Conceptual Framework Guiding the Curriculum Basic assumptions underlying the conceptual framework of the University of Washington School Counselor Preparation Program overlap with the Philosophy section of Washington State Guidelines for Comprehensive Counseling and Guidance Programs. Four basic categories are used to organize the course work on page 3 of the basic document describing the University of Washington's School Counseling Specialization. These counselors use research-based knowledge when counseling students. School counselors are knowledgeable about and aware of the needs of diverse learners, including students with physical and mental disabilities, or experiences reflecting minority ethnic, racial, and cultural backgrounds. School counselors are knowledgeable about the principles of human development and they seek to facilitate the optimal development of all students.
School counselors assume that people construct their own meanings.
This assumption increases the likelihood that they will facilitate the growth and development of others by helping them articulate the meanings they have constructed. School counselors provide a safe and supportive environment for students so they can explore their fears and their most serious concerns. School counselors emphasize teamwork and collaboration within the school. They are aware that education and development must be facilitated by professionals and citizens working together on common goals. The documents that describe the coursework and the program of study are attached.