FTCE Guidance and Counseling PK-12 Exam –Latest 2026/2027 Edition | 300 Questions with Correct Answers | A+ Graded and Fully Updated | 100% guaranteed pass

FTCE Guidance and Counseling PK-12 Exam –Latest 2026/2027 Edition | 300 Questions with Correct Answers | A+ Graded and Fully Updated | 100% guaranteed pass 2026 / 2027 Academic Year Q: Who is the primary responsibility of a school counselor? Answer The study body Q: Who in the community are school counselors responsible for? Answer parents, teachers, student body, and other counselors Q: Counselors should strive to address.... Answer the needs of individual students through classroom, group and individual counseling. Q: When should sessions be scheduled? Answer Least intrusive times to academics while honoring student needs. Q: When determining approaches and interventions, counselors should consider... Answer the stages of development and appropriate behaviors for this particular age group. Q: What is rapport? Answer A relationship between counselor and student comprised of trust, a listening ear, compassion, judgement free, and other positive attributes. Q: What are the benefits of rapport? Answer less resistance, collaboration with the student, trust in expressing thoughts, experiences, etc. Q: What are some general and age-specific strategies for developing a trusting relationship? Answer Playing and creative activities (younger children), sports & games (middle childhood/adolescence), drawing, collage-making, and writing on a board. Q: How to initially begin a session and/or respond to student resistance? Answer Do not jump right into the situation, but rather discuss other topics such as items in the room, sports, theme parks, etc. Q: Self-referral Answer When a student refers themselves for counseling Q: Legal and ethical issues to consider with self-referrals Answer Refer to government and school regulations for when and how to obtain parental consent. Research confidentiality for minors, if applicable. Q: Explaining counselor's role in the session Answer Explaining the desire to help student feel better (young student), asking students their perception of goals and purpose of counseling (adolescence) Q: Topics appropriate for elementary students Answer Friendships, family roles, problem-solving, social behaviors, success in school, expressing emotions, and self-esteem. Q: Topics appropriate for middle school students Answer Body image, interpersonal relationships, social skills, conflict management, social roles, diversity issues, self-esteem, transitioning to a new school, and academic development. Q: Topics appropriate for high school students Answer Career exploration and planning, dating protocol, intimate relationships, self-identity, assertiveness training, stress management, and time management. Q: Group size and session length for elementary students Answer 20 minutes, 5 members Q: Group size and session length for older elementary students (4th-6th) Answer 30-40 minutes, 7 members Q: Group size and session length for late middle/high school students Answer 40-50 minutes, 6-8 members Q: Considerations for selecting group members Answer Identifies willingness and capacity of student to participate in group setting. Can be done through individual meetings before group session, or during first session Answer Selection based on same topic or interrelated, (ex: authority, curfew vs. timeliness to class) Demographics - mix of gender, ethnicity, etc. to promote social and personal skills, unless culture- or gender-specific topic Q: Selecting and screening students Q: Parameters of a group setting Answer speaking and listening, respecting confidentialities and differences among members. Q: Soliciting additional members Answer through newsletters, flyers, word of mouth, talking with students, groups of parents, or school personnel. Topic, philosophy, proposed times and general format of sessions should be shared. Q: Screening process Answer Provide an overview of the (a) purpose of group, (b) roles and expectations of members, (c) role and expectations of counselor. Offer an opportunity for questions, expression of concerns or anxieties Q: What if a student is unsuitable for group counseling? Answer Refer to individual counseling, possible transition into group counseling. Q: First group session should consist of Answer Introductions, icebreaker, the purpose of group, guidelines and expectations, ground rules, creating a safe environment, confidentiality Q: Role of group counselor in group session Answer Maintain healthy and productive group dynamics Attending to group as a whole and individual members Be sensitive to level of participation Ensure fairness and elicit contribution from all members Be available for consultations Facilitate interactions of members Maintain group focus Define and review goals Feel empathy and recognition Q: Multi-sensory stimulation Answer Involves the mind and senses of children and adolescents, targeting multiple intelligences. Ex: puppets, music, drama, movies, film, etc. Q: How can counselors be sensitive to cultural differences? Answer Be knowledgable of the belief systems, perspectives, sensitivities, values, traditions, etc. Recognize personal biases and perceptions. Q: How can counselors prepare sessions in advance? Answer List of discussion topics PLanned activities Informal agenda Q: Middle sessions Answer Pursuing goals intensely Reinforce each member's importance Review ground rules and guidelines Review previous session events, activities, and accomplishments Focus on current topic Review session's activities and insights Q: Ending sessions Answer Review accomplishments as a group and individual Announce upcoming final session at least three meetings in advance Review of initial goals and achievement of goals Empower and encourage participants to apply insights and skills in future situations Allow time to express feelings Q: Group meeting evaluations Answer Quantitative or qualitative focused Pre- and post-surveys can be beneficial Q: When is individual counseling chosen over group counseling? Answer When a student's problem is severe enough that paying attention to the student takes priority over investigating or change how the student interacts with others. Ex: personal crisis, bullying, long-standing problems, trauma, current or past abuse, fragility, high resistance, etc. Q: Individual counseling for bullied children Answer Establish trust Offer support and encouragement Offer training in emotional and verbal self-defense Q: Group work with children in crisis Answer Facilitates healing Need for responsive service (recent disaster) Similarities with others offers validation of feelings and teaches empathy Q: Psychoeducational groups Answer combining practical learning with subjective experiences in the emotional realm (study skills, stress or anger management techniques, life skills such as organization and time management) Q: Cognitive-behavioral challenges Answer test anxiety, social skills - group sessions help create bonds, form friendships, practice emotional intelligent skills like empathy and active listening Q: Group advising should consistent of students of Answer Similar age or grade Q: Schoolwide Assemblies should be implemented when there is a need for a response to a variety of circumstances affected a large numbers of students. Answer Use as a gateway or informational setting to remind students of the paths they can use to get help. Q: Peer Mediation and Peer helping programs Answer students help each other resolve interpersonal problems or work towards conflict resolution, students learn the skills to build character education (empathy, integrity, respect, and honesty) Q: Piaget's Theories of Development of Students in Early Childhood Answer Ages 2-6 Incapable of grasping abstract concepts (time and space) Developing motor skills (play) and language skills (imitation) Egocentric Developing social skills Emotional response regulations Q: Rogerian therapy Answer The client-oriented psychotherapy developed by Carl Rogers in which the therapist tends to be supportive, nondirective, and empathetic, and gives unconditional positive regard. Takes the client as the expert, teaching the clients to lead the process Q: Erik Erikson's Stages of Early Childhood Development Answer Early childhood development is defined by a series of crises, resulting in positive or maladaptive behaviors Q: Erik Erikson's Stages of Psychosocial Development Answer Each stage contains a psychosocial crisis, and the positive resolution resulting in attainment of a basic virtue. Q: Trust vs. Mistrust Answer Infancy; 0-1.5 years old Basic Virtue - Hope Q: Autonomy vs. Shame Answer 1.5-3 years old Basic Virtue - Will Initiative vs. Guilt Answer 3-6 years old Basic Virtue - Purpose Industry vs. Inferiority Answer 6-12 years old Basic Virtue - Competency Identity vs. Role Confusion Answer Adolescence - 12-18 years old Basic Virtue - Fidelity Answer Young Adulthood - 18-40 years old Basic Virtue - Love Intimacy vs. Isolation Generativity vs. Stagnation Answer Middle Adulthood - 40-65 years old Basic Virtue - Care Ego Integrity vs. Despair Answer Late Adulthood - 65 + years old Basic Virtue - Wisdom B.F. Skinner's Behavior Modification Theory Answer Six-stage model of human development Answer Belief that behavior was created and reinforced by the environment. Operant conditioning - stimulus generates a response, behavior is learned based on positive or negative outcome. Behavior Modification Answer Reinforcements, either positive or negative, can alter the behavior. Robert Havighurst's Theory of Psychosocial Development Infancy/Early Childhood Answer birth to 6 years learning to crawl, talk, and walk; being potty trained; knowing gender Middle Childhood Answer ages 6 to 12 years learning social roles, values, morality, and relational skills; learning about one's self; becoming independent Adolescence Answer age 13 to 18 growing independence, handling physical changes of puberty and sexuality, and beginning to work Early Adulthood Answer age 19 to 30 becoming a mate, a spouse, and/or a parent; finding an occupation; becoming socially responsible Middle Age Answer age 30 to 60 finding satisfaction at work, exploring outside interests, experiencing the start of aging, and caring for parents Later Maturity Answer age 60+ changing living situations, experiencing and coping with the physical changes of aging, and retiring and handling the changes of income and social life that retirement brings Sigmund Freud's Theory of Psychosexual Development Answer Three part's of the personality, id, ego, and supergo. id/pleasure principle - primitive and unconcerned with morality and rationality ego - logical and stable, concerned with higher thought processes superego - contains or inhibits antisocial behavior Oral Answer birth to 1 year everything in mouth, primary satisfaction from biting, chewing, and sucking frustration can cause overeating, smoking habits, nail biting, or talking too much Anal 1 to 3 years potty training Harsh parental attitudes can cause overinhibited and obsessed cleaning Permissive parenting can create messy, sloppy, over-expressive adults Phallic 3 to 6 years pleasure zone is the genitals; coping with incestuous sexual feelings Oedipus Complex Electra Complex Latent 6 to 11 years superego reigns: delay gratification friendships and peer groups gain importance sexuality temporarily recedes Genital 11 to 18 years with puberty, sexuality reassumes, engagement in mature sexual relationships Middle Childhood Students fragile sense of competency - positive feedback - opportunity for success - peer interaction/feedback - encouraging healthy friendships Characteristics of Adolescents time of breakthrough in physical appearance, social interaction, and thinking processes - puberty - comprehensive understanding of social roles and relationships - concrete to formal thinking - increased ability to think abstractly Expectations of counselors in relation to teaching School counselors are expected to contribute significant resources to teaching and curriculum. Benefits of classroom guidance academic success, improved attendance, test success, overall gpa improvement, in-class behavior improvement, improved coping strategies with personal issues. Assessing Effectiveness of Classroom Guidance Establish a rubric Include data: grades, test scores, graduation rates Pre- and post-intervention surveys Demographic information on final evaluative reports Measuring student responses informal approach scaled devices self-reporting feelings assess effect of classroom strategies on behavior, motivation, increased coping skills, interest in planning Adlerian-based framework Understanding self and others development of empathy ability to communicate ability to cooperate responsibility School Counseling Curriculum can be delivered through consultation, collaboration, and direct teaching Seating arrangements in classroom guidance lessons rearranging the established seating in a classroom can signal a change in group dynamic, helps address interpersonal skills, and allows students to address different topics with other peers (small-group) Seating arrangement options one-direction (speaker focused) small groups u-shaped seating circle seating School counselors role in teacher's classrooms should be __________, not disruptive. Complementary, not disruptive. Follow routine, respect established rules and behavior standards, etc. What to avoid when approaching classroom disturbances unsympathetic, top-down authority responses Addressing attention-seeking behavior - Do not reward behavior with undue attention - Develop consistent consequences across the board - Implementation of consequences should display interest in ensuring a calm and productive classroom environment - Disciplinary actions should be free of anger or emotional volatility Considerations for selecting a conflict management technique - Contingency approach (based on nature of situation) - Individual personal needs of staff - People involved in conflict - How serious is the situation to them - Type and intensity of conflict - Authority individuals possess Groups affected when there is change: faculty, students, parents, school board, counselor's superiors, and state department of public instruction Reference Influence others are able to identify with the counselor as a person Reward influence providing incentives for individuals who act and obey the rules of the program What factors can contribute to emotional vulnerability for at-risk students? Rising levels of poverty, substances abuse of the student and/or parents, domestic violence, community violence. At-risk students are students who shows decline in any or all of the areas of physical, mental, social, spiritual or economic health. Five key areas of caution for identifying a student as at-risk: - resilient with strong coping skills, "at-risk" may be temporary status - overt and obvious different treatment may discourage creativity and confidence - "at-risk" should not become a label, but rather a status to allow them to grow out of this status - "at-risk" can encompass many situations and behaviors, make sure to not generalize the situation and to address the specific issues - consider cultural factors, they may be contributing to or making an underlying issue. Adolescent students between ages 14 and 17 are particularly susceptible to peer association and influence. Considerations for rejection of at-risk students - teachers attempt to remedy behavior - teachers may become discourage and begin to develop an attitude of complacency - removing a student from class or school solves the short-term problem - counselors should provide valuable services by preventing this downhill slide Reasons educators have not addressed needs of at-risk youth: - Lack of funding - Existing programs do not include at-risk strategies, changing the program is challenging - Assumption that at-risk will always be at-risk - Social and community groups do not have programs that focus on at-risk students - Graduate programs do not include pedagogy focusing on at-risk youth 1967 Elementary and Secondary Education Act (ESEA) Provides continuing public education through grade 12 and funding allocations for disadvantaged children for drug-free schools and available after-school care The National Defense Education Act 1958 (NDEA) provided financial aid for grad ed counseling, expanded school guidance services, and improved guidance for at-risk youth School-Wide Trauma Natural disasters, school shootings, widespread gang activity Individual Trauma family illness, depression, domestic abuse, suicide Crisis is defined by 2 parts: The actual event, and the response to the event. Crisis is a situation that is perceived as overwhelming and intolerable by individuals facing it. Crisis Interventions - defusing emotions to allow exploration of solutions - interpretation of the event or situation - organizing the situation (info, resources) - integration of the event into personal experience (life lessons to be realized) - recognition of positive impact (coping skills, new awareness) Crisis Response Plan - regular meetings with school personnel, parents, and other professionals - school- and community-wide services - strategies and methods for handling crisis - methods for crisis prevention - strategies for during and post-crisis needs Considerations for school Crisis Intervention Plans - Locations (communications, first-aid treatment, emergency personnel, storage of supplies/food, break or safe room) - Communication needs (with crisis response teams, parents, press, and overseeing/monitoring team activities) - Overall plan (assigned assessment personnel, assigned intervention tasks) Common circumstances precipitating suicide: alcoholism, depression, sense of hopelessness or helplessness. 7 Key Identifiers for Suicidal Ideation - communication: spoken or implies (themes of escape, punishment, or self-harm) - well-thought-out plans dying (feasible, concrete, detailed, and specific) - well-thought-out plans for self-harm or murder - rush of completed business, closure, or potential suicide note - extreme stress (traumatic loss, illness, failure, anniversaries of significant losses) - mental state indicators (alcoholism, depression, recent changes in attitude) - sense of overwhelming hopelessness or helplessness Indicators for violent behavior in school environment - isolation from peer groups, cultural groups, family or other groups - attacking, bullying, ignoring, harassing other students - isolation can be precipitator of suicide or attacking self - possession of weapons Bullying or victimization implies power hierarchy. Considerations with Violent Incidents - often done on an impulse or unplanned - students feeling disenfranchised, helpless, threatened, desperation, irrational fear of others threatening them - males are more likely to commit violence - common ages of 15 to 24 - students with disorders related to conduct, ADHD, hallucination, delusions are more likely to commit violence 4 Classifications of violence identified by the FBI - Vague Threats: implied in terminology, but not specific - Veiled Threats: terminology is more specific, time and place not specified - Conditional Threats: terminology refers to violence if conditions are not met (extortion). - Direct Threats: clearly stated and straightforward, form of a warning, specifies target, time, and place Three Levels of Threat Seriousness Low-Level: vague, lack specifications, general/indirect statements, no specific plan of action Medium-Level: more direct, plausible but not realistic, details about time and place but lacking comprehensive plan, phrasing that indicates seriousness but lacks specifications to make it happen High-Level: highly specific, comprehensive and plausible plan FBI Four-Pronged Model of Threat Assessment Prong 1: Assess behavior and emotional dynamics (signs of alienation, poor anger management, poor coping skills, lack of trust, marked changes in behavior Prong 2: Assess family and home life, lack of limits or monitoring, access to weapons, lack of intimacy, volatile relationships Prong 3: Assess students perceived marginal place in school community, evidence of bullying, lack of attachment to school, inflexibility about culture, hierarchy among students Prong 4: Assess student's other connections (peers at school, use of drugs and alcohol, other outside activities or interests) CAGE Questionnaire: referring to alcoholism C=cutting down (have you felt the need to cut down?) A=Annoyed by others criticisms G=guilty feelings about drinking E=Eye openers-do you feel the need to drink in the morning or to drink to calm your nerves? Sample questions to recognize substance abuse and encourage self-report - are they taking over-the-counter or prescription meds? - why are they take the meds? - are they taking any other meds or drugs? - how long have they been taking the meds? - what side effects are they feeling or seeing? how severe? - do they drink alcohol? - what are their drinking and substance habits? along, with friends, etc. - has their alcohol/substance use affected their personal, financial, professional, or legal circumstances? - has anyone in their network of family or friends asked them to stop using drugs/alcohol? - have they attempted to quit alcohol/drug usage? - has an attempt of quitting caused withdrawal symptoms? 5 stages of grief denial - identify fears anger - why did this happen? not deserving of this loss bargaining - feelings of guilt, action vs inaction causing the event depression - hopelessness, feelings of sadness, longest stage acceptance - adjusting to new life circumstances 4 major tasks to be accomplished during grief: Accept the reality of the loss, emotionally and intellectually. Experience the pain, internally and externally. Acclimate to life after the loss, accepting helps from others. Assimilate the lost and reinvest energies elsewhere. Counselors should help remind students that life will improve for them - not intending to deny their feelings but reassuring them that grief is a process and not a permanent state. Signs of possible high school drop out: high rate of absenteeism low or dropping grades low participation in extracurricular activities limited parental support evidence of alcohol or drug problems Intervention strategies for students at risk of dropping out: Tutoring services - peer or trained assistance Career and Skill training for success after high school Expression of high but reasonable expectations General/foundation classes Support with relevant curriculum Four key areas that are involved when students are at risk of dropping out: Personal/affective - encouragement of interpersonal participation Academic - tutoring or individualized methods of instruction Family Outreach - increased feedback to parents School Structure - reducing class size, alternative school options Work/Career - vocational training Community resources include businesses, families, recreational centers, police departments, universities Multiple Disabilities: Combination of impairments, such as intellectual disabilities with either blindness or orthopedic impairments, whereby the student's educational needs cannot be accommodated in the traditional classroom. Specific Learning Disability: a disorder whereby a deficiency in one or more of the basic psychological processes inherent in using or understanding spoken or written language causes a person to have difficulty communicating linguistically or performing mathematical calculations. Orthopedic impairment: physical impairments that adversely affect a student's academic performance. Ex: loss of a limb, clubfoot, cerebral palsy, etc. Other Health Impairments: chronic or acute health problems as diabetes, epilepsy, ADD, heart conditions, or sickle-cell anemia. Intervention Strategies for Eating Disorders: Eating disorders = bulimia nervosa (BN) or anorexia nervosa (AN) - Complete medical assessment and multifaceted therapeutic assessment is needed - Combination of behavioral & cognitive therapy - Cognitive = issues of control and self-esteem - Behavioral = promote healthy eating habits and discourage destructive behaviors Tic Disorders recurrent, non-rhythmic sequences of movements and involuntary sounds from certain muscle groups Intervention Strategies for Tic Disorders - identify underlying stressors - assessing family interaction and understanding regarding disease - Cognitive-behavioral therapy, addresses stress management - Self-monitoring - Relaxation training - Habit-reversal training Mood disorders: students externalizing feelings of depression, sadness, guilt, or other negative emotion, possibly including thoughts of suicide. Somatic complaints may be present. Effective therapeutic strategies for mood disorder cognitive and behavioral interventions psych-educational programs (social skills, and promoting rewarding activities) Intervention Steps for Substance Abuse - identify the pattern of abuse and the substances involved - school and community workshops - outpatient therapy vs. inpatient treatment --- depends on duration and intensity of substance abuse - detoxification, contracting, self-help groups, behavior therapy, family therapy, social skills training, nutritional and recreational counseling Generalized Anxiety Disorder (GAD) Pervasive anxiety characterized by excessive, uncontrollable, and often irrational worry about everyday things. Physical somatic symptoms of GAD shortness of breath, muscle tension Interventions for GAD Cognitive-behavioral strategies to mitigate the intensity of anxiety, teach coping strategies such as identification, modification of anxious self-talk, education about emotions, modeling, relaxation, techniques, and related self-regulating models. Information to obtain during assessment of student - Precipitating situation or event: duration, intensity, manifestation, triggers - Developmental and environmental factors: socioeconomic and cultural settings, medical and emotional background, physical and emotional development, etc. - Relationship specifics: family, classmates, teachers, student behavior with these relationships - Academic performance: successes, failures in school? difficulty in subjects? identified learning disabilities? - Personal attributes and affinities: fav. activities, subjects, talents, and strengths, incorporation into daily life Informal assessment classroom setting, conversation with student, observation, role-playing, opportunities for decision-making, writing exercises, and prioritized lists Formal assessment standardized instruments, within a rubric, behavior checklists, measurements of self perception, value scales, inventories of skills and interests RIASEC model Realistic, investigative, artistic, social, enterprising, conventional Personality types that fit into particular occupational categories using SDS (self-directed search) or SII (Strong Interest Inventory) Strong Interest Inventory (SII) a career interest inventory based on Holland's theory; test assumes that a person who is interested in a given subject will experience satisfaction in a job in which those working in the occupation have similar interests; measures interests, not abilities; consists of 291 items and is untimed (typically completed in 35 minutes); suited to high school, college, and adult populations; must be computer scored Minnesota Multiphasic Personality Inventory (MMPI) the most widely researched and clinically used of all personality tests. Originally developed to identify emotional disorders (still considered its most appropriate use), this test is now used for many other screening purposes such as mental health disorders, personality problems, psychopathology, etc. WAISC-II IQ test which help identify which level a student should be placed in academic coursework. Beck Depression Inventory (BDI) a questionnaire useful for determining the level of depressive symptoms that a person is reporting not typically administered to students unless there is concern for depression. Intelligence tests a method for assessing an individual's mental aptitudes and comparing them with those of others, using numerical scores IQ is a stable quality and rarely changes across a lifetime. Achievement tests tests designed to assess what a person has learned, and can also predict high school graduation, college attendance, acceptance, etc. Interpretation of IQ Tests IQ tests are formal, norm-referenced assessments to help educators understand a student's academic intelligence. Standardized with a mean average score of 100, and standard deviation of 15. Student's derived IQ is associated with a percentile, plotted on a normal curve. Statistical Correlation Many different statistical factors may be related to an issue in question Statistical Causation x causes y Reliability consistency of measurement Validity the extent to which a test measures or predicts what it is supposed to Test-retest reliability reports on a scale of 0 to 1.0, 1.0 meaning the person gets the same score every time. Inter-scorer Reliability the degree of agreement or consistency between two or more scorers with regard to a particular measure Content Validity whether individual items actually measure the construct BASIC ID assessment helps the counselor see the client holistically through the categories of behavior, affect, sensation, imagery, cognition, interpersonal relationships, drugs and diet SOAP notes Subjective - client reports and school counselors observations Objective - client orientation, physical appearance, and behaviors in face-to-face sessions Assessment - general idea of client's current thinking, feeling, and social interactions Plan - treatment plans, possible referrals IQ Scores below 85 one standard deviation below the norm, ring alarm bells and indicate need for further investigation IQ Scores between 85-100 need for school counselor to pay attention to whether student has physical, intellectual, emotional, or social needs Normal IQ range 100-115 IQ Scores over 115 consideration for inclusion in gifted programs Three key strategies for integrating developmental goals with academic goals: - awareness of academic content and class schedules - tailor counseling sessions to