School Counseling
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Purpose and Background
This document is intended for use by higher education programs involved in the preparation of school counselors in the State of North Carolina. The 2005 North Carolina Standards for the Preparation of School Counselors represents a revision of the 1993 North Carolina Guidelines for the Preparation of School Counselors. In developing the 2005 Standards, a variety of documents, including the 2001Standards of the Council for Accreditation of Counseling and Related Educational Program (CACREP), the ASCA National Model, and the North Carolina Comprehensive School Counseling Standard Course of Study, were consulted.
Role of the School Counselor
The school counselor has primary responsibility for leadership in the development, implementation, and evaluation of a comprehensive school counseling program. Such a program consists of individual and group counseling, classroom/large group guidance, individual and group consultation, assessment, career development, collaboration and advocacy, program evaluation, and the coordination of these functions. Through these functions, school counselors provide developmental, preventative, remedial, and responsive services to address academic achievement, career development, and personal/social development of students. To accomplish school counseling program goals and foster student success, school counselors collaborate with parents, school personnel, and community stakeholders.
Standards for the Preparation of School Counselors
To provide prospective school counselors with competencies in professional role, functions, and orientation; human growth and development; social and cultural foundations; helping relationships; counseling theories and techniques; lifestyle and career development; assessment methods; research and evaluation; group work; consultation; ongoing professional development; school climate and culture; program planning and development; the application of technology in school counseling; and advocacy, the graduate student’s program should include preparation as specified by the standards described hereafter. Prospective school counselors are expected to meet or show competency with respect to each of the standards prior to completing a program of graduate studies. The indicators provide examples of competencies relevant to each of the standards, but prospective counselors are not expected to meet all of the indicators.
There are three levels of preparation: Master’s Degree (entry preparation, typically 48 semester hours), Sixth Year (typically 60 semester hours), and Doctorate (advanced preparation). The Master’s Degree should provide preparation required by these standards, and the Sixth Year and Doctorate Programs should be designed to develop both breadth and depth in the same areas. In addition, training in counselor supervision should be provided in Doctorate programs.
The program of counselor preparation should be planned as a logically organized whole in the continuation of previous study and experience and according to performance on the screening procedures of the institution. Prospective counselors should not be forced to fit into a single pattern of courses. Provision should be made for self-pacing, independent study, and personalized programs of study that recognize individual needs as well as changing school philosophies and policies. The attainment of competencies should be emphasized. It is recognized that the attainment of the mandated competencies as well as the necessary supervised experiences may require an expanded graduate program of studies beyond the traditional Master’s degree.
Standards and Indicators
The school counselor demonstrates the ability to:
Indicator 1 apply professional ethical standards and ethical decision making skills in practical situations.
Indicator 2 articulate professional roles and functions including similarities and differences with other types of student service professionals.
Indicator 3 show an understanding of and the value of belonging to state and national professional counseling organizations including membership benefits, activities, services to members, and current emphases.
Indicator 4 exhibit knowledge of federal, state, and school system laws and policies that impact the roles and practices of the professional school counselor as well as the students and other stakeholders counselors serve.
Indicator 5 articulate the importance of professional credentialing including certification, licensure, and program accreditation practices, standards, and activities.
Indicator 6 express knowledge of the history of the counseling profession including significant factors and events influencing the evolution of the profession in general and school counseling specifically.
The school counselor demonstrates the ability to:
Indicator 1 discuss life-span theories of physiological, intellectual, emotional, attitudinal, and social human development, including behavioral indicators, and how these are used in counseling.
Indicator 2 apply personality development theories, including influencing factors, and behavioral indicators.
Indicator 3 apply learning theory, including major theories, primary psychological and sociological characteristics, factors influencing applications, and behavioral indicators.
Indicator 4 apply the principles of major life-span theories of human growth and development to facilitate change.
Indicator 5 explain normal and stressful transitions and crisis events across the lifespan.
Indicator 6 discuss factors important to understanding human behavior, including developmental crises, environmental influences, disabilities, exceptional behavior, addictive behaviors, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior.
The school counselor demonstrates the ability to:
Indicator 1 use multicultural counseling theories, theories of cultural identity development, multicultural counseling competencies, and legal and ethical issues applied to multicultural counseling.
Indicator 2 articulate trends and changes in human roles including roles that may vary by culture and factors influencing gender role development.
Indicator 3 explain the impact of major societal changes and trends on individuals as well as between and within diverse groups, nationally and internationally.
