Assessing an Existing School Counseling

and Guidance Program

Katie Chilton
March 10, 2014
Salem College
Anne Sourbeer Morris, Ed.D.

Introduction
The American School Counselor Association (ASCA) has created a National Model for School Counselors in
order to connect school counselors with current educational movements that emphasize student achievement and
success. School counseling is a program that benefits students, parents, teachers, administrators, and the
community (ASCA, 2012). In order to be partners in student achievement, school counselors work under the
ASCA National Model and its competencies. The ASCA National Model supports schools overall missions by
promoting academic achievement, career planning and personal/social development. Through the ASCA
National Model we see the framework for school counselors to go from say a service-centered approach to a
program-centered approach. In order for the program to be successful assessment is required.

History of School Counselors

Over the past 40 years a major shift has been taking place in how
school counseling is conceptualized and practiced. One hundred years ago,
school counseling was organized as a position (a place occupied) in the
schools, with a list of duties to be performed. Teachers and administrators
initially held the position, and as the years unfolded, more and more part-time
and then full-time school counselors occupied the position. Later, the position
was placed in a group of services including information, assessment,
counseling, placement and follow-up. In turn these services became a part of a
larger entity called pupil personnel services, now sometimes called student
services. (O'Grady, 2014, pg. 16).

"The historical roots that have spawned the need for counselors in
schools and the future issues that remain to be fully resolved at the beginning
of the 21st century suggest that the role of the professional school counselor is
not a rigid set of functions. Rather , it is a role in a constant state of
transformation in response to the changing demands on American schools and
the factors and influences that affect the growth and development of America's
children" (Morris, pg. 3, 2013).

Comprehensive Programs
A comprehensive school counseling program should be an integral part of the school and helps students in
academic, career, and personal/social development. A comprehensive school counseling program promotes
learning and success for all students (ASCA, 2012). Comprehensive school counseling programs ensure
equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational
process (ASCA, 2012, pg. xii).

What Do School Counselors Do?

Today's school counselors are vital members of the education team. They help all students in the areas of
academic achievement, personal/social development and career development, ensuring today's students become
the productive, well-adjusted adults of tomorrow(ASCA, 2012).

The Role of the Professional

School Counselor

School Counselor Duties

Appropriate Activities for School Counselors

Inappropriate Activities for School Counselors

individual student academic program

planning
interpreting cognitive, aptitude and
achievement tests
providing counseling to students who are
tardy or absent
providing counseling to students who have
disciplinary problems
providing counseling to students as to
appropriate school dress
collaborating with teachers to present school
counseling core curriculum lessons
analyzing grade-point averages in
relationship to achievement
interpreting student records
providing teachers with suggestions for
effective classroom management
ensuring student records are maintained as
per state and federal regulations
helping the school principal identify and
resolve student issues, needs and problems
providing individual and small-group
counseling services to students
advocating for students at individual
education plan meetings, student study teams
and school attendance review boards
analyzing disaggregated data

coordinating paperwork and data entry of

all new students
coordinating cognitive, aptitude and
achievement testing programs
signing excuses for students who are tardy or
absent
performing disciplinary actions or assigning
discipline consequences
sending students home who are not
appropriately dressed
teaching classes when teachers are absent
computing grade-point averages
maintaining student records
supervising classrooms or common areas
keeping clerical records
assisting with duties in the principals office
providing therapy or long-term counseling in
schools to address psychological disorders
coordinating schoolwide individual
education plans, student study teams and
school attendance review boards
serving as a data entry clerk
ASCA 2012

How are students different because of the School Counseling

Program?

Issues and Implications

To properly look at the issues and implications for a comprehensive school counseling
program we need to ask questions, such as:
What is the purpose of the school counseling program?
What are the outcomes?
What are the results?
What is being done to achieve results?
What evidence is there that the objectives have been met?
Is the program making a difference? (Gysbers, Henderson, 2012).

The Main Themes in School Counseling Programs...

