SCHOOL

COUNSELORS & GUIDANCE

CURRICULUMKIM DEAMER

WHAT KIND OF STUDENTS DO YOU HAVE?

GUIDANCE CURRICULUM

• WHAT DO YOU KNOW ABOUT IT?

GUIDANCE CURRICULUM

• According to the American School Counselor Association (ASCA):

• Counselors provide a “written instructional program that is comprehensive in scope, preventative and proactive, developmental in design, coordinated by school counselors, and delivered, as appropriate, by school counselors and other educators (ASCA, 2005, pg. 40)

RESEARCH

• Research suggests that Guidance curriculum is as powerful and meaningful as small group counseling (Nassar-Mcmullan &

Cashwell, 1997; Shechtman & Bar-El, 1994; Shechtman, Bar-El, & Hadar, 1997)

• A Metanalysis study by Whitston et al (2008) found that all students benefited from Guidance curriculum offerings. Those who benefited most were:

• Middle School students, and then

• High School students

• Yes, elementary students had the smallest benefit, although we tend to think that most guidance curriculum is delivered at this level.

GUIDANCE CURRICULUM(AND CAREER GUIDANCE)FROM THE UTAH MODEL PROGRAM REVIEW• WE DETERMINE WHAT GUIDANCE CURRICULUM TO DELIVER BY:

• DATA ANALYSIS OF NEEDS ASSESSMENT & TEACHER CROSSWALK

• SCHOOL IMPROVEMENT PLAN

• STUDENT COMPETENCIES

• GAPS IN ACHIEVEMENT

• PROVIDED YEARLY

• CTE INTRO IN 7TH

• CAREER EXPLORATION AND DEVELOPMENTAL ACTIVITIES WITH PATHWAYS PROVIDED MULTIPLE TIMES @ YEAR

• APPROPRIATE NEXT STEP PLANNING

ANALYZING DATA:

Teachers Crosswalk

GUIDANCE CURRICULUM(AND CAREER GUIDANCE)FROM THE UTAH MODEL PROGRAM REVIEW

• WE DETERMINE WHAT GUIDANCE CURRICULUM TO DELIVER

BY:

• DATA ANALYSIS OF NEEDS ASSESSMENT & TEACHER CROSSWALK

• SCHOOL IMPROVEMENT PLAN

• STUDENT COMPETENCIES

• GAPS IN ACHIEVEMENT

STUDENT OUTCOMES

STUDENT OUTCOMES

• Academic/learning Development

• Life/career development

• Multicultural/global citizen development

• Personal/social development

ACADEMIC/LEARNING DEVELOPMENT

STANDARD A: Students will acquire the

attitudes, knowledge, and skills that contribute to effective learning in school and across the lifespan.

Improve academic self-concept

Acquire skills for maximizing learning

Achieve school success

SPECIFIC INDICATORS

• AL:A1.1 Articulate feelings of competence and confidence as learners

• AL:A1.2 Identify and apply attitudes, expectations, and behaviors which lead to successful learning

• AL:A1.3 Understand individual strengths and how to remediate or compensate for weaknesses

• AL:A2.1 Apply time-management and task-management skills

• AL:A2.2 Demonstrate how effort and persistence positively affect learning

• AL:A2.3 Know when and how to ask for help or information from faculty, staff, family, and peers

• AL:A2.4 Apply knowledge of learning styles to positively influence school performance

• AL:A3.1 Develop basic skills (in math, reading, writing, technology, etc.)

• AL:A3.2 Learn and apply critical thinking skills

• AL:A3.3 Develop a pattern of regular school attendance

• AL:A3.4 Demonstrate the ability to work independently, as well as cooperatively with other students

• AL:A3.5 Connect to school in positive ways

• AL:A3.6 Apply the study and homework skills necessary for academic success

AN IDEA….

• SURVEY INDIVIDUAL NEEDS

• CREATE AN EXCEL FILE OF WORKSHOPS NEEDED

• INVITE SPECIFIC STUDENTS TO ATTEND SPECIFIC WORKSHOPS, GROUPS OR INDIVIDUAL COUNSELING TO MEET THOSE NEEDS

WHO NEEDED WHAT?

• Groups:

• Empowerment group (self-esteem, positive attitude, coping skills, self-care, interpersonal relationships, utilizing resources )

• Study Skills• Individual counseling:

• Careers

• Some students who requested individual counseling instead of a workshop or group

WORKSHOPS (G.C.)(In order of numbers of students needing the topic)

• Resume Writing

• Interviewing Skills

• Choosing a career (non Utah futures style)

• Time Management

• Stress Management

• ATC tour

• Test ANXIETY

• Goal setting and action plans

• Service Project

HOW?

• Excel file provided name of students for each need.

• Scheduled all workshops/groups/counseling from the end of March through the beginning of May during non-testing times, (students had an option as to which class period to miss in many instances).

• Some workshops were provided by community partners (i.e.. Michael Quayle, Human Resources Director for Autoliv, did the workshop on interviewing, ATC did the tour while we arranged permission slips and the bus).

RESULTS

• Met specific needs of students

• More active participation: Students knew they would be invited and they came (average 92% attendance)

• Students appreciated the workshop/group they were participating in and actually thanked me for the it as they were leaving.

• It was fun for me as a school counselor to indeed ‘see’ that I was making a difference

QUESTIONS?

WHAT WILL YOU DO?

REFERENCES• ASCA (2005). The ASCA National Model: A framework for school

counseling programs (2nd ed.). Alexandria, VA

• Nassar-McMIllan, S.C., & Cashwell, C.S. (1997) Building self-esteem of children and adolescents through adventure-based counseling. Journal of Humanistic Education and Development, 36, 59-67.

• Rowley, W. J., Stroh, H. R. & Sink, C. A. (2005) Comprehensive guidance and counseling programs’ use of guidance curricula materials: A survey of national trends. Professional School Counselor, 8, 296-304.

• Whitston, S. C. Rahardja, D. Eder, K. & Tai, W. L. (2008). School counseling outcome: A meta-analytic examination of interventions. Unpublished manuscript, Indiana University, Bloomington.