 AISCAP, as a non profit organization aims at collaborating with the
formal National Board of Education to develop and create a National
Model : A framework for school counselling programs and connect
school counselling with current educational reform movements that
emphasize on the holistic development of all students.
 Its main objective will be to help school counsellors design and
implement programs that meet the National Standards and establish
school counsellin as an integral part of the academic mission of their
schools.
 Last but not the least it aims to move towards developing the National
Standards for the school counselling professi0n to implement the
goals deemed important by the profession, to promote its mission in
educational reform and to ensure that all students have access to
comprehensive school counselling programs as a part of their learning
experience.
To empower, unite and support
professional school counselors
in their role to promote holistic
development of students.
To build a climate for school guidance
and school counselling programs in
schools at a National Level and provide a
tool or develop standards for effective
performance of professionals as school
counsellors.
 AISCAP will facilitate professional development opportunities in areas
of relevant issues to all members.
 AISCAP will provide relevant and current information to enhance
school counselor’s knowledge, skill and professionalism.
 AISCAP will proactively obtain, evaluate, communicate and impact
legislative policy that pertains to school counselors and child advocacy
for child’s wellbeing.
 AISCAP will promote professionalism and ethical standards in school
counselling.
 AISCAP will develop strategic partnerships with concerned stake
holders to cultivate and enhance school counselling programs.
AISCAP’S NATIONAL STANDARDS FOR
STUDENTS’COUNSELLING
A. Academic Development :
 Seeks to develop school counseling programs to identify and
implement strategies and activities to support and maximize
each student’s ability to learn.
 Helps students acquire skills, create knowledge, and develop
attitudes that contribute to effective learning in school and
across the life span.
 Helps student’s complete school education in a multicultural
environment taking into consideration all kinds of needs or
learning patterns of different kinds of students.
 Helps students understand the relationship of academics to the
world of work and to life at home and in the community.
AISCAP’S NATIONAL STANDARDS FOR
STUDENTS’COUNSELLING
B.CAREER DEVELOPMENT
 Seeks to provide the foundation for the acquisition of
knowledge, skills, attitudes, and apply that to make a successful
transition from school to the world of work, and from job to job
across the life span.
 Help the students acquire the skills to investigate the world of
work in relation to knowledge of self and to make informed
career decisions.
 Encourage students to employ strategies to achieve future career
goals.
 Help students understand the relationship between personal
qualities, education, training and the world of work.
AISCAP’S NATIONAL STANDARDS FOR
STUDENTS’COUNSELLING
C.PERSONAL/SOCIAL DEVELOPMENT
 Provides the foundation for personal and social growth
as students progress through school and into
adulthood
 Helps students acquire the knowledge, attitudes and
interpersonal skills to help them understand and
respect self and others.
 Helps students make decisions, set goals and take
necessary action to achieve goals.
 Train students in understanding safety and survival
skills for self and others.
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
School counseling programs are collaborative efforts benefiting students,
parents, teachers, administrators and the overall community. School
counseling programs should be an integral part of students’ daily
educational environment, and school counselors should be partners in
student achievement. Unfortunately, school counseling has lacked a
consistent identity from state to state, district to district and even school to
school. This has led to a misunderstanding of what school counseling is and
what it can do for a school. As a result, school counseling programs are often
viewed as ancillary programs instead of a crucial component to student
achievement, and school counselors have not been used to their fullest. The
question has often been posed, “What do school counselors do?” The more
important question is, “How are students different because of what school
counselors do?” To help answer this question, the Association of Indian
School Counselors and Allied Professionals (AISCAP) aims to create A
Framework for School Counseling Programs to ensure that the school
counseling program is comprehensive in design and is delivered
systematically to all students.
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
COUNSELLING PROGRAM SHOULD ENTAIL…
Individual Planning
 Assists each student in setting
and achieving goals
 Supports development of education plan that personalizes
learning
 Supports documentation of progress and achievement of
educational profile
Responsive Services
 Collaborate with and intervene on behalf of each student whose
immediate needs, concerns, or problems are distracting or
impeding learning
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
COUNSELLING PROGRAM SHOULD ENTAIL…
Record Keeping
 Record information in an objective, factual manner
 Identify clearly personal impressions, observations and hypotheses as
their view
 Describe behaviour, avoiding the use of undefined and/or unnecessary
adjectives
 Make and initial their own entries and record information in a timely
manner
 Note and initial any subsequent alterations or additions, leaving the
original entry legible and intact, and never erase, delete, or whiteout,
etc.
 Be brief, but ensure information is sufficient to support continuity of
the counselling service
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
COUNSELLING PROGRAM SHOULD ENTAIL…
Consultation, Planning and Coordination
 School counselors consult and plan collaboratively with
students, other educators, the school based student services
team, parents, other community agencies and outside
professionals in planning goals and effective strategies to
promote the emotional, intellectual, social, academic and career
development of students.
 School counselors are also participants in the planning process.
 Also they assist in the access to and coordination of school,
district and other community services for students as specified
by local protocol agreements.
 Coordination includes information gathering ,case
management, referral and liaison between home school and
community.
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
COUNSELLING PROGRAM SHOULD ENTAIL…
Preventive Work School counselors spend much of their time developing and
implementing plans and programs which are preventive in
nature. Preventive work works at 3 different levels:
 Primary level that focuses on preventing a problem from
occurring.
