Bearcat Buddy Team: A Case Study

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.

The Comprehensive School Counseling Program Notebook which follows the ASCA National Model third edition was created in School Counseling Programs. This notebook is divided into four components as directed by the comprehensive school counseling program: foundation, delivery, management, and accountability. The Foundation section includes my core beliefs, my vision, my mission, rationale, description, and goals of the program at Mountain Home Junior School. Delivery, Management, and Accountability (AR 1.2).

In respect to these characteristics of a psychological sense of community, students could coordinate between first year and second year students to establish a mentoring relationships for those that would like to obtain their LPC, Licensed Professional Counselor. The students who are new to the program would be able to contact the volunteer second year students who are working towards their LPC, in an effort to gain information and receive advice about classes that they should take that would qualify for the requirements of the LPC. Perhaps, at the beginning of each semester those who are second year students could hold a question and answer session for incoming students interested in taking the LPC track. This first meeting would allow students to develop a relationship and emotional connection with those who are second years. Questions that the students may have would be answered and the intervention would serve as informal advising.

In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.

The district created a new position, Graduation Coach, at semester to work with seniors who were in danger of not graduating. She was responsible for being a liaison between the student and their teachers. She kept up with grades, and met with the students daily to keep them on track to graduation. The Alternative Learning Environment provides a an extra support system for students who are not successful in the regular classroom environment. They receive all instruction, from district teachers, in one location. The number of students allowed to participate in the program is limited, to ensure the students receive the attention they require.

This position reports to the Program Director for the Center for Academic Success and is responsible for coordinating all aspects of the undergraduate peer tutor program on all campuses to

3. You feel good about their positive impact on others and the good they do for the Bluebs team.

School counselors have a key role in advocating for academic success for each student in the school. The advocacy makes the counselors have a leadership role in encouraging and promoting school reforms. The advocacy efforts of school counselors aim to eliminate obstacles preventing the development of students and to create chances for all students to learn. It also aims to ensure students have access to the school curriculum that fits their needs. School counselors collaborate with other people within and outside the school to assist students meet their learning needs. In addition, advocacy promotes positive and systematic change in schools (Trusty & Brown, 2005).

I spoke with Kathy Demeyere this morning and she understood that we do not provide Scope Buddy because this is not the product that we sell to customer. Also, she confirmed that they have the 4 water bottle caps that we sent to them back on January. At this time, the customer has all that they need. Kathy will discuss with Susan later

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.

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Collaborations are present in learning communities and first year experience programs, but school leaders have to move beyond the norms and work seemingly together to create an environment of success for the students. First year experience programs are prominent on many university campuses but are optional on others. However, these departments utilize career placement counselors, academic advisors, testing coordinators, mentoring options, and academic success centers to increase the likelihood of students progressing from freshman year through graduation.

Last school year, three of my peers and I decided that our high school needed a peer-tutoring club, so the last few months of my junior year and the first few weeks of my senior year were dedicated to starting this organization. We organized the structure and goals of the club, and presented our ideas to the administrators. Once we got our approval, we immediately began planning lessons. Two days a week we meet with groups of students that come to us for help on improving their ACT scores or general grades. Our service is open to any and every student. We have tutored students in dual-enrollment courses and in standard academic classes.

In schools all over the world today, School Counselors are crucial to assisting students, parents, school administrations, and the community. I believe that creating an effective counseling program that supports the counselors’ role in education will foster a close interaction between students and counselor to achieve success in their personal/social lives, academic achievements, and college readiness careers.