Idaho Comprehensive Guidance and Counseling Program Model [electronic resource]
The guidance and counseling profession is evolving from a collection of crisis-oriented services to a comprehensive program with a curriculum emphasis on student outcomes linked to social/personal, educational, and career success. Ways in which school counselors and administrators can move from an a...
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| Online Access: |
Full Text (via ERIC) |
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| Corporate Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED410506 | ||
| 099 | |f ERIC DOC # |a ED410506 | ||
| 110 | 1 | |a Idaho. |b State Board of Education. | |
| 245 | 1 | 0 | |a Idaho Comprehensive Guidance and Counseling Program Model |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1995. | ||
| 300 | |a 56 p. | ||
| 500 | |a ERIC Document Number: ED410506. | ||
| 520 | |a The guidance and counseling profession is evolving from a collection of crisis-oriented services to a comprehensive program with a curriculum emphasis on student outcomes linked to social/personal, educational, and career success. Ways in which school counselors and administrators can move from an ancillary service mode into a comprehensive guidance and counseling program (CGCP) are described in this booklet. It covers a series of procedures which will lead school guidance and counseling programs to establish, implement, and achieve goals based on the attainment of improved student competence. It begins with a conceptual framework and moves through the development, implementation, evaluation, and refinement steps needed for an effective program. Chapter 1 presents the basic tenets upon which the CGCP model is built. The next chapter outlines the CGCP model, describing the program components, student outcomes, and delivery methods. Chapter 3 discusses necessary structural resources, such as time, space, staff expertise, equipment, and resource materials. An implementation process is presented in chapter 4, in which suggestions for making the transition from a school's current program to a CGCP are presented. Finally, evaluation, review, and refinement requirements are discussed in the last chapter, which details different approaches for measuring program effectiveness. (RJM) | ||
| 650 | 1 | 7 | |a Comprehensive Guidance. |2 ericd. |
| 650 | 0 | 7 | |a Comprehensive Programs. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Guidance Objectives. |2 ericd. |
| 650 | 1 | 7 | |a Guidance Programs. |2 ericd. |
| 650 | 0 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 0 | 7 | |a Program Implementation. |2 ericd. |
| 650 | 0 | 7 | |a Pupil Personnel Services. |2 ericd. |
| 650 | 1 | 7 | |a School Counseling. |2 ericd. |
| 650 | 1 | 7 | |a School Guidance. |2 ericd. |
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