Annex A
NORTHLIGHT SCHOOL
COUNSELLING REFERRAL STRUCTURE
Student with Need
Level 1
Identified By
Teacher
(FT, ST, CCA Tr)
Discipline Related






Psychosocial/Emotional


Disruptive Behaviour
Truancy
Defiance (Rude to Trs)
Aggression
Bullying Behaviour
Criminal Offences – theft,
fighting, rioting, gangaffiliation, vandalism,
substance abuse etc.





Stress related problems
Temperament related
problems
Signs of depression
Abnormally withdrawn
behaviour
Relational problems – with
family, Trs, friends, BGR etc
Addictions
Self-harm behaviour
Academic Related





Unmotivated in learning
Under-performance in
certain subject(s)
Learning disability
Non-participation in class
Difficulty in following
lesson
Level 2
IP HODs
HOD PCCG / DM
Cases involving habitual behaviours,
multiple offences, serious criminal
offences, recalcitrants and life-threatening
situations (Only refer if further counseling
is needed)
School
Counseling
Service
Cases involving multiple issues and/or
multiple parties, suspected serious learning
disorders/disabilities, personal crisis and
life-threatening situations
Routine reporting & when external
referrals are needed
VP/P
Level 3
External Agency (MCYS, PGSB, FSC,
CGC, IMH etc.)
 FTs to be informed and updated of
student’s progress
NB:
1. All referrals for counselling must be accompanied by Counselling Referral Form.
2. For sensitive and crisis cases (e.g. sexual abuse or suicide) teachers are to inform the P / VP for immediate
action and bypass the normal referral system for counselling if necessary.
1
Annex B
TRIGGERS AND KEY ACTIONS DIFFERENT LEVELS
LEVEL TRIGGER
Level 1 Initial concern by teacher / parent
about an individual student’s
learning or behaviour.
Concerns can fall under the
following categories:







Learning
Motivation
Discipline
Attention and hyperactivity
Absenteeism
Emotional
Behavioural
To Note:
 See Level 3 Triggers for
exceptional difficulties which
should move direct to Level 3
 Emergency Behaviour and
Suicidal cases must move
direct to Level 2 or 3.
Level 2
2
KEY ACTIONS
1. Teacher to intervene by:
 Differentiation of instruction, assigned
work, etc.
 Extra remedial or 1-1 help
 Basic counselling
 Behavioural contracts
 Parent(s) conferencing
2. Teacher to monitor student’s progress.
3. Teacher to consult the appropriate key
school personnel i.e., HODs/HOD
PCCG/SC/VP/P
SC inputs at Level 1:





Offer advice to teachers on emotional
difficulties.
Share resources / books on emotional
difficulties or management strategies.
Discuss teacher’s concern about the
student.
Make a home visit with a teacher.
Observe the student in class.
1. Learning / behavioural problem 1. More direct involvement / intervention by
does not improve with Level 1
key school resource personnel namely SC,
teacher interventions but
HOD PCCG etc.
persists or worsens.
2. Classroom teaching continues SC inputs at Level 2:
to be disrupted.
3. Other students’ well-being and
 Direct counselling of pupils.
learning are affected.
 Direct work with parents.
4. Student’s own well-being and
learning threatened.
SC calls for review sessions with HOD PCCG
regularly and discusses cases. During the
Level 2 problems include:
meeting appropriate decisions are made, such
as:
 Persistent learning difficulties
 Return to teacher for further intervention
 Persistent and severe
(Level 1).
discipline problems and/or
 Trigger Level 3 i.e. refer to appropriate
behavioural disruptions
external agency.
(including criminal acts)
 Persistent truancy and
absenteeism.
Annex B
LEVEL TRIGGER
KEY ACTIONS
Level 3 1. Learning / behavioural problem 1. Formal referral to external professionals /
still does not improve with
agencies
interventions at Level 2.
2. Clear documentation of Level 1 and Level 2
2. Problem is complex and
interventions is required (Teacher Referral
involves a multitude of factors.
Form is compulsory).
Level 3 problems include:







A suspected learning
disability e.g. dyslexia,
autism, hyperactivity.
A suspected intellectually
impaired (II) learner.
Self-harm behaviour.
Severe depression; suicide
implications
Inhalant abuse
Child abuse
Sexual assault
3. Parental Consent.
To Note: To be used as appropriate:
 Parent Reports
 Counselling Reports
4. Liaison between SC and external
professionals or agencies.
5. Continued support by class room teachers.
3
Annex C
Form / Subject Teachers’ Checklist of Basic Intervention Procedure
1. Carry out initial interventions at Level 1 and monitor the cases:

Observe student responding to lesson/work set

Observe student in his/her behaviour in/outside classroom

Discuss with student about his/her
 Presenting problems
 School environment
 Family background / home environment
 Current functioning
 Interests

Discuss with STs or CCA teachers

Talk to student’s parents

Record information gathered
2. Meet parents to discuss concerns and suggest home interventions at Level 1.
3. Provide case history and school input when making a referral.
4. Consult HOD PCCG/SC/VP/P for advice and one-off intervention where necessary.
4
Annex D
NorthLight School Counselling Referral Form
Name of Student:
NRIC No.:
Date of Birth:
Gender: *
Male / Female
Class:
Referred by:
Tel No. Home:
Handphone:
(Name of HOD, FT or ST)
Signature:
Date:
Student’s Presenting Problems/Difficulties (Describe Behaviour)
Details of Counselling Sessions
Date
Action Taken by
HOD/FT/ST
Agreements agreed by
Student
Review / Follow-up
NB: Please attach pupil’s latest Academic Results.
* Delete where appropriate.
5