Delivery
The delivery component of a school counseling program is made up of the many tasks that counselors complete to enrich the experiences of their students. It is recommended in the ASCA National Model that school counselors spend approximately 80% of their time delivering services. These services can be classified into two categories; direct services and indirect services.
Direct services are most seen by the student body. For a delivery method to be classified as a direct service the school counselor must be directly working with students. Direct services that a school counselor can perform include individual counseling, group counseling, classroom guidance, and responsive services (such as crisis response). School counselors strive to address academic, college and career, and personal/social needs through the administration of these services. The use of data should guide all direct services administered by the school counselor. By doing so, the school counselor is able to ensure that he or she is addressing relevant topics in his or her outreach.
Indirect services are services in which school counselors are not working directly with students. Instead, indirect services allow school counselors to work with important stakeholders, such as parents/guardians, teachers, administrators, and community members for the benefit of the students. Indirect services might include collaboration and/or consultation with these aforementioned stakeholders, as well as referrals to outside services that students might benefit from.
School counselors must be open to both giving and receiving consultation. Teachers, administrators, or parents/guardians may at times come to the school counselor seeking guidance in a number of areas, such as working to improve problematic behavior at home or exploring new ways to implement college and career information into every day classroom curriculum. Similarly, school counselors can often benefit from consultation with outside sources, such as licensed clinical mental health counselors or recruitment officers associated with colleges/universities or the military. Through the exchange of knowledge school counselors facilitate the mission of benefiting students in all areas of life.
Positive relationships with stakeholders are at the center of both consultation and collaboration. Collaborating with teachers, administrators, parents/guardians, community members, and, when appropriate, students provides many more opportunitie for student growth and development than would be possible through the work of the school counselor alone. Through this collaboration, school counselors are able to assist in the facilitation of community outreach opportunities with local businesses, to enlist the help of sponsors and volunteers to assist with projects such as convocations and after school activities, and to integrate counseling-related techniques and focuses throughout school-wide curriculum.
Due to a significant case load and a large variety of job responsibilities, school counselors alone often cannot adequately serve students in need of extensive, long-term services. As a result, it is crucial that school counselors form relationships with a wide variety of community services that can assist these students. Through these relationships, the school counselor-initiated referral process is made much simpler, allowing students to get the assistance they need in a quick and easy manner.
Direct services are most seen by the student body. For a delivery method to be classified as a direct service the school counselor must be directly working with students. Direct services that a school counselor can perform include individual counseling, group counseling, classroom guidance, and responsive services (such as crisis response). School counselors strive to address academic, college and career, and personal/social needs through the administration of these services. The use of data should guide all direct services administered by the school counselor. By doing so, the school counselor is able to ensure that he or she is addressing relevant topics in his or her outreach.
Indirect services are services in which school counselors are not working directly with students. Instead, indirect services allow school counselors to work with important stakeholders, such as parents/guardians, teachers, administrators, and community members for the benefit of the students. Indirect services might include collaboration and/or consultation with these aforementioned stakeholders, as well as referrals to outside services that students might benefit from.
School counselors must be open to both giving and receiving consultation. Teachers, administrators, or parents/guardians may at times come to the school counselor seeking guidance in a number of areas, such as working to improve problematic behavior at home or exploring new ways to implement college and career information into every day classroom curriculum. Similarly, school counselors can often benefit from consultation with outside sources, such as licensed clinical mental health counselors or recruitment officers associated with colleges/universities or the military. Through the exchange of knowledge school counselors facilitate the mission of benefiting students in all areas of life.
Positive relationships with stakeholders are at the center of both consultation and collaboration. Collaborating with teachers, administrators, parents/guardians, community members, and, when appropriate, students provides many more opportunitie for student growth and development than would be possible through the work of the school counselor alone. Through this collaboration, school counselors are able to assist in the facilitation of community outreach opportunities with local businesses, to enlist the help of sponsors and volunteers to assist with projects such as convocations and after school activities, and to integrate counseling-related techniques and focuses throughout school-wide curriculum.
Due to a significant case load and a large variety of job responsibilities, school counselors alone often cannot adequately serve students in need of extensive, long-term services. As a result, it is crucial that school counselors form relationships with a wide variety of community services that can assist these students. Through these relationships, the school counselor-initiated referral process is made much simpler, allowing students to get the assistance they need in a quick and easy manner.