7 Standards of Practice for California Community College Counseling Faculty and Programs 1 Introduction Cou n s e l i n g p r o g r a m s i n t h e Ca l i f o r n i a c o m m u n i t y colleges play a key role in helping students succeed. Over the years, the functions counseling departments perform have increased significantly, further exacerbating the ever-present pressure to serve more students in cost-effective ways. As a result of the expansion of services absent the resources to ensure the provision of such services, the question has arisen as to what roles counseling faculty should play in the delivery of services to students. To clarify these roles, the Academic Senate for California Community Colleges (Academic Senate) developed a policy paper, The Role of Counseling Faculty in the California Community Colleges, which was adopted at its Spring 1995 Plenary Session. This paper provides useful background on counseling in the California community colleges. The reader is also referred to a paper adopted by the Academic Senate in 2003, Consultation Council Task Force on Counseling, which provides further discussion of the role of counseling faculty, the importance of counseling faculty in facilitating student success, and information on perceptions of the state of counseling in our system. While The Role of Counseling Faculty in the California Community Colleges described the range of activities of counseling faculty, it did not set out standards for how those roles were to be performed. Specific standards for some elements of counseling services have appeared in regulation, accreditation guidelines, and ethics statements; but nowhere had these standards been collected, reviewed, and presented systematically to the community college counseling field until the first version of this paper, Standards of Practice for California Community College Counseling, was developed and adopted by the Academic Senate in The original paper and this revision outline effective practices, by addressing the issue of standards of practice and service for California community college counseling faculty and programs. This revision serves as an update, reflecting changes that have transpired in the student services area and incorporating philosophical changes in approaches to counseling. The document has also been renamed to recognize that counseling faculty and counseling programs are separate entities; there are services that a counseling program may provide but that may not be specifically a function of counseling faculty.
8 2 Standards of Practice for California Community College Counseling Faculty and Programs This paper was developed by the Counseling and Library Faculty Issues Committee of the Academic Senate, with assistance from others in the field. The Academic Senate is dedicated to fostering the effective participation of all faculty in academic and professional matters and is directed in its activities by resolutions proposed by community college faculty throughout the state and considered for adoption by representatives of the various colleges. This paper, and the one that precedes it, were developed to address needs recognized by means of the Academic Senate for the California Community College s resolution process. Faculty seeking to effect change are encouraged to use their local senate, as well as the Academic Senate, to facilitate improvements in how we serve our students. This paper asserts that there should be a set of universal standards of practice for all community college counseling programs, regardless of institutional or departmental size or fiscal constraints. Complying with these standards requires both adequate staffing and support. These standards are set out in six areas: A. Core Functions, B. Ethical Standards, C. Organization and Administration, D. Human Resources, E. Physical Facilities, and F. New Technologies. These standards have been developed by counseling and other faculty through review of current practice, policy, and legislation; study of national standards for the counseling discipline; and projection of needs for future practice. They are designed to be specific enough to be meaningful, yet general enough to allow flexibility in meeting local needs and constraints. They are intended to be used in the design, development, and review of counseling department policies and practices.
