Section 23.110 Standards for the School Counselor
IllinoisRegulations
Ask Donna
How this section applies to your facts.
Illinois Administrative Code › Title 23 EDUCATION AND CULTURAL RESOURCES › CHAPTER I: STATE BOARD OF EDUCATION › Part 23 STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS › Section 23.110 Standards for the School Counselor
Text
Section 23
Section 23.110 Standards for
the School Counselor
a) Academic Development Domain
The competent
school counselor understands the learning process and the academic environment
and develops programs and interventions that promote the achievement of all
students.
1) Knowledge
Indicators – The competent school counselor:
A) understands the national standards related to the academic
development of students across all grade levels. (See "The ASCA Student
Standards: Mindsets & Behaviors for Student Success" (2021), published
by the American School Counselor Association, 1101 King Street, Suite 310,
Alexandria, Virginia 22314, and posted at https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf.
No later amendments to or editions of these standards are incorporated by this
Section.)
B) understands the concepts, principles, and strategies that
enable students to achieve and be academically successful.
C) understands the relationship of academic performance to the
world of work, family life, and community service.
D) provides positive direction for academic program planning and
for implementing academic support systems.
2) Performance
Indicators – The competent school counselor:
A) implements strategies and activities that enhance students'
academic development.
B) provides students across grade levels with academic assistance
to overcome barriers to academic growth and achievement.
C) works collaboratively with all school personnel and parents to
insure student academic achievement.
D) initiates interventions that maximize learning, identifies
learning styles, teaches study skills, enhances test-taking skills, and
motivates students to learn and achieve
nts across grade levels with academic assistance
to overcome barriers to academic growth and achievement.
C) works collaboratively with all school personnel and parents to
insure student academic achievement.
D) initiates interventions that maximize learning, identifies
learning styles, teaches study skills, enhances test-taking skills, and
motivates students to learn and achieve.
b) Career Development Domain
The competent
school counselor is knowledgeable about the world of work, career theories, and
related life processes and develops programs and interventions to promote the
career development of all students.
1) Knowledge
Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
related to the career and vocational development of students across all grade
levels.
B) understands career development theories and decision-making
models applicable for grade levels.
C) applies education-to-career principles and student outcomes to
the career program.
D) understands career development program planning, organization,
implementation, administration, and evaluation.
E) understands the world of work, labor market information, and
job trends.
F) understands the phases of career development (awareness,
exploration, orientation, and preparation) and how they are applied across
grade levels.
G) understands career and educational planning, placement, and
follow-up.
H) understands the use of technology in career planning.
I) understands career counseling processes, techniques,
resources, and tools, including those applicable to specific populations.
2) Performance
Indicators – The competent school counselor:
A) integrates career and counseling theories into a comprehensive
approach to career counseling
acement, and
follow-up.
H) understands the use of technology in career planning.
I) understands career counseling processes, techniques,
resources, and tools, including those applicable to specific populations.
2) Performance
Indicators – The competent school counselor:
A) integrates career and counseling theories into a comprehensive
approach to career counseling.
B) enhances students' self-awareness through individual appraisal,
appropriate career information, course selection alternatives, and career
exploration activities.
C) assists students to identify and understand their abilities,
interests, problem-solving abilities, aptitudes, and goal-setting strategies.
D) develops programs and involves parents with respect to their
child's career development.
E) provides career development consultation and resources to
teachers for infusing career development activities into the curriculum.
F) collaborates with community business and industry
representatives to promote work-based learning opportunities and support.
G) helps students develop skills in locating, evaluating, and
interpreting career information.
H) guides students in the use of career resources such as
occupational and labor market information, visual and printed media,
computer-based career systems, electronic systems, and the use of the internet.
I) administers and interprets assessment tools such as interest
inventories, aptitude batteries, personality inventories and self-assessment
tools to help students with educational and career decisions.
J) assists students with work-based opportunities such as
job-shadowing and internships.
c) Personal/Social Development Domain
The competent
school counselor understands the developmental needs of the school-aged
population and develops programs and interventions that promote optimum
personal and social development
tools to help students with educational and career decisions.
J) assists students with work-based opportunities such as
job-shadowing and internships.
c) Personal/Social Development Domain
The competent
school counselor understands the developmental needs of the school-aged
population and develops programs and interventions that promote optimum
personal and social development.
