Dpi counseling

Kepro's Employee Assistance Program (EAP) is a free confiden ti al program that offers consulta ti on with a local licensed provider and/or telephonic support with one of our master’s level clinicians. Access to services is available 24/7, 365 days a year. All calls are answered live by professional counselors and service is available when you need it. There are no callbacks, messages taken, voice mail or hold ti mes. Counseling services are available for issues affec ti ng employees, dependents, and their household members. The types of issues we assist our members with include: • Aging • Anxiety • Stress • Depression • Anger • Grief • Paren ti ng • Drug or alcohol concerns • Transition and change • Workplace issues • Relationships • Family problems Members can always expect a suppor ti ve counselor to guide them through the referral process. If there is a crisis or need of urgent/emergent care, our counselor will provide triage services ensuring that member safety is the top priority. Counselors provide a brief telephonic assessment and make sure that the caller fully understands their benefits and any addi ti onal op ti ons available to them. Counselors will then connect the member to a local professional provider to begin their EAP sessions. Kepro follows up with every caller to ensure they’ve been connected with the appropriate provider. National Provider Network All providers in the Kepro EAP Affiliate Network are required to submit their training, licensure, and all...

North Carolina Links • • • • • North Carolina School Counselor Certification School counselors in North Carolina serve more than 1.5 million students located in 2,557 schools across 244 districts in the state. Counselors use the American School Counselors Association (ACSA) national model training to implement a comprehensive school counseling program on campuses that align with the national counseling standards. If you would like more information about this model and its use in counseling students across North Carolina, visit the #4 NYU Steinhardt's accredited master of arts program in Counseling and Guidance: School and Bilingual School Counseling. Through this online program, you will gain the skills you need to become a professional Pre-K-12 school counselor, working with children and families in your community to foster academic achievement and success. • The initial license in North Carolina is for any applicant who has completed the required education, but who has not yet completed the required testing. For applicants who have completed both the education and testing requirements, their initial license is entitled Continuing Professional Educator’s License (CPL). The CPL is valid for five (5) years. Step 1: Education Requirements • Completion of a master’s degree or higher in school counseling, such as the following programs: #8 Regent University offers a School Counseling, M.A. Step 2: Criminal Background Check As of February 2020, there is not a pre-application re...

ASCA | Home AMERICAN SCHOOL COUNSELOR ASSOCIATION • Membership Back • • • • • • • • • • About School Counseling Back • • • • • • • • Events & Professional Development Back • • • • • • • • • • • • • • • Publications & Research Back • • • • • • • • • • • • Standards & Positions Back • • • • • • • • • • Recognition Back • • • • • Advertise & Exhibit • Contact Us ASCA Position The annual performance appraisal of school counselors should accurately reflect the unique professional training and practices of school counselors working within a pre-K–12 school counseling program. These written appraisals should use forms and toolsspecificallydesignedforschoolcounselors,basedondocumentssuchastheASCASchoolCounselorProfessionalStandards& CompetenciesandtheSchoolCounselor PerformanceAppraisalfromtheASCANationalModel. The Rationale Theprimary purposesoftheannual performance appraisalare not onlytoensuretheschool counselor’s effectiveness, impact, high-level performanceandcontinued professional growth (Dimmitt, 2009) but also to demonstrate school counselors’ effectiveness and impact on student success as a part of the mission of their respective schools (ASCA, 2019a). School counselor appraisal shouldbebasedonprofessionalstandardsofpracticedefinedbyschool,districtorstate guidelines(ASCA,2019a).Theappraisal should includethecomponentsofself-evaluation,administrative evaluationandassessmentofgoalattainment (Gysbers&Henderson,2012).Inaddition, those who evaluate school counselors’ performan...

VISTAS Online is an innovative publication produced for ACA by Dr. Garry R. Walz and Dr. Jeanne C. Bleuer of Counseling Outfitters, LLC. Its purpose is to provide a means of capturing the ideas, information and experiences generated by the annual ACA Conference and selected ACA Division Conferences. Papers on a program or practice that has been validated through research or experience may also be submitted. This digital collection of peer-reviewed articles is authored by counselors, for counselors. VISTAS Online contains the full text of over 900 proprietary counseling articles published from 2004 to 2017. 2005 In this article, the Multicultural Counseling Competencies (MCC) (Sue, Arredondo, & McDavis, 1992) and the Dimensions of Personal Identity (DPI) model (Arredondo et al.,1996) are used as paradigms for examining the opportunities and avenues for counseling with all families. These are multidimensional and interdependent paradigms, particularly suitable for discussing diverse family structures, for recognizing a myriad of historical, societal, and political forces that are currently affecting families, and for providing insights for counselors working with challenges introduced by unique families. Ultimately, the MCC (Figure 1) and PDI (Figure 2) will assist the counselor’s facilitation of family empowerment