Purdue University Calumet Counseling and Development

School Counseling Standards

These standards are inclusive of those required by the IPSB for licensure.

Standard 1: Students and the Learning Process:  The graduate understands how to promote the success of students from diverse backgrounds by facilitating the academic, emotional, social, and physical development of the students and the quality and effectiveness of the learning process.

Performances

School Services Professionals facilitate, engage in, and demonstrate a variety of prevention, intervention, and educational activities by means of:

1. using effective communication skills (oral and written) with other educators, parents, and other support and community social service agencies;
2. collaboration with both internal and external publics;
3. using effective instructional techniques with groups and individuals;
4. protecting the rights and confidentiality of students, parents, and school personnel;
5. recognizing a professional code of ethics which results in ethical decision making.

Knowledge

School Services Professionals have knowledge and understanding of:

1. human growth and development and the impact of mental and physical disorders as related to students;
2. student behavior and classroom management;
3. student emotional, behavioral, and learning disabilities including biological bases of behavior;
4. learning theory and instructional techniques;
5. curriculum development and implementation in the schools;
6. the role of technology in promoting both student learning and professional growth;
7. learning goals in a diverse and pluralistic society.

Dispositions

School Services Professionals believe in and are committed to:

1. the dignity and worth of all students;
2. the proposition that all students can learn;
3. sensitivity to the needs of all students;
4. the acceptance of different learning and teaching styles;
5. the importance of the teacher and student relationship;
6. they understanding that societal forces and family issues influence learning.

Standard 2: Learning Systems and Organizations:  The graduate understands the breadth and scope of education systems and engages in practices that promote lifelong development and learning.

Performances

School Services Professionals demonstrate the ability to:

1. practice collaborative approaches to the development of strategies that will lead to improved education and learning systems and organizations;
2. improve educational programs through decisions and actions based on assessment, data collection, and empirical evidence;
3. affirm the dignity and worth of all students by engaging in practices that value the contributions of all;
4. operate educational programs efficiently within the economic parameters established by school governance;
5. communicate effectively with all stakeholders in an education environment;
6. engage stakeholders in problem solving;
7. practice positive interpersonal relations;
8. promote the purpose of schooling and the goals of education and learning systems and organizations.

Knowledge

School Services Professionals have knowledge and understanding of :

1. the role and importance of schooling in a democratic society;
2. the implications of public support for school funding;
3. the establishment and maintenance of a safe and drug free environment in order to provide a positive school climate;
4. the impact of interest groups on educational systems and schools;
5. the structure, governance, and organizational principles of schools;
6. the use of technology to facilitate learning and school management.

Dispositions

School Services Professionals believe in and are committed to:

1. equitable treatment for all individuals;
2. continuous self-evaluation and professional improvement;
3. broad-based collaboration and cooperation;
4.  the practice of professional, ethical, and positive human relations, communication, and interpersonal skills.

Standard 3: Family and Community:  The graduate understands how to collaborate with families and people in the community to respond to diverse student needs.

Performances

School Services Professionals demonstrate the ability to:

1. empower families to be involved in collaborative approaches to their children's development;
2. advocate for and protect the rights of students and their families;
3. maintain positive working relationships with community-based agencies;
4. work collaboratively with other professionals and programs to benefit students;
5. communicate issues of families to other school personnel.

Knowledge

School Services Professionals have knowledge and understanding of:

1. family systems and how they impact student growth;
2. rights of parents and students;
3. availability of local and extended agencies, services, and resources;
4. how to identify and work with various community service providers;
5. diverse cultures and cultural factors which influence student and family relationships with schools;
6. evolving social and demographic issues.

Dispositions

School Services Professionals believe and are committed to:

1. sensitivity to and appreciation of issues of diversity;
2. respect for the needs of individual students and families;
3. sensitivity to the issues, needs, and workings of community agencies;
4.  using positive approaches when working with students and families to resolve problems and achieve solutions;
5. a proactive position toward programs which bring together families and community resources.

