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Understanding the Roles and Responsibilities of School Counselors and School Psychologists

School Counselors

School Psychologists

Usually assigned to one school

DoDEA Ratio of students to professional is 250:1

American School Counseling Association (ASCA) recommended ratio is 250:1

Often assigned to multiple schools

DoDEA Ratio of students to professional is 1000:1

National Association of School Psychologists (NASP) recommended ratio is 500-700:1

Primarily Address Typical Concerns with Direct Service:

Needs experienced by many: School and post-secondary planning, social interactions, bullying, organization skills, attendance, etc.

  • Develop, manage, and evaluate a comprehensive school counseling program for all students
  • 6-year plans and Post-secondary plans
  • Proactive/Data Driven:
    • Achievement (apply strategies, close the gap)
    • Attendance,
    • Behavior
  • Short-term Individual and small group counseling related to:
    • Organization/homework/classwork concerns,
    • Typical social interaction concerns (bullying, etc.)
    • Grief and Loss (deployment, etc.)
    • Manage emotions and apply interpersonal skills
  • Respond to harm to self or others along with the school psychologist and/or other school counselors and support Crisis Teams
  • Consult and collaborate with staff and parents about typical concerns
  • Refer for long-term or atypical concerns
  • Essential role in school improvement process
  • Assist with the management and interpretation of group assessments

Primarily Address Atypical Concerns with Indirect Service:

Needs experienced by few- those with mental health diagnosis and school- based needs: Disabilities, Depression, Anxiety, behavioral extremes, etc.

  • Develop and implement a plan for school psychological services
  • Help staff and parents address atypical concerns through in-service presentations and through consultation and collaboration
  • Individually assess, analyze and explain cognitive, social-emotional, and

academic concerns, providing recommendations in a timely manner

  • Analyze data and recommend interventions and data collection processes
  • Collaborate regarding behavioral extremes requiring:
    • 504, IEP, Crisis and Student Support Teams
    • Manifestation Determination Review
    • Functional Behavior Assessment (FBA)
    • Behavior Intervention Plans (BIP)
  • Respond to harm to self or others
  • Provide individual and small group counseling only for those who cannot be supported by the school counselor and need school-based support in order to access the curriculum (IEPs only when needed to master IEP goals).
  • Refer to outside providers for long-term and support not directly related to access to the curriculum/school

American School Counselor Association (ASCA): www.SchoolCounselor.org

National Association of School Psychologists (NASP): www.NASPonline.org

School Counselor Roles & Ratios- helps with developing an annual plan

The Professional Standards NASP 2020 contains: Model for Comprehensive and Integrated

School Psychological Services Standards for Graduate Preparation of School Psychologists

Standards for the Credentialing of School Psychologists, & Principles for Professional Ethics

Self-Assessment for School Psychologists- helps with developing an annual plan.

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https://schoolcounselor.org/getmedia/8fe536c2-7a32-4102-8ce7-42e9b0683b3b/appropriate-activities-of-school-counselors.pdf

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NASP Practice Model- 10 Domains

NASP Practice Model – 6 Organizational Principals

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Recognized ASCA Model Program (RAMP)

Drive your school counseling program to the next level. Show your administrators, school board and the community at large that you're committed to delivering a data-informed school counseling program. The RAMPSM application process should be the culmination of the implementation of a school counseling program. Once your school has a program in place, you will need at least one entire academic year to collect the data and information needed to fulfill the RAMP application requirements.

Excellence in School Psychological Services (ESPS) Recognition Program

The Excellence in School Psychological Services (ESPS) Recognition Program recognizes school districts throughout the country that are working to implement the NASP Model for Comprehensive and Integrated School Psychological Services (the NASP Practice Model). The NASP Practice Model has two major parts: 10 Domains of Practice and 6 Organizational Principles. The ESPS recognition program focuses primarily on the 6 Organizational Principles defined in the model as critical to enabling school psychologists to practice their comprehensive role across all 10 domains. The program offers five levels of recognition: No Recognition, Emerging, Promising, Proficient, and Exemplary.