academic needs of students - refer to school documents and personnel for explicit and implicit goals - competency standards for students - proactive approach to enrich certain academic areas for students Assessing the need for counseling - School records: assessing the need for counseling groups - Patterns of low retention, poor attendance, low test scores, or other identifiable areas of need - Commonalities of specific age groups (healthy social behavior to career planning) Follow-up meetings offer students a chance to check-in, remind them of their progress, and ensure they don't revert to prior behaviors. offers counselors a chance to reinforce the lessons and strategies. Occurs within days or weeks of final session. Triadic-Dependent Consultation Model A partnership formed between the counselor, parents and/or school staff to provide indirect services to a student. It provides a problem-solving solution for some students and situations in which strategies implemented at home or in the classroom can augment strategies implemented in the counseling sessions. Behavioral Consultation An indirect alternative to behavior therapy where the therapist serves as a consultant to an individual such as a parent, teacher, or supervisor who ultimately implements the behavioral interventions with the client in the natural setting Behavioral Consultation Model areas of focus: - Initial assessment: identify problems & contributing circumstances - Analysis: develop a comprehensive profile of student needs - Implementation: Develop and implement behavior modification strategies - Evaluation: evaluate the efficacy of strategies and revise as appropriate Collaborative-Dependent Consultaiton Model a partnership where the counselor may play more of a role as participant rather than a facilitator. consultee may have more in-depth knowledge. consultant and consultee work together contributing knowledge to develop an intervention plan. Collaborative-Interdependent Consultation Model partnership between family, counselor, students, school personnel, and community members, as equal partners. collaborative and dynamic model where all members combine input and efforts to develop and implement a comprehensive plan. Five features of Collaborative Consultation: - Voluntary participation of members toward resolution - Shared input for devision-making - Shared responsibility for devision-making - Shared investment and ownership of problem and solution - Shared resources Role of a counselor in Collaborative Consultation: facilitator, guide, and role model - open consideration of other perspectives - willingness to revise one's perspective - integration of others' ideas in intervention - flexibility of counselor to de-emphasize his or her role as leader - guiding the group in an encouraging collaborating manner School System Policies and Procedures with regards to counseling help counselors guide issues of confidentiality and parental rights - when and how to notify parents of student participation in counseling - how to respond to suspicion of child abuse - issues of confidentiality in therapeutic environment (reporting at-risk behavior to self or others) - when and how to open counseling strategies to include collaborative consultation - when to involve teachers and other school staff in intervention strategies Problem Solving Stages 1) Understanding the Problem 2) Generating Possible Solutions 3) Evaluating Solutions 4) Incubation (pause from solution) Process of Developing an Action Plan: - identify the goal and action plan - determine appropriate and reasonable measurement of outcome - empower group members to act as change agents - identify individual and group strengths -encourage flexibility of oles and expanded boundaries - encourage collaboration within group and other entities - develop a plan to implement and retain changes Optimal Consulting Group each of the participants comes to the task with particular expertise, a specific set of skills, and a paradigm or perspective regarding the problem and anticipated resolution. - shared crossing over, where some professionals lead/facilitate discussion about specific parts Intervention / program evaluations should focus on whether any change has occurred and to what degree that change can be measured Debriefing where the counselor reflects on the process, the degree of success, and the value of collaboration with the participants. Cross-cultural consultation considerations: - impact of culture: how diverse cultural paradigms affect the consultation process - recognition of culture - understanding the richness of contributions from diversity of culture Strategies to Increase Parental Involvement and Awareness for Increased Student Academic Achievement - open-house events - parent-teacher conferences - parent resource centers - phone calls - home visits when appropriate - invitation to visit campus - inclusion in planning and decision-making programs - research talents and skills of parents and develop a volunteer pool - written newsletters - school events Strategies for Effective Communication with Parents - welcome letters - calendar of events and invites - resource brochure - informational handout with school policies and counselor's role - informational resources about counseling programs, community resources, and pertinent contact info - even and meeting calendar - school newsletter - new-family meetings before school year The Role of the School Counselor - school curriculum delivery and achievement standards are quantifiable media to address the access, attainment, and achievement goals of invidivudal students and the student body as a whole - provide rigorous curricula and good support for student to realize their potential - lead individual sessions and group workshops - participate in academic program planning - integrate educational and counseling goals to build the bridge between personal success and academic achievement Development of School Counseling Timeline - Up until the 1940s, school guidance counseling was focused on helping students choose vocations - Carl Rogers instigated change from vocational to individual counseling - National Defense Education Act: reaction to start of Cold War, changed the focus back to vocation - 1960s to 1970s, focused shifted back to individual support and developmental guidance - 1987 a journal prompted a holistic focus and creation of national standards for training school counselors Building a school culture - consists of teachers, students, parents, and other staff members - how is everyone's behavior? positive and upbeat? - is the interaction amongst these members positive and effective? - is there respect for the written and unwritten policies and procedures? Strategies to respond to negative reactions to authority - investigate and examine reasons why others are responding this way - put feelings aside and move on to problem-solving stage Scope of Practices of a School Counselor - no expectation to engage in diagnosis or long-term therapy - communication with parents to give more content to behavior and shed light on potential causes and conditions is encourage - it is an ethical duty to inform and partner with parents - referral to psychologist for assessment and diagnosis is next step for out-of-the-ordinary behavioral problems - physical health assessment by doctor helps rule out medical conditions - the school counselor, rather than attempting to diagnosis or treat themselves, becomes the liaises with family, teachers, and other professionals Keeping Children and Families Safe Act of 2003 counselors