School Counselor Laura Wilson, LPC will be leading a drop-in parent dialogue group - click for more information.
Click for information on fall and winter high school options fairs.
- What We Do
- School Counseling Curriculum
- Transition Planning
- Parent Resources
- Individual and Small Group Counseling
- Statement of Confidentiality
School Counselors provide planned experiences that promote student academic, social-emotional and college/career development. These experiences are provided through both Direct and Indirect services and define the role of the school counselor.
Direct Services are face to face interactions between the counselor and students.
▢ Individual and Group Counseling.
▢ Individual Student Planning Activities.
▢ Classroom Lessons.
▢ Transition Programs.
▢ Responsive Services.
Indirect Services are interactions the counselor has with others on behalf of students.
▢ Advocacy to ensure student access to
▢ Consultation with parents, school-based personnel and outside providers.
▢ Collaboration within and outside the school community.
▢ Program coordination, management and delivery.
▢ Leadership initiatives to enhance student learning and promote healthy development.
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs
Third Edition. Alexandria, VA: Author
The School Counseling Curriculum is developmental in nature and reflects ASCA national standards with respect to what students should know and/or be able to do by the end of each grade. School Counselors deliver a series of planned lessons to their assigned students. This delivery model enables them to interact with all students, increasing the likelihood that students seek out support-if and when it is necessary. In addition to the core curriculum, School Counselors teach supplemental lessons based on identified trends in behavior or student needs.
A School Transition is a process that prepares partners– students, families and educators– to develop knowledge, skills, and relationships that help students move from one educational setting to another.
Components of Effective Transition Programming
- Begin early (before middle school begins)and continue through eighth-grade
- Respond to needs and concerns expressed by students
- Include all stakeholders (i.e., students, families, teachers, administrators, etc.)
- Provide structures to support student success
- Build knowledge, skills and relationships
School Counselors develop and coordinate a variety of transition programs for students and families. Current KP students play an important role in this process as evidenced by both our KP Ambassador Program and WEB Program.
Students may apply to be King Philip Ambassadors, representing the school at various school events. KP Student Ambassadors provide a service to the community, escorting guests, giving tours, and speaking on student panels. While sharing information about the school, Ambassadors learn to utilize personal experiences, anecdotes, and fond memories while gaining valuable practice in leadership and the art of communication.
“Where Everybody Belongs” (WEB)
WEB is a transition program that welcomes 6th graders and makes them feel comfortable throughout the first year of their middle school experience. Members of the 8th grade class are trained to act as positive role models, motivators, leaders and teachers who guide the 6th graders to discover what it takes to be successful in middle school. 6th grade students will experience an exciting orientation prior to the start of the school, and will meet with their assigned WEB Leader(s) during Morning Advisory one time per month.
Please refer to our transition calendar to learn more about other programming and upcoming events and activities.
Access and Referrals
Students may access their School Counselor by:
▢ notifying a teacher or staff member.
▢ stopping by the school counseling office.
▢ emailing their school counselor.
*Email requests should be for routine matters only. If a student is upset or requires immediate support, they are encouraged to see their counselor or seek out another trusted adult within the school.
School Counselors also administer student needs assessments. Counselors use the results of these assessments to respond to individual student needs, develop small group counseling supports, and plan student and parent programs.
School Counselors adhere to the following ASCA Ethical Standards with respect to confidentiality:
- “Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student.”
- “Recognize their primary ethical obligation for confidentiality is to the students but balance that obligation with an understanding of parents’/guardians’ legal and inherent rights to be the guiding voice in their children’s lives.”
- “Promote the autonomy of students to the extent possible and use the most appropriate and least intrusive method to breach confidentiality, if such action is warranted.”