Comprehensive Guidance Model

• The comprehensive exam includes approximately 200 multiple-choice questions.

Program Concepts

• Understanding the comprehensive guidance model and its content, structures, program components, and resources
• Content includes social/emotional, academic and career development
• Social/Emotional Development includes skills needed for achievement and transitioning educational levels and developing personal educational plans.
• Academic Development involves career exploration/planning for life career goals, information on post-secondary education, plus job readiness skills.
• Career Development emphasizes self awareness as an individual and respect for individual/group differences, and personal safety skills
• Structures refers to the mission/vision of a school counseling program that recognizes the significance of education
• Program facilities should include offices in each building that are accessible and large enough with resources and equipment
• Minimum requirements are resource display, private offices, adequate space, and adequate storage.
• The advisory council advises, reviews, and prioritizes district programs, including stakeholders such as parents, board members, and community leaders
• It is recommended that the council meets at least twice per year.
• Adequate Staffing means meeting the minimum state standard for counselor-to-student ratio
• In MSIP 6, the minimum standard requires one counselor per 201-250 students grades K-12
• A desirable standard is one counselor per every 161-200 students in grades K-12.
• Program components include the school counseling curriculum with classroom units/lessons and activities
• Individual student planning includes career/education planning, transition activities, and appraisal for decision making
• Responsive services refer to individual/group counseling and crisis intervention
• System Support is program management, evaluation, staff/community relations, collaboration, outreach, advocacy, and school support
• Resources include human, financial, and political resources as well as ethical standards.

Phases for Establishing a Comprehensive Guidance Program

• The necessary phases are plan, design, implement, evaluate, and enhance.
• Phase 1 (Plan): Getting Organized includes deciding what to change, understanding conditions for effective change, and addressing resistance.
• It also involves building trust, committees, meeting with administration, providing leadership, and being active.
• Phase 2 (Conceptualizing): Understand the theoretical foundation of the program and perspective of student development.
• Know comprehensive guidance and counseling programs in education and the four elements which are guidance curriculum, student planning, response services, and system support.
• Guidance Curriculum incorporates classroom presentations and structured groups
• Individual Student Planning includes appraisal, educational, and career planning
• It also includes personal plans of study and post-secondary transition
• Responsive Services includes individual counseling, small group counseling, and referral
• System Support refers to Program Management, Program Evaluation, and Fair Share Responsibilities.
• System Support also involves Staff/Community Relations, Committee Participation, Community Outreach, and Program Advocacy
• Importance of common language, program concept, flexibility, and adaptability.
• Six Program Imperatives: holistic, systemic, balanced, proactive, integrated, and reflective.
• Phase 3: (Conducting a Thorough Assessment) Gather student and community info, identify resource availability, study program delivery, gather perceptions, and present a report.

Design

• Adapt the Guidance and Counseling Program Model and define your program's structure
• Identify and list student competencies by content area and school level/grading
• Reaffirm policy support
• Establish priorities for program delivery (qualitative design)
• Establish parameters for resource allocation (quantitative design)
• Write down and distribute the description of the desired program

Planning the transition

• Specify any changes that are required to implement a district wide comprehensive guidance and counseling program
• Develop a plan for district wide program improvement
• Begin building-level program improvement efforts and expand the leadership base.

Implement - Making the Transition

• Develop needed personal, financial, and political resources
• Implement with a focus on special projects
• Facilitate building-level changes and implement public relations activities

Managing the New Program

• Improve program activities and enhance the role of counselor
• Develop the building program plan and monitor its implementation.

Ensuring School Counselor Competency

• Implement personnel management system
• Support professional development opportunities
• Address incompetence
• Bring new counselors and clarify the roles of the staff members.

Evaluate

• Evaluate the program: personnel and results
• Evaluate counselor performance
• Conduct program evaluations, results evaluations, and intervention evaluations

Enhance

• Redesign Your Comprehensive Guidance and Counseling Program
• Commit, needs/evaluation data, base decisions on needs and evaluation data, implement new design, understand revitalization follows redesign.

