AbstractThis paper analyzes school counselors delivering a program in which enhances the actions of sequential curriculum of all grades. It will display the different values and perspective of paradigms. The required result is for all students to meet or surpass those academics standings. When we look at these sets of beliefs, it creates a cohesive community such as school structures for good and bad as well as strengths and weaknesses.Synopsis of Counseling Guidance counseling was something that was developed around the 1890’s to the twentieth century. It can too be traced back to the ancient Greek and Roman times, but to stay close to our research, we will begin to look at the 1890s to present times. It was raised around the time of the social reform movement due to the widespread use of child labor that outraged many. According to State University (2017) one of the concerns was, guiding people into the workforce to become productive members of society. The social and political reformer Frank Parsons is often credited with being the father of the vocational guidance movement. By the 1960s, there was the appropriation known as the National Defense Education Act (NDEA), which had resulted in the beginning of providing aid to education in the United States at all levels, public and private. This would lead to the start of funding schools to help educate the children and it had began the start of fundings to begin training guidance counselors to assist the children to construct a future. The indicated sets of beliefs, or appropriation, of counseling throughout history are a set created in which its values can be established as the norms or our habits of action. According to ‘Out of Our Minds: Learning to be Creative (Robinson, Ken 2011), the curriculum as well as the assessment are ways for the teacher to see how we develop and how these all have an effect upon us. Through these values, we manage to create a social construction. These values that were created for us by us have a different set of rules as well as ways that they function. It can as well display the ability in which a skill that can be learned is either grasped or gathered at any given context or situation. We can begin to connect this through the means of persuasion.The study will focusing on the students of the grade level 9-12 in high school. It will begin to focus on how the developmental psychological approaches to counseling how are the students grades are connected to their instructors, which will result to how much information they are obtaining in comparison between two methods of studies. Second, we will look at the method of social approaches to counseling. This can show us what will begin to happen in the result of commencing the study as well as viewing other educational facilities attempting this matter. Lastly, we will be observing as well the socialization approaches to counseling, which will array the communications between counselors and their fellow staff into how they can better enhance the students guidance towards a cohesive community. Developmental Psychological Approaches to CounselingIn 2001, Lapan, Gysbers & Petroski studied the effects of how counseling impacted the students’ lives. It was done as well to see if the programs that had been placed had any form of influence amongst the students grades as well as their connections with instructors and how they feel about the lecturers. The authors would then observe how the students in these schools felt about the importance of their education which will help guide them towards their future. When we work with students, the essential role of a guidance counselor is to help drive them towards the path of success. What people do not understand is that, in order for this to happen, we need to collaborate with others in order for this to be successful. The overall goal as a result will help provide leadership to the students, advocacy, collaboration and a systematic change that will overlap as school counselors begin to engage in promoting that systematic change. The only problem with this is that the person who runs the school, will not always meet eye to eye with the counselors set goals. The administration believes that they need to have a required set of knowledge of education to help structure rather than making it a clinical environment.This is the main reason that some counselors step down from their positions because they believe that they need to respond to students’ needs with an individual, in groups as well as a classroom approach. It is because they separate their work into three different categories. One being to focus on the student’s career, then trying to figure out where they stand as an individual in their academics in order to sustain this set goal and their social development. Method of Social Approaches to CounselingWhen observing the students in their classrooms, the main focus now draws the attention to how we would deliver the program. What we will be using amongst a set of students in one classroom, which will be known as Group A, is the traditional school counseling style. Their focal point seems to be focused on those students that are college bound and the students whom are struggling known as crisis students. On the other hand, we observe the another set of students, which will then be labeled as Group B, in another classroom as competency-based education school counselors providing a range of services. This style of counseling will observe if there is an enhancement in the style of learning. Through this study, we will learn how each method of social approaches to counseling will help better enhance the progression of each students or deliver a static result. When we observe Group A, the traditional school counseling style, the implication that was drawn was that there was not many students receiving the aid of a counselor. It would be a select set of students that would be picked individually to help guide them to the right path and then would be placed back into the same environment after the discussion. We can also observe that the students would either adjust to the problem or they would continue to struggle with