ASCA Based Comprehensive Counseling Program Model as an Influential Factor on Student Success

In order to provide a comprehensive school counseling program (CSCP) that meets the unique needs of Ocean Elementary School, the school counselor must understand the needs of the school. Therefore, conducting a needs assessment can help a new school counselor to evaluate the CSCP in order to plan, implement, and improve the effectiveness of the program (Astramovich & Coker, 2007). Additionally, utilizing the accountability bridge counseling program evaluation model, a continuous evaluation cycle helps to improve services based on stakeholder feedback, the needs of those served, and outcomes (Astramovich & Coker, 2007). Within this model, a needs assessment must be conducted in order to plan and develop services that address the needs of the students (Astramovich & Coker, 2007). Thus, by utilizing assessment questionnaires, the school counselor can gather information from the diverse population of students, parents, teachers, and administrator to determine how the CSCP can best support all students’ needs (American School Counselor Association [ASCA], 2012). Additionally, the use of other data, such as observations, standardized test scores, absentee rates, and student referrals can support the feedback received on the questionnaires. Based on the data, the school counselor can evaluate the school counseling program in order to improve the program in the domain areas of academic, social/emotional, and career development. Thus, within the accountability bridge counseling

My pursuit of becoming a School Counselor led me to apply to the School Counseling Master’s Program at University of Maryland, College Park. I am a former student at University of Maryland with a bachelor’s degree in Elementary Education. After graduating and teaching for two years in Prince George’s County Public Schools, I discovered my true passion lies not only in the classroom and students’ academics, but playing a pivotal role in the growth of their career, social, and personal development. Although I am no longer teaching full-time at the moment, my interaction with students from diverse backgrounds left an indelible responsibility to continue making a difference in our students. The objectives and mission of the School Counseling Master’s Program at University of Maryland can best help my goal of becoming an effective counselor and leader who is an agent of change to students and service the mental and emotional well-being of the younger generation.

ASCA National Model has Mindset and Behaviors guidelines for student success. These guidelines facilitate what a professional school counselor role is in schools, given 35 standards set forth as priorities. Professional school counselors have an important role in assisting students with their education as they focus on the 3 domains of the guidelines which enlist Academic, Career and Social/Emotional Development. This paper will focus on the areas a counselor needs to excel in, to show leadership and understanding of their profession. The areas include the following having a professional organization to belong to, clearly understanding ethical codes, ability to work with multicultural, GLBTQ students, importance of group work and career development.

From this twenty year counseling veteran I learned about a functioning guidance program, the role of the counselor, the amount of time she spends in various components of the program, how to foster a positive relationship with the teachers and faculty, ways to continue to develop professionally, and insight for a future career in school counseling. As I drove away from the school, I felt a mix of emotions such as, intimidation, excitement, and hopefulness to name a few. When I began to try to take in just how much is required and how many people rely on a school counselor it was intimidating. In my mind I began to wonder if it is possible for one person to be that much to that many people and still keep some kind of balance. As soon as the thought passed through my mind, I immediately heard the words of wisdom that had been shared with me, "don 't beat yourself up for not being able to be everything to everybody." I also reflected on how upbeat the counselor sounded when she talked about her role in helping students become "the best people

We learned the importance and how to manage our counseling program using data collection, assessments and reporting tools (AR1.2). Finally, the Accountability System includes results reports, impact over time, and performance standards. Data analysis, program results, and evaluation and improvement are all a focus for this component. This component helps the counselors justify programs of change to assistance student achievement. The ASCA National Model School supports the counselor in the implementation of the comprehensive program.

The ASCA National Model graphic is a registered trademark of the American School Counselor Association

After a brief introduction of Michele’s personal background and experiences of school counseling, when asked about the school districts comprehensive school guidance program being implemented or written at the district or school site, her immediate response was “No, over all the years I have been here there has never been something specifically written.” During the follow up interview, Michele additionally stated other school counselors she talked to, within the district and outside the district do not have written comprehensive program at the site. The reasoning behind this was the school’s foundational knowledge of knowing what is expected of the school counselors and not necessarily needed a district approved written documentation…..

The school counseling profession has evolved over time into a collaborative model. This collaborative model involves teachers, school administrators, parents, counselors, other school personal, and community stakeholders. The first guidance program was developed in 1895. In 1926 New York became the first state to require guidance workers to be certified; in 1929 New York became the first state to have full time guidance workers. In 1952 the American Personnel and Guidance Association (APGA) was established, now known as American Counseling Association (ACA). In 1952 The American School Counselor Association (ASCA) was established. In 1958 the National Defense Education Act was passed, which increased training and

The National Association for College Admissions Counseling (NACAC) identifies that school counselors play a crucial role in creating a college-going culture. However, with a national student-to-counselor ratio of 471:1 in public

A school counselor’s role is vital in many schools across America. Many students see their counselor, to work on any emotional stressors, academic changes and challenges. This may include, interventions, group therapy and changes in class schedule, but sometimes with all the implementations given, students do not succeed in school. Perhaps one needs to take a closer look at the programs being implemented and its success rate. In addition, a counselor should guide itself using the ASCA (American School Counselor Association) to provide evidence based practices in schools.

The goal of a school counseling program to help all students reach academic success by providing supportive services that addresses issues or concerns comprising of academic, career and social/personal development. School counselors are not only concerned with students who are succeeding and motivated to learn, they also aim at encouraging students who are at risk of failing or dropping out of school to continue striving for success and setting goals that encourage productive citizens in communities. In order to create a comprehensive school counseling program, one must first recognize their own assumptions, perceptions and stereotypes regarding students’ behaviors, values and beliefs. One should also have a willingness to accept and understand

School counseling programs are designed to serve the school as a whole. They serve the students as counselors, act as consultants to teachers, parents and administrators and coordinate activities to implement the developmental guidance program. However, in order to have an effective program they need to instill the qualities of Lencioni’s model into their interaction with the individuals they serve.

The university was able to keep 65% of students enrolled who wanted counseling services, but did not receive them (Wilson, 1997, p. 318). That adds up to be a loss of 35%, which is not sufficient by any means, but it means the school failed to adequately serve their students. As the sessions increased so did the number of students who continued to enroll or graduated 2 years later. The university saw 79% of students who received 1-7 sessions continue to pursue their education (Wilson, p. 318). In addition to those students who had received counseling services had a “14% retention advantage over their noncounseled counterparts”

When first applying to this program, I had a general idea of what school counseling was, but I never knew how many responsibilities a school counselor actually had. When I initially received my copy of the ASCA National Model, I was intimidated and unsure of what to expect. I soon learned that the ASCA National Model is a framework for school counseling programs and helps build a common understanding of what school counselors are responsible for. It consists of four components, foundation, management, delivery, and accountability, that make up the framework of the ASCA National Model and is based on the themes of systemic change, leadership, advocacy, and collaboration (ASCA, 2012). With that said, school counselors hold many more responsibilities than what they were once thought to. As a future school counselor, I now know that my duties go beyond simply helping students when they are experiencing a problem. I will be responsible for helping students achieve their academic, social/emotional, and career goals, which will ultimately help them become successful members of society. MORE????

Looking back, I now have higher expectations about the duties of a school counselor and acknowledge the areas in which the counseling department at my school lacked. Most notably being that I was never given any traditional form of counseling. Unfortunately, I think this is due to the this growing field having not yet obtained its identity of a counseling emphasis. I knew that I could go to my counselor for academic advisement, I was sure that I would get more assistance if I struggled with my classes, but I do not believe that my counselor took an active approach of inquiring about mental health. Instead the counseling department seemed focused on student’s only when grades were down.