Indicator 4 apply principles of intervention to facilitate coping among diverse individuals and groups confronting societal changes.
Indicator 5 explain the variety of family interaction patterns including recognizing the variety of culturally diverse family relationships.
Indicator 6 identify effective and ineffective attitudes, beliefs, and behaviors in relating to culturally diverse groups and individuals, individuals with disabilities, and the role gender may play in influencing behavior.
Indicator 7 explain factors influencing and/or causing substance abuse, person abuse, and excessive stress.
Indicator 8 explain the nature of and factors influencing discrimination against persons on the basis of human diversity and identify ways to reduce these factors.
Indicator 9 apply principles of helping relationships with diverse clients to eliminate and/or manage abusive behaviors and relationships (e.g., substance abuse, domestic violence).
The school counselor demonstrates the ability to:
Indicator 1 explain basic and advanced helping skills, including philosophic and theoretical bases, advantages and limitations, factors considered in applications, and behavioral manifestations
Indicator 2 explain internal and external factors such as age, gender, and ethnic differences which may affect helping relationships.
Indicator 3 recognize and apply counselor characteristics and behaviors, including age, gender, and ethnic differences, verbal and nonverbal behaviors, attitudes, personal characteristics, orientations and skills, that influence the helping processes.
Indicator 4 implement helping processes, including goal setting, process control behaviors (e.g. contracting, beginning, ending, and terminating sessions), determination of process parameters, responsibilities and appropriate behaviors, and methods of evaluation of effectiveness that demonstrate sensitivity to age, gender, and ethnic differences.
Indicator 5 examine, explain, and self-evaluate levels of helping skills.
The school counselor demonstrates the ability to:
Indicator 1 explain the major counseling theories, including affective, behavioral, and cognitive theories, the principle interventions/techniques associated with these theories, the factors considered in their application, and the advantages and limitations of these theories as applied to school counseling.
Indicator 2 apply major theories to case studies and/or videotaped practice sessions.
Indicator 3 use theories to select counseling interventions and systematically guide individual and group counseling practice.
Indicator 4 recognize the advantages and limitations of various counseling theories for use with students and families of diverse ethnic groups.
Indicator 5 select developmentally and situationally appropriate theories and techniques to use as a basis for working with students pre-K-12.
The school counselor demonstrates the ability to:
Indicator 1 apply career development program planning, organization, implementation, leadership, and evaluation.
Indicator 2 articulate interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career planning.
Indicator 3 use occupational, educational, and personal social information including local, state and national sources, print media and computerized information systems, and interactive computer and internet sources.
Indicator 4 apply basic and advanced career counseling, guidance, and educational skills for diverse populations, including facilitation of counselee self-exploration and evaluation, use of assessment instruments and techniques, integration of occupational educational information, and evaluation of effectiveness.
Indicator 5 apply principles of K-12 educational and post-secondary planning.
Indicator 6 articulate and apply career development theories to practice within the school setting.
The school counselor demonstrates the ability to:
Indicator 1 explain types of educational and psychological assessment, including group and individual approaches to intelligence, aptitude, achievement, interest, and personality assessment, and uses, similarities, differences, and limitations among these approaches.
Indicator 2 use major assessment methods including group and individual tests, behavioral observation, and computer-managed and computer-assisted testing methods and results in work with students, staff, and parents.
Indicator 3 articulate the ethical, legal, and social considerations in the use of assessment data and information in helping processes.
Indicator 4 apply and interpret psychometric statistics (e.g., types of test scores, norms, measures of central tendency, indices of variability, standard errors, and correlations) in practical situations.
Indicator 5 apply and explain validity, reliability, and norm groups and their importance in assessment.
Indicator 6 explain the principles of using assessment data and interpreting information in helping processes and program planning.
Indicator 7 assess the impact of age, gender, ethnicity, language skills, disability, and other factors related to the assessment and evaluation of individuals, groups, and specific populations.
Indicator 8 use assessment as one method of problem identification and case conceptualization, including suicidal risk assessment.
The school counselor demonstrates the ability to:
Indicator 1 differentiate basic types of research, including both quantitative and qualitative research, historical, descriptive, developmental, case and field studies, correlation, causal- comparative, true experimental, quasi-experimental, and action research and their practical application.
Indicator 2 apply principles of program evaluation in practical situations.