Figures in the History of Guidance and Counseling

• Parsons: established the Boston Vocation Bureau- Civic Service House. stressed the scientific approach to choosing an occupation.
• Brewer: identified the four conditions acting together that led to vocational guidance which are division of labor, the growth of technology, the extension of vocational education, and spread of modern forms of democracy.
• Faust: split the emergence of elementary school counselors into 3 time periods.
• Period 1 (1908–1940's): traditional, with counseling borrowing from secondary practice.
• Period 2 (1950's-1965): neo-traditionalist, with less emphasis on secondary counseling and more on group counseling.
• Period 3 (1960s): Developmentalist with elementary school counseling having an identity.
• Merrill: Advocated exploratory classes in public education for developing occupational interests (1894).
• Bloomfield: emphasized the psychosocial/educational aspects of guidance and worked to integrate counseling into various settings.
• Davis: initiated a plan to organize an entire school for systematic guidance
• Reed:– also worked to integrate vocational guidance into the educational system, ensuring structured career advice.
• E.W Weaver: helped with vocational guidance and provided methods for implementing guidance programs
• Weaver worked on developing training programs for teachers and counselors
• He emphasized career counseling in the education system.
• Hill:
• Clifford Beers: Wrote “A Mind that Found Itself" and brought about more identification/treatment of mental illness (early 1900s)
• Beers found the mental institutions deplorable and patients treated abusively.
• Beers was confined during three years as someone with schizophrenia in mental institutions
• Guidance counseling is now program oriented, not just person oriented.

Formative Years (1915-1930)

• Focus on measurement started
• The first certification movement was born in New York
• Vocational Education became part of the National Vocational Guidance Association.
• Army Alpha Test (1917) was the first group intelligence test on a mass basis.
• National Vocational Guidance Association (NVGA) formed in 1913 in Grand Rapids, Michigan.
• NVGA diversity increase formed the American Personnel/guidance association, later named American Association for Counseling Development (ACA)
• American School Counseling Association (ASCA) is the largest division of the ACA.

Professional Years (1940s-1950s)

• Carl Rogers' book on therapy
• ASCA was founded
• National defense Education Act of 1958
• Following launch of sputnik I in 1957
• Single greatest impetus for the guidance movement.
• Funds for states to enhance school counseling programs and to train new counselors.
• Counselor student ratio

Booming Years (1960s-1970s)

• Title IX required counselors for elementary level.
• The school counselor role was so eroded because they couldn't come up with a standard
• There were so many different titles and roles: lots of roles that did not fall under the umbrella of guidance counselor - quasi-administrative role
• Norma Gysbers became the guru of school counseling.

Challenge and Opportunity Years (1980s-Present)

• 1988: Norman Gysbers and Patricia Henderson published “Developing and Managing Your School Guidance Program"
• 198: piloting Columbia Public and SJSD
• Missouri Adopted School Counseling Model - 1988
• The Elementary School Counselors Demonstration Act pushed millions of dollars toward elementary school counselors.

Difference Between Codes of Ethics and Law

• Law: legal precedents on social conduct, considered unwritten law, codifies values, laws differ geographically
• Ethics: professional standards based on members' values
• Counselor: student ratios: One counselor to every 250 students

Theory

• Theories include Person-centered, Rational Emotive Behavioral Theory, Reality, Gestalt, Adlerian, SFBT, CBT, Choice Theory, Play and Art Therapy, etc.
• Person-Centered: by Carl Rogers.
• Goals: Promoting self-awareness, empowerment, optimism, self-esteem, responsivity, and autonomy that leads to internal motivation for growth and authenticity.
• Sees the person as good and that if all needs are met, and support is given then they have all capabilities.
• Clients work to become self-aware using self-healing capabilities and empowerment.
• Includes techniques such as active listening, paraphrasing, clarifying, physical, repeating back, “you feel because and you want or need."
• Unstructured, client-led and unconditional positive regard is given

Rational Emotive Behavioral Theory

• By Albert Ellis.
• Goals: eliminate self-defeating outlook on life and reduce unhealthy emotional responses, this theory is philosophical
• Thinking, evaluating, analyzing, questions, doing, and practicing are the basics of behavior change.
• Reorganization of oneself—statements will result in a reorganization of one's behavior.
• Assertive, directive, confrontational
• People repeat irrational and illogical beliefs from their childhood, emotional problems are the result of one's beliefs, not events (beliefs are challenged)
• Techniques: ABC model.

Reality

• William Glasser's present-focused therapy helps individuals identify and adaptively satisfy needs.
• Choice theory-people try and control the world around them by behaving to satisfy one of five needs which are survival, love and belonging, power (or inner control), freedom, and fun.
• Confrontational and Empathetic

Gestalt

• By Fritz Perls and Laura Posner Perls.
• Building awareness that promotes clarifying and utilizing attention to potential
• Relies on “here and now” approach
• Techniques: dialogue, empty chair, perspectives, awareness, role-playing.

Adlerian

• Alfred Adler's model addresses why people act as they do
• Looks at systems and how they play out in our lives
• Goals: Challenging assumptions about self, others, and life that maintain the problematic behavior that client bring to therapy.
• Includes active listening, encouragement, summarizing, suggestion and homework assignments.

