Counseling

COUNSELING FRAMEWORK

Taft High School follows a guidance and counseling program framework that is delivered through four components. These four components include responsive service, individual planning, guidance curriculum and system support. 

RESPONSIVE SERVICE

The purpose of responsive services component is to intervene with or on behalf of those students whose personal circumstance, concerns, or problems that are threatening to interfere with or are interfering with their healthy personal, social, career and/or educational development.  Responsive services at Taft High School include individual and group counseling sessions.

***In order to build a relationship and trust with students, what is discussed in individual counseling remains confidential.***

What information needs to be told to parents, other helping-professionals and/or school officials?

SITUATIONS INVOLVING:

• Harm to self
• Harm to others
• Pregnancy
• Threats to school safety
• Information requested by a valid subpoena (Court System)

GUIDANCE CURRICULUM

The Guidance Curriculum component includes skill-based lessons and units designed to help all students in kindergarten through 12th grade develop competence in essential life skills.

INDIVIDUAL PLANNING

The Individual planning component is where students are guided in planning, monitoring, and managing their own educational, career, personal and social development. Each student is provided with necessary steps toward his/her established goals. 

Individual planning can be seen at Taft High School through senior conferences, junior conferences, and individual meetings with the counselor that focus on the student's personal education, career, and personal-social goals. 

SYSTEM SUPPORT

The System Support component describes management activities which assure the delivery of a high quality guidance program and services which indirectly benefit students by supporting other programs. 

System support at Taft High School can be seen through parent meetings, consultation with teachers, participation in campus-based school goals, and counselor professional development.