The Texas Model for Comprehensive School Counseling Programs
The Texas Model for Comprehensive School Counseling Programs

Author:

Publisher:

Published: 2018-02-15

Total Pages:

ISBN-13: 9781732000308

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The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.

Counseling and Guidance Needs as Perceived by Community College Bound Students and Community College Counselors and Administrators
Counseling and Guidance Needs as Perceived by Community College Bound Students and Community College Counselors and Administrators

Author: John W. Higgins

Publisher:

Published: 1981

Total Pages: 224

ISBN-13:

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The two-fold purpose of this study is (1) to determine differences in perception of counseling and guidance needs between community college bound high school seniors, community college counselors, and chief student services administrators, and (2) to establish the nature and priority of counseling and guidance needs of community college bound high school seniors. Three hundred ninety-nine subjects, representing three sample groups, participated in this study. The groups and the percentage of survey return are as follows: high school seniors (85%); community college counselors (82%); and chief student services administrators (95%). The responses of this total population to the 70 items on the Student Needs Assessment Survey provided the data for this study. An Analysis of Variance statistical design was used to determine the significance of the differences between the perceptions of the three groups. Within the limitations of the study the following major conclusions were drawn: 1. There is a significant difference in the perception of counseling and guidance needs between community college bound high school seniors and community college counselors. 2. There is a significant difference in the perception of counseling and guidance needs between community college bound high school seniors and community college chief student services administrators. 3. There is no significant difference in the perception of counseling and guidance needs between community college counselors and chief student services administrators. 4. There is no significant difference in the perception of counseling and guidance needs between community college bound high school seniors from rural, suburban, city, and metropolitan areas of Western Washington.