1) Knowledge
Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
related to the personal/social development of students across all grade levels.
B) understands the concepts and strategies that lead to attitudes,
knowledge, and interpersonal skills that help students understand and respect
themselves and others.
C) understands programs that promote school safety and violence
prevention.
D) understands strategies for helping students make decisions, set
goals, and develop resiliency.
E) understands the skills necessary for developing effective
communication skills that promote cooperation, understanding, and interest in
others.
F) understands the processes of conflict resolution and anger
management.
G) understands methods that help students appreciate differences
between people and promotes tolerance.
2) Performance
Indicators – The competent school counselor:
A) enables students to acquire knowledge of their personal
strengths, assets, personal values, beliefs, and attitudes.
B) fosters students' sense of self-esteem, efficacy, and personal
dignity so they develop positive attitudes toward themselves as unique and
worthy individuals.
C) helps students identify and express feelings.
D) assists students to set healthy personal boundaries and to
understand and assert their rights of privacy.
E) helps students understand and apply the need for self-control
and management of anger
lf-esteem, efficacy, and personal
dignity so they develop positive attitudes toward themselves as unique and
worthy individuals.
C) helps students identify and express feelings.
D) assists students to set healthy personal boundaries and to
understand and assert their rights of privacy.
E) helps students understand and apply the need for self-control
and management of anger.
F) teaches ways for students to get along with peers, parents,
and authority figures.
G) assists students with maintaining healthy family relationships,
including teaching the dynamics of family interaction.
H) helps students understand the consequences of decisions and
choices.
I) helps students understand the relationship among rules, laws,
safety, and the protection of individual rights.
J) assists students in understanding the emotional and physical
dangers of abuses, e.g., substance, sexual, physical.
K) addresses issues of stress and anxiety and teaches students
appropriate strategies for coping with peer pressure and managing life's
events.
L) provides resources to students who are in need of additional
professional help.
d) Classroom Instruction and Counseling Curriculum
The competent
school counselor understands instructional planning and designs developmental
counseling curriculum based upon knowledge of the student, the community and
the overall educational program.
1) Knowledge
Indicators – The competent school counselor:
A) understands basic classroom management.
B) understands the counseling curriculum as a component of the
developmental approach.
C) understands and encourages a team approach with classroom
teachers.
D) understands multiple definitions of intelligence in order to
adapt, adjust, and diversify instructional methodologies.
E) understands the concept and process of program evaluation
basic classroom management.
B) understands the counseling curriculum as a component of the
developmental approach.
C) understands and encourages a team approach with classroom
teachers.
D) understands multiple definitions of intelligence in order to
adapt, adjust, and diversify instructional methodologies.
E) understands the concept and process of program evaluation.
2) Performance
Indicators – The competent school counselor:
A) utilizes classroom management skills to focus students'
attention and engagement.
B) develops, organizes, and implements the curriculum around the
personal/social, career/vocational, and academic/educational domains and their
goals.
C) coordinates, plans, and delivers the program in a team format
with teachers.
D) presents lessons, programs, etc., using varied strategies to
meet the needs of a diverse student body.
E) uses knowledge of normal growth and development to promote
positive mental health and assist students in acquiring and using life skills.
F) designs, interprets, and applies program evaluations and
feedback to improve service delivery systems.
e) Responsive Service: Crisis Intervention
The competent
school counselor understands and implements appropriate responses to crises and
utilizes a variety of intervention strategies for students, families, and
communities facing emergency situations.
1) Knowledge
Indicators: The competent school counselor:
A) understands what defines a crisis, the appropriate process
responses, and a variety of intervention strategies to meet the needs of the
individual, group, or school community.
B) understands the theory and techniques needed to implement a
school-wide crisis plan.
2) Performance
Indicators: The competent school counselor:
A) implements appropriate techniques for and interventions to
assist students and their families facing crisis situations
nd a variety of intervention strategies to meet the needs of the
individual, group, or school community.
B) understands the theory and techniques needed to implement a
school-wide crisis plan.
2) Performance
Indicators: The competent school counselor:
A) implements appropriate techniques for and interventions to
assist students and their families facing crisis situations.
