ASCA National Model Analysis

the student exhibits social, emotional or behavioral functioning that so departs from generally accepted, age appropriate ethnic or cultural norms that it adversely affects a child 's academic progress, social relationships, personal adjustment, classroom adjustment, self-care or vocational skills; (2) the behaviors are severe, chronic, and frequent, occur at school and at

Through my work in counseling, I will aspire to be respectful of and sensitive to my client’s developmental needs and therapeutic goals. It is imperative for counselors to recognize that the counseling process can be intimidating for many clients. I will draw from a variety of

Intervention: MHS reviewed the previous session. MHS discussed with client about her disrespectful behavior at school. The client’s teacher reported the client has not been doing her work and she has been being very disrespect to adults at school. MHS explained to the client that she will have to learn how to have respect adult at home and at school. MHS discussed listening and obeying and following the rules without any negative behaviors like talking back to teachers and school workers. MHS explained how people don't like to be around rude and disrespectful children and her behavior can be affecting her grades

2. What should a therapist be aware of when taking note of a clients manner and content of talk?

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.

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

By assuming two professional roles with his students the professor is clearly engaged in multiple relationships (3.5, American Psychological Association, 2002). The students are at risk of being exploited by their professor. The professor has knowledge of his student’s deepest thoughts, emotions, and personal experiences. This personal information can be used to manipulate the student’s behavior in a classroom setting (3.8, American Psychological Association, 2002). If the professor is aware of a student’s fear of public speaking the professor can possibly use this information to punish the student. The students may also feel that their therapy session influences the outcome of their psychology class. The students may feel that they received a bad grade or a good grade because of the outcome of their therapy session. This creates pressure for the students to regulate their therapy session in accordance to what they think will affect their grade in class. This can lead to a lack of willingness to share

The American School Counselor Association (ASCA) is the division of the American Counseling Association (ACA) that supports the development of professional school counselors. It published the ASCA National Model (2012), which provides a framework for a comprehensive school counseling program that includes four quadrants: Foundation, Delivery, Management, and Accountability. The National Model also offers a detailed account of the role, function, and competencies of professional school counselors. It specifically addresses how the proper use of professional school counselors and implementation of a comprehensive school counseling program can enhance the education of the whole student at the elementary, middle, or high school level (ASCA,

First and foremost the ASCA National Crosswalking Tool have sections that primarily focuses on the key components of an exemplary school counselor performance and accountability model for structuring a comprehensive guidance program. The ASCA National Model Crosswalking Tools can be used to develop the appropriate scope and sequence for a guidance curriculum.When implementing this tool correctly in a school system, there are major influences that can be utilized in helping students. In the paragraphs below I will describe key points of how it will improve student learning, foster student development of career awareness, and students will acquire self

Section A addresses the counseling relationship. This section addresses how the client and counselor should have a healthy relationship, boundaries and respect (American Counseling Association, 2014).

Indicated a need for social skills training, counseling services or some types of supports in the school to provide more help with student’s behaviors and emotional needs.

Although professional standards were promoted throughout the 20th century in a wide range of settings (Centore & Milacci, 2008), it has only within the last quarter century or so that the counseling profession established a formal entity called the Council for Accreditation of Counseling and Related Educational Programs (CACREP) in 1981 for this purpose (Adams, 2006). A year later, the National Board for Certified Counselors, Inc. and Affiliates (NBCC) was established in 1982 to provide accreditation standards for counselor education as well as a method of assessing educational knowledge (Adams, 2006). In this regard, Juhnke (2009) reports that, "The NBCC was established through the American Counseling Association (ACA) in 1982. The reason for NBCC's original existence

This week’s meetings with both of my mentees was a bittersweet moment. I feel like both of my mentees have grown throughout the semester and I am glad to be there to see them grow. This week’s topic was about self-care and meeting with an advisor. I was very confident presenting the materials in both of my meetings because I have already done these topics before. Even though, I have already gone over the materials for both topics before, I still had to prepare the different kinds of questions I am going to ask my mentees. Since, they have different concentrations in Psychology.

One behavior that was not helpful or I could improve on was asking more direct open questions to help clarify what the client actually said in order for me to reflect or paraphrase more accurately. Another behavior or response that could have been to develop a specific treatment plan. This response would have been helpful in order in order to establish goals or objectives along with strategies in order for the client to overcome their issue. Collaborating to create a plan for treatment could have been an effective tool me and the client created in order to help them reach success. Another non-helpful behavior I could improve on is addressing the difficult material and information in the session. As the counselor I could have improved on facilitating

Oregon, a 10th grade female Nigerian student has transferred to a new school and is displaying problems adapting to her new environment. Oregon and her family have been living in the United States in the same community for the last five years, and have recently relocated to better community. Oregon feels lost, confused and even scared when she tries to interact with students in her new school. Oregon lacks confidence and feels because of her background she is not worthy to be in the children social circle. She has become recluse in school and at home. She has expressed her problems to her parents and asked if she could speak with the school counselor to seek help. Since her parents are also concerned with her well-being they have requested the school counselor to speak with her. Oregon is usually a vibrant adolescent and enjoys learning and going to school. At her old school she had no problems making friends and adapting to learning in the United States. Her parents are concerned that Oregon is not adjusting because she is not willing to join any school activities and her grades are average. Her family values education and would like for Oregon to take advantage of the educational opportunities in the community. The school counselor in Oregon school has lived in