Comprehensive School Counseling Programs: A Review for Policymakers and Practitioners

Abstract

This article describes components of effective school counseling programs that have emerged from 30 years of empirical research and professional standards. Results are summarized in seven sections: core principles of school counseling programs, program resources, program interventions, program evaluation, program renewal, written policies, and program climate.

Perceptions on the Role of Guidance and Counselling Programme on Kenyan Secondary School Students’ Career Decision Making

“…This is similar to the findings by Gysbers (2008) who found out that student and parents had positive perception concerning counseling interventions at the elementary level. However, the findings are contrary to those by Borders and Drury (2008) who reported that parents were not receptive about counseling programs at elementary level since most students were mainly influenced by what they knew concerning certain careers. The implication of this finding is that parents may want to influence career decisions at certain levels and can choose to ignore the importance of career counseling provided in schools.…”

“…He recommended that students should be aware of importance of career counselling before they experience it. Borders and Drury (2008) carried out a qualitative case study in one elementary school in Amsterdam, Netherlands to identify the relationship between students' perception of counsellors' advice on decision-making. The findings reflected that most students had negative perceptions about counsellors on career decision-making.…”

Stakeholders’ Perspectives on School Counselling Programme in Namibia

“…Imonikhe, Aluede andOjugo (2011) andLunenburg (2010) contend that in order to achieve its objectives, school counselling and other related support services programme have to be re-conceptualized from mere psychological services-oriented to a more comprehensive programme that is integral part of the overall education system, serving all learners and their parents. In other words, all relevant educational and non-educational support services have to be subsumed under an umbrella of school counselling programme and as an essential component of the school's total educational programme for all learners to ensure appropriate delivery of beneficial services as the learners progress through the educational systems and through life (Borders & Drury, 1992;Lunenburg, 2010). Such programme cannot be marginal, supplementary activity or set of loosely related services (Borders & Drury, 1992;Lunenburg, 2010).…”

“…In other words, all relevant educational and non-educational support services have to be subsumed under an umbrella of school counselling programme and as an essential component of the school's total educational programme for all learners to ensure appropriate delivery of beneficial services as the learners progress through the educational systems and through life (Borders & Drury, 1992;Lunenburg, 2010). Such programme cannot be marginal, supplementary activity or set of loosely related services (Borders & Drury, 1992;Lunenburg, 2010). The emphasis is not only on academic success but overall development of all learners (including career, personal and social development) so that they can achieve success in school and develop into contributing members of the society in their adult lives (Gibson & Mitchell, 1995 The ultimate goal of school counselling programme is learner success.…”

School counselor perceptions and competencies for closing the achievement gap : implications for counselor and higher education programs for all educators.

“…Educators, in particular, need to have a common knowledge base in area, including how to improve current practices through leadership, know-how, and collaboration. Counselors have a positive effect on children (Borders & Drury, 1992;Gerler, 1985;St. Clair, 1989;Whitson & Sexton, 1998).…”