Comprehensive Counseling Model

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

The ASCA National Model supports the significance for accountability by including it as one of the crucial elements which offer structure and framework for the school counselor and counseling program (ASCA, 2005). The element of accountability, under the ASCA National Model, includes the program audit, school counselor performance evaluation, and results reports. Examining the data acquired through these forces permits counselors to assess the efficiency of the program. Achievement data, attainment or access data, and school culture and climate data are the three types of data that is most widely used in a school counseling

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…..

But do these students benefit? That is the central question this study is revolving around. Is having a comprehensive school counseling program, based on the ASCA national model, a benefit to students? Now, with the pressure of accountability and the need to prove their worth to the administration, do school counselors who use the ASCA model report greater student success than those who do not use a comprehensive model? Lapan, Gysbers, & Sun (1997) update references to no more than 5-8 years old if possibledeveloped three main goals to evaluate the Missouri Comprehensive Guidance Program (MCGP) and those three goals will be used in this study to discover if students are benefiting from a program based on the ASCA model. Those three goals are: (a) examine student achievement to determine if it is increased in schools that use a more fully implemented program based on the ASCA model, (b) examine if the comprehensive program is reaching all students

In the proposal I will be outlining is Scenario C working as a counselor in a High School to assess students for learning difficulties, behavioral problems and assisting with career planning. In this proposal I will be summarizing the development for proposing assessment tools for student within the High School (Age 12-18 years old). Within the proposal I will be speaking towards the potential behavior/language concerns and how the budget would reflect each student. Other considerations within the proposal will be discussing scheduling, staffing and requirements for chosen assessment tools with a key focus on each assessment tool and their specific reasoning’s for their integration within the school system.

The new School Counselors do look at grades and analyze the reason a student is failing. They will collaborate with teachers to obtain information on failing grades. They may assist the teacher in putting together tutorial programs for children experiencing difficulties in learning or academic areas. For example, according to the Indiana State School District School Counseling Model (Culhan, 2010), the purpose and use of data is very important to the value of good sound practice in school counseling. When performed properly, the school counseling programs will provide effective use of data and find where students can improve in learning. Culhan (2010) stated, “Evaluations also may include a school wide measure, which invests all individuals in the success of the school’s students. This measure is designed to be something that everyone can contribute to, regardless of grade level or subject matter. The school wide measure (in the RISE sample) is aligned to the accountability model. For elementary and middle school, this measure includes school wide achievement and growth on the ISTEP+. For high school, this measure includes English 10 and Algebra I ECA performance and improvement, college and career readiness, and the graduation rate.” Thus, there are certain types of elements of data that must be collected to

In 1996 across the state of Texas the Texas Evaluation Model for Professional School Counselors (TEMPSCO) was implemented. This serves as a form of regular analysis of an all school counselors. It is also pertinent for counselors teaching grades Pre-School -12th grades. It is documented on The School Guidance and Counseling Job Evaluation Form.

The second issue to address for Mark would be his birth order. He was the youngest in a family of nine children. This made him very impressionable to the behaviors of older siblings who would have taken on the care taker role. Mark stated in an interview, “'there was always a voice in my head telling me I was going to end up in jail. Three of my brothers had done time. My sister went to prison so many times I lost count” (Wilde, 2009). It was these influences that lead him to try drugs for the first time at the age of 10.

Assume that you have attended a professional development training as it pertains to performance-based assessments. Create an informational newsletter to distribute among colleagues in an early learning center focusing on performance-based assessments. Make the following points below are addressed.

I completely agree with this statement. In my internships, it was apparent how easily a classroom of students can go off task. It is much easier to set up your expectations the very first time you step foot into a classroom, maintaining consistency, and as time goes by; accomplish lessons in a more timely, efficient manner. Students seem to behave better if they know what the expectations are from the start.

School counselors provide a number of services to the school and the student’s. School counselors act as an important member of the education team. In this project the school counselor acted as a member of the Child Study Team. The school counselor along with the Child Study Team gathered important information that would benefit Sydney in finding out what is hindering him to learn academically. The information was shared with the stakeholders and an intervention plan was put in place. The school counselor works as an advocate for the students and making sure that all students have equal opportunity to

and describe (50+ words) the respective theory in the far left column. (2) Under the Intent

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.

Ellis initially illustrated the REBT theory counseling model with the ABC framework. The A component is the relationship between activating events. The B component is the client’s beliefs about A which cause C component. Furthermore, the B component is the client’s irrational beliefs about A. Next, C is the cognitive, emotional or behavioral consequences of the client’s beliefs and consequences of A. The framework has been expanded to include D, E, and F components. Disputing is the D component of the ABC (DEF) framework. Moreover, the D component disputes the irrational beliefs about B. Next, the E component is more effective ways to think, feel, and behave that result from more reasonable thinking about the

As a counselor in my building, I will be in charge of standardized testing. To help prepare for this, I am attending a testing coordinators meeting this November. Since I am still a classroom teacher this is a magnificent opportunity. I will have to become familiar with procedures and protocol, for the state and nationally mandated test. Not only how to administer, but also how to interpret the outcome data. This data will indicate what student needs remediation, and the type of help they need. I will also be responsible for understanding the ASCA student competencies, mindsets, and behaviors. This will enable me to determine strategies for us to help my student achieve academic, career, and social and emotional proficiency.