9 Standards of Practice for California Community College Counseling Faculty and Programs 3 A. Core Functions To a c c o m p l i s h t h e i r m i s s i o n i n p r o v i d i n g essential support to community college students, counseling programs perform a set of core functions through individual and group interactions, as well as classroom instruction. While differences in student populations and institutional priorities may affect the resources dedicated to these functions within individual counseling programs, nevertheless, these functions are so fundamental to the mission of community college counseling that every program, whether general, categorical, or aimed at specific populations, should perform them. These functions are derived from Title 5 Regulations and from materials from the American Counseling Association. 1) 2) 3) 4) 5) 6) 7) 8) Academic counseling, in which the student is assisted in assessing, planning, and implementing his or her immediate and long-range academic goals. Career counseling, in which the student is assisted in assessing his or her aptitudes, abilities, and interests, and advised concerning current and future employment trends. Personal counseling, in which the student is assisted with personal, family or other social concerns, when that assistance is related to the student s education. Crisis intervention, either directly or through cooperative arrangements with other resources on campus or in the community. Conducting outreach to students and the community to encourage them to avail themselves of services, focused on maximizing all students potential to benefit from the academic experience. Participating in the college governance process and advocating to make the environment as beneficial to the intellectual, emotional, and physical development of students as possible. Researching and reviewing counseling programs and services with the goal of improving their effectiveness. Training and professional development for counseling staff, interns, and others in the college community. A detailed review of each function and its related standards follows this introduction. Although the first three core functions academic, career, and personal counseling are described below as separate and distinct functions, in practice they are often inextricably related. The structure of community college counseling programs should be based on the recognition of the student as a whole and complex human being with concerns and issues that are not completely distinct or separate; academic issues intertwine with career issues, and with personal life-coping issues. An overarching principle that underlies all counseling activities is an appreciation of and respect for the diversity of the student population. All students must be counseled with a respect for their
10 4 Standards of Practice for California Community College Counseling Faculty and Programs origins and cultural values. Counseling faculty need to be aware of how their own unique cultural backgrounds and experiences may influence their attitudes, values, and biases about students psychological processes. Counseling faculty need to develop knowledge about how oppression, discrimination, and stereotyping affect them personally and influence their work; and how such attitudes and behaviors might impinge upon the lives of their students. Counseling faculty should actively seek out educational and life experiences that enrich their cross-cultural knowledge, understanding, and skills in order to provide more culturally sensitive and effective counseling. Counseling faculty should acquire specific knowledge about the characteristics of the student populations with which they work, as well as in the community as a whole. They should develop an understanding of how race, culture, ethnicity, gender, sexual orientation, age, physical or mental disability, religion, marital status, socioeconomic status and the like affect personality formation, career choices, learning styles, help-seeking behavior, and the appropriateness of counseling approaches. An understanding of the impact of unique life experiences, such as serving in the armed services or having been incarcerated, should also guide counseling faculty in their interactions with students. In any given counseling session, counseling faculty use their understanding of human and student development, as well as counseling theories, to provide the combination of services that address each student s particular needs in an integrated fashion. In recognition of the complexity of student needs and life circumstances, counseling services should be delivered in a variety of ways, including online and face-to-face individual and group counseling, workshops, and college courses. Academic Counseling 1) Academic counseling services include assessment using multiple measures and diagnosis of students academic abilities, disabilities, strengths and weaknesses; help in clarifying academic goals and selecting a program of study; educational planning for transfer, associate degree, and certificate programs; assisting with clarifying choices and actions, as well as decision-making, planning, and transitioning; making referrals to other support services when a need is indicated; intervening when students academic performance is at risk; and providing follow-up (e.g., academic mentoring, early alert processes, and probation counseling). 2) 3) 4) Counseling faculty must ensure that their knowledge of the nature and requirements of the various disciplines offered at their college is accurate and current by establishing strong links with other faculty, in order to effectively provide educational planning services for transfer, career preparation, degree completion, and certificate programs. Counseling faculty assist students in transitioning to college through pre-enrollment advising during high school, and through re-entry and community outreach.
