Guidance Office

Philosophy

  • The counseling program is based in the belief that each student possesses intrinsic worth, specific rights, and a unique personality, capable of growth and self direction.
  • The counseling program will serve all students.
  • The counseling program is based on stated goals and delineated student competencies.
  • The counseling program is consistent with expected developmental stages of development.
  • The counseling program is planned, coordinated and implemented by the counseling staff in collaboration with school personnel and community members.
  • The counseling program is facilitated and managed by state certified school counselors.
  • The counseling program will be evaluated on stated goals and competencies.
  • The counseling program is effective as a result of a mutual effort and responsibility on the part of the student, school, family and the community at large.
  •  On going professional development is necessary to maintain a quality counseling program.
  • The professional mandates and ethical guidelines promoted by the Rhode Island School Counselor Association and the American School Counselor Association will be followed.

Goals

The primary goal of the LHS Counseling Program is to promote and enhance student learning through the three broad and interrelated areas of student development. The desired student learning competencies are based on the American School Counselor Association National Standards for School Counseling Programs. As a result of participating in the LHS counseling program, students will establish competencies in the following areas of student development:

Academic Development

Students will acquire the skills, attitudes, and knowledge to learn effectively; employ strategies to achieve success in school; and understand the relationship of academics to the world of work, and to life at home and in the community.

Career Development

Students will acquire strategies to achieve future career success and job satisfaction; understand the relationship between personal qualities, education and training, and the world of work; and develop career goals as a result of career awareness and experiential activities.

Personal/Social Development

Students will acquire the skills, attitudes, and knowledge to respect self and others; be able to work well in groups, resolve conflicts, set goals and develop consensus-building and decision-making skills; and negotiate successfully and safely in the increasingly complex and diverse world of the 21st century.

LHS Counseling Program Components

The LHS comprehensive developmental school counseling program includes four major components:

The School Counseling Curriculum Component consists of structured developmental experiences presented systematically to all students through classroom and group activities that address the three primary domains of human development: academic, career and personal/social. The curriculum lessons focus on understanding the school environment and becoming familiar with facilities, procedures and programs, self awareness, goal setting, decision making, peer relationships, career awareness, the world of work, labor market information and educational and career planning. The counselor’s responsibilities include the organization and implementation of classroom and small group guidance activities and lessons.

The Individual Planning Component consists of activities that focus on assisting each student to develop, analyze, and evaluate his/her education, career and personal goals and plans. Individual planning activities address the same objectives for all students in a given grade. Functions of the counselor in this component include individual advisement, placement and appraisal.

The Responsive Services Component are reactions to the immediate needs and concerns of individual students whether these concerns involve individual or group counseling, information dissemination, crisis intervention, consultation or referral.

The System Support Component activities are twofold. The first include those that establish, maintain and enhance the preceding three components. Activities in this component include program development, program evaluation and assessment, parent education, materials development, testing and community relations. The second aspect of systems support includes activities that support other programs in the school: testing, helping administrators and teachers identify student needs, serving on school committees and curriculum needs, etc.

Grade Level Focus

Each year the counseling activities revolve around a particular grade level focus.

  • Grade 9 – Transitioning to high school
  • Grade 10 – Interest exploration and goal setting
  • Grade 11 – Post-secondary planning
  • Grade 12 – Transitioning beyond high school