Comprehensive counseling program
School counselors design and deliver comprehensive school counseling programs that improve a range of student learning and behavioral outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental in nature. “The ASCA National Model: A Framework for School Counseling Programs” (ASCA, 2012a) outlines the components of a comprehensive school counseling program. The ASCA National Model brings school coun- selors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.
Effective school counseling programs are a collaborative effort between the school counselor, families, community stakeholders and other educators to create an environment resulting in a positive impact on student achievement. Education professionals, including school counselors, value and respond to the diversity and individual differences in our societies and communities in culturally sensitive and responsive ways. Comprehensive school counseling programs in both the brick- and-mortar and virtual settings ensure equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational process.
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School counselors participate as members of the educational team and use the skills of leadership, advocacy and collabora- tion to promote systemic change as appropriate. The framework of a comprehensive school counseling program consists of the following four components: foundation, management, delivery and accountability.
School counselors focus their skills, time and energy on direct and indirect services to students. To achieve maximum pro- gram effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states, school districts and even grade levels, the growing body of research as summarized by Carey and Martin (2015) supports that implementation of comprehensive school counseling programs positively affects outcome data (e.g., student achieve- ment and discipline referrals) at all grade levels.
ASCA also recommends that school counselors spend 80 percent or more of their time in direct and indirect services to students. These direct and indirect activities should come from the ASCA National Model rather than inappropriate duties assigned to school counselors as listed in the ASCA National Model Executive Summary (2012b). The 20 percent or less of the school counselor’s time should be focused on program and management planning including:
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• Developing an annual plan
• Results reports and data projects
School counseling program assessment
• Other activities as determined by the school counselor and administrator when developing the annual plan
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Duties that fall outside of the school counselor framework as described in the ASCA National Model should be limited and performed by other school staff to support a school’s smooth operation and allow school counselors to continue to focus on students’ academic, career and social/emotional needs.
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(2017) The School Counselor and Comprehensive School Counseling Programs. American School Counselor Association. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf