3 student describes and attaches an example of

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3) Student describes and attaches an example of individual counseling, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature. Student demonstrates an understanding of the importance of personal integrity and sensitivity to human needs in the delivery of individual counseling services.
4) Student describes an example of individual student planning, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature.
5) Student describes and attaches an example of the use of collaboration by way of a parent/teacher workshop, including whether or not this is considered a direct or indirect student service. Student demonstrates an understanding of the need for reflective practices in determining the need for consultation, collaboration, and referrals.
6) Student describes small group counseling, including whether or not this is considered a direct or indirect student service and whether or not this is consider preventative or responsive in nature.
7) Student discusses the importance of the delivery system in understanding “how” a comprehensive school counseling program is implemented.
Component #4: Management System 1) Student demonstrates an understanding of the annual agreement by a) identifying components of the agreement, b) listing steps for creating an annual agreement, and c)
identifying ASCA-recommended time distribution for the delivery of direct and indirect services. a.) The components of the annual agreement include the school counseling program mission statement, the school counseling program goals, use of time, advisory council, planning and results documents, professional development, caseload and school counselor’s responsibilities, professional collaboration and responsibilities, budget materials and supplies, school counselor availability/office organization, and role and responsibilities of other staff and volunteers (ASCA, 2012).

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