The Counseling Philosophy is based on the guiding principles that are used in the development, implementation, and evaluation of the program. Generally speaking, the programming behind the development of any or all services delivered will be based on the core character traits of the SEARCH Institute (Cooperation, Respect, Responsibility, Honesty, Citizenship, Fairness). These guiding principles will provide education, prevention, early identification, and intervention to attempt to help all students achieve academic success.
The Counseling Vision will set the tone for the development, knowledge, attitudes, and skills of students to become healthy, competent as well as confident learners. To promote and establish future oriented program direction and future established desired student outcomes that reflect and mirror the vision of the LGCS district. The tone will be set through a comprehensive developmental school counseling program to work collaboratively as a team with the school staff, parents, and the school community to create an effective and successful school climate and atmosphere.
The Counseling Mission will guide the counseling program. Clearly and specifically, the Counseling Mission will be aligned with the district’s mission statements as they are formulated, adopted, and revised. Such mission statements will encompass, but not be limited to assisting students in the opportunity to grow academically, personally, socially, and vocationally; as well, they may promote and enhance the students’ skills in these academic, personal, social, and career arenas.
The Comprehensive School Counseling Program will integrate the Counseling Philosophy, Vision, and Mission and will be delivered through the following currently identified and utilized modalities: school counseling curriculum, individual student planning, responsive services and counseling, as well as program support.
The Counseling Curriculum will be based on a variety of current curricula utilized by the school counselor which may include, but not be limited to: Kelso for conflict resolution, Children Are People/Circle of Prevention, the Search Institutes pillars of character education traits, programming from the Council for Prevention, The Responsive Classroom/Teaching Children to Care, the B.E.S.T. Program, DLAM/Operation Respect, and “Skills for Growing.” Through individual, small or large group, or classroom guidance sessions, curriculum will be delivered to students identified by the LGHS Child Study Team (CST).
Individual Activities: Scheduled regular or short-term counseling as well as crisis intervention will present immediate and necessary skills to CST identified students.
Classroom Activities: Lessons will be provided when appropriate and determined by the CST in small or large group classroom settings (ie- social skills, decision-making skills, etc.).
Group Activities: The at-risk/intervention school counselor will conduct thematic units as well as conduct large group activities upon request of the CST to address students’ particular needs (ie- bullying-DLAM, peer relations, crisis management, time management, etc.).
Interdisciplinary Activities: The at-risk / intervention school counselor will participate when directed on teams to drive or develop necessary curricula or strategies to help students (ie- CST, CSE, 504, full faculty, computer committee, local and state counselor meetings/workshops).
Counseling Delivery System: School Counseling Curriculum, Individual Student Planning,
Responsive Services / Counseling, and System Support
School Counseling Curriculum
- Education on understanding self and others, including positive self-esteem skills
- Peer relationships, coping strategies, and effective social skills
- Self-awareness leading to career awareness, exploration, and anticipatory planning
- Academic support, including skill building
- Communication, problem-solving, and conflict resolution
- Goal setting and decision-making
- Substance abuse prevention education
- Diversity awareness, mutual acceptance, and appreciation of individual differences
Individual Student Planning
- Education of understanding of self, including strengths/weaknesses/skills/interests
- Academic planning and helping students to recognize individual progress
- Goal Setting and decision-making for student success
- Transitional planning
Responsive Services / Counseling
- Individual and small group counseling
- Individual/family/school crisis intervention
- Social Skill Training as requested by the CST based on identified need areas
- Conflict resolution and crisis counseling as it occurs
- CST Referrals based on individual needs
- Professional Development via various medium (professional journals, staffing, workshops, in-service opportunities, ACA meetings, NYSSCA Conferences, active membership and connections to professional counseling organizations)
- Teacher/Staff Consultation and information gathering
- Connections with Community Agencies, Programs, Presentations, Newsletters, and Services
- Parent/Community Outreach
- Professional List serves
- Internal and External Program Evaluations (formally and informally) to provide for program activities updates and to stay current with shifting trends