This literature review establishes a K-8 comprehensive developmental school counseling program. This program is rooted in the ASCA National Model, emphasizing the Organizational Framework and Accountability Elements from Gysbers and Henderson (2006). This program is based on the theoretical foundations of Developmental Counseling and Therapy (DCT) (Ivey,Ivey, Myers, Sweeney, 2005). Elementary and middle school students are in a unique developmental period of their lives, requiring specific and planned interventions. Counselors not having a focused developmental framework can potentially cause ethical issues such as “grab-bagging” for theoretical interventions on the spot, calling it eclecticism. Furthermore, counselors may not have any plan or theoretical intervention at all. Although many school counselors are aware of the need for more developmental programming, most are unsure of how to put it into practice (Paisley, Peace, 1995). For these reasons, integrating DCT with the ASCA National Model will fully address both the comprehensive and developmental nature of the K-8 school counseling program.
Keywords: comprehensive, developmental, middle school, counseling program, DCT, ASCA, ethical issues, accountability, organizational, framework, K-8