美国学校心理咨询与辅导
School Counseling & Guidance
胡晓路
美国加州圣荷西州立大学心理咨询教育系
Xiaolu Hu
San Jose State University
July 2014
K-12 Reform in the President‘s 2014 Budget
美国教育教育重点
Building on this momentum, President Obama has proposed to deepen reforms
through significant new investments in strategic areas where states and
school districts face key implementation challenges, and to continue
substantial investments in critical formula programs that support state and
local reform efforts. The President's budget includes the following
investments:
• High school redesign and career readiness
• Strengthening Science, Technology, Engineering and Mathematics (STEM) education
• Supporting effective teaching and strengthening school leadership
• School safety
• Turning around the lowest-performing schools
American Common Core Initiative
美国统一核心大纲
The Common Core State Standards provide a consistent,
clear understanding of what students are expected to learn,
so teachers and parents know what they need to do to help
them. The standards are designed to be robust and relevant
to the real world, reflecting the knowledge and skills that our
young people need for success in college and careers. With
American students fully prepared for the future, our
communities will be best positioned to compete successfully
in the global economy.
州立统一核心大纲将为学生学习提供一个一致的，清晰的标准，也可以让老
师和家长知道他们需要如何帮助学生学习。该大纲的设计志在加强和更新与
现实世界的结合，教给我们的年轻在大学和职业生涯中成功所需要的知识和
技能。只有我们的年轻人为在大学和职业生涯成功做好充分的准备，我们的
社区才能做好在全球经济竞争中取得成功的准备.
45 States have adopted the Common Core State Standards
Minnesota
Nebraska
Virginia
Texas
Hawaii
Not Yet
adopted
定义学校心理咨询
Defining School Counseling
学生指导 School Guidance
学校心理咨询 School Counseling
学校心理咨询指导 School Counseling and Guidance
学生指导, 学生辅导, 学校心理咨询学生指导
教育咨询
学校心理咨询的主要目标
One Main Goal of School Counseling (K-12)
帮助学生排除阻碍在学业和生活中取得成
功的障碍
To remove barriers which impede academic
and life success
影响美国学校心理咨询发展最新趋势的五个因素
• 贫困, 公平 - 改进学生成绩
• 改进学校安全环境 - 欺凌
• 科技发展 - 改进工作手段
• 职责 - 变学生指导为学生心理咨询
• 经费
American School Counseling Services and Guidance System
美国学校心理咨询服务和学生指导的工作体制
１.
学校心理咨询指导的工作目标，任务和服务纲要
２. 学校心理咨询指导教师的设置，作用和职业道德规范
３. 美国学校心理咨询指导的工作模式和咨询方法
4. 美国学校心理咨询指导工作的评估-
美国学校心理咨询国家标准
• 学校心理咨询计划由学生，家长，教师，校领导和整个社区
合作产生。学校心理咨询课程应该是学生的日常教育环境的
一个组成部分，学校心理咨询老师应该是在学生学业成功的
合作伙伴。
• 人们常会问起学校心理咨询老师的职责是什么？其实大家更
应该问的是：“通过学校心理咨询老师的帮助学生发生了什
么变化？”要回答这个问题，美国学校心理咨询协会
（ASCA）创建了一个全国学校心理咨询模式。这是一个全面
的，讲求功效的学校心理咨询工作方案和国家标准.
学校心理辅导课程全国标准
• Standards for the Academic/Technical Domain
• Standards for the Personal/Social Domain
• Standards for the Career Domain
• 学业发展
• 个人和社会发展
• 职业发展
Standards for the Academic Domain学业发展
• Standard A: Students will acquire the attitudes, knowledge and skills
that contribute to effective life-long learning.
• Standard B: Students will learn strategies to achieve
academic/technical success and satisfaction.
• Standard C: Students will understand the relationship among
education and training, personal qualities, and the world of work.
• Standard D: Students will understand the relationship of academics to
life in the community and at home.
• 标准A：学生获取要终身学习所需要的态度，知识和技能，
• 标准B：学生将学习能达到学业/技能的成功和满意的方法。
• 标准C：学生将了解教育和培训，个人素质和工作之间的关系。
• 标准D：学生将了解学业和自己在社区与家庭之间的关系。
Standards for the Personal/Social
Domain: 个人和社会发展
• Standard A: Students will acquire the attitudes, knowledge,
and interpersonal skills to help them understand and respect
self and others.
• Standard B: Students will make decisions, set goals, and take
necessary action to achieve goals.
• Standard C: Students will understand safety and survival skills.
