Delivery
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"School counselors provide services to students, parents, school staff and the community" (ASCA, 2012).
The delivery component of a comprehensive school counseling program constitutes the "how" of the program: the method of implementing the program to students through direct and indirect services. According to the ASCA National Model, delivery of these services should encompass approximately 80% of professional school counselors' day-to-day duties. Direct services are defined by in-person interactions between professional school counselors and students. These include the school counseling core curriculum (classroom lessons, group and/or individual follow-up as needed, and group activities such as college and career fairs and workshops), individual student planning (academic and career counseling), and responsive services (personal/social counseling and crisis response). Indirect services are provided on behalf of students through professional school counselors' interactions and collaborations with other stakeholders. These services include leadership and advocacy work, as well as consultations and referrals. All of these services promote the academic, career, and personal/social success of all students.
I see my proactive perspective as having the greatest influence on the delivery aspect of my comprehensive school counseling program. By spearheading the school-wide impact of my program through core curriculum classroom lessons and large group initiatives, I will be able to reach more students in less time. This will prevent the further development of some issues that would require more intensive individual counseling. By tackling some of these issues on the forefront, I will have more time to allot to other individual and group counseling issues, as well as my other direct and indirect service responsibilities. This strategy will allow me to get closer to the goal of using 80% of my time delivering direct and indirect services to students.
I also believe the best way to effectively deliver services to students is by first building strong, positive relationships with the administrators, teachers, and staff members at my school. Professional school counselors must be able to build and maintain these relationships in order to gain buy-in and support from all stakeholders. This support is necessary for valuable collaboration and consultation that will promote the well-being of all students.
The delivery component of a comprehensive school counseling program constitutes the "how" of the program: the method of implementing the program to students through direct and indirect services. According to the ASCA National Model, delivery of these services should encompass approximately 80% of professional school counselors' day-to-day duties. Direct services are defined by in-person interactions between professional school counselors and students. These include the school counseling core curriculum (classroom lessons, group and/or individual follow-up as needed, and group activities such as college and career fairs and workshops), individual student planning (academic and career counseling), and responsive services (personal/social counseling and crisis response). Indirect services are provided on behalf of students through professional school counselors' interactions and collaborations with other stakeholders. These services include leadership and advocacy work, as well as consultations and referrals. All of these services promote the academic, career, and personal/social success of all students.
I see my proactive perspective as having the greatest influence on the delivery aspect of my comprehensive school counseling program. By spearheading the school-wide impact of my program through core curriculum classroom lessons and large group initiatives, I will be able to reach more students in less time. This will prevent the further development of some issues that would require more intensive individual counseling. By tackling some of these issues on the forefront, I will have more time to allot to other individual and group counseling issues, as well as my other direct and indirect service responsibilities. This strategy will allow me to get closer to the goal of using 80% of my time delivering direct and indirect services to students.
I also believe the best way to effectively deliver services to students is by first building strong, positive relationships with the administrators, teachers, and staff members at my school. Professional school counselors must be able to build and maintain these relationships in order to gain buy-in and support from all stakeholders. This support is necessary for valuable collaboration and consultation that will promote the well-being of all students.
Reference: American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.