) means of evaluating student

success(7) expected results for students

Use of Time – ASCA’s NationalModel recommends that schoolcounselors spend 80 percent of theirtime in direct service (contact) withstudents and provides a guide toschool counselors and administratorsfor determining the amount of timetheir program should devote to eachof the four components of thedelivery system. Because resources arelimited, school counselors’ timeshould be protected; duties need tobe limited to program delivery anddirect counseling services, andnoncounseling activities should be re-assigned whenever possible.

Use of Calendars – Once schoolcounselors determine the amount oftime necessary in each area of thedelivery system, they should developand publish master and weeklycalendars to keep students, parents,teachers and administratorsinformed. This assists in planning andensures active participation in theprogram.

School counselors and administratorsare increasingly challenged todemonstrate the effectiveness of theschool counseling program inmeasurable terms. To evaluate theprogram and to hold it accountable,school counseling programs mustcollect and use data that link theprogram to student achievement.

Results Reports – Results reports,

which include process, perception andresults data, ensure programs arecarried out, analyzed for effectivenessand modified as needed. Sharing thesereports with stakeholders serves toadvocate for the students and theprogram. Immediate, intermediate andlong-range results are collected andanalyzed for program improvement.

School Counselor PerformanceStandards – The school counselor’sperformance evaluation contains basicstandards of practice expected ofschool counselors implementing aschool counseling program. Theseperformance standards serve as both abasis for counselor evaluation and as ameans for counselor self-evaluation.

Program Audit –The primary purposefor collecting information is to guidefuture action within the program andto improve future results for students.

ASCA National Standardsfor Student Academic,Career and Personal/SocialDevelopmentASCA’s National Standards outlinecompetencies that are the founda-tion for ASCA’s National Model.Student competencies define theknowledge, attitudes or skills stu-dents should obtain or demonstrateas a result of participating in aschool counseling program.

Academic DevelopmentA.Students will acquire the attitudes,

knowledge and skills contributingto effective learning in school andacross the lifespan.

B. Students will complete school withthe academic preparation essentialto choose from a wide range ofsubstantial post-secondary options,including college.

C. Students will understand therelationship of academics to theworld of work and to life at homeand in the community.

Career DevelopmentA.Students will acquire the skills to

investigate the world of work inrelation to knowledge of self andto make informed careerdecisions.

B. Students will employ strategies toachieve future career goals withsuccess and satisfaction.

C. Students will understand therelationship between personalqualities, education, training andthe world of work.

Personal/Social DevelopmentA.Students will acquire the

knowledge, attitudes andinterpersonal skills to help themunderstand and respect self andothers.

B. Students will make decisions, setgoals and take necessary action toachieve goals.

C. Students will understand safetyand survival skills.

School CounselorResponsibilitiesSchool counselors have many duties andresponsibilities related to designing andimplementing a comprehensive schoolcounseling program. Therefore,programs should free school counselorsto do what they do best and what onlythey can do. Most school counselorshave a master’s degree and are typicallythe only people in a school with formaltraining in both mental health andeducation. Although school counselorsare team players who understand fair-share responsibilities within a school

Accountability

Ordering InformationThe ASCA National Model: AFramework for School CounselingPrograms is $24.95 for ASCA membersor $34.95 for nonmembers. Bulk pricingof $17.50 is available for 10 copies ormore. Order no. 9022.

Four easy ways to order:Online: www.schoolcounselor.orgPhone: (800) 401-2404Fax: (703) 661-1501Mail: ASCA Publications,

P.O. Box 960, Herndon, VA 20172

Appropriate (counseling) responsibilities:

Designing individual student academic programs

Interpreting cognitive, aptitude and achievement tests

Counseling students with excessive tardiness or absenteeism

Counseling students with disciplinary problems

Counseling students about appropriate school dress

Collaborating with teachers to present guidancecurriculum lessons

Analyzing grade-point averages in relationship to achievement

Interpreting student records

Providing teachers with suggestions for betterstudy hall management

Ensuring student records are maintained inaccordance with state and federal regulations

Assisting the school principal with identifying andresolving student issues, needs and problems

Collaborating with teachers to present proactive,prevention-based guidance curriculum lessons

Inappropriate (noncounseling) activities:

Registering and scheduling all new students

Administering cognitive, aptitude andachievement tests

Signing excuses for students who are tardy or absent

Performing disciplinary actions

Sending home students who are not appropriately dressed

Teaching classes when teachers are absent

Computing grade-point averages

Maintaining student records

Supervising study halls

Clerical record keeping

Assisting with duties in the principal’s office

system, they cannot be fully effectivewhen they are taken away fromessential counseling tasks to performnoncounseling activities such as:• Master schedule duties – In many

schools, the function of building the school’s master schedule isperformed by a school counselorinstead of an administrator, whenthis is clearly an administrative role.School counselors need to participateas consultants and experts in theprocess, but when they are requiredto carry the bulk of the responsibilityin this area, their ability to provideschool counseling services forstudents is diminished.

• Testing coordinators – In a world ofincreased high stakes testing, moreand more school counselors arecalled upon to assist in thepreparation for testing. Theappropriate role for a schoolcounselor is to interpret the resultsof these tests and to analyze themin conjunction with multiplemeasures of student achievement.

• Detention room coverage – In theabsence of a teacher or othercertificated staff, school counselorsare often called upon to coverdetention rooms. Their moreappropriate role is to assist inappropriate and systemicpreventive measures that improveoverall behavior and deterattendance in the detention room.

• Discipline – School counselors arenot disciplinarians and do notpossess the appropriate credentialsfor disciplining students. Theirappropriate role is to providecounseling for students beforeand/or after discipline, todetermine the causes of students’behavior leading to disciplinaryaction, to develop and deliverschoolwide curriculum for thedeterrence of behaviors leading todisciplinary action and tocollaborate on school leadershipteams to create policies promotingappropriate behavior on campus.

• Classroom coverage – School

counselors understand the need toassist when emergencies arise andclassrooms need coverage. Problemsarise when school counselors areregularly first in order to coverclasses. This is an inappropriate useof counselors’ time and skills.

• Clerical responsibilities – Schoolcounseling programs require clericalassistance to perform functionsoutside the school counselors’appropriate job description. Manydistricts employ guidance assistantsto provide this service so schoolcounselors can spend their time indirect service to students.Although school counselors should

be involved in many aspects ofstudents’ education, certain non-school-counseling tasks should beeliminated or reassigned, if possible,so school counselors can use theirskills and knowledge to focus onstudents’ needs. A fine linesometimes separates appropriatefrom inappropriate activities.Following are some examples.

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