Standard 4: Assessment:  The graduate understands formal and informal assessment techniques used in the school and utilizes assessment techniques that are within his/her competence and professional training.

Performances

School Services Professionals demonstrate the ability to:

1. develop an assessment plan designed to assess students within their area of competence;
2. administer assessment instruments in an appropriate manner;
3. interpret results of assessment in a manner understandable to diverse populations;
4. apply results of assessment to curriculum, placement, and intervention decisions and plans.

Knowledge

School Services Professionals have knowledge and understanding of:

1. a variety of approaches to assessment and are firmly grounded in a theoretical orientation within which student problems may be conceptualized and assessed;
2. standards for assessment as required for their specific area of competence;
3. technical properties of assessment instruments including validity, reliability, test development, scoring scales, norms, and comparability of instruments within their area of competence;
4. appropriate uses of assessment instruments, results, and interpretations based on knowledge from test materials, research, and standards for assessment;
5. issues related to assessment of students from diverse cultural and linguistic backgrounds and individuals with disabilities;
6. rights of individuals in assessment situations.

Dispositions

School Services Professionals believe and are committed to:

1. recognizing the limits of their area of competence and referring or seeking consultation when necessary;
2. appreciating the limits of assessment instruments and the appropriate uses and interpretations of results obtained through assessment;
3. valuing the need for multiple forms of assessment in evaluating students.

Standard 5: Intervention and Prevention:  The graduate understands intervention and prevention options for individuals, groups, and systems and performs interventions appropriate to his/her level of competence.

Performances

School Services Professionals demonstrate the ability to:

1. develop and implement intervention strategies for individuals, groups, and systems;
2. evaluate interventions before, during, and following implementation with individuals, groups, and systems;
3. use appropriate interviewing and counseling skills;
4. collaborate with other professionals to determine and address needs of individuals, groups, and systems;
5. work effectively with parents and others to determine and address needs of students, families, and communities;
6. determine and address the needs of individuals, groups, and systems in conflict and crisis situations;
7. assist others in accessing school and community resources.

Knowledge

School Services Professionals have knowledge and understanding of:

1. a variety of theoretical approaches to intervention and have mastered at least one theoretical orientation within which student problems may be conceptualized and interventions may be developed and implemented;
2. group processes, dynamics, and patterns of behavior and the theory and research related to individual interactions within groups;
3. theory and research related to consultation service delivery, models, processes, and roles within the relationship;
4. the impact of crises on individuals, groups, and systems, as well as current best practice in developing, implementing, and evaluating crisis intervention plans;
5. the nature of conflict between individuals and groups and techniques to prevent and resolve conflict as related to the learning environment;
6. school and community resources which may be accessed or developed to provide assistance to students;
7. procedures to determine needs of individuals, groups, and communities, and strategies to develop interventions based on needs;
8. evaluation procedures for programs and interventions.

Dispositions

School Services Professionals believe and are committed to:

1. valuing and respecting all persons;
2. exploring a range of prevention and intervention strategies designed to maintain the educational opportunities for all students;
3. recognizing the limits of their expertise and referring or seeking consultation within the schools;
4. respecting the role, knowledge, expertise, and contribution of other professionals within the schools.

Standard 6: Legal Processes:  The graduate understands the local, state, and federal laws that affect schools and the educational process.

Performances

School Services Professionals:

1. advocate for and promote the rights and privacy of children and families;
2. demonstrate professionalism in working relationships with community agencies;
3. engage in activities which allow for collaboration with other staff and agencies to benefit students;
4. maintain accurate and appropriate documentation for procedural accuracy.

Knowledge

School Services Professionals have knowledge and understanding of;

1. state laws and administrative rules that impact students and schools;
2. federal laws and regulations that impact students and schools;
3. the Family Educational Rights and Privacy Act;
4. civil and criminal liability laws as related to students and schools.