SFBT (Solution Focused Brief Therapy)

• Inso Kimberg and Steve DeShazer focus on solutions rather the problem
• Utilizes optimism, collaboration, positive, solution oriented approach
• Techniques; Self-reliance, “was there ever a time when this wasn't an issue? (EXCEPTION QUESTION), “If everything was perfect what would this look like? (MIRACLE QUESTION), summary, where are you at?

CBT

• By Aaron Beck and Albert Ellis
• A collaborative relationship where changing behavior/thinking will change emotion/thoughts that are time limited
• REBT (Rational emotive behavioral therapy) Addresses thoughts, behaviors, and emotions.
• A structured model that uses psychoeducation and strategies to change distorted thinking.

Choice Theory

• By Glasser.
• People try and control the world around them by behaving to satisfy one of five needs - survival, love and belonging, power, freedom
• It goes hand in hand with reality.
• People are responsible for behavior

Play and Art Therapy

• Play therapy uses playing without constraint in a safe space as a way of helping children express or communicate thoughts
• Evidence shows art therapy can reduce anxiety, improve self-esteem and resolve any psychological conflicts

Child and Adolescent Psychology

• Areas of note are self esteem, mood disorders, stress and trauma, eating disorders, school violence, substance abuse, school dropouts, bullying and developmental theories

Group Counseling

• Dr. Rosie is your friend... Study her Skills and Techniques for Group Work with Children book
• Summarize significant sections of the chapters.
• Leader skills
• Counseling has its own set of expected behaviors and that they will be helped to behave differently.
• Ground Rules are needed
• Dyads and triads are important with linking, prompts, empathy, processing, and cutting off.
• Group stages are pregroup, do's and don'ts, transition, and finally working stage and stage of goodbyes.

Ethics and Guidelines in Group Counseling

• Some of the guidelines are providing information, screening, maintaining confidentiality, voluntary participation, and leaving a group.

Occupational Education

• Concepts of major career theories and career development issues.
• Holland codes (6 career clusters)
• Examples of assessment methods, instruments, resources
• Missouri Connections Assessment

Student Appraisal, Group Appraisal, Research Methods

• Sampling techniques
• Includes probability samples and Simple Random Samples, Systematic Sample, Stratified Random Sample, and Cluster Sampling.
• Nonprobability sampling strategies include Convenience Sample and Quota Sample
• Types of reliability & types of Validity and why they are important

Reliability

• Reliability-consistency in performance or prediction
• Reliability consists of an observed score and true score.
• To increase reliability, increase the number of items/observations and standardized instructions.
• Types of reliability measures are parallel forms and inter-rater
• Reliability correlates performance, Cronbach's alpha / Kuder-Richardson coefficients.

Validity

• Validity-the truthfulness or accuracy within something
• Types include content, criterion, and construct validity
• A dependent variable is the outcome of research, while an independent variable is controlled by the researcher

Measurement

• Levels of measurement are nominal, ordinal, interval, and ratio
• SEM, types of questions (Likert, Essay, etc.)
• Normal curve measures central tendency, percentages & percentile ranks, z scores, T-scores, and correlation coefficients
• Tests assess, i.e. WISC-IV assesses intellectual ability.
• Testing ethics are consent, privacy and fairness.

Generating Ideas

• To generate research ideas and questions , look at prior data/research
• A good hypothesis is testable and measurable.

Validity

• Internal validity focuses on cause and effect, and external validity focuses on the ability to generalize
• Confounds- extraneous factor that can skew the results of a study
• A confound can be controlled by randomization, restriction, matching, and evaluation.
• Quantitative/Numerical or Qualitative (non numerical)

Research Designs

• Used for descriptive and exploration depending on causality

Research Ethics

• Requires consent, confidentiality, and minimizing harm.

Foundation - Definitions and Examples

• Race: divided groups based on physical traits
• Ethnicity: groups associated with each other from shared cultural characteristics (language, ancestry, traditions. history, beliefs)
• culture: shared customs, beliefs, etc.
• Minority: the smaller of 2 groups that constitute a whole
• Bias: A tendency to think, act, or feel in a particular way
• Prejudice: Evaluation of social groups
• Stereotypes: Knowledge, beliefs, and expectations
• Microassault: Meant to hurt by intent
• Microinsult: Rudeness and insensitivity demeans a person
• Microinvalidation: Nullifies psychological thoughts

Educational Psychology

• Educational psychology helps with cognitive development and social development
• Areas of cognitive development include the abilities to focus, interpret sensory information, remember, use language, and process info.
• Higher-level cognitive processes are the ability to consider, evaluate, create, and relate socially.
• Knowing psychological needs and why “learning styles” is incorrect
• Basic psychological needs include autonomy, , competence, relatedness, and beneficence

Intelligence

• Awareness of why intelligence matters in education, and problems that can arise from how it is measured