required to report any case of child abuse or neglect, if believed to have occurred within 24-72 hours, counselors obligated to call CPS, Child Protective Services- report orally and in writing suspicions Child abuse can include physical abuse, mental injury, sexual abuse or exploitation, maltreatment of a child under the age of 18, and negligent treatment Family Educational Rights and Privacy Act (FERPA) (1974) limits the disclosure of student records. A federal law that governs student confidentiality in schools. It requires that schools not divulge, reveal or share any personally identifiable information about a student or his/her family unless it is with another school employee who needs the information to work with the student. An exception is the publishing of student directory information. Health Insurance Portability and Accountability Act (HIPAA) (1996) national standards regarding the privacy of individually identified health information, set criteria for health records, and delineated patients' rights. Any school records, including health, that are protected under FERPA are not subject to HIPAA regulations, however, educators in special ed may need to obtain services of outside professionals. Four Steps to Developing Teacher Plans - total understand of the activity (what it involves, what it is designed to teacher, and potential problems) - imagines implementation in the classroom and makes necessary modifications to environment - evaluates strengths and weaknesses to alter activity - create a mental image of the finished activity Differentiation the practice of a teacher distinguishing between students and adjusting the class material to engage all of them. Purpose of class assignments to manipulate and analyze course material NBCC National Board for Certified Counselors CACREP Council for Accreditation of Counseling and Related Educational Programs Ethical standards in school counseling generally address three purposes: - to educate members about sound ethical conduct - to provide a mechanism for accountability - to provide a mechanism for improvement of professional practices ACA's code of ethics are based on 5 moral principles: Autonomy: making independent decisions Justice: treating fairly and appropriately Beneficence: services/actions in the student's best interest Fidelity: committing to the student with honor, loyalty, and faithfulness Nonmaleficence: avoiding actions or services that can cause harm Eight major sections for ASCA Code of Ethics: Duties to students " " parents " " colleagues and professional associates " " the school and region " " self " " the professional Adherence to standards Resource materials ACA Model to Identify and Address an ethical problem - recognize the issue - consult direction from ACA code of ethics - identify type of issue & it's components - consider possible courses of action - compare potential consequences/ choose appropriate action - assess results of course of action - implement course of action ASCA Model to Identify and Address an ethical problem - identify issues realistically and philosophically - consult direction from the law, ACA code of ethics, and ASCA code of ethics - factor developmental and chronological age of the student - assess student, parental rights & circumstances - adhere to ethical and moral principles - compare potential causes of action and consequences - assess results of action - consult - implement action Title IX of Education Act of 1972 Prohibited gender or sexual discrimination in federally subsidized education programs Title IX of the Education Amendments of 1972 A provision of the 1972 Educational Amendments that prohibits sex discrimination in any educational program receiving federal financial assistance (AP courses, academic clubs, etc.). Title II, ESSA Every Student Succeeds Act federal funding program that provides for increased professional development of teachers and admin or school leaders. (2015 President Obama) How counselor can practice and provide current, optimum competence - pursue opportunities for professional development - remain current within counselor's area of responsibility - represent credentials accurately - provide only services for which counselor is trained and qualified Response to a subpoena Often relating to allegations of child abuse, neglect, custody disputes, etc. - do not violate confidentiality beyond what's mandated in guidelines - discuss subpoena with student. student's attorney or school attorney - discuss how release of information will affect all parties - obtain signed informed-consent - if attorneys do not approve, they should file a motion to quash * all actions should be clear and documented Confidentiality with students under 18 confidentiality legal right extends to student's parents. counselors can request that parents respect the student's confidentiality, but parents are allowed to be present counselors can communicate with students regarding their rights and responsibilities with confidentiality (options for parents being informed) Including Parents in Counseling Sessions with Minors who aren't willing - discuss confidentiality with students and legal parameters - be sensitive to possibility of family secrets, sensitive info, cultural issues, etc. - increase comfortability with parents presence - discuss reasonable boundaries before parents are invited - if minors refuse to include parents or give permission to disclose info, counselors may be obligated to still do so without student's permission Circumstances for which confidentiality may be breached: - student is in danger or harming self or others - indication of abuse - life-threatening situation - subordinates in regular course of business ?? - members of treatment team through verbal interaction - parents when counseling minor children - parents or family members if they could contract a life-threatening disease through association with student - court-ordered disclosure The School Counselor is obligated to ____, according to ASCA ethical standards - acknowledge role of parents and family - provide brief therapy, obtain referrals when longer-term therapy is needed - not provide DSM diagnoses, but keep diagnoses in mind - understand laws Minor Consent Laws mandated at the state level, define circumstances under which counselors may protect confidentiality of a minor student (keeping info from parents), includes topics of substance abuse, mental health, and reproductive health areas Tasks outside the role of school counselor - may create dual relationships, complicating the role - help locate resources (peer groups, mental health facilities, etc.) data driven statistics are routinely collected and used as the basis for institutional decisions school mission statement represents the basic tenets, philosophies, and goals of the school as a whole, all represented in programs and practices. qualitative assessment Collects data that does not lend itself to quantitative methods but rather to interpretive criteria (focus groups, interviews, and observations) quantitative assessment Collects data that can be analyzed using quantitative methods - an assessment for accountability. (absence rates, grades, gpa, etc.) local goals focus on the needs of students and how those goals can be realized in students' lives national goals focus on reducing attainment and achievement goals, attendance improvement, likelihood of drug free school environment state goals focus on improving rates of literacy and post-secondary matriculation district goals focus on areas of particular concern to the region