11 Standards of Practice for California Community College Counseling Faculty and Programs 5 5) 6) 7) 8) 9) Counseling program services should include assisting students in transitioning to baccalaureate-granting institutions through such services as transfer workshops, university application workshops, university representative visitations, college day events, and courses taught by counseling faculty. These transfer services should be offered through regular counseling departmental activities as well as by transfer centers. It is important that transfer counseling be an integral part of the counseling program services and not relegated solely to the transfer center on each college campus. Minimum program standards for transfer centers are established by Title and include the provision of academic planning for transfer, supporting and monitoring the progression of transfer students, and the provision of a resource library of college catalogs, transfer guides, articulation information and agreements, applications to baccalaureate institutions, and related transfer information. Counseling faculty should work closely with articulation officers to ensure that their college s articulation reflects the needs of students. Colleges should ensure that faculty articulation officers are given enough reassigned time to perform their function. Counseling faculty must have ready access to accurate, up-to-date articulation agreements established between their college and neighboring four-year colleges and universities. Counseling faculty must stay current on transfer requirements, including admission, general education, and major requirements for the transfer institutions in their region. Counseling faculty need to regularly participate in transfer conferences and workshops, such as those conducted by the University of California, California State University, and the Association of Independent Colleges and Universities. Counseling programs must work closely with their college s matriculation program, especially in the areas of assessment interpretation, application of multiple measures, orientation program development, academic counseling and advising services, follow-up, and prerequisite and corequisite implementation. Counseling faculty assist students through the processes of transcript valuation/ interpretation, and general education transfer certification. 10) Counseling faculty should develop curriculum and offer courses and workshops that teach the skills needed for student development and academic success, such as study skills, note taking, and time management. In addition, counseling faculty and faculty in other departments should collaborate to develop discipline-specific academic success courses. 11) Counseling faculty should introduce students to Internet resources and software related to college services (i.e., registration, grade access), transfer, and career options in order to assist them in becoming more self-reliant, critical, and independent researchers and learners.
12 6 Standards of Practice for California Community College Counseling Faculty and Programs Career Counseling 1) Counseling faculty teach the career development process and its importance in setting and achieving academic and life goals. 2) 3) 4) 5) 6) 7) 8) 9) The career development process should be taught as holistic and lifelong. Counseling faculty teach students to examine their lives as a whole values, interests, aptitudes, and life circumstances. Students need to be made aware that career skills learned now, such as career search and decision-making methods, may be useful throughout a lifetime. Career counseling services should be delivered in a variety of ways, including online and face-toface individual and group counseling, workshops, and college courses. Career counseling services include assisting students in clarifying career goals, through intake interviews and administration and interpretation of career assessment instruments; instruction in career exploration using the latest technology and methods; and instruction in career goalsetting and decision-making. Counseling departments should include a career center that houses up-to-date information on career research, labor market, educational programs, and all aspects of the career development process. Technical assistance, electronic resources, and equipment need to be available to help students access this information. Services should include assistance with job placement and the job search process, including instruction in resume preparation and interviewing skills. Career counseling services should reach out to students who have not declared a major to assist them in setting academic and career goals. Counseling faculty should serve on career technical education (CTE) program advisory committees and create on-going partnerships with CTE faculty for the purpose of staying current on local labor market trends and employment demands. Counseling programs should establish liaison relationships with other career-related programs, such as Regional Occupational Centers and Programs (ROCPs), work experience programs, job-training programs, school-to-work initiatives, intersegmental projects, and private industry councils. Personal Counseling 1) Personal counseling services must be available to students whose personal life issues interfere with their academic success. These include, but need not be limited to individual and group counseling, crisis intervention, support groups, and courses or workshops on personal life issues (e.g., dealing with self-esteem issues, stress management, and substance abuse prevention). While counseling faculty should be prepared to provide some of these services, referrals to mental health professionals should be made as needed.
