Special Education Services: A Manual of Policies, Procedures and Guidelines

D.2 Counselling in Schools

The aim of a school counselling program is to support the intellectual development, human and social development, and career development of each student so that he or she can become a responsible, productive citizen.

In schools, counselling services are provided primarily by school counsellors and by other mental health professionals (e.g., youth and family counsellors, behavioural therapists). School counselling services should be co-ordinated with services provided in the community by other ministries (such as mental health services) and community agencies.

School Counselling Services
Purpose
School counselling services are school or district based, non-categorical resource services designed to support students, their families and educators. These services are intended to facilitate the educational, personal, social, emotional and career development of students in schools and in the community.

The focus of school counselling is upon enhancing the students’ development, assisting with the development of an enabling school culture, and empowering students toward positive change.

Description of services
School counsellors provide a continuum of preventative, developmental, remedial, and intervention services and programs and facilitate referral to community resources. The school counsellor's role includes counselling, school-based consultation, co-ordination and education. The school counsellor does not discipline, but rather helps in the development of effective behavioural change. The relative emphasis given to the services described below varies between elementary and secondary schools and reflects the needs of each school, the school district and community.

Counselling
School counselling functions include individual, group and class work to provide both an intervention and a prevention service. The counsellor:

• promotes personal and social development appropriate to developmental stages;
• counsels students, their families and the community to foster growth in the students' self esteem, individual responsibility, and in skills such as decision-making and social skills;
• ameliorates factors which may precipitate problems for students;
• enhances students' educational achievement through goal setting, assisting with the development of Portfolios, IEPs and activities such as promotion of effective work and study habits;
• provides appropriate interventions to assist students with school-related problems and issues; and
• facilitate the goals of career education by assisting students and their families to explore and clarify the student's career options, through developmental activities that stress decision-making, personal planning and career awareness.

School and district-based consultation and planning
School counsellors consult and plan collaboratively with students, other educators, the school based team, parents, community agency personnel and other professionals in planning goals and effective strategies to promote the development of students. Consultation may focus on students' individual needs or on school, district or community programs. School counsellors are active participants in the planning process, assisting with the development of Individual Education Plans.

Co-ordination of Services
As a member of the school-based team, school counsellors assist in the access to and coordination of school, district and other community services for students. Coordination may include information gathering, case management, referral, and liaison among home, school and community. School counsellors frequently assist students with transitions between schools throughout the K-12 system and with post-secondary plans.

Educational role
School counsellors may provide direct instruction to students in areas such as peer helping, conflict resolution, social skills and life skills. As well, school counsellors provide support to other educators in implementing health and career education and promoting healthy school environments. Their educational role may include staff and curriculum development.

Access to school counselling services
School districts and schools should establish referral procedures for educators, students and their families and community personnel to access the services of school counsellors.

The school-based team is usually involved in accessing school counselling services, particularly at the elementary school level.

Personnel
School counsellors should meet the following qualifications:

• a professional teaching certificate;
• a Master's degree recognized by the College of Teachers in counselling psychology or a related discipline with a focus in counselling.

Counselling Services Provided by Community Agencies
A number of agencies offer counselling and health related services. In some cases, these services are offered outside the school; in other cases, personnel provide mental health/counselling services in schools. In either case, school districts should establish agreements with the respective agencies or authorities regarding service delivery (see Appendix H.9 Integrated Services & Case Management).

When services are provided in the community, school districts and the service agency should establish agreements to clarify:

• referral procedures;
• procedures for co-ordinated case management;
• protocols for sharing information that is consistent with the Freedom of Information and Protection of Privacy Act; and
• procedures for prioritizing areas of services and dealing with emergencies.

When services are to be provided in schools, school districts and the respective agency should establish a local agreement prior to starting the service. The agreement should specify:

• the role description for the service;
• the target for the service;
• the process for referring students;
• the administrative officer responsible for supervising or managing the service in the school;
• procedures for sharing information, and parameters for access to confidential information;
• the desired qualifications of personnel and ethical standards of practice;
• access to facilities and resources needed for service;
• the process for evaluating service; and
• the duration of the agreement.

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