Counseling
Assessment

Advocacy

Collaboration
Data Driven

Leadership

Management
Consultation

Results

The ASCA National Model

Main Components
1. Foundation
2. Delivery
3. Management
4. Accountability

Foundation
Program Focus

Beliefs

Vision Statement

Mission Statement

Program Goals
Student Competencies

ASCA Student Standards

Other Student Standards

Professional Competencies

School Counselor Professional Competencies

Delivery
Direct Student Services

School Counseling Core Curriculum

Individual Student Planning

Responsive Services
Indirect Student Services

Referrals

Consultation

Collaboration

Management
Assessments

School Counselor Competencies Assessment

School Counseling Program Assessment

Use-of-Time Assessment
Tools

Annual Agreement

Advisory Council

Use of Data

School Data Profile

Program Results Data

Curriculum, small group, and closing-the-gap action plans

Lesson Plan

Calendars

Accountability
Data Analysis

School Data Profile Analysis

Use-of-Time Analysis
Program Results

Curriculum Results Analysis

Small-Group Results Analysis

Closing-the-gap Results Analysis

Evaluation and Improvement

School Counselor Competencies Assessment Analysis

Program Assessment Analysis

School Counselor Performance Appraisal

ASCA Competencies
The ASCA views the competencies as being applicable in many ways:
1.
The school counseling education programs can use the competencies to help
ensure students graduate, succeed, and attain knowledge and skills that they need.
2.
School counselors could also use the competencies as a checklist for self
evaluation to help with appropriate developmental plans.
3.
School administration can use the competencies as a useful guide when hiring
school counselors.
4.
The school counselor competencies include the necessary technological
competencies needed for performing effectively in the 21st century

Gysbers and Hendersons Approach

There are four elements that constitute a guidance and counseling program:
1.
2.
3.
4.

Program content
Organizational framework
Resources
Development, Management, and Accountability

(Gysbers, Henderson, 2012).

NC Counseling Standards
The school counselor standards will
guide professional development as school
counselors move forward in the twenty-first century,
provide the focus for schools and districts as
they support, monitor and evaluate their school
counselors, and
assist higher education programs in developing
the content and requirements of school counselor
education curricula.

Assessment

Current Program Audit

Use of Time
School Counselor Competencies and Standards
Support
Annual Agreements
Advisory Council
Use of Data
Action Plans (ASCA, 2012).

Proposal
Effective counseling programs require a continuous process of planning, designing, implementing, and evaluating. The continuous
process is presented in four phases for my proposal for assessment:

Planning Phase
1. Decide to
Change
2. Get Organized
3. Select
Committee
4. Assess Current
Program

Designing
1. Conduct Needs
Assessment
2. Identify Student
Competencies
3. Develop Written
Curriculum

Implementing
1. Plan
Implementation

Evaluating
1. Evaluate
Program (Gysbers,
Henderson, 2012).

Research Supporting Proposal

Baker, S. B., & Gerler, E. R. (2001). Counseling in schools. In D. C. Locke, J. E. Myers, and E. L. Herr
(Eds.), The Handbook of Counseling, Thousand Oaks, CA: Sage Publications.

Kaufman, P., Klein, S., & Frase, M. (1999). Dropout Rates in the United States, 1997. Statistical Analysis
Report. U.S. Department of Education.

Baker, S.B., Swisher, J.D., Nadenicheck, P.E. & Popowicz, C.L. (1984). Measured effects of primary
prevention strategies. The Personnel and Guidance Journal, 62, 459-464.

Lapan, R.T., Gysbers, N.C., & Sun, Y. (1997). The impact of more fully implemented guidance programs
on the school experiences of high school students: A statewide evaluation study. Journal of
Counseling & Development, 75, 292-302.

Bearden, L.J., Spencer, W.A., & Moracco, L.C. (1989). A study of high school dropouts. The School
Counselor, 37, 113-120.

Lee, R.S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance &
Counseling, 27, 163-171.

Borders, L.D. & Drury, S.M. (1992). Comprehensive school counseling programs: A review for
policymakers and practitioners. Journal of Counseling & Development, 70, 487-498.

Mau, W.C., Hitchcock, R., & Calvert, C. (1998). High school students' career plans: The influence of
others expectations.Professional School Counseling, 2:2, 161-166.

Boutwell, D.A., & Myrick, R.D. (1992). The go for it club. Elementary School Guidance & Counseling,
27, 65-72.

Morey, R.E., Miller, C.D., Fulton, R., & Rosen, L.A. (1993). High school peer counseling: The
relationship between student satisfaction and peer counselors' style of helping, The School
Counselor, 40, 293-300.