13 Standards of Practice for California Community College Counseling Faculty and Programs 7 2) 3) Counseling faculty should develop curriculum and offer courses and workshops that encourage the holistic development of the student as a functioning member of society (e.g., courses in personal development and life-coping skills). Counseling programs should maintain up-to-date information on college and community resources and should refer students to appropriate services as needed. Crisis Intervention 1) 2) 3) 4) 5) As part of their mission to provide assistance with personal life issues, counseling programs should have a system that assists students in acute emotional distress, including an intervention plan for students in personal crisis who require immediate attention. For situations when a student is a potential danger to self or others, districts should have a clear policy of who has authority to make such determinations, and specific procedures to be followed. Counseling faculty should verify that such policies exist and, if not, be a catalyst for policy development. Counseling faculty should work closely with administration and outside agencies to ensure that the needs of students in crisis are met and that personnel appropriate to assist in such situations are available. Counseling faculty should participate in the creation and implementation of campus-wide crisis intervention efforts. Counseling faculty should be familiar with district disaster plans, and be prepared to assist students in the event of a disaster on campus. Outreach Counseling programs should make proactive efforts to reach out to both current and potential students. Such outreach should respond to the diversity of race, culture, ethnicity, gender, sexual orientation, life experiences, age, physical or mental disability, religion, marital status, and socioeconomic status among students, and to any groups in need that can be identified, such as undeclared, basic skills, and at-risk students. Counseling faculty may be involved in making visits to local schools to promote college-going, as well as on-campus activities that introduce primary students and community members to the college and its diverse educational opportunities. Extra effort should be made to identify and make contact with community members who may otherwise not avail themselves of needed services or who might be better served by nontraditional methods.
14 8 Standards of Practice for California Community College Counseling Faculty and Programs Participation and Advocacy 1) Consultation regarding students should be provided as needed to other faculty and other appropriate campus staff, within the limits of confidentiality, as defined by the Family Educational Right to Privacy Act (FERPA). 2) 3) 4) Consultation with parents, spouses, and agencies that bear some responsibility for particular students should be provided within the limits of confidentiality, as defined by FERPA. Counseling programs should play an active role in interpreting and advocating the needs of students to administrators, faculty, and staff. Such advocacy should include, but not be limited to curriculum, academic policies and practices, and student rights and responsibilities. Counseling faculty should participate actively in campus, regional and state governance processes to carry out such advocacy. Counseling faculty should provide leadership in articulation and curriculum development through consultation with other faculty. Program Review and Research 1) Counseling programs must undergo regularly scheduled reviews. Each review should be performed a minimum of once per accreditation cycle and should be linked to the college program review, budgetary planning, and student learning outcomes processes. General information on accreditation, student learning outcomes, and the role of faculty can be found in various Academic Senate documents, such as Agents of Change: Examining The Role of Student Learning Outcomes and Assessment Coordinators in California Community Colleges and The 2002 Accreditation Standards: Implementation. 2) 3) 4) 5) 6) Data for the review process should be gathered from students, faculty, classified staff and administration. At a minimum, data should include numbers of students served per year; types of services delivered and perceived quality of services; timeliness of student access to counseling; counseling curriculum; counseling faculty participation in campus decision making; and clarity and accuracy of counseling information. Student learning outcomes for counseling programs should be developed by counseling faculty and measurement data should be used to improve the effectiveness of services, increase student success, and advocate for needed resources. Assistance in determining the appropriate methods for collecting, compiling and analyzing the data should be provided by campus research professionals. After being collected and analyzed, counseling program data should be reviewed by all counseling personnel. Counseling program strengths and weaknesses should be documented, shared, and integrated with campus-wide student learning outcomes and planning. Staffing needs and resources