Dispositions

School Services Professionals believe and are committed to:

1. protecting the legal rights of students through enforcing state statutes related to child abuse;
2. protecting the privacy rights of students and families through adherence to the Federal Education and Privacy Act;
3. recognition of personal limitations in interpreting education and public health laws.

Standard 7: Ethics and Professionalism:  The graduate understands, articulates and practices the ethical standards set forth by the American Counseling Association, the American Psychological Association and the American School Counselor Association.

Performances

School Services Professionals demonstrate:

1. the ability to articulate ethical standards and beliefs;
2. the application of ethical principles to ethical dilemmas;
3. continual professional growth through personal study, in-service training, and participation in professional associations.

Knowledge

School Services Professionals have knowledge and understanding of:

1. ethical standards of their respective professions;
2. laws and regulations regarding confidentiality and release of student information;
3. the strength and limitations of their training and experience;
4. continuing education opportunities.

Dispositions

School Services Professionals believe in and are committed to:

1. the right of each student to be treated with respect and dignity;
2. the proposition that all students deserve the best service that can be offered;
3. the student's right of choice and responsibility for decisions;
4. continuing personal and professional growth and development;
5. exercising professional judgment and conviction even in the presence of personal and professional risk;
6. the professional practice in which they are competent.

Standard 8: Leadership:  The graduate understands how to promote the educational success for all students through facilitative, consultative, and collaborative leadership. 

Performances

School Counseling Professionals demonstrate the ability to:

1. develop, manage, and evaluate the school counseling program in the context of the community culture and the total educational program
2. promote positive relationships among the various cultural and ethnic groups in the school community
3. evaluate, select, and use appropriate technology
4. model and practice advocacy for all students
5. promote teaching, learning, and behavioral strategies that reach all students
6. analyze, interpret, and utilize data for decision-making
7. recognize the need for improvement, identify improvement strategies, and facilitate a change process
8. foster the application of developmentally appropriate policies, programs, and procedures
9. team and collaborate with other educators, community leaders, and parents for the good of students
10. establish and maintain a professional identity
11. continually improve their knowledge and skills
12. use current literature, research, and resources, such as laws, ethical standards, and position statements, to promote school counseling programming
13. convene and facilitate an advisory group
14. provide school counseling services which are appropriately balanced among leadership, student assistance services, and educational and career services

Knowledge

School Counseling Professionals have knowledge and understanding of

1. change theory and educational reform
2. school counseling as it relates to the total educational program
3. lifespan growth and development
4. ethnicity and culture and their relationship to the learning environment
5. self as a change agent within the school community
6. effective skills in leadership, program and resource management, and classroom management
7. facilitation, collaboration, and consultation
8. the process of collection, analysis, and utilization of data in decision-making
9. current literature, research, and resources, such as laws, ethical standards, and position statements related to school counseling, continuous school improvement, and safe schools
10. effective and ethical use of technology and its implications in academic, career, and social development

Dispositions

School Counseling Professionals believe in and are committed to

1. the proposition that all students can reach their potential
2. the worth of students of all racial, ethnic, and cultural groups
3. advocacy for all students
4. professional identity, professional growth, and ethical practice
5. the value of cooperation
6. their leadership role in systemic change
7. the importance of data in decision-making
8. continuous school improvement a safe school environment

Standard 9: Design of School Programs:  The graduate understands how to collaboratively design, coordinate, implement and evaluate student assistant services to address achievement for all students.