Indicator 3 use basic statistics and understand their practical applications, including types of data, distribution statistics, indices of variability, standard errors, relationship statistics, comparison statistics, and basic nonparametric statistics.
Indicator 4 apply formative and summative methods of evaluation as well as principles, models, and applications of needs assessment and other outcome measures; use program evaluation findings to effect program modification and professional practice. Indicator 5 use technology and statistical methods in conducting research and program evaluation including the ability to disaggregate and explain statistical data.
The school counselor demonstrates the ability to:
Indicator 1 explain stages of group development, including factors affecting stage progress.
Indicator 2 articulate knowledge of group leadership styles.
Indicator 3 explain counselor personal theoretical orientations to group counseling.
Indicator 4 demonstrate the use of group leader behaviors . Indicator 5 apply group membership selection criteria and procedures.
Indicator 6 apply basic and advanced group counseling skills, including process comments, process controls, maintenance, and evaluation.
Indicator 7 apply group leadership and management skills in classroom and large group settings for instructional and informational purposes.
Indicator 8 explain approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups.
Indicator 9 articulate appropriate ethical and legal consideration in group work.
The school counselor demonstrates the ability to:
Indicator 1 articulate knowledge about consultation, including historical development in the school setting, the major models of consulting, and knowledge of the stages of consulting, demonstrated by case presentations and the beginning development of a personal model of consulting.
Indicator 2 explain counselor, counselee, and consultant characteristics, attitudes, and behaviors that influence helping processes including verbal and nonverbal behaviors and personal traits, characteristics, capabilities, constructs, and skills.
Indicator 3 display knowledge of major consultation theories, proponents, advantages and limitations, factors considered in application of the theories, and behavioral manifestations of the theories.
The school counselor demonstrates the ability to:
Indicator 1 conduct individual and small group counseling.
Indicator 2 consult effectively with staff, parents, and community resources
Indicator 3 provide age-appropriate career development services.
Indicator 4 conduct large group/classroom guidance.
Indicator 5 evaluate the effectiveness of counseling services provided.
Indicator 6 provide services to enhance student academic and social development
The school counselor demonstrates the ability to:
Indicator 1 seek out supervision from appropriate personnel.
Indicator 2 show self-awareness of supervisory goals and objectives.
Indicator 3 participate in peer supervision (e.g. school counselor small group meetings designed for peer supervision)
The school counselor demonstrates the ability to:
Indicator 1 apply the role of school counselor in relation to the total school program at the elementary, middle, and/or secondary levels.
Indicator 2 articulate knowledge of the organization and administrative structure of schools, including staffing patterns.
Indicator 3 help identify characteristics of academically gifted students, exceptional students (including educationally handicapped, learning disabled, behaviorally and physically handicapped), assist with the referral process and available school services, including 504 and exceptional children services when requested.
Indicator 4 apply knowledge from professional journals, policies, and legal statutes related to the practice of school counseling
Indicator 5 assess, plan, implement, manage, and evaluate a comprehensive school counseling program.
Indicator 6 develop appropriate referral procedures and make referrals to both in-school and out-of school professionals and agencies.
Indicator 7 maintain an organized, functional, and up-to-date comprehensive counseling center/office.
Indicator 8 assist school staff in interpretation of test results to examine instructional objectives and practices and to facilitate student progress.
Indicator 9 develop public relations activities by providing students, parents, and staff and various media with information about the roles of school counselors and school counseling services.
Indicator 10 identify possible funding sources and use materials and equipment for effective delivery of school counseling services.
Indicator 11 promote school safety (e.g., bully proofing, crisis intervention, safe schools initiatives).
Indicator 12 to provide interventions targeting pertinent factors that affect student behavior, achievement, and attendance
Indicator 13 acknowledge, respect, and support diversity.
Indicator 14 utilize current technology resources to communicate with stakeholders
Indicator 15 help promote the involvement of parents, teachers, agencies, and community at large in school initiatives.
Indicator 16 help facilitate transitional services.
The school counselor demonstrates the ability to:
Indicator 1 collect data using appropriate data gathering techniques (e.g. surveys, needs assessment) and access existing data (e.g., EOG, dropout data, disciplinary information, attendance).
Indicator 2 use data, including disaggregated data, to help plan interventions and programs to meet identified student needs.
Indicator 3 help implement needed interventions and programs in the areas of academic, personal/social, and career development to build student competencies.
Indicator 4 develop a comprehensive school counseling program (e.g. calendars, curriculum, results report, action plan, management agreements).
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