B) provides leadership to the school and community in a crisis.
C) involves appropriate school and community professionals as well
as the family in a crisis situation.
D) intervenes appropriately and ethically with students who may be
suicidal or homicidal.
f) Responsive Service: Individual Counseling
The competent
school counselor understands and utilizes a variety of individual counseling
strategies and provides appropriate referral services.
1) Knowledge
Indicators – The competent school counselor:
A) understands the theory and process of various individual
counseling approaches for crisis or short-term situations (brief counseling
strategies).
B) understands the responsive services as a component of a
developmental approach.
C) understands the specialized needs and resources available for
students who are disabled, gifted, or at risk or who have dropped out.
D) understands appropriate strategies for students expressing
difficulties dealing with relationships, personal, educational, or career
planning concerns, and/or normal developmental tasks.
2) Performance
Indicators – The competent school counselor:
A) chooses and utilizes appropriate counseling techniques for
individual students.
B) assists students in clarifying problems, considering causes,
and identifying alternative solutions and possible consequences so that
appropriate action can be taken.
C) counsels students on personal and social issues and facilitates
development of long-and short-term goals
hool counselor:
A) chooses and utilizes appropriate counseling techniques for
individual students.
B) assists students in clarifying problems, considering causes,
and identifying alternative solutions and possible consequences so that
appropriate action can be taken.
C) counsels students on personal and social issues and facilitates
development of long-and short-term goals.
D) addresses a variety of students' developmental problems.
E) makes referrals to appropriate professionals when necessary.
F) provides activities to meet the immediate needs of students
that may be identified by students, parents, teachers, or other referrals.
g) Responsive Service: Group Counseling
The competent
school counselor understands and implements principles of group work in the
school setting.
1) Knowledge
Indicators – The competent school counselor:
A) understands principles of group dynamics, including group
process components, developmental stage theories, group members' roles and
behaviors, and therapeutic factors of group work.
B) understands group leadership styles and approaches.
C) understands theories of group counseling, including
commonalties, distinguishing characteristics and pertinent research literature.
2) Performance Indicators – The competent school counselor:
A) utilizes group counseling methods, including group counselor
orientations and behaviors, appropriate selection criteria, and methods of
evaluation of effectiveness.
B) implements various approaches used for other types of group
work, including task groups, focus groups, prevention groups, support groups,
psycho-educational groups, therapy groups, and developmental groups, which will
infuse the counseling curriculum.
C) practices professional standards for group work as advocated by
the national and State professional counseling organizations
B) implements various approaches used for other types of group
work, including task groups, focus groups, prevention groups, support groups,
psycho-educational groups, therapy groups, and developmental groups, which will
infuse the counseling curriculum.
C) practices professional standards for group work as advocated by
the national and State professional counseling organizations.
h) Individual Student Planning
The competent
school counselor understands and uses a variety of strategies to encourage
students' development of academic, personal/social, and career competencies.
1) Knowledge Indicators – The competent school counselor:
A) understands methods for helping students monitor and direct
their own learning and personal/social and career development.
B) understands individual student planning as a component of the
developmental model.
C) understands how to apply knowledge about individual appraisal
by using tests and non-test information to assist students with academic and
career planning.
D) understands applications of technology in student planning,
e.g., electronic portfolio, use of internet.
2) Performance Indicators – The competent school counselor:
A) helps students develop and evaluate personal goals and
educational and career plans.
B) provides individual advisement to students to enhance their
personal/social development and to help them acquire skill in setting and
achieving academic and career goals.
C) applies knowledge about individual appraisal by using tests and
non-test information to help students assess their abilities, interests,
skills, and achievements to develop short- and long-range plans.
D) provides placement activities to assist all students with
transitions from one educational program to another, from one school to
another, and from school to work.
E) incorporates technology when working with students in
individual planning
non-test information to help students assess their abilities, interests,
skills, and achievements to develop short- and long-range plans.
D) provides placement activities to assist all students with
transitions from one educational program to another, from one school to
another, and from school to work.
E) incorporates technology when working with students in
individual planning.
i) Consultation
The competent
school counselor understands various consultation models and maintains
collaborative relationships within and outside the school community.
