West Virginia Code of State Rules
Agency 126 - Education
Title 126 - PROCEDURAL RULE BOARD OF EDUCATION
Series 126-127 - Teacher Education Programs: Job Related Content Specialization Objectives For School Counselor (5119.01)
Section 126-127-2 - Additional
Universal Citation: 126 WV Code of State Rules 126-127-2
Current through Register Vol. XLI, No. 38, September 20, 2024
2.1. Copy of rules and regulations attached. Copies may be obtained in the office of the Secretary of State and in the West Virginia Department of Education, Bureau of General, Special and Professional Education.
2.2. Summary of rules and regulations below.
SUMMARY OF RULES" AND REGULATIONS
The job-related content specialization objectives for school counselor are grouped in the following categories; planning, delivery and review of counseling; counseling techniques and strategies; career development; and testing and evaluation.
School personnel
Certification and Licensure Standards
Job-related content Spcialization objectives
SCHOOL COUNSELOR 1
1.0 PUNNING, DELIVERY, AND REVIEW OF
COUNSELING
1.1 Identify the major
functions of the school counselor.
1.2 Identify the roles and responsibilities
of school counseling programs and staff.
1.3 Identify steps and procedures for
conceptualizing and planning a program of counseling services.
1.4 Apply needs assessment techniques to the
development of school counseling programs.
1.5 Apply methods of determining goals and
objectives for a school counseling program.
1.6 Identify components of a developmental
counseling program relevant to the personal, social, and emotional needs of
students at various grade levels.
1.7 Analyze procedures and principles of
group guidance related to educational and career development.
1.8 Analyze the criteria and methods for
evaluating school counseling programs.
1.9 Analyze the role of counseling personnel
in the process of school curriculum development.
1.10 Identify ways to Incorporate counseling
objectives into the school curriculum.
1.11 Identify ways to make the school
environment conducive to personal, social, and emotional development.
1.12 Identify ways to facilitate the
development of a wide range of educational and career opportunities for the
student.
1.13 Identify ways to
utilize the nonacademic activities of the school to enhance the total
development of the individual.
NOTE:
1 A11 of the following objectives for counselors were viewed as job-related by all three programmatic levels, i.e., early childhood (grades K-4), middle childhood (grades 5-8), and adolescent education (grades 9-l).
1.14 Identify ways to aid students in
adjusting to new settings through orientation activities.
1.15 Identify procedures for placing students
in special programs.
1.16 Identify
ways to assist school staff in understanding and guiding student
behavior.
1.17 Differentiate
between consultation and counseling strategies with professional
staff.
1.18 Identify ways to
provide information to parents and assist them in understanding and guiding
behavior of their children.
1.19
Identify ways to use resources within the community to assist in the solution
of problems affecting the student and to enhance the total school
program.
1.20 Identify leadership
styles and strategies appropriate to the role of a school counselor.
1.21 Analyze the school counselor's role in
discipline.
1.22 Analyze issues
involved in the ethical and responsible use of student records.
1.23 Analyze the role of the school counselor
in developing and promoting a public awareness of counseling services and
achievements.
1.24 Analyze ethical
standards which pertain to the role of the school counselor.
1.25 Identify significant court decisions and
legislation affecting education (e.g., student rights, equal educational
opportunity, education for the handicapped).
1.26 Identify organizations (e.g., licensure,
certification) that establish and monitor professional standards related to
school counseling.
1.27 Identify
the potential effects of new technology on counseling practices.
1.23 Identify the counselor's role in
recognizing and assessing current trends in education and school
counseling.
1.29 Identify the role
of the counselor in recognizing the value of various life styles and how they
may affect school counseling.
2.0
COUNSELING TECHNIQUES AND STRATEGIES
2.1 Identify the major goals and purposes of
counseling individuals.
2.2 Apply
the process of working with an Individual to formulate strategies for problem
solving.
2.3 Analyze the procedures
and issues involved in conducting Initial counseling interviews.
2.4 Identify appropriate interviewing
skills.
2.5 Apply the principles
and techniques of behavioral theory to individual counseling
situations.
2.6 Apply the
principles and techniques of cognitive theory to Individual counseling
situations. .
2.7 Apply the
principles and techniques of humanistic theory to Individual counseling
situations.
2.8 Apply eclectic
theories and techniques to individual counseling situations.
2.9 Identify techniques of crisis
intervention appropriate to a given situation.
2.10 Identify the goals and purposes of group
counseling.
2.11 Analyze the
process of setting goals in group counseling.