Performances

School Counseling Professionals demonstrate the ability to

1. provide student assistance services in an ethical manner
2. provide services from a multicultural perspective
3. use current literature, research, and resources, such as laws, standards, and position statements, to provide student assistance services
4. implement prevention programming to support healthy physical, social, emotional, and academic development for all students
5. develop and implement a crisis management plan
6. coordinate student assistance services using a team approach and supervise the provision of those services
7. utilize systemic approaches to recruit family, school, cultural, and community support for student wellness and achievement
8. identify and intervene with individuals exhibiting at-risk behaviors, including people affected by alcohol and/or drug use
9. assess the physical, emotional, and social level of individuals and make and follow up on referrals as appropriate
10. implement individual and group counseling strategies
11. consult effectively with students, school staff, families, and others
12. maintain a current referral list of community resources and assist individuals and families to access those resources

Knowledge

School Counseling Professionals have knowledge and understanding of

1. ethical standards as defined by the profession
2. physical, emotional, and social development throughout the life span
3. current counseling theories and techniques and their appropriate application
4. current treatments available to address mental health problems and at-risk behaviors such as substance abuse
5. mental health and substance abuse conditions and their impact on the educational process
6. the impact of family dynamics on development and achievement
7. the dynamics of and appropriate interventions with various cultural and ethnic groups and with special populations in the school community
8. strategies for supporting the development and maintenance of a safe and positive climate within the school
9. theories and research related to the learning process

Dispositions

School Counseling Professionals believe that

1. student assistance services must be provided in accordance with the highest ethical standards as defined by the profession
2. healthy physical, emotional, and social development support academic achievement
3. prevention, assessment, intervention, and referral are components of a comprehensive school counseling program
4. school services professionals, working collaboratively, positively influence the wellness of students and the school environment
5. family, culture, and community impact the educational process and thus can be mobilized to improve achievement
6. mental health problems and at-risk behaviors, such as substance abuse, interfere with healthy physical, emotional, and social development as well as achievement
7. consideration of ethnic and cultural diversity is essential to student assistance

Standard 10: Education and Career Services:  The graduate understands how to collaboratively design, coordinate, implement and evaluate educational and career services to facilitate achievement for all students.

Performances

School Counseling Professionals demonstrate the ability to

1. involve all educators and community members in the collaborative development and delivery of educational and career services
2. develop, coordinate, and evaluate effective educational and career curricula
3. develop, coordinate, and evaluate advisement and mentoring services
4. analyze the strengths and needs of students from diverse populations and provide unbiased, developmentally appropriate career and educational services
5. insure educational opportunities at all developmental levels
6. help students and families understand career opportunities, labor market trends, and global economics
7. help students and families understand a variety of educational opportunities and how to prepare for them
8. increase student awareness of the relationship among personal interests, values, and talents and their application to educational and career choices
9. help students recognize and utilize their personal career interests, aptitudes, and preferences
10. help all students develop educational and career goals and specific plans for reaching those goals
11. assess learning styles and serve as a consultant in the application of teaching/learning strategies to enhance educational achievement
12. utilize technology in the effective delivery of educational and career services
13. discern and teach employability skills at all levels
14. develop, coordinate, implement, and evaluate educational and career services in an ethical manner as defined by the profession

Knowledge

School Counseling Professionals have knowledge and understanding of

1. the development, coordination, and evaluation of educational and career curricula, advisement, and mentoring services
2. the involvement of all educators and of community members in the collaborative development and delivery of educational and career services
3. educational content and opportunities at all levels (pre-K through 16+)
4. career opportunities, labor market trends, and global economics
5. multicultural and diversity issues in education and career development, such as individual and institutional racism, classism, and sexism
6. methods for helping all students recognize and utilize their personal career interests, aptitudes, and preferences
7. methods for helping all students develop educational and career goals and specific plans for reaching those goals
8. learning styles and learning strategies and their application to educational achievement
9. employability and academic success skills, such as personal management and team building
10. the effective use of technology in educational and career services

Dispositions

School Counseling Professionals believe that

1. the purpose of education includes preparing students for employment, developing responsible citizenship, and creating life long learners
2. all students deserve assistance with academic, career, social, and emotional development
3. productive educational and career development occurs when students are supported by families, educators, and communities that have high expectations
4. all students deserve knowledge of all educational and career options
5. all careers and educational opportunities are valuable
6. all students must receive educational content that will prepare them for a wide range of occupational choices
7. all students need a balance of education and enriching activities such as community service, leisure, and the arts