their challenges. We can observe this as well through other studies such as Newgent, Higgins, Belk, Behrend, and Dunbar that indeed, school-based counselors who choose to utilize more traditional programming would be able to provide these services to a broader range of students, consistent with the ASCA Model (ASCA, 2005), and not limit it to a select group of students targeted for a specific issue. Rather than having the focal point of all students should feel as though they are learning at the same pace, it is an individual focal point to certain students that are aided to seek help or are pushed to higher academic curriculum that will cause them to surpass others. Meanwhile in Group B, the competency-based education school we can observed that the counselors are providing a wide range of services. These range of services include speaking not only with the students but with the staff as well. With this set of services, the counselors are able to become successful in aiding in the students growth. This can be seen done in a school based in Connecticut, where their school counselor focuses on instilling resilience, coping skills and actualizing the student’s potential for growth. The shift in thinking and practice requires embracing a new vision of school counseling with a strong emphasis on leadership, advocacy and support for high levels of student achievement (Education Trust, 1997). We can learn that this school has done this style of counseling and have became successful in pushing the students to their fullest potentials. There is no sense of individualism or rather than everyone working together as a group rather than just targeting individuals and assessing their needs and reporting back to the teachers who will as well assess the situation in a different manner. To review, the approach that had best suited the students was seen through Group B. The counselors are providing a wide range of services. These services are the means of communication with one another. Rather than trying to talk to the student individually to assess their progress, they are as well including the teachers in order to figure out a way that would work for the student as well as other students that could possibly be struggling and connect one another as one. We can as well note that when it is difficult for school counselors to be directing students one by one. What seems to work, according to this study, is that there is some form of classroom guidance. It works well because the lessons are focused on teaching related to the social, academic and career area. Guidance curriculum aids in the students being able to focus within their academic areas and helps both teachers and counselors identify the goals that need to be set and made as well as the objectives.Socialization Outreach Approaches to Counseling Competency-based education school counselors help circulate the information that is distributed between both the counselors and their administration and fellow staff that can better enhance how they can better guide the students. The indicated will result towards a cohesive community between one another and being able to figure what needs to be done. The counselors need to begin consulting with can include the teacher as well as the administrator. Here the goal of this consultation will result in better understanding the students needs and elaborating into a plan that will better adhere to the student as well as the others in the classroom.The teachers will as well be able to communicate with the counselors into understanding the students behavior so that there is a way for them to reach out to both the student and the caregiver. To also better incorporate the guidance counselor into the lives of both the teacher and student, they can as well engage in the students activities to better help implement new programs that will draw the students into engaging more with future goals in life. Since this study is mainly focused on students that are from the grades 9-12 it is best to begin this request of enhancing the students curriculum as a competency-based education school. School counselors as well should as well reach out to the families of the students in particular because they are what influences and pushes the students to strive for the best that they can attain. These outreach programs can involve trying to communicate with possibly colleges to see if they can help students begin a college-now program to achieve college credits while still in high-school. Amidst these programs, they will provide opportunities for students to expand their interest in their academics. Through these programs we as counselors along with the administration and faculty will be able to transcend towards an established relationship with their community. The indicated will be able to as well reflect a more positive and strengthening community since counselors are what holds the school together; they are able to change the minds of the community to bring a brighter outlook that the environment that their children are in, is a place in which the problems that are not focused on are being taken care of. They will continue to play an essential part of supporting and advocating for these students and provide through every measure the needs of the students to drive them towards a successful future.Conclusion Through this analysis, the study of counseling is to help in aid and support the students. We have reviewed that one needs to begin consulting with others in order to help assist the students. Rather than talking individually, trying to find an elaborate manner in helping guide the students in the right direction. Although, the role of a school counselor once focused mainly on aiding those who are college-bound students as well as students who are struggling, also known as crisis students, what seems to work is competency-based education school counseling style. This is because it helps implement a wide range of services that provides sequential and competency based learning. It is an approach that allows for the students to feel that they have mastered a skill at their own pace regardless of the environment that they are in.