Counselor Training in a School Center

Mental-health services can contribute substantially to many areas of school life, but the nature and effectiveness of these contributions depend to a large degree on the willingness of the personnel involved to work as a team and to develop new perspectives and practices. This article presents a five level model of mental-health intervention in the school setting and posits a division of responsibility for that intervention among the school psychologist, the school guidance counselor and the teacher. Implications for a school-counselor preparation program are discussed.Psychoeducation has been accorded an important role in counseling psychology in general (e.g,, Authier, Gustafson, Guemey and Kasdorf, 1975;Ivey, 1979;Watkins, 1985) and school counseling in particular (e.g., Klingman, 1983; Valine, 1981, 1984). The purpose of this article is to present a psychoeducationally-oriented intervention model for the school setting that has direct implication for pupil-personnel services. The five-level model of intervention adopts a community psychology orientation (e.g., Mann, 1978;Raviv, 1979) and follows a developmental counseling approach. In this model, a division of professional responsibility among the school psychologist, guidance counselor and teaching staff, as well as a proposal for the active involvement of all these personnel, is presented across the five-level intervention modality. A two dimensional view of interventionIn our context psychoeducalion refers to the teaching of psychological knowledge and skills, Ihe training employed being relevant to the growth of the individual being taught. Psychoeducation focuses on teaching skills to clients undergoing a crisis; skills that will enable them to cope more effectively. It further aims at teaching non-clients, assuming that they can be taught the relevant knowledge and skills that will enable them to cope more effectively if and when a problem, developmental and/or situational, arises.

Section: Implications For School-counselor Educationmentioning

confidence: 99%

A five level intervention model: division of professional labor and implication for school counseling

Klingman

1989

“…There has been little real evidence in the literature of this happening. An example of a university field-based program, built around a school center, has been described by Tolsma and Marks (1979). This present work describes another, built around distance education.…”

mentioning

confidence: 99%

Field-based counselor training: A program built around distance education

Hermansson

1988

After a decade of operating a traditional campus-based model for training counselors, recent changes have been made modifying it to a field-based offering. A feature of the resulting model is the utilization of distance education (correspondence study) for teaching the conceptual material. This mode of education has enabled trainees located throughout the country to be trained largely in their home-based contexts. While the distance education provisions are important, the crucial aspect of training is professional development work. This comprises fieldwork practice and supervision in home locations and brief and intensive skills workshops on campus. The field-based model has a number of distinct advantages and the disadvantages seem surmountable, provided attention is given to fundamental training principles.A field-based counselor training model is described whereby, through the use of distance education (correspondence study) training is largely centered on home locations.

Tertiary intervention: Conceptual framework for school counselor education and practice

Klingman

1986

Although the concepts of primary, secondary and tertiary prevention have been prevalent in the literature of the helping professions, the potential for tertiary intervention within the educational system is largely unrealized. The purpose of the article is to clarify this concept, to delineate some of the areas in which tertiary prevention can be implemented by school counselors, and to suggest how it may be incorporated in school counselor education.