1) Knowledge Indicators – The competent school counselor:
A) understands the role of the school counselor as consultant and
is knowledgeable of various consulting models.
B) understands the necessity for empowering families to act on
behalf of their children.
C) understands the necessity for programs designed to address
academic/educational, personal/social, career/vocational, and other
developmental needs of the students.
D) understands the counselor's role, function, and relationship to
other student service providers.
2) Performance Indicators – The competent school counselor:
A) utilizes various consulting models.
B) guides and/or facilitates families' assumption of
responsibility for problem solving.
C) provides a multi-dimensional approach to consultation in
academic/educational, personal/social, career/ vocational, and other
developmental areas.
D) participates in multi-disciplinary team meetings and
demonstrates the ability to make appropriate referrals to outside agencies and
other student service providers within the school system.
E) consults with parents, teachers, student services staff, other
educators, and community agencies regarding strategies for helping students
eer/ vocational, and other
developmental areas.
D) participates in multi-disciplinary team meetings and
demonstrates the ability to make appropriate referrals to outside agencies and
other student service providers within the school system.
E) consults with parents, teachers, student services staff, other
educators, and community agencies regarding strategies for helping students.
j) Systems Support
The competent
school counselor understands the overall educational system, acts as a
facilitator of change, and engages in planning and management tasks needed to
support the comprehensive developmental school counseling program.
1) Knowledge Indicators – The competent school counselor:
A) understands systems support as a component in the developmental
approach.
B) understands program development that is comprehensive and
educational.
C) understands the commitment to life-long learning.
2) Performance Indicators – The competent school counselor:
A) provides activities that establish, maintain, and enhance the
developmental school counseling program as well as other educational programs.
B) demonstrates a commitment to life-long learning.
C) develops and implements activities to orient staff and
community to the counseling program through regular efforts to enhance and
maintain staff and community relations.
D) serves on departmental curriculum committees, school
improvement committees, or advisory boards and assists in developing curricula that
meet students' developmental needs.
E) engages in planning and management tasks needed to support
activities of the comprehensive school counseling program.
F) participates in continuous professional development.
k) Program Development
The competent
school counselor understands and utilizes organizational and management tools
needed to implement an effective developmental program
dents' developmental needs.
E) engages in planning and management tasks needed to support
activities of the comprehensive school counseling program.
F) participates in continuous professional development.
k) Program Development
The competent
school counselor understands and utilizes organizational and management tools
needed to implement an effective developmental program.
1) Knowledge Indicators – The competent school counselor:
A) understands data gathered from groups and individuals as they
relate to student outcomes and learning standards.
B) understands the need for and the process of planning,
developing, and implementing a comprehensive school counseling program.
C) understands the need for developing school counseling programs
based on the needs of students and the school to become an effective learning
community.
D) understands the comprehensive developmental school counseling
concept.
E) understands the necessity for goals and objectives in a school
counseling program.
F) understands competency levels as related to student
achievement.
G) understands the importance of planning and time management
within a comprehensive developmental school counseling program.
2) Performance Indicators – The competent school counselor:
A) uses available resources in implementing a comprehensive
counseling program, including funding and staff resources.
B) uses data compiled from needs assessments in planning the
counseling program.
C) uses data from multiple sources, including surveys, interviews,
focus groups, and needs assessments, to enhance students' outcomes.
D) designs, implements, monitors, and evaluates a comprehensive
developmental school counseling program with an awareness of the various
systems affecting students, parents, and school faculty and staff
essments in planning the
counseling program.
C) uses data from multiple sources, including surveys, interviews,
focus groups, and needs assessments, to enhance students' outcomes.
D) designs, implements, monitors, and evaluates a comprehensive
developmental school counseling program with an awareness of the various
systems affecting students, parents, and school faculty and staff.
E) implements and evaluates specific strategies designed to meet
program goals and objectives for enhancing students' competencies.
F) identifies student achievement competencies and implements
activities and processes to assist students in achieving these competencies.
G) prepares a counseling calendar reflecting appropriate time
commitments and priorities within a comprehensive developmental school
counseling program.
l) Prevention Education and Training
The competent
school counselor is aware of and implements prevention education programs.
1) Knowledge Indicators – The competent school counselor:
A) is aware of student and school problems that could limit or
diminish the capacity of students to learn and achieve at their highest levels.
