International Model for School Counseling

Effective School Counselling programs are: Comprehensive in scope Preventative in design Developmental in nature

Four Domain Areas

Academic Career Personal/Social Global Perspective

Academic Domain Standards

Acquire attitudes, knowledge and skills that contribute to effective learning in school and across the lifespan (Standard A). Employ strategies to achieve success in school and choose from a wide range of post secondary options (Standard B). Understand the relationship of academics to the world of work and to life at home and in the community (Standard C).

Career Domain Standards

Acquire skills to investigate the world of work in relation to knowledge of self as it relates to culture and family values, and to make informed career decisions (Standard A). Employ strategies to achieve future career goals and satisfaction (Standard B). Foster an understanding of the relationship between personal qualities, education, training and the world of work (Standard C).

Personal/Social Domain Standards

Acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect themselves and others (Standard A). Make decisions, set goals and take necessary actions to achieve goals (Standard B). Understand safety and survival skills (Standard C).

Global Perspectives Domain Standards

Develop an understanding of culture as a social construct (Standard A). Acquire an awareness of their family culture and own cultural identity (Standard B). Understand their host country and home(s) countrys cultures (Standard C). Develop a personal practice for applying intercultural competence and bridging successfully across cultural difference (Standard D). Acquire knowledge and attitudes to manage transition effectively (Standard E).

Delivery of Services

Direct Student Services

School counseling core curriculum Individual student planning Responsive services

Indirect Student Services

Example of how students are different as a result of our services:

Personal/Social Domain Standard B - Students will make decisions, set goals, and take necessary action to achieve goals Competency B1~ Self-Knowledge Application PS:B1.1 Use a decision-making and problem-solving model PS:B1.2 Understand consequences of decisions and choices PS:B1.3 Identify alternative solutions to a problem PS:B1.4 Develop effective coping skills for dealing with problems PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions PS:B1.6 Know how to apply conflict resolution skill POOCH & Kelsos Options address these standards and competencies

Example of how students are different as a result of our services:

Personal/Social Domain Standard C - Students will understand safety & survival skills Competency C1 ~ Acquire Personal Safety Skills PS:C1.1 Demonstrate knowledge of personal information (i.e. telephone number, home address, emergency contact) PS:C1.2 Learn about the relationship between rules, laws, safety, and the protection of rights of the individual PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy Personal safety lessons address these standards and competencies

Suggested Distribution of the Elementary School Counsellors Time:

Recommended Activities for School Counselors

Interpreting cognitive, aptitude and achievement tests Counseling students with disciplinary problems, as follow up Collaborating with teachers to present classroom guidance lessons Planned or spontaneous meetings with students during their free times (lunch, recess) Consultation about student academic and behavioral interventions Assisting the school principal with identifying & resolving student issues, needs & problems Working with students to provide individual, small and large group counseling services Advocate for students at individual learning plan meetings, student study teams, attendance reviews, retention/acceleration meetings

Not Recommended Activities for School Counselors

Coordinating and administering cognitive, aptitude and achievement tests Performing disciplinary actions

Teaching classes when teachers are absent

Supervision duty

Solely planning and implementing academic and behavioral interventions. Assisting with duties in the principals office

Work with one student at a time in a long term therapeutic, clinical mode Preparation of individual learning plans