A comprehensive developmental guidance program model includes 4 major components:
The Guidance Curriculum Component consists
of structured developmental experiences presented systematically to all
students through classroom and group activities that address the 3
primary domains of human development: Academic development, career
development and personal/social growth. The counselor's responsibilities
include the organization and implementation of classroom guidance
lessons and group guidance.
The Individual Planning Component consists
of activities that focus on assisting each student to develop, analyze
and evaluate his/her education, career and personal goals and plans.
Individual planning activities address the same objectives for all
students in a given grade. Functions of the counselor in this component
include individual advisement, placement and appraisal.
The Responsive Services Component are
reactions to the immediate needs and concerns of individual students
whether theses concerns involve individual or group counseling,
information dissemination, crisis intervention, consultation or
referral.
The Systems Support Component activities
are twofold. The first includes those activities that establish,
maintain and enhance the preceding 3 program components. Activities in
this component include program development, program evaluation and
assessment, parent education, materials development, and community
relations. The second aspect of systems support includes activities that
support other programs in the school-helping administrators and
teachers identify student needs, serving on school committees.
These 4 components address skills and understanding needed to help students in the 3 broad domains of student development:
Academic development includes
acquiring skills, attitudes and knowledge that contribute to effective
learning in school; employing strategies to achieve success in school;
and understanding the relationship of academics to the world of work,
and to life at home and in the community. Anaemic goals support the
premise that all students should meet or exceed the local, state and
national goals.
Career development goals
guide the school counseling program to provide the foundation for the
acquisition of skills, attitudes and knowledge that enable students to
make a successful transistor from school to the world of work and from
job to job across the life span. Career development includes the
employment of strategies to achieve future career success and job
satisfaction as well as fostering an understanding of the relationship
among personal qualities, education and training and the world of work.
Career development goals and competencies ensure that students develop
career goals as a result of their participation in a comprehensive plan
of career awareness, exploration and preparation activities.
Personal/Social development goals
guide the school counseling program to provide the foundation for
personal and social growth as students progress through school and into
adulthood.Personal/social development contributes to academic and career
success by helping students understand and respect themselves and
others, acquire effective interpersonal skills, understand safety and
survival skills and develop into contributing members of our society.
Personal/social development helps to ensure that students successfully
and safely negotiate their way into an increasingly complex and diverse
world.
Above information was taken from the Connecticut Comprehensive School Counseling Program, 2000.
Connecticut School Counseling Association (CSCA), Connecticut Association for Counselor Education and Supervision (CACES)
and Connecticut State Department of Education (CSDE)