15 Standards of Practice for California Community College Counseling Faculty and Programs 9 should also be communicated. A plan for program improvements to address weaknesses should be developed. 7) 8) Plans should be reviewed annually to encourage progress toward counseling program goals. Other research, whether to improve local programs or to further the goals of the counseling program, should be encouraged and supported. Training and Professional Development 1) Counseling faculty and counseling programs share a responsibility to provide competent academic, career, personal, and crisis intervention counseling services to students. Therefore, programs must ensure that professional development activities are made available to all counseling faculty. 2) 3) 4) Each program should assess its counseling faculty s knowledge and skills in the core functions, particularly academic, career, personal counseling and crisis intervention, as well as in multicultural/diversity awareness and use of technology. The program should provide opportunities to enhance knowledge and skills in each of those areas that need strengthening. Counseling programs need to provide formal orientation and training for all new counseling faculty, full or part-time, temporary or permanent, to ensure that they possess the essential knowledge to perform their counseling roles If a counseling program uses paraprofessionals, it should follow the guidelines articulated in the paper The Role of Counseling Faculty in the California Community Colleges: While the specific qualifications for a given position might differ, three crucial issues must be considered: first, that the competencies expected of paraprofessionals need to be defined explicitly, with the full participation of the counseling faculty; second, that paraprofessionals need to be trained and supervised carefully with full participation of the counseling staff; and last that paraprofessionals not be expected to perform tasks beyond their qualifications. (ASCCC, 1995, p.8) 5) 6) 7) If a counseling program accepts graduate interns, they should be provided training and close supervision during their internship to ensure quality service to students. Interns should be closely screened to determine their knowledge and readiness before they see students outside the presence of a counseling faculty member. If a counseling program uses student workers, the same precautions listed in items 3, 4, and 5 above should apply to an even greater degree. Students should be selected carefully, provided intensive training as to their role and limitations, and continuously supervised. When programs use interns, paraprofessionals, or student workers in the delivery of services, all staff should wear identification or otherwise indicate their positions, in order to avoid confusion on the part of students.
16 10 Standards of Practice for California Community College Counseling Faculty and Programs 8) 9) Where colleges use faculty advisors who are not counseling faculty, counseling programs should provide training and maintain a close linkage with these faculty members in order to assure a high quality in information dissemination to students, and to clarify the differing roles of counseling and advising. Faculty advisors who are not counseling faculty should exercise great caution in providing guidance in areas in which they lack training, although students should be encouraged to seek guidance from a wide range of both counseling and discipline faculty members. Counseling programs should offer training and development opportunities for counseling department classified staff, to improve their skills and knowledge in providing quality services to students. 10) All faculty and staff, including interns, student workers, and paraprofessionals, should receive training about confidentiality and the proper maintenance of records. 11) Counseling faculty should offer in-service training to the larger college community about counseling programs, services, and student experiences.
17 Standards of Practice for California Community College Counseling Faculty and Programs 11 B. Ethical Standards Pro f e s s i o n a l e t h i c a l p r a c t i c e f o r m s t h e c o r n e r s t o n e of high quality counseling services. As ethical and legal issues arise in the course of providing counseling services, it is no easy task to determine the legal requirements that pertain to each situation, to interpret those laws, or operationalize them within a counseling program. Thus, it is important that there be regular communication among the counseling faculty, the program administrator, and the district s legal counsel about these matters. Counseling faculty must know the laws and regulations relevant to their work, and should follow scrupulously the obligations and limitations these laws create. The counseling administrator, in particular, is responsible to see that the policies and procedures of a program follow both the law and the ethical standards of the profession. Counseling faculty and staff should maintain strict adherence to the ethical code of the American Counseling Association (ACA), as adopted in 2005 and subsequently adopted by the California Counseling Association. The full text of the code has been reproduced as an appendix to this document. The ACA document delineates standards in eight areas of practice: A. The Counseling Relationship B. Confidentiality, Privileged Communication, and Privacy C. Professional Responsibility D. Relationship with Other Professionals E. Evaluation, Assessment, and Interpretation F. Supervision, Training, and Teaching G. Research and Publication H. Resolving Ethical Issues The following highlights some of the standards that have particular applicability to community college counseling practice. The Counseling Relationship One of the great strengths of the community colleges is the diversity of populations that they serve. Counseling faculty need to be mindful of the individuality and value of each person who seeks educational services. Therefore, counseling faculty must not condone or engage in discrimination based on age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status or socioeconomic status.