 Secondary level that focuses on early indictors of problems.
 Tertiary level focuses on minimizing the immediate
consequences of an existing problem.
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
COUNSELLING PROGRAM SHOULD ENTAIL…
Educative Work
 School counselors may also provide direct instruction
to students in areas such as peer helping, conflict
resolution, social skills and life skills.
 Their educational role also includes disseminating
information to parents and other professionals.
 They monitor and assess the services they provide
acting as a resource for professional and curriculum
development
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
ROLES AND RESPONSIBILITIES OF A SCHOOL COUNSELLOR
 Student Progress
 Program Planning and Evaluation
 School counseling functions may include individual, group and class work to provide
both intervention and prevention services. The intention of counseling service is To respond to emotional, social, intellectual academic and career needs in a
developmentally appropriate manner.
 To provide an environment which is conducive to self-exploration in order to develop an
awareness of personal uniqueness which is of primary concern in the counseling process.
 To promote personal and social development appropriate to developmental stages.
 To help students, through their families and the community grow in areas such as self
esteem and individual responsibility and in skills such as decision making and social
relationships
 To support a students academic progress through a variety of interventions may include
individual assessment ,goal setting. assisting with IEP, study habits and organizational
skills.
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
ETHICS/CODE OF CONDUCT OF A SCHOOL COUNSELOR,AS
RECOMMENDED BY AISCAP:
1.The Counseling relationship
a. Respect:: Counselors must at all times respect and honor the client. They must
work collaboratively with clients and within the abilities and circumstances of
clients.
b. Responsibility: It is the counselors responsibility at all times to promote a healthy
relationship based on honesty and trust with their client and work with the client
towards client growth and development.
c. Confidentiality: The counselor client relationship is one of trust. Information
shared and resulting from sessions with the client must be kept confidential.
However, the following may be treated as exceptions to confidentiality:
(i) disclosure may be necessary to prevent possible danger to client or others
(ii) a counselor may need to disclose for legal requirements
(iii) when a child is in need of protection.
Before disclosure Counselors must discuss with client as to how, when, and with whom
information is to be shared.
d. Counselor Bias and Beliefs: The counselor at all times must be aware of their own
biases and belief system and not allow the same to interfere in their client
relationship. They should accept diversity in all spheres as a norm rather than an
exception.
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
ETHICS/CODE OF CONDUCT OF A SCHOOL COUNSELOR,AS RECOMMENDED
BY AISCAP:
2.Professional Responsibility
A. Counseling Plans: To provide effective and organized services to the client it is
important that the counselor must have in writing concrete goals and action plans for
their clients. These plans must be reviewed regularly to assess their viability and
effectiveness
B. Records: Counselors must maintain accurate records and documentation of counseling
plans, of I.E.P’s and sessions for and with the client
C. Support Network Involvement: Counselor must be open to involving all those who can
provide support to the client during the period of counseling. However it is important
to educate mentor and guide those involved in the support network
D. Informed Consent: In the event of any test being administered it is important to
inform, educate and seek prior consent of the client or guardian.
E. Consulting with other Professionals/Referral: Counselors must seek professional help
from allied services whenever necessary and under no circumstances administer
services that are beyond their area of professional practice/ work
F. Respecting Client Privacy: Counselors must respect the client’s right to privacy and ask for
private information only when it is of assistance to the counseling process
G. Responsibility to Parents/Guardians : Counselors must work towards establishing a
collaborative relationship with parents/guardians and be sensitive to diversity within cultures
and families
AISCAP’S National Model:
A Framework for School Guidance and Counselling Programs in Schools
ETHICS/CODE OF CONDUCT OF A SCHOOL
COUNSELOR,AS RECOMMENDED BY AISCAP:
3. Personal Responsibility
A. Professional Competence
 A counselor must have undergone formal training for providing
counseling services. Services provided must be within the
boundaries of their competence based on their education, training,
skills and appropriate professional experience.
B. Personal Values
 A counselor needs to be an individual with high personal values of
honesty, integrity and reliability
C. Continuing Education
 Counselors need to monitor their effectiveness and recognize the
need for continuing education to acquire and maintain a reasonable
level of awareness of current scientific and professional information
in their fields of activity.
AISCAP’S ALLIANCE WITH SCHOOLS AND OTHER PROFESSIONALS
 Professional Staff
 Collaborative Structures
 Materials and Facilities
School & Counsellor will work together to establish
 a clear understanding of the purpose of the counselling service,
its codes of practice, and how it might function in that school;
 a clear procedure for referring pupils;
 a respect for inter-professional boundaries;
 the need for on-going assessment through regular meetings with
Key Contacts and as appropriate pastoral staff/year heads, class
teachers;
AISCAP’S ANNUAL EVENTS & MEMBERSHIP
ANNUAL EVENTS
 Monthly meetings.
 Annual conference.
 Education sessions and workshops on latest techniques in school counseling
 Networking events that allow attendees to make valuable contacts in their
fields
 Quarterly case conferences
MEMBERSHIP
 Active Membership: Active members must be working as school counselors.
 Affiliate Membership: Affiliate members include teacher counselors and other
school coordinators who serve as nodal counselors in the school
 Allies Membership: Educational institutions and NGOs may become allied
members.