Standard # 5: Intervention.
| Performances
School Services Professionals demonstrate the ability to: 1. develop and implement intervention strategies for individuals, groups, and systems; 2. evaluate interventions before, during, and following implementation with individuals, groups, and systems; 3. use appropriate interviewing and counseling skills; 4. collaborate with other professionals to determine and address needs of individuals, groups, and systems; 5. work effectively with parents and others to determine and address needs of students, families, and communities; 6. determine and address the needs of individuals, groups, and systems in conflict and crisis situations; 7. assist others in accessing school and community resources. |
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| Knowledge School Services Professionals have knowledge and understanding of: 1. a variety of theoretical approaches to intervention and have mastered at least one theoretical orientation within which student problems may be conceptualized and interventions may be developed and implemented; 2. group processes, dynamics, and patterns of behavior and the theory and research related to individual interactions within groups; 3. theory and research related to consultation service delivery, models, processes, and roles within the relationship; 4. the impact of crises on individuals, groups, and systems, as well as current best practice in developing, implementing, and evaluating crisis intervention plans; 5. the nature of conflict between individuals and groups and techniques to prevent and resolve conflict as related to the learning environment; 6. school and community resources which may be accessed or developed to provide assistance to students; 7. procedures to determine needs of individuals, groups, and communities, and strategies to develop interventions based on needs; 8. evaluation procedures for programs and interventions. |
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| Dispositions School Services Professionals believe and are committed to: 1. valuing and respecting all persons; 2. exploring a range of prevention and intervention strategies designed to maintain the educational opportunities for all students; 3. recognizing the limits of their expertise and referring or seeking consultation within the schools; 4. respecting the role, knowledge, expertise, and contribution of other professionals within the schools. |
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| Related Indiana Standards for School Counseling
Professionals |