18 12 Standards of Practice for California Community College Counseling Faculty and Programs Counseling faculty must actively attempt to understand the diverse backgrounds of the students with whom they work. This should include, but not be limited to, learning how the counselor s own cultural/ethnic and racial identity impacts her/his values and beliefs about the counseling process. Counseling faculty should be mindful of their professional limitations, and the limitations of their counseling program s services. If they determine that they, or their program, are unable to be of professional service, they must not abandon or neglect their students. Counseling faculty should make appropriate, informed referrals to alternative resources. Counseling faculty are professionals and must maintain an appropriate professional relationship with all students. Counseling faculty must not engage in any type of sexual activity with those that they counsel. They should be cognizant of their positions of power, and thus should avoid dual relationships, such as business, personal, or familial relationships, that might impair their judgment or increase the risk of harm to students. Confidentiality, Privileged Communication, and Privacy Counseling faculty should keep confidential any information related to a student s use of counseling services, avoiding unwarranted disclosure of information. However, there are exceptions. The rule of confidentiality does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed. (ACA, 2005, p. 7). Counseling faculty should consult with other professionals, the counseling program administrator, and legal counsel when in doubt as to the validity of an exception. Counseling faculty have the obligation to ensure that confidentiality is maintained by all support staff as well. The counseling program s procedures should provide for confidentiality in creating, securing, accessing, transferring and disposing of all counseling records. Counselors should, to the degree possible, make students aware of circumstances in which the confidentiality of their communication may not be protected. Professional Responsibility Counseling faculty have the responsibility of maintaining their professional competence by engaging in continuing education activities. Counseling faculty must not use their place of employment in the community college as a means of recruiting clients for their private practice. They must not use their professional positions to seek unjustified personal gain, sexual favor, or unearned goods and services. Counseling faculty must be mindful of the boundaries of their competence, referring students to other service providers as needed. Relationship With Other Professionals Counseling faculty should establish appropriate agreements with administrators, colleagues, and other staff regarding counseling relationships, confidentiality, and adherence to professional standards. Counseling faculty must not engage in practices that are illegal or unethical.
19 Standards of Practice for California Community College Counseling Faculty and Programs 13 Evaluation, Assessment, and Interpretation Counseling faculty should provide only those assessment services for which they are competent. In particular, psychological testing should be conducted only by qualified personnel. Counseling faculty should apply professional standards in the selection of test instruments, administration of the tests, security of the tests, scoring, and interpretation. Before an assessment is conducted students need to be informed of its nature and purpose and use of the results. Accurate interpretation should be provided to the student after every assessment and accompany the release of assessment results. Supervision, Training, and Teaching Counseling faculty must be knowledgeable about the ethical, legal, and regulatory aspects of their profession and should be skilled in applying that knowledge in their training of others. They should serve as role models of professional behavior. Counseling faculty who supervise the counseling services of others, such as interns, should take reasonable steps to ensure that the services provided are professional. They should clearly state in advance to the individuals they train, the levels of competency and responsibility expected, the appraisal methods, and the timing of evaluations. Research and Publication Counseling faculty should seek consultation and observe stringent safeguards to protect the rights of students and research participants. Information obtained from students or other research participants must be kept strictly confidential. Resolving Ethical Issues Counseling faculty have the responsibility of upholding the standards of their profession. As part of that responsibility, when counseling faculty possess reasonable cause to believe that a fellow counseling faculty member may not be acting in an ethical manner, appropriate action must be taken, which may include direct consultation with the counseling faculty member, others knowledgeable about professional ethics, administrators, legal advisors, and professional organizations.