B) is knowledgeable of prevention measures to overcome or resolve
problems or barriers to learning.
2) Performance Indicators – The competent school counselor:
A) identifies early signs and predictors of learning problems.
B) is able to organize and present prevention programs for
students, staff, parents, and community members, as appropriate.
m) Assessment
The competent
school counselor understands basic concepts of, technology for, and
implications of various assessment and evaluative instruments.
1) Knowledge Indicators – The competent school counselor:
A) understands the purposes and meaning of assessment from
multiple perspectives: historical, sociological, and educational
community members, as appropriate.
m) Assessment
The competent
school counselor understands basic concepts of, technology for, and
implications of various assessment and evaluative instruments.
1) Knowledge Indicators – The competent school counselor:
A) understands the purposes and meaning of assessment from
multiple perspectives: historical, sociological, and educational.
B) understands the basic concepts of standardized and
non-standardized testing and other assessment techniques.
C) understands the use of technology in assessment.
D) understands the statistical concepts, including scales of
measurement, measures of central tendency, indices or variability, shapes and
types of distributions, and correlation.
E) understands reliability (theory of measurement error, models of
reliability, and the use of reliability information) and validity (evidence of
validity, types of validity), and the relationship between reliability and
validity.
F) understands the implications of age, gender, sexual
orientation, ethnicity, language, disability, culture, spirituality, and other
factors related to assessment and evaluation.
2) Performance Indicators – The competent school counselor:
A) analyzes testing information needed and selects appropriate
tests, methods and/or materials to gather information and/or perform
assessments.
B) uses various strategies for selecting, administering, and
interpreting assessment and evaluation instruments and techniques in counseling.
C) interprets and accurately uses the statistical concepts,
including scales of measurement, measures of central tendency, indices of
variability, shapes and types of distributions, and correlation.
D) accurately selects and interprets assessment tools based on
reliability and validity when appropriate.
E) interprets assessments accurately with understanding of
diversity and its implications
s and accurately uses the statistical concepts,
including scales of measurement, measures of central tendency, indices of
variability, shapes and types of distributions, and correlation.
D) accurately selects and interprets assessment tools based on
reliability and validity when appropriate.
E) interprets assessments accurately with understanding of
diversity and its implications.
F) uses and applies appropriate technology in assessment.
n) Research and Program Evaluation
The competent
school counselor understands the importance of, and engages in, research and
program evaluation.
1) Knowledge Indicators – The competent school counselor:
A) understands various types of research methods such as
qualitative, quantitative, single-case designs, action research, and
outcome-based research.
B) understands statistical methods used in conducting research.
C) understands the use of technology in conducting research and in
program evaluation.
D) understands the principles and applications of needs assessment
and program evaluation.
E) understands the importance of research in the practice of
school counseling.
2) Performance Indicators – The competent school counselor:
A) identifies and applies research designs appropriate to various
counseling situations and problems.
B) analyzes data with appropriate statistical methods and computer
statistical packages.
C) uses formal and informal methods of needs assessment and
program evaluation to design and modify developmental counseling programs.
D) conducts research and program evaluations within ethical and
legal parameters.
E) uses appropriate research to demonstrate accountability.
F) uses technology in conducting research and program evaluation.
o) Professional Orientation and Identity
The competent
school counselor understands and actively participates within the profession
pmental counseling programs.
D) conducts research and program evaluations within ethical and
legal parameters.
E) uses appropriate research to demonstrate accountability.
F) uses technology in conducting research and program evaluation.
o) Professional Orientation and Identity
The competent
school counselor understands and actively participates within the profession.
1) Knowledge Indicators – The competent school counselor:
A) understands the importance of active participation and
leadership in the appropriate school counseling professional organizations.
B) understands community, environmental, and institutional
barriers that impede and/or enhance students' academic success and overall
development.
C) understands the unique characteristics of the school
environment and K-12 curriculum.
2) Performance Indicators – The competent school counselor:
A) joins and takes an active part in appropriate local, State, and
national school counseling professional organizations.
B) uses community resources to enhance academic and
social/emotional growth, plans appropriate interventions within the context of
the community, and advocates for programmatic efforts to eliminate barriers to
students' success.
