STANDARD COURSE OF STUDY

• National Standards for School Counseling Programs have been developed,
• Research has greatly advanced our knowledge about the needs of students and the intervention strategies of school counselors, and
• National Career Development Guidelines are in place for developing competencies about what students need to know and be able to do to be successful in their work life.

The National Standards for School Counseling Programs include the essential elements of a quality and effective school counseling program. The Standards address program content and identify the knowledge, attitudes, and skills competencies that all students will develop as a result of participating in the school counseling program. The Standards establish goals, expectations, support systems, and experiences for all students. The Standards provide a programmatic approach and help counselors to:

• Continuously assess their students' needs,
• Identify barriers that may be hindering student success, and
• Advocate for programmatic efforts to eliminate these barriers.

These efforts will help create a system where all students graduate from high school with a diploma, a plan, and the requisite personal development skills to help them reach their goals.

• Goals for school counseling in North Carolina,
• The components of a comprehensive school counseling program,
• The role of school counselors,
• Preparation and professional development of school counselors, and
• The level of support for school counseling from all parts of society.

• Demonstrate a positive attitude toward self as a unique and worthy person.
• Gain life-planning skills that are consistent with needs, interests, and abilities.
• Develop responsible social skills and an understanding and appreciation of being a contributing member of society.
• Demonstrate an understanding and appreciation of the life-long process of learning, growing, and changing.

School counselors coordinate a school-wide program for all students by organizing around four primary program components nd six role functions. Counselors have expertise in all areas, but it is the counseling function (Responsive Services component) for which school counselors have received special training and licensure. All other parts of a school guidance program require ownership and collaboration among the entire school staff. The student-centered program provides appropriate instruction and assistance at each grade as well as individual and group counseling opportunities for students. Counselors provide leadership to help teachers integrate the standards across the curriculum.

The four program components and the counselor role functions together address the normal developmental needs of students. The program is measurable in terms of its benefits to students.

Individual Planning School counselors meet individually with students to analyze how their interests, abilities, and achievements interface with educational planning, academic achievement and career information. Students may individually access information through a variety of computer information systems, or gain information about themselves through interests and/or learning styles inventories. Appropriate educational decisions are encouraged to assure that the student gains the skills and preparation to pursue individual goals.

Responsive Services This is the counseling component for which school counselors receive graduate level preparation and training. It includes confidential individual and small group counseling. Consultation with teachers, parents, and agencies who can assist students and families is included in this component.

System Support This includes program coordination and outreach activities to promote partnerships within the community that support the development of students. Examples are school/business partnerships, advisory groups, agency partnerships, and parent organizations. Program development, research and evaluation of program outcomes are shared with various groups since it can demonstrate the impact of the counseling program on student outcomes.

There are six specific roles and functions that school counselors perform:

Program Planning When planning a school counseling program, counselors conduct needs assessments of their particular school's strengths and weaknesses. An important part of continual program planning is the collection of data that illustrate which services are effective and which program areas need to be changed.

Counseling (groups and individual) School counselors provide a confidential helping relationship to help students with educational, personal, social, and career concerns. Groups of students who have similar concerns come together to share, listen, and resolve concerns.

Consulting Counselors consult with parents, teachers, and others to determine the most appropriate ways to help students. School counselors often refer students to public and private agencies and practitioners outside the school who can meet their needs on a long-term basis.

Coordinating Counselors assist with school wide programs that help schools in their educational mission. These programs include school-wide efforts that reach a specific group of students.

Student Appraisal and Assessment Counselors use strategies to assist in this area such as: helping students plan their educational program, interpreting test data with teachers to make appropriate decisions about academic placement, and sharing occupational information with students.

Professional Development Counselors must stay current in their profession through counselor development workshops, conferences and through web-based site support. Increasingly, counselors must know about and use technology based programs and software that help students access and use information pertinent to their exploration and development.

• Growth and development,
• How student learn,
• The career planning process,
• Physical and psychological health and wellness,
• Appropriate intervention, and
• Community resources.

Appropriate content, pedagogical and clinical preparation and supervision enable school counselors to provide appropriate services to students in an environment where all students can succeed. Counselors are role models for students as learners and problem solvers. Opportunities for school counselors at all stages of their career must be available to provide the tools to implement a comprehensive school counseling program. School counselors take a major responsibility for their own professional development, but they must also have leadership, resources, financial support, and advocacy at the classroom, school, district, state and university levels.

Educating North Carolina's students is a shared esponsibility.

School counselors work together with many constituencies to establish a comprehensive school counseling program.

Support is necessary from:

• Legislators and other financial partners to provide funding that increases the likelihood of student achievement;
• School boards and administrators to enact policies that enable counselors to provide appropriate and high quality service to students;
• Colleges and universities to help school counselors develop knowledge, skills and expertise in counseling;
• Parents and community leaders as partners with schools to value and nurture student efforts; and
• School counselors, teachers and students working cooperatively to establish and reach high standards of achievement.

Academic Development The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. These include:

• Acquiring skills, attitudes, and knowledge to learn effectively;
• Employing strategies to achieve success in school; and
• Understanding the relationship of academics to the world of work, and to life at home and in the community.

Career Development Program strategies for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills that enable students to make a successful transition from school to the world of work. These include:

• Strategies to achieve future career success and job satisfaction;
• Fostering an understanding of the relationship between personal qualities, education and training, and the world of work;
• The development of career goals by all students as a result of career awareness and experiential activities.

Personal/social Development Program standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth which contributes to academic and career success. Personal/social development includes:

• The acquisition of skills, attitudes, and knowledge which help students to respect self and others.
• The use of effective interpersonal skills,
• The employment of safety and survival skills,
• The understanding of the obligation to be a contributing member of society, and
• The ability to negotiate successfully and safely in the increasingly complex and diverse world of the 21^st century.