20 14 Standards of Practice for California Community College Counseling Faculty and Programs C. Organization and Administration The o r g a n i z a t i o n a n d a d m i n i s t r a t i o n o f a counseling program has great impact on its effectiveness. Therefore, the following standards should be applied: 1) 2) 3) 4) 5) 6) 7) 8) 9) A specific individual should be designated by the institution to administer the counseling program. The administrator should possess the minimum qualifications of the counseling discipline. The administrator should be skilled in leadership, research, fiscal management, interpersonal relations, cultural sensitivity, staff selection and training, planning, public relations, and evaluation. He or she should also possess a thorough knowledge of student development theory and practice, as well as of the California Community College System. The counseling faculty should have a primary role in developing the job description and in the hiring of their administrators. The administrators of counseling programs should be positioned in the administrative structure to effectively interact with other administrators, as well as with the chief student services and chief instructional administrators. Specific responsibilities of counseling programs need to be clearly delineated, published, and disseminated to the entire college community. Counseling services should be defined and structured primarily by the counseling faculty who provide these services to ensure that those who are most knowledgeable about these issues will have the major role in making decisions that directly affect service delivery to students. Counseling program services should be organized in a way that provides for the direct and ongoing interaction of counseling faculty with other faculty, staff, and administrators. Counseling services should be scheduled and funded adequately in order to accommodate the needs of students, including evening, weekend, and online students. Services should also be scheduled to meet fluctuations in student demand. Accommodation should be made, however, to allow counseling faculty to participate in staff development activities offered to other faculty and staff. Counseling sessions need to be of appropriate length to allow students to fully discuss plans, programs, courses, academic progress, and other subjects related to their educational progress. 10) Counseling services should be delivered by a variety of methods, including individual sessions, group sessions, workshops, online, and course offerings. 11) Adequate and equitable resources should be made available to counseling programs in order to implement quality services.
BOARD AND CEO ROLES DIFFERENT JOBS DIFFERENT TASKS Introduction Local boards of trustees and chief executive officers play different roles and have different responsibilities in leading their districts.
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
Department of Social Work Standards of Professional and Ethical Behavior The Department of Social Work at the Metropolitan State University of Denver is mandated by the Council on Social Work Education
MIRACOSTA COLLEGE TRANSFER CENTER: MASTER PLAN Fall 2015 TRANSFER CENTERS: THE HUB OF TRANSFER ACTIVITY This section presents a description of the strategies that support the transfer function at MiraCosta
UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
Appendix B: Part 100 and School Counseling Programs As per the New York State Education Department, listed in Part 100 of the Commissioner s Regulations, school counseling/guidance programs are defined
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
Page 1 FAYETTE COUNTY BOARD OF EDUCATION Fayetteville, West Virginia Board Policy: COMPREHENSIVE SCHOOL COUNSELING PROGRAM Adopted: July 21, 2003 Revised: September 4, 2007 [Month, date], 2014 1. PURPOSE.
CHAPTER 91 GRADUATE PROFESSIONAL COUNSELOR 9100 GENERAL PROVISIONS 9100.1 This chapter shall apply to applicants for and holders of a license to practice as a graduate professional counselor. 9100.2 Chapters
CODE OF ETHICS Approved: June 2, 2014 Effective: December 1, 2014 463 St. Anne s Road Winnipeg, MB R2M 3C9 firstname.lastname@example.org T: (204) 663-1212 TF: (1-877-663-1212 F: (204) 663-1207 Introduction: The Code of
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
Awarding Credit Where Credit is Due: Effective Practices for the Implementation of Credit by Exam adopted spring 2014 The Academic Senate for California Community Colleges Credit by Exam Task Group Lesley
Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
Principles FOR Professional Practice for Career Services & Employment Professionals Principles for Professional Practice For Career Services & Employment Professionals Career services and employment professionals