C) designs and implements a developmental counseling curriculum
that provides all students at all grade levels with knowledge and assistance in
acquiring and using life skills.
D) participates in continuing professional development activities.
p) History of School Counseling and Current Trends
The competent
school counselor understands the history and current trends and issues of the
profession and includes this knowledge when establishing comprehensive
developmental counseling programs.
1) Knowledge Indicators – The competent school counselor:
A) understands history, philosophy, and current trends and issues
in school counseling
f School Counseling and Current Trends
The competent
school counselor understands the history and current trends and issues of the
profession and includes this knowledge when establishing comprehensive
developmental counseling programs.
1) Knowledge Indicators – The competent school counselor:
A) understands history, philosophy, and current trends and issues
in school counseling.
B) understands the counselor's roles, functions and relationships
with other school and student service providers.
C) understands technology and computer applications in counseling.
2) Performance Indicators – The competent school counselor:
A) addresses current trends and issues daily in the school.
B) incorporates current trends into the developmental curriculum.
C) works collaboratively with other school and student service
providers.
D) uses technology and computer applications directly with
students.
q) Human Growth and Development
The competent
school counselor understands the individual diversity of human growth,
development, and learning and provides experiences that promote the physical,
intellectual, social, and emotional development of the student.
1) Knowledge Indicators – The competent school counselor:
A) understands theories of individual and family development and
transitions across the life span.
B) understands that students' physical, social, emotional,
ethical, and cognitive development influences learning.
C) understands theories of learning, personality development,
child and adolescent development, and the range of individual variation.
D) understands how students construct knowledge, acquire skills,
and develop habits of mind.
E) understands that differences in approaches to learning and
performance interact with development.
F) understands the developmental stages of children and adolescents
as they relate to counseling approaches and appropriate interventions
ent, and the range of individual variation.
D) understands how students construct knowledge, acquire skills,
and develop habits of mind.
E) understands that differences in approaches to learning and
performance interact with development.
F) understands the developmental stages of children and adolescents
as they relate to counseling approaches and appropriate interventions.
G) understands human behaviors, including developmental crises,
disability, addictive behavior, and psychopathology, and situational and
environmental factors as they affect both normal and abnormal behavior.
H) understands the characteristics and effects of the cultural and
environmental milieu of the child and the family, including cultural and
linguistic diversity, socioeconomic level, abuse/neglect, and substance abuse.
I) understands the role of drug therapy as it affects students'
behavior.
J) understands the characteristics of normal, delayed, and
disordered patterns of communication and interaction and their impact on
learning.
2) Performance Indicators – The competent school counselor:
A) uses theories of learning, personality, and human development
to plan activities and experiences that respond to students' individual and
group needs at the appropriate level of development.
B) analyzes individual and group performance in order to design
interventions that meet learners' current needs in the cognitive, social,
emotional, ethical, and physical domains at the appropriate grade level.
C) plans interventions appropriate to students' developmental
levels.
D) utilizes strategies for facilitating optimum student
development over the life-span.
E) recognizes the characteristics of individuals with various
disabilities and the effects these may have on individuals.
F) implements interventions relevant to students' developmental
levels
ate grade level.
C) plans interventions appropriate to students' developmental
levels.
D) utilizes strategies for facilitating optimum student
development over the life-span.
E) recognizes the characteristics of individuals with various
disabilities and the effects these may have on individuals.
F) implements interventions relevant to students' developmental
levels.
G) recognizes the effect that addictive behavior, psychopathology,
and situational and environmental factors have on both normal and abnormal
behavior.
H) recognizes the effects of cultural and environmental factors on
students' performance.
I) recognizes that medications can have effects on the
educational, cognitive, physical, social, and emotional behaviors of
individuals.
r) Standards and Best Practices in School Counseling
The competent
school counselor knows and applies the standards referred to in subsection
(a)(1)(A) in developing the counselor's role and function in establishing
school counseling programs.
1) Knowledge
Indicators – The competent school counselor:
A) understands the requirements of professional credentialing,
certification, and licensure.
B) understands the unique characteristics of school counseling as
a profession as defined in Sections 10-22.24a and 10-22.24b of the School Code
[105 ILCS 5/10-22.24a and 10-22.24b].