Individually implementing data-driven programs focusing on particular students, crisis situations, student-specific situations, insight on issues experienced by the entire study body Grade level implementing data-driven programs age-specific experiences, implemented by long-term planning Classroom level implementing data-driven programs aligning counseling program with academic curriculum School-wide level implementing data-driven programs coordination of interventions, benefiting the entire school Family level implementing data-driven programs equal partnership in promoting student achievement Community level implementing data-driven programs forming partnerships toward promotion of student achievement Steps for a Data-Driven Program - Analyze data to identify need - Develop goals - Align goals with school mission - Integrate interventions - Implement interventions at different levels - Collect data results - Analyze data and present it for evaluation - Revise programs if needed Components of school counseling accountability - identify & collaborate with stakeholder groups - collect data and assess student, educator, and community needs - set goals and establish outcomes based on data - implement effective interventions - design and implement effective outcome assessment - utilize results to improve program - share results with ed. stakeholders Disadvantages of accountability studies - time away from individual/group counseling - results may be counterintuitive to implementation strategies - hesitation to perform accountability studies SCPAC School Counseling Program Advisory Committee Program evaluation determines if program is appropriately implemented in all areas, and if it is properly documented. SCPAC is comprised of counselors, parents, educators, principal, and other community members Needs Assessment analysis and identification of school, student, and community needs and if those needs are being met Terms for evaluating areas of a program: None - not in place In progress - started but not completed Completed - possibly not implemented Implemented - fully in place Not applicable - areas where the criteria do not apply Evaluation measurements of worth, judgement of effectiveness Evidence data that can be used to judge or determine effectiveness - quantitatively or qualitatively Formative evaluation specific feedback received during a program implementation Summative evaluation anecdotal feedback received during the evaluative process Stakeholder any person or persons involved in or benefit from the school counseling program Baseline data gathered at the onset of evaluation, defines a starting point Pretest administered measure given before an intervention Posttest administered measured given after the intervention has been completed Value-added assessment timing and final result of the intervention Data collection methods - Interviewing counselors, educators, members of stakeholder groups - Observing students informally or formally - Distributing written questions, rating scales, and surveys - Reviewing program records or schedules - Quantitatively comparing the results of standardized tests with educator-generated tests - Analyzing performance indicators such as gpa, class grade, attendance, and daily behavior - Studying products and portfolios of student performance F-test shows whether or not the test scores were statistically significant F 1 considered significant Reliability of sources - peer reviewed (other professionals have reviewed it for ethical quality, potential biases, and methodology) Analysis of ANOVA Statistical calculation that determines where the new teaching strategy has enough of an effect on a dependent condition (children's math scores) to make using the strategy worthwhile High F scores indicates a strong, positive relationships Considerations for choosing interventions in an academic setting age, development, cultural background, and social skills Sensitivities with ending the counseling relationship - abrupt or a gradual process - prepare student for the last session - reinforce the success, progress and improvements - be attentive to student feelings and response - recommend outside resources as appropriate Brief-counseling method AKA: Solution-focused brief counseling (SFBC) - schools that have regimented time constraints for counseling - student concretely describes his/her particular situation - student presents any previous attempted resolutions - develop and implement an intervention - counselor should endorse student strengths, successes, and resources Core concepts of SFBC - if the counselor develops and presents the goals in a positive context, then the student will cooperate, collaborate, and positively respond - pragmatic approach is much more indicated than a theoretical one - "what works instead of what is the problem" - formulate intervention strategies practical for allotted time frame - encourage students to focus on present and future circumstances, avoid past experiences - focus intervention strategies on students' behaviors and action, instead of reflective insight First session of SFBC model - counselor presents the basic goals and premises of SFBC - inform student that questions will be asked, they may be difficult or challenging - counselor presents the student with questions designed to elicit a response - forming foundation for developing an intervention Strategies to encourage creation of positive goals - ask the student how he or she would feel if the situation was resolved - ask the student to identify instances where the situation was not problematic - ask the student what actions or behaviors led to some resolution - ask the student to rate their feelings about the behavior on a scale of 1 to 1- - anticipate possible obstacles and work to guide student around obstacles Models of group therapy Psycho-educational groups (creating awareness in common areas of life) Crisis-centered groups (short-term response to crisis or trauma) Problem-centered groups (preventative in nature, reduce risk of major problems occurring or developing in the future) Growth-centered groups (preventative in nature, help students grow in areas of deficiency) Components in creating a group - purpose of the group - anticipated membership - focus of the group - interventions and expected outcomes Psycho-educational groups groups set up to increase knowledge or skills about a specific somatic or psychological subject and allow members to communicate emotional concerns. Counseling groups formed to address personal issues that hinder or prohibit academic success such as behavioral problems, life-altering events, etc. Crisis-centered groups formed in direct response to a traumatic precipitating events and provides a controlled venue where students can express their feelings. Problem-centered groups outgrowth of crisis-centered groups, formed after the crisis has passed or been resolved. Addresses issues that precipitated the crisis or could cause problems in the future. Focusing on issues that may hinder academic progress, or general well-being. Growth-centered groups form as an outgrowth of a previous group, focusing on common issues that may derive from an umbrella topic. Family systems theory a theory that views the family as a system of interacting parts whose interactions exhibit consistent patterns and unstated rules Criteria for designing a comprehensive curriculum - K-12 curriculum so to ensure that it covers large goals, and the next phases of students' lives - collaboration between counselors and teachers within a grade level and