Diver-Stamnes, A.C. (1991). Assessing the effectiveness of an inner-city high school peer counseling
program. Urban Education, 26, 269-284.
Gerler, E. R., Kinney, J., & Anderson, R. F. (1985). The effects of counseling on classroom performance.
Journal of Humanistic Education and Development, 23, 155-165.
Gerler, E.R. (1985). Elementary school counseling research and the classroom learning environment.
Elementary School Guidance & Counseling, 20, 39-48.
Hadley, H.R. (1988). Improving reading scores through a self-esteem prevention program. Elementary
School Guidance & Counseling, 22, 248-252.
Hanish, L.D. & Guerra, N.G. (2000). Children who get victimized at school: What is known? What can be
done?Professional School Counseling, 4, 113-119.

Myrick, R.D. & Sorensen, D.L. (1992). Helping skills for middle school students. Minneapolis, MN:
Educational Media Corporation.
Omizo, M.M. & Omizo, S.A. (1988). The effects of participation in group counseling sessions on selfesteem and locus of control among adolescents from divorced families. The School Counselor,
36, 54-60.
Omizo, M.M., Hershberger, J.M., & Omizo, S.A. (1988). Teaching children to cope with anger.
Elementary School Guidance & Counseling, 22, 241-245.
Peterson, G.W., Long, K.L., & Billups, A. (1999). The effect of three career interventions on educational
choices of eighth grade students. Professional School Counseling, 3:1, 34-42.

Research Supporting Proposal

Praport, H. (1993). Reducing high school attrition: Group counseling can help. School Counselor, 40(4),
309-311.

Verduyn, C.M., Lord, W., & Forrest, G.C. (1990). Social skills training in schools: An evaluation study.
Journal of Adolescence, 13, 3-16.

Prout, H.T. & Demartino, R.A. (1986). A meta-analysis of school-based studies of psychotherapy. Journal
of School Psychology, 24, 285-292. ...............

Watts, V. & Thomas, B. (1997). Proving that counseling programs do count: The counseling
accountability. Georgia School Counselors Association Journal, 1:4, 1-3.

Robinson, S.E., Morrow, S., Kigin, T. & Lindeman, M. (1991). Peer counselors in a high school setting:
Evaluation of training and impact on students. The School Counselor, 39, 35-40.
Rose, C.C. & Rose, S.D. (1992). Family change groups for the early age child. Special Services in the
Schools, 6, 113-127.
Schlossberg, S.M., Morris, J.D., & Lieberman, M.G. (2001). The effects of a counselor-led guidance
intervention on students' behaviors and attitudes. Professional School Counseling, 4:3, 156164.
Sprinthall, N.A. (1981). A new model for research in the science of guidance and counseling. The
Personnel and Guidance Journal, 59, 487-493.
St. Clair, K.L. (1989). Middle school counseling research: A resource for school counselors. Elementary
School Guidance & Counseling, 23, 219-226.
Sutton, J.M. & Fall, M. (1995). The relationship of school climate factors to counselor self-efficacy.
Journal of Counseling & Development, 73, 331-336.
Tobias, A.K. & Myrick, R.D. (1999). A peer facilitator-led intervention with middle school problembehavior students.Professional School Counseling, 3:1, 27-33.

Whitson, S.C., & Sexton, T.L. (1998). A review of school counseling outcome research: implications for
practice. Journal of Counseling & Development, 76, 412-426.
Wirth-Bond, S., Coyne, A., & Adams, M. (1991). A school counseling program that reduces dropout rates.
The School Counselor, 39, 131-137.
Retrieved from: http://www.cde.ca.gov/ls/cg/rh/counseffective.asp

Benefits for Community

Effective and efficient school counseling
programs support the ability of the school
counselor in collaboration with parents,
community agencies, and other school personnel
to address the challenges of youth. The
understanding of the dynamics of the
management of programs and personnel within a
comprehensive school counseling program is
essential (Morris, 2014, pg. 4). Having a
counseling program in place is ideal and so
helpful. The program benefits students, schools,
and the community at large.

Conclusion
The ASCA National Model:
Ensures equitable access to a rigorous education for all students
Identifies the knowledge and skills all students will acquire as a result of the K-12
comprehensive school counseling program
Is delivered to all students in a systematic fashion
Is based on data-driven decision making
Is provided by a state-credentialed school counselor (ASCA, pg.xii, 2012).

References
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Gysbers, N.C; Stanley, B. (2014). ASCA School Counselor: From

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Gysbers, N.C., & Henderson, P. (2012). Developing and managing your

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American School Counselor Association. (2012). School Counselor

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Morris, A. S. (2014). Managing the comprehensive school counseling

program. Retrieved from Lecture Notes Online Web Site: http://salem.
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