Current through Register Vol. 48, No. 52, December 27, 2024
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
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.
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)).