Assessment, Instruction, Services, and Student Development Across Domains, Part 11

Question 1: Discuss the dovetailing of school counseling curriculum to standard academic curriculum.

Answer 1: While the school counseling curriculum is developed within the same parameters as the standard academic curriculum, there are distinguishing characteristics and processes. One of the differences is that the standard academic curriculum is generally developed to address grade- or age-based curricular goals, whereas counseling curriculum also incorporates behavioral strategies and expectations. Counselors can further augment curriculum with professional expertise and knowledge gleaned from professional journals or other resources. In terms of process, standard academic curriculum is often a collaborative product of committees that include parents, school staff, and administration. School counseling curriculum is generally developed by counselors and teachers. However, many schools have liaison committees available to assist school counselors in developing curriculum. Nonetheless, all school staff should be aware of the goals and strategies employed in school counseling curriculum, and counselors should align academic curricular goals with the school counseling curriculum.

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Question 2: Discuss national and state standards for developing school counseling curriculum.

Answer 2: There are both state standards and national models (from associations such as the ASCA) for the development of school counseling curriculum. These models address expectations for grade and education levels, as well as school guidance models targeting different regions and grade levels. A number of states have developed counseling programs that are derived from national recommendations, incorporating current literature and the success rates for particular models or strategies. When developing school counseling curriculum, counselors should follow these national and state models while continuing to consider recommendations from the school community. The local school community is often the best source for strategies to improve the academic, personal, and career development of the students. Collaboration with a school advisory group can also facilitate development of a counseling curriculum that best meets students’ needs and the goals of the school community at large.

Question 3: Discuss the role and contributions of a school counseling advisory group.

Answer 3: the comprehensive expectations of the school community as well as a track record of current and previous school counseling models. Generally, these advisory groups are comprised of school staff, school counselors, parents, and community members. The overall focus of most counseling programs, and therefore their advisory groups, is often the development of curriculum that addresses common and relevant issues like sexual harassment, bullying, and social relationships. Counselors can refer to past discussions and studies to glean information about strategies that did or did not work, as well as areas that may have required particular attention. Advisory groups can inform counselors about pedagogical or counseling approaches that work best in their school environment. It is advisable for counselors to maintain ongoing communication with advisory groups and other school community members in order to keep apprised of current needs or problem areas.

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