2.12 Identify the stages of group development
in group counseling.
2.13 Identify
the major elements of group counseling theory.
2.14 Select the technique(s) appropriate to a
given situation in group counseling.
2.15 Analyze the role of the group leader in
group counseling.
2.16 Analyze the
effects of group structure (e.g., size, composition) and group dynamics on the
group counseling process.
2.17
Identify procedures and issues involved in consulting and making referrals in
counseling situations.
2.18
Identify principles and procedures of classroom guidance in school
settings.
2.19 Identify techniques
for developing problem-solving skills in students through individual and group
counseling.
2.20 Identify
techniques for developing decision-making skills in students through individual
and group counseling.
2.21 -Select
the appropriate community or referral resource for a given counseling
problem.
2.22 Identify ways in
which peers can be used to assist in the counseling of students.
2.23 Analyze the physical and psychological
effects of drugs and diet on an individual with regard to counseling.
2.24 Identify personal characteristics which
facilitate the helping process and develop sensitivity to self.
2.25 Identify characteristics of effective
communication with others.
2.26
Analyze the influences of the family on the development of children and
adolescents.
2.27 Recognize
characteristics of behavior problems and disorders which may develop 1n
childhood and adolescence.
2.28
Analyze social factors which influence learning and personality development in
children and adolescents (e.g., socioeconomic status, school and community,
various life styles).
2.29 Analyze
factors which affect the development of self-identity (e.g., autonomy, sex
roles).
2.30 Analyze peer
influences on human growth and development.
3.0 CAREER DEVELOPMENT
3.1 Identify the goals, content, and
structure of career planning and preparation programs in the schools.
3.2 Analyze employment trends and their
effects on career planning programs (e.g., demographics, economic factors,
occupational outlook, automation, and technology).
3.3 Analyze career development theory as it
relates to career planning in the schools.
3.4 Apply the principles of major
developmental theories to career planning.
3.5 Identify federal, state, local, and
commercial sources of occupational information.
3.6 Identify appropriate informational
materials and methods for collecting and disseminating materials to students
(e.g., educational, occupational, military).
3.7. Analyze the role of the school counselor
in providing assistance to students seeking employment (e.g., resume
preparation, job Interviewing skills, placement, aiding students in
interpreting experience).
3.8
Identify the goals and objectives of career planning and preparation in
vocational-technical schools.
3.9
Identify curriculum appropriate to student career goals.
3.10 Analyze the role of the counselor in
helping students make post-secondary educational decisions.
3.11 Identify the developmental levels of
career development and the career management tasks appropriate to each
level.
3.12 Identify the role of
the school counselor in comprehensive career education programs.
4.0 TESTING AND EVALUATION
4.1 Identify the characteristics and uses of
aptitude/placement and intelligence tests.
4.2 Identify the characteristics and uses of
achievement/diagnostic tests.
4.3
Identify the characteristics and uses of personality/interest
inventories.
4.4 Identify the
characteristics and uses of anecdotal and cumulative records for
assessment.
4.5 Identify the
characteristics and uses of self-report instruments for assessment.
4.6 Identify the characteristics and uses of
observation techniques and instruments for assessment (e.g., rating scale,
checklists).
4.7 Identify the
characteristics and uses of case studies/histories for assessment.
4.8 Analyze the concept of validity as it
applies to test instruments.
4.9
Analyze the concept of reliability as it applies to test instruments.
4.10 Differentiate between norm-referenced
and criterion-referenced test instruments and their uses.
4.11 Select appropriate test instruments for
specific evaluation purposes.
4.12
Interpret and communicate test data applied to a given student.
4.13 Analyze the relationship between various
descriptive statistics in interpreting test scores (e.g., standard deviation,
percentiles, central tendency).
4.14 Analyze the advantages and disadvantages
of different types of test scores (e.g., standard scores, grade equivalents,
raw score, etc.).
4.15 Analyze
methods and issues involved in synthesizing testing and nontesting
data.
4.16 Analyze various uses of
test data.
4.17 Identify ways to
accommodate special needs of students using data and group decision-making
strategies.
4.18 Identify
procedures for administering tests in individual and group settings.
4.19 Identify procedures for assisting school
personnel in the use and interpretation of test data.
4.20 Analyze legal and ethical issues related
to testing, reporting test scores, and using test results.
4.21 Identify criteria and procedures for
evaluating school counseling programs.
4.22 Apply the results of school counseling
program evaluations in improving the counseling program.
Disclaimer: These regulations may not be the most recent version. West Virginia may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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