MATRICULATION PROGRAM REVIEW July 2009 Matriculation Program Review Executive Summary The Matriculation program planning efforts were initiated in fall 2008 with participation from the matriculation advisory
Monique Pope (Contact informtion redacted ) Objective: To help assimilate the student into the campus community and its environment for the pursuit of his/her educational goal while working with the appropriate
Community College of Philadelphia Administrative Function and Support Service Audit History of the Department Counseling Department August 2007 Executive Summary Introduction to Function/Service The Counseling
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
San Jose/Evergreen Community College District Executive Director of Research and Institutional Effectiveness (Substitute) Posting Date: 08-23-2010 Closing Date: 09-07-2010 First Review Date (if Open Until
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
Principle I: Responsibility to the Profession The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required
PREAMBLE NATIONAL BOARD FOR CERTIFIED COUNSELORS (NBCC) CODE OF ETHICS The National Board for Certified Counselors (NBCC) provides national certifications that recognize individuals who have voluntarily
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
Model for Comprehensive and Integrated School Psychological Services 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support
STANDARDS FOR SOCIAL WORK EDUCATION Adapted with permission from the University of Texas at Austin School of Social Work Standards for Social Work Education. Revised 10/12/2013. Criteria for Evaluating
TITLE 16 CHAPTER 27 PART 18 OCCUPATIONAL AND PROFESSIONAL LICENSING COUNSELORS AND THERAPISTS CODE OF ETHICS 184.108.40.206 ISSUING AGENCY: Regulation and Licensing Department Counseling and Therapy Practice
TITLE 16 CHAPTER 27 PART 18 OCCUPATIONAL AND PROFESSIONAL LICENSING COUNSELORS AND THERAPISTS CODE OF ETHICS 220.127.116.11 ISSUING AGENCY: Regulation and Licensing Department Counseling and Therapy Practice
Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
NAEYC, NAECTE, & ACCESS Position Statement 1 naeyc Code of Ethical Conduct Supplement for Early Childhood Adult Educators A Joint Position Statement of the National Association for the Education of Young
Widener Center for Social Work Education MSW FIELD EDUCATION INFORMATION The Council for Social Work Education has identified the field experience as the signature pedagogy in social work education. The
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
JOBS FOR NEVADA S GRADUATES, INC. JOB DESCRIPTION JAG MULTI-YEAR SPECIALIST Positions Available at Reno and North Valleys High Schools Summary of Responsibilities Identifies, recruits, and instructs students
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
COUNSELOR COMPETENCY DESCRIPTION ACBHC (Counselor Technician, Counselor I, Counselor II, & Clinical Supervisor) NOTE: The following material on substance abuse counselor competency has been developed from
Bakersfield College Program Review Annual Update I. Program Information: Program Name: Counseling and Advising Department Program Type: Instructional Non Instructional Program Mission Statement: Academic
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
Page 1 of 8 REVISED JOB TITLE: REPORTS TO: SUPERVISES: DIRECTOR K-12 GUIDANCE COUNSELING AND SUPPORT SERVICES Assistant Superintendent of the Division of Pupil Personnel Services Section 504 Accommodation
Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association
Graduate Student HANDBOOK Rehabilitation Counseling Program 2014-2015 Dear Rehabilitation Counseling Students, On behalf of the Rehabilitation Counseling faculty, staff, and second year students, I would
EQUITY AND DIVERSITY TASK FORCE REPORT Realizing Our Commitment to Access and Success for All Students Through Student Equity, Equal Opportunity, Nondiscrimination and Workforce Diversity NOVEMBER 2002
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine
ETHICAL CONDUCT AND PROFESSIONAL PRACTICE: PRINCIPLES AND STANDARDS FOR MEMBERS OF THE BRITISH COLUMBIA ASSOCIATION OF SCHOOL PSYCHOLOGISTS March 2010 Preamble Ethical Principles define the ethical responsibility
Teaching Writing in the Community College Implications for English Faculty and Community Colleges Purpose Statement English departments and faculty in community colleges traditionally have been dedicated
Standards for an Accredited Educational Program in Radiologic Sciences EFFECTIVE JANUARY 1, 2002 Adopted by: The Joint Review Committee on Education in Radiologic Technology: January 1996; Revised 2001
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
Yuba County Office of Education Policy SP 0000 Concepts and Roles The Yuba County Office of Education and Superintendent believe that public education is of fundamental importance to a free society and,
M.A. Clinical Mental Health Counseling 2014-2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version.