C) understands the standards referred to in subsection (a)(1)(A)
of this Section.
2) Performance Indicators: The competent school counselor:
A) designs school counseling services to include the functions
listed in Section 10-22.24b of the School Code as appropriate to the setting
and student grade levels.
B) manages time to include individual student planning, responsive
services, system support, and developmental counseling curriculum activities.
C) participates in professional development and keeps current on
State and national initiatives
ling services to include the functions
listed in Section 10-22.24b of the School Code as appropriate to the setting
and student grade levels.
B) manages time to include individual student planning, responsive
services, system support, and developmental counseling curriculum activities.
C) participates in professional development and keeps current on
State and national initiatives.
s) The Helping Relationship
The competent
school counselor possesses knowledge and skills necessary to establish helping
relationships appropriate to the school setting.
1) Knowledge Indicators – The competent school counselor:
A) understands various counseling theories, including traditional
models, multicultural models, brief counseling interventions, and systems and
family theories, as appropriate to school counseling.
B) understands how individual student characteristics, including
age, gender, ethnic differences, race, culture, learning abilities and styles,
and value dimensions, relate to the helping process.
C) understands the limitations of the counselor's ability and
training and is aware of referral resources.
D) understands the counseling process and is aware of various
skills, methods, and behaviors used in both prevention and intervention.
E) understands the skills necessary to build a therapeutic and
trusting relationship with a client.
F) understands how to develop long- and short-term intervention
plans consistent with curriculum, learner diversity, and learning theory.
2) Performance Indicators – The competent school counselor:
A) uses established counseling theory in the counseling process
and applies it to the developmental needs of the client.
B) exhibits flexibility in adapting counseling technique to client
diversity.
C) makes necessary and appropriate referrals
nsistent with curriculum, learner diversity, and learning theory.
2) Performance Indicators – The competent school counselor:
A) uses established counseling theory in the counseling process
and applies it to the developmental needs of the client.
B) exhibits flexibility in adapting counseling technique to client
diversity.
C) makes necessary and appropriate referrals.
D) demonstrates skills in developing therapeutic relationships,
goal setting, intervention strategies, and evaluation of counseling outcomes
with clients.
E) demonstrates appropriate skills in working with parents.
F) uses developmental and counseling theories to design and
implement comprehensive and developmental programs.
G) creates long-term and short-term intervention plans.
H) applies appropriate diagnoses and case conceptualization skills
to clients.
t) Social and Cultural Diversity
The competent
school counselor possesses the knowledge and skills to appropriately address
issues of diversity, cultural difference, and change.
1) Knowledge Indicators – The competent school counselor:
A) is aware of and sensitive to the implications of the
counselor's own social and cultural background.
B) is aware of how the counselor's own cultural background and
experiences influence the counselor's attitudes, values, and biases about
psychological processes.
C) is knowledgeable about diverse groups with which the counselor
may work.
D) understands how race, culture, ethnicity, sexual orientation,
physical and mental characteristics, and other areas of diversity affect
personality formation, vocational choice, and manifestation of difficulties and
strengths in academic, career, and personal/social development.
E) understands how gender affects personality formation, academic
choice, vocational choice, and manifestations of difficulties and strengths in
academic, career, and personal and social development
teristics, and other areas of diversity affect
personality formation, vocational choice, and manifestation of difficulties and
strengths in academic, career, and personal/social development.
E) understands how gender affects personality formation, academic
choice, vocational choice, and manifestations of difficulties and strengths in
academic, career, and personal and social development.
F) understands the impact of sexual harassment on students'
personal, social, emotional, and academic development.
2) Performance Indicators – The competent school counselor:
A) incorporates an approach to social and cultural diversity that
is equitable for all students.
B) adopts intervention skills appropriate to the specific diverse
needs of the student.
C) develops programs for students that acknowledge their diversity
and meet special needs as appropriate.
D) incorporates a gender-equitable and culturally sensitive
approach in dealing with students, families, staff, and the community.
E) utilizes appropriate non-traditional strategies in career and
academic counseling.
F) adopts appropriate methods to intervene when students use
inappropriate language or behaviors relating to issues of social and cultural
diversity.
