Guidance and Counseling Program Needs

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.

My philosophy of school counseling includes building relationships with students all of backgrounds, having enthusiasm to help students, advocating for students' success, and collaborating with parents and other school professionals.

The relationship between having a counseling program based on the ASCA national model and overall student success is examined. Three main goals of this study are to: (a) examine student achievement as measured by . . . . 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 regardless of gender, race/ethnicity, social-economic status (SES), etc. and (c) examine if there is a link between positive school climate and a more fully implemented program based on the ASCA model.well stated -

It is not often that a school counselor takes the lead on so many projects, movements, and endeavors. Along with constantly furthering her professional development by seeking out discussions, conferences, and workshops to benefit kids, she is shaping and developing the next batch of school counselors as an Adjunct Professor at Bowling Green State University, all while attaining her administrative certificate so she can pursue a principalship in the future. I’ve witnessed countless classroom guidance lessons along with career and job exploration programming that aligns with Ohio

In determining schools effective counseling practices, school counselors have a responsibility in showing that their programs are effective. A needs assessment will determine what works and which areas need improvement. Measuring results is crucial in determining success from failure. Evaluating counseling programs holds counselors accountable and allows them to do their work effectively.

Guidance programs are an important part of today’s schools. They have many different jobs to do in regard to the wellbeing of each student with in the school. I believe the most important job of the guidance programs are for the counselors to focus on the special needs of the students in the middle school. There are so many aspects of a middle schooler’s life that can affect them negatively it is important advisors understand what issues are impacting particular students and act appropriately. We know that middle school students face physical, psychosocial, and cognitive developmental issues but they also have problems related to peerpressure, health, substance abuse, violence, at risk situations, and etc. If counselors are in tuned to the

School counseling began its journey rooted in vocational and guidance counseling, eventually shifting to a mental health counseling program followed by developmental guidance focused on prevention. Comprehensive Competency Based School Counseling Guidance Programs (CCBSCGP) aims to integrate its predecessors’ components into a complete program concerned with every aspect of a student’s education. Successful implementation of CCBSCGP’s ideals mandates counselors serve in a leadership capacity.

Through individual or group counseling, I plan to focus on improving academic and social skills, as well as educating about healthy relationships, healthy lifestyles, and preparing students to be confident citizens in and outside of school. My strong interpersonal and communication skills will help me gain an understanding of the students’ struggles and will allow me to apply the appropriate counseling approach learned through graduate studies to support the student and work together to find a solution to the problem. It is very important for students to have a school counselor they can relate to and I firmly believe that I have that to offer based on my own personal, work, and academic

Every since I entered the workforce as a high school graduate, my experience has allowed me the opportunity to work with young people in underserved communities, while making positive contributions in the fields of non-profit and education. When I began my career as an educator in a Title I school, my passion for creating and ensuring a safe learning environment for all students, while promoting their success through academic, career, and social/personal development, has lead me to pursue a career as a professional school counselor. As a teacher, I know that our students are facing challenges both at school and home that hinder them from meeting rigorous academic standards. I believe that pursuing a career in school counseling is critical

The role of a school counselor has taken on numerous descriptions in the last decade. Although the American School Counselor Association (ASCA) and Texas Education Code (TEC) provide the basic roles and responsibilities of school counselors, every school district and even campus has modified that description to fit the needs of the campus. Every administrator, teacher, student, and counselor may provide a different explanation of the role that counselors play in education. Regardless of the role description or explanations provided by counselors themselves, the primary focus of a school counselor is to “fully develop each student’s academic, career, personal, and social abilities” (Tex. Educ. Code § 33.006).

According to the American School Counselor Association (ASCA), “Today's school counselors are vital members of the education team. They help all students in the areas of academic achievement, personal/social development and career development, ensuring today's students become the productive, well-adjusted adults of tomorrow” (2017). The definition of a school counselor has changed throughout the years. There has been a shift from guidance/vocational counseling to a more well-rounded approach. Moving from guidance to counseling, means different job duties and educational obstacles. Not only do the job responsibilities include career development, social/emotional development, and academic achievement; included in this change is focus on student’s mental health. With the advancement of this career to the mental health field, comes with educating stakeholders on the difference. One way to do this is by producing evidence that counseling techniques work in a language that most stakeholders understand: academics.

Determining the needs of the students can be a challenge. A starting point to establishing those needs is to gather information from parents, teachers, and most importantly the students. To assess the desires and needs provided by the school counseling program at Grape Creek High School, a survey was conducted. The survey, as shown in the Appendix, was made up of scaled questions and statements for students to rate various areas of the counseling program.

A school counselor guidance lesson can have a positive impact on students it is important to understand what issues exist in the school and to follow the American Counselor Association National Model when creating lesson plans. The lessons plans presented are three different ones including harassment, attitude, and stereotyping. Each of them are to help gain respect for the student themselves and his or her classmates and acquaintances.

According to Erford (2003), the transformative roles of school counselors were leaders, advocates, collaborators, counselors and coordinators and data utilizers. Likewise, Kuhn (2004) explained that better understanding of the roles of guidance counselors diminished some of the misconceptions and confusions of the

This research study deals primarily with the assessment of the Guidance Program, more specifically, of the High School Guidance Office. Furthermore, this study will include 139 respondents who will answer a well-prepared set of questionnaires for the different components of the study that will measure the following: level of awareness of students of its programs, availability of guidance counselor, effectiveness of the Testing Program, effectiveness of the Career Guidance Program, conduciveness of the Guidance Office, accessibility of the Guidance Office, and attainment of its objectives. The questionnaire will be distributed by the research group itself.