chapter 6, blog5, delivery systems. Confused yet?

 This chapter included so much information I wanted to blog about the two things that really jumped out to me:

Prescriptive vs nonprescriptive delivery models.

Last week while talking about the progress we were making on our interviews, Angela was describing one particular experience where the counselor was saying how their program was following the model, when really it was not. It seemed that a few people I had talked to were having this experience as well. How awkward a thing to have someone who a) has been implementing things that do not follow the model or b) have never used the model and have no real system for collecting data or supporting their claims as “helping the students via this programming” all while we, the interviewer, know that these nonprescriptive delivery modes are not as comprehensive as prescriptive delivery models. Some, I'm sure would argue against this. However, I would be curious to ask these individuals how then can they assure me that it is their program that is making the difference in student X's performance over some other random variable. If I have learned nothing else about myself during these last three years it is this- not having rules and regulations as my guidelines STRESSES ME OUT. I never realized how much I enjoy knowing what rules I have to follow to “prove” (I know we are never to use this) something. I think that working in a district where a nonprescriptive delivery mode is used would be my undoing. Try as I may- I am not the most organized cat on the block, and structure helps me to be more successful. This is not to say that I love structure and only that- but specifically for the purposes of school counseling, having a list of do's and dont's sounds perfectly a-ok with me!

I really found myself agreeing with Myrick’s model. I was especially drawn to the peer facilitation portion of the model. I am a Vygotskyian follower all the way, because I am a peer learner. I think many would agree as this proposed idea that we learn best from our fellow learner would not be so supported if there were not truth behind it. I would like to utilize this portion of Myrick’s peer facilitation model during practicum. At a special education conference last year, I heard a speaker from a neighboring district who implemented a fully student to student, positive peer role model program. He used all students from one grade based on an interest survey, and had a student camera man videotape his fellow actors/actresses modeling appropriate school behavior. Everything from walking in the hallway to reporting a situation where one is being bullied or made to feel uncomfortable to playground etiquette. The school psychologist also made sure to have the students’ model ways to include someone that is being excluded. The school psychologist presented a boat-load of data because this program had and continues to be that successful. I really believe that it is because it was student filmed, produced, and presented at an assembly.

There was a lot of really good information in this chapter. I usually only ever rent my text books initially and then buy them in a year or so if I really liked them, but I happen to get this book on sale for 10$. With all of the information that is being presented, I know that this will not be the only time I read this book, as well as this being one of the best 10$ purchases I’ve made yet! I am so glad this is our textbook this year. It is very relateable and I feel it will serve as a resource for years to come.


Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive School Counseling Programs.
            (2nd ed.). New York: Pearson, Inc.