Comprehensive School Counseling
Programs: K-12 Delivery Systems in Action
Third Edition
Colette T. Dollarhide and Kelli A. Saginak
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CHAPTER 7
DELIVERY OF YOUR
COMPREHENSIVE SCHOOL
COUNSELING PROGRAM
Developed by:
Kelli Saginak, Amy Taake,
& Anna Girdauskas
University of Wisconsin,
Oshkosh
Copyright © 2017, 2012, 2008 by Pearson Education, Inc. All Rights Reserved
Delivery Models
• Delivery that aligns with the ASCA National Model is
supported by the Foundation, Management, and
Accountability
 Establish the Foundation and Management for the CSCP
first, then design Delivery and Accountability
• Structure vs. Content
 Structure: The sequential sense of what is done first,
second, etc.
 Content: Based on the overall model of resiliency, health
development, or assets development that is decided is
best for the students and school
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
Various Models of Delivery
• Various models assume specific “philosophical
assumptions,” essential program components, and
specific goals and objectives that make them unique
• Differences among models are how they articulate their
specific goals and objectives around the three domains
of academic, career, and personal/social development
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
Various Models of Delivery
• Generally fall into one of two categories:
 Prescriptive: tend to rest on clear assumptions as to
the role and function of school counselors and
counseling programs
 Nonprescriptive: rely more on aligning the role and
function of school counselors and counseling
programs with the needs of the school and the
student body
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Developmental Guidance and
Counseling Model
• Developmental guidance focuses on developmental
learning behaviors, tasks, skills, and experiences
necessary to be successful in school and in life
• Grounded in developmental theory
• “Human nature moves individuals sequentially and
positively toward self-enhancement”
• Intent is to promote awareness and learning about
development and transition, provide support and skill
development, and prevent problem situations from
occurring in advance
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Developmental Guidance and
Counseling Model
◻
◻
Six Counselor Interventions:
⬜ Individual Counseling
⬜ Small-Group Counseling
⬜ Classroom or Large-Group Guidance
⬜ Consultation
⬜ Coordination
⬜ Peer Facilitation
Sequential and integrated easily into the existing
academic curriculum
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Developmental Guidance and
Counseling Model
• 8 Objectives:








Understanding the social environment
Understanding self and others
Understanding attitudes and behavior
Decision making and problem solving
Interpersonal and communication skills
School success skills
Career awareness and educational planning
Community pride
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
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Education, Inc.
All Rights Reserved
The Developmental Guidance and
Counseling Model
• Depends on the collaboration and participation of
everyone to promote students’ personal, academic, and
social growth
 Collaborative counselor-teacher relationships
solidified by a school counseling advisory committee
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Developmental Guidance and
Counseling Model
• Implementation Strategies:
 Administrative understanding and support
 Selecting a school guidance advisory committee
 Developing and writing a philosophy statement
 Needs survey
 Developing and writing a program rationale
 Setting goals, objectives, and developing
implementation strategies
 Accountability
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Developmental Guidance and
Counseling Model
• Comprehensive preventative delivery model
with a well-planned, developmentally
appropriate guidance curriculum
• Majority of goals and objectives depend on
classroom guidance
 Also include specialized counseling services
and interventions
• Challenge with implementation: lack of
structure provided for designing, organizing,
implementing, and evaluating a program
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
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Education, Inc.
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Strengths-Based School
Counseling
• Non-prescriptive set of guiding principles
that evolved out of empirical evidence
supporting a shift from deficit-oriented
means of working with young people to
empowering and positive orientations
• Attention to increasing development assets
and promoting strengths and resiliency
• Created to serve as a framework for
deciding what should be emphasized in
comprehensive school counseling programs
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
Strengths-Based School
Counseling
• Six Guiding Principles:
 Promote Evidence-Based Student Strengths
 Promote Evidence-Based, Strengths-Enhancing
Education Environments
 Promote Context-Based Development for All
Students
 Emphasize Promotion over Remediation and
Prevention
 Emphasize Evidence-Based Interventions and
Practice
 Emphasize Promotion-Oriented Developmental
Advocacy at the School-Building Level
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Dollarhide and Saginak
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Education, Inc.
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Strengths-Based School
Counseling
• Promote ethnic and racial identity development for all
students
• Seek to increase academic achievement and decrease
achievement gaps
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Dollarhide and Saginak
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Education, Inc.
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A Social Justice Approach to
Comprehensive School Counseling
• Non-prescriptive model
• Response to the specific needs within today’s
schools that potentially go unnoticed
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Dollarhide and Saginak
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Education, Inc.
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A Social Justice Approach to
Comprehensive School Counseling
• Six key elements for functions (the six C’s)
that target closing achievement gaps and
confronting inequities in schools:
 Counseling and intervention planning
 Consultation
 Connecting schools, families, and
communities
 Collecting and utilizing data
 Challenging bias
 Coordinating student services and support
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
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Education, Inc.
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A Social Justice Approach to
Comprehensive School Counseling
• Takes into account the student’s family,
culture, and environment
 Person-in-environment approach
• Create strong partnerships between the school,
family, and community
• Relies on data to reveal achievement gaps and
student groups that are not achieving or
receiving equitable services and educational
opportunities
• Challenging bias throughout the school and
community is key
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
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The ASCA National Model
• Delivery should account for 80% of the counselor’s
time
 Direct Student Services
• School Counseling Core Curriculum: lessons/
activities that promote knowledge, attitudes, and
skills that build toward student competencies
• Individual Student Planning: counselor and
student explore, articulate, and document the
student’s academic, career, and personal goals
• Responsive Services: individual and group
counseling and crisis response
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Dollarhide and Saginak
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Education, Inc.
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The ASCA National Model
 Indirect Student Services
• Referrals: linkages for parents and students to
access assistance in the community
• Consultation: information and strategies that
support students
• Collaboration: teaming, serving on committees,
and providing parent workshops
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
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The Domains/Activities/Partners
Model
• Emphasizes student-focused activities that result in
student competencies and success through
collaborative partnerships with counselors, students,
parents, colleagues in the schools, and colleagues in
the community
• Must have a systemic way of conceptualizing their work
to design programmatic interventions, prioritize
conflicting demands on time, and evaluate
effectiveness of themselves and the program
• Outlines the domains of student competencies, the
activities counselors engage to facilitate student
success, and partnerships that are crucial to the
success of the students, programs, and schools
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Domains/Activities/Partners
Model
• Domains
 Academic, Career, and Personal/Social Development
 Primary focus of the comprehensive school
counseling program designed by school counselors
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Domains/Activities/Partners
Model
• Activities
 Leadership Activities: Leadership, Advocacy,
Collaboration, and Systemic Change
 Management Activities: creating the Foundation,
Management of the CSCP, and Accountability
 Counseling Activities: activities in direct student
services
 Educating Activities: delivery of the developmental
curriculum
 Consulting Activities: consulting, collaboration, and
referrals
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved
The Domains/Activities/Partners
Model
• Partners
 Reinforce the collegial, collaborative, and egalitarian
nature of relationships developed in school setting
 Reinforce the active nature of the participation in
school counseling programs
 It takes a whole community to raise a child
• Takes a whole community to educate healthy and
resilient young people
 Primary partner is the student
• School counseling would not occur without
students
Comprehensive School Counseling Programs, 3e
Dollarhide and Saginak
Copyright © 2017, 2012, 2008 by Pearson
Education, Inc.
All Rights Reserved