• 标准A：学生将学习了解和尊重自己与他人的知识和人际沟通技巧，
以帮助他们了解和尊重自己以及他人。
• 标准B：学生将学习作决定，设定目标，并采取必要的行动来实现目
标。
• 标准C：学生将了解安全和生存技能。
Standards for the Career Domain:
职业发展
• Standard A: Students will acquire the skills to investigate the world of work in relation to
knowledge of self and to make informed career decisions.
• Standard B: Students will employ strategies to achieve career success and satisfaction.
• Standard C: Students will demonstrate skills for locating, maintaining, and advancing a job.
• Standard D: Students will understand diversity and transition issues in today’s workforce.
• 标准A：学生将取得能认识自己和劳动世界, 并做出明智的职业决策的技能。
• 标准B：学生将具备策划战略的技能，以取得事业成功和满意。
• 标准C：学生将具备找寻,从事，并在工作中取得进步的能力.
• 标准D：学生将了解当今职场中的多样化和转化性.
Key Components are:
Guidance Curriculum
Responsive Services
• Classroom Activities
• Consultation
• Group Activities
• Personal Counseling
• Interdisciplinary Curriculum
• Crisis Counseling
Development
• Referral
Individual Student Planning
System Support
• Case Management
• Professional Development
• Individual Appraisal
• Staff and Community Relations
• Individual Advisement
• Parent/Guardian Outreach
• Placement
• District Committees and InService
Counseling Ethics 心理咨询的职业道德
• The Counseling Relationship心理咨询的双方关系
•Confidentiality and Privacy 保密及隐私
•Professional Responsibility 职业责任
•Relationships With Other Professionals 与其他专业人员的关系
•Evaluation, Assessment, and Interpretation 评估，测量和释译
• Supervision, Training, and Teaching 培训，指导和教学
• Research and Publication 科研
• Distance Counseling, Technology and Social Media 远程心理咨询，技术发
展，社交媒体
Responsive Services
• Consultation
• Individual and Small Group Counseling
• Crisis Counseling/Response
• Referrals
• Peer Facilitation/Mediation
• Designed to meet students’ immediate needs
School Counselors Performance Expectations
1. Ability to plan, organize, and deliver school counseling
and student support activities
2. Ability to deliver planned guidance curriculum and
intentional guidance strategies
3. Ability to provide individual planning for students that
guides the student toward career or educational goals
4. Ability to provide appropriate and effective responsive
services
School Counselors Performance Expectations
(continued)
5. Ability to provide system support
6. Ability to effectively manage student support activities
7. Ability to schedule and use time effectively
8. Ability to monitor student progress
9. Ability to develop and use an instrument to measure and
analyze student results
执行全国学校心理咨询模式的五个注意事项
1. 制订全国学校心理咨询标准的目的是为了进一步推动做好
学校心理咨询工作。
2. 不要将这一标准复杂化。
3. 当学校工作很繁杂的时候，有一个国家标准更能帮助学校
心理咨询工作掌握工作方向。
4. 学校心理咨询国家模式能帮助你简化你的工作。
5. 发挥您地区专家的作用。
http://www.ascanationalmodel.org/
心理咨询教育
• MA Degree 30-60 units
• Pupil Personnel Services Credential – state by state
• Internship experiences at different level
• Training in different counseling ares: individual, group
counseling, assessment, theoretical foundation, school
community dynamics, leadership, multicultural
counseling, career counseling, consultation,
ASCA National Model
GEAR UP
Community Achievement Project
1999-2005, 2000-2006, 2008-2014
Student Demographics
Number (and %) of GEAR UP
Students
Ethnicity
61 (2%)
American Indian or Alaska Native
792 (23%)
Asian
95 (3%)
Black or African American
2006 (58%)
Hispanic or Latino
White
198 (6%)
Native Hawaiian/Pacific Islander
241 (7%)
Other
52 (1%)
TOTAL
3445
SJSU GEAR UP Logic Model
Components
GEAR UP Staff
Site-coordinators,
counselors/coaches,
parent liaisons, tutors
GEAR UP Services
Activities
Academic, career, &
personal counseling &
planning; SAPs
Academic support
services: afterschool
& summer school
programs, tutoring,
credit recovery & AP
classes, SAT Prep, GPA
monitoring
Outcomes
Increase student motivation & engagement in school
Increase # of students graduating from high school
Increase # students UC/CSU eligible
Increase # students who apply & attend college
Increase students’ awareness of colleges &
universities
Increase students’ motivation to attend college
Increase number of parents attending workshops
College visits/fieldtrips
GEAR UP
Partnerships
Increase parents’ knowledge of college & Fin. Aid
Parent workshops &
meeting; FAPs
家庭因素