G) teaches how oppression, racism, discrimination, intolerance,
homophobia, heterosexism, and stereotyping may affect students personally and
their work.
u) Ethical Concerns and Legal Matters
The competent
school counselor is aware of current legal issues and ethical guidelines of the
profession and acts accordingly.
1) Knowledge Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
of this Section with regard to professional ethics.
B) understands legal standards, including Illinois' School Code [105
ILCS 5] and Mental Health and Developmental Disabilities Code [405 ILCS 5],
that apply to the counseling process
acts accordingly.
1) Knowledge Indicators – The competent school counselor:
A) understands the standards referred to in subsection (a)(1)(A)
of this Section with regard to professional ethics.
B) understands legal standards, including Illinois' School Code [105
ILCS 5] and Mental Health and Developmental Disabilities Code [405 ILCS 5],
that apply to the counseling process.
C) understands the school counselor's responsibility for knowing
and complying with federal, State, and local legislation, regulations, and
policies.
D) understands that, in the event conflict arises among competing
expectations, the school counselor shall be guided by the ACA Code of Ethics (2014),
published by the American Counseling Association, 6101 Stevenson Avenue,
Alexandria VA 22304, and available at https://www.counseling.org/resources/aca-code-of-ethics.pdf
and the "Ethical Standards for School Counselors" (2016), published
by the American School Counselor Association, 1101 King Street, Suite 310,
Alexandria VA 22314, and available at https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf.
No later amendments to or editions of these standards are incorporated by this
Section.
2) Performance
Indicators – The competent school counselor:
A) demonstrates commitment to the values and ethics of the school
counseling profession.
B) adheres to ACA and ASCA professional standards and codes of
ethics as a guide to ethical decision-making.
C) maintains adequate safeguards for the privacy and
confidentiality of information.
D) informs students of their ethical rights and the limitations of
the counseling relationship and of confidentiality.
E) follows State and federal laws, including the School Code, the
Mental Health and Developmental Disabilities Code, the Illinois School Student
Records Act [105 ILCS 10] and the Family Educational Rights and Privacy Act
(FERPA; 20 U.S.C. 1232g)
y of information.
D) informs students of their ethical rights and the limitations of
the counseling relationship and of confidentiality.
E) follows State and federal laws, including the School Code, the
Mental Health and Developmental Disabilities Code, the Illinois School Student
Records Act [105 ILCS 10] and the Family Educational Rights and Privacy Act
(FERPA; 20 U.S.C. 1232g).
v) Practicum
The competent
school counselor develops basic counseling skills, under qualified supervision,
with a school-based population.
1) Knowledge Indicator – The competent school counselor
understands counseling practice through interaction with individuals and
groups.
2) Performance Indicators – The competent school counselor:
A) demonstrates the ability to develop individual and group
counseling relationships with a school-aged population.
B) meets the standards regarding the helping relationship, individual
counseling, and group counseling set forth in subsections (f), (g), and (s).
w) Internship
The competent
school counselor completes an internship that provides the opportunity to
perform, with a school-based population, under qualified supervision, a variety
of counseling activities that a professional school counselor is expected to
perform.
1) Knowledge Indicators – The competent school counselor:
A) understands the requirements of a supervised, clinical,
field-based internship in a school setting focusing on the duties of a school
counselor.
B) understands the comprehensive developmental school counseling
model.
2) Performance Indicators – The competent school counselor:
A) participates in an internship, under qualified supervision,
that must involve direct services (individual and group counseling required,
family counseling recommended) to students, parents, teachers, and other
parties interested in the welfare of students
tands the comprehensive developmental school counseling
model.
2) Performance Indicators – The competent school counselor:
A) participates in an internship, under qualified supervision,
that must involve direct services (individual and group counseling required,
family counseling recommended) to students, parents, teachers, and other
parties interested in the welfare of students.
B) demonstrates completely the variety of activities a regularly
employed school counselor would be expected to perform.
C) participates in a comprehensive developmental school counseling
approach that integrates the basic components of: counseling curriculum;
individual planning; responsive services; system support; consultation; and
program planning, assessment, and evaluation (see subsections (d) through (n)).
This is a copy of a public record, reproduced as it was published. It is not legal advice, and it may not be the version a court would rely on. Check the official source before you cite it.