grade levels to develop lesson plans - encourage students to form correlations between counseling curricula and academic curricula Three basic components for a successful lesson plan Introduction Activities that develop the lesson Conclusion and evolution to application portion Active Learning Examples verbal question response, writing on the board, note taking, and other engaging activities Sensitivity to Diversity of Culture counselors must be aware of diverse races, religions, and socioeconomic levels and how they can affect the learning environments (hierarchies, technology, etc.) Promoting Cultural Sensitivity in the School Environment - staff and counselor discussions about methods and policies - appreciation and celebrations of these differences - talking with students and parents - actively learning about different cultures Race defined by biogenetic factors, socioeconomic grouping, distinctive traits and behaviors, language, traditions, and rituals Key components of culture: - belief or belief systems that define one's place in society, the world, and cosmos - perception of life experiences and how those experiences affect life choices - value systems (family, career, education) - religious beliefs and practices - definitions and circumstances relating to belief in life's purpose - accepted behaviors for self-validation Ethnicity rooted in national origin and/or distinctive cultural patterns Oppression inequity of power or benefits, rooted in cultural or racist biases Types of Oppression individualized - assumptions of inferiority in another person based on race or culture cultural - actions or attitudes toward a cultural group systemic or institutional - hierarchical practices discriminating against certain groups external - actions or beliefs targeting a particular group because they are perceived by others as inferior Beautyism discrimination based on expected physical appearance norms Multicultural counseling The working alliance between counselor and client that takes the personal dynamics of the counselor and client into consideration alongside the dynamics of the cultures of both individuals Ableism discrimination against people with disabilities Ageism Discrimination based on age Classism prejudice or discrimination based on social class Familyism discrimination agains persons whose family falls outside of expected norms (single parents, same gender parents, foster families, etc.) Hererosexism or Transgenderism discrimination against LGBTQI Linguicism discrimination based on language Racism discrimination against persons of another color or mixed race Religionism discrimination against other religions or persons who do not practice the dominant religion Sexism discrimination of different sex Problem-solving strategy - identify the problem - work together to set a goal or solve the problem - develop incremental actions toward the goal - identify available resources for achieving the goals Alternate assessment methods help counselors determine if tests are inherently culturally biased IDIEA Individuals with Disabilities Education and Improvement Act ensures eligible school-aged students receive opportunities for reasonable education Autism a disorder that appears in childhood (evident before the age of 3) and is marked by deficient communication, social interaction, and understanding of others' states of mind (repetitive activities, stereotyped movements, resistance to change in routine or environment, unusual responses to stimuli) Deaf-blindness significant impairment in both hearing and vision can result in severe suppression of development, learning, and communication Developmental delay significant cognitive lapse between ages of 3 and 9 - not accounted for by any other identified disability Emotional Disturbance symptoms that encompass a general inability to cope or learn unexplainable inability to learn, inappropriate behaviors or feelings, tendency to develop physical symptoms or fears, inability to foster satisfactory interpersonal relationships, general mood of unhappiness or depression Intellectual Disablity significantly sub-average intellectual functioning that could exist alongside deficits in adaptive behavior Special Education Appropriation for Students - recommendations for special accommodations by parents/guardians, school system, school personnel, or state agency - review of history of learning problems - written consent from parents/guardians for counselor to conduct further formal assessment - formally assessed through tests by psychologists, special educators, specialty, etc. - student eligibility for special accommodations is determined - development of IEP - implementation of FAPE (free appropriate public education) in the least restrictive environment Kohlberg's stages of moral development Preconventional - obedience & punishment, individualism & exchange Conventional - developing good interpersonal relationships & maintaining social order Postconventional - social contracts & individual rights, universal principles Social Cognitive Theory Albert Bandura's Emphasizes that learning occurs in a social context with a dynamic, reciprocal interaction of the person, environment, and behavior. Dynamics System Theory Theory of motor development that can be applied to management of children with Cerebral Palsy Piaget's stages of cognitive development - sensorimotor - birth to 2 years - identifying world through movement and sensations of their basic actions, object permanence - preoperational - 2 to 7 - thinking symbolically, learning to use words and pictures - concrete operational - 7 to 11 - thinking logically, understanding concept of conservation - formal operational - 12 and up - abstract thinking, moral, philosophical, ethical, social, political reasoning Cognitive Behavior Theory people's perceptions of, or spontaneous thoughts about, situations influence their emotional, behavioral and often physiological reactions a popular integrated therapy that combines cognitive therapy (changing self-defeating thinking) with behavior therapy (changing behavior) Kohlberg's Theory of Moral Development Focuses on how children develop morality and moral reasoning Pavlov's Theory of Classical Conditioning classical conditioning responses are involuntary and not spontaneous (dog and bell experiment) learning through association Schema a concept or framework that organizes and interprets information our interpretation and understanding of the world Kohlberg's stages of moral development preconventional, conventional, postconventional Preconventional morality lasts until age 9, children's decisions are primarily shaped by the expectations of adults and consequences of breaking rules ** Stage 1 obedience and punishment - seeing rules as fixed and absolute ** Stage 2 individualism and exchange - accounting for individual points of view and judge actions based on their needs Conventional morality child's behavior is governed by accepting society's norms of behavior ** Stage 3 developing good interpersonal relationships - "good boy-good girl" living up to social expectations and roles, the influence of choices on relationships ** Stage 4 maintaining social order - considering society as a whole, law, and order, following rules, respecting authority Postconventional morality understanding of abstract principles of morality ** Stage 5 social contract and individual rights - accounting for differing values, opinions, and beliefs of others ** Stage 6 universal principles - following internalized principles of justice, even if they conflict with laws and rules