Family Conditions
• 长期贫困
Chronic poverty
• 冲突/干扰/暴力
Conflict/disruptions/violence
• 吸毒醺酒
Substance abuse
• 模仿不良行为
Models problem behavior
• 虐待式的抚养和管教 Abusive caretaking
• 不合理的管教方法 Inadequate provision for quality child care
个人因素
Individual Conditions
• Medical problems
• Neurodevelopmental delay
• Psychological problems
• Difficult temperament & adjustment
problems
• Inadequate nutrition
School and Peer Conditions
• Poor quality school
• Negative encounters with teachers
• Negative encounters with peers
• Inappropriate peer models
弹性与坚韧
Resilience
• 失败后能再变坚强，健康，并打造成功的能力
The ability to become strong, healthy, or successful again after something bad happens
• 在不幸和危难后很容易地自我恢复调整的能力
An ability to recover from or adjust easily to misfortune or change
Merriam-Webster (2014)
“任何人的成功发展都依赖于社会人际之间
的关系，信仰和参与社会发展的机会。”
“Successful development in any human system
depends on the quality of relationships, beliefs,
and opportunities for participation in that
system.” (Benard, 1996)
学生发展程序：形成坚韧的性格
外部资源
关爱关系
高度要求
自主参与
学校
家庭
社区
朋友同学
学生需求
安全环境
关爱
归属感
尊重
掌控
挑战
核心力
生活意义
内心资源
合作精神
同情心
决断能力
自我效能
自我意识
目标和动力
不断发展
和进步的
健康,学业
和社交关系
韧性学生发展理论模式 The RYDM Theoretical Framework
What is a School Counseling Curriculum?
“The Guidance curriculum consists of structured
developmental lessons designed to assist
students in achieving the competencies and is
presented systematically through classroom and
group activities, K-12.”
- ASCA National Model Workbook (2005)
综合学校心理辅导课程
• 综合学校心理辅导课程简介。
• 规划和设计模式。
• 实施指南，以改进方案。
• 准则评估准则。
• 资源
学业成就障碍
Barriers to Academic Achievement
你学校的学生学业成功的障碍是什么？
What are some of the barriers to academic
success that your students face in your schools?
不同种类和水平的学习者 Range of Learners
具备学习动力和能力
无障碍 No Barriers
Motivationally ready and able
Instructional
Component
欠缺学习动力，缺乏学习
能力，有不同的学习方法
Not very motivated/
lacking prerequisite
skills/ different rates
& styles of learning
逃避/缺乏必备的技能
和能力
教学元件
学习成功障碍
Barriers To
Learning and
Academic Achievement
课堂教学
预期的
学习成果
Desired Learner
Outcomes
Classroom
Teaching
+
高期望与成效
充实的学校活动
Enrichment
Activity
High Expectations
& Accountability
Avoidant/ very deficient in
prerequisite skills capabilities
UCLA Leadership Institute
Individual Student Planning
• Individual or Small group Appraisal
• Individual or Small group Advisement
• Ongoing systemic activities
• Designed to assist students in establishing personal
goals
• Designed to assist students in developing future plans
School Guidance Curriculum
• Integrated with Academic Curriculum
• Group Activities
• Parent Workshops/ Activities
• Structured lessons delivered to all students
• Related to standards and competencies
Evaluating a Counseling Curriculum
Are your counseling curriculum activities/lesson plans…
•
•
•
•
•
•
•
For all students?
Organized, planned and written?
Sequential and flexible?
An integral part of the educational process?
Opportunities to collaborate with teachers and other staff?
Helping students learn more effectively in all three domains?
Using data to help us assess our program:
• Did we do it? (process data)
• Does it appear that things went well? (perception data)
• How well did we do it? (results data – actual learning, change has happened).
• We have made a difference in students’ lives…
School Counseling Programs
• School Counseling programs prepare graduates to work with
students ranging from kindergarten through high school.
• School counselors are prepared to promote the academic,
career, and personal/social development of all K-12 students
through understanding how to design and implement
comprehensive school guidance and counseling programs
• School counseling programs include time for individual
counseling, group counseling, classroom guidance, family and
teacher consultations within the school setting. School
counselors work with in both private and public school systems
at the elementary, middle, and high school levels.
Counselor Education Programs – School
counseling training
• Council for Accreditation of Counseling & Related
Educational Programs
• CACREP Accreditation provides recognition that
the content and quality of the program has been
evaluated and meets standards set by the
profession.