Implementation Structural Components

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 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).

The role of a school counselor is an intriguing one because they do not work with a specific type of client. While they will always be working with young children or teenagers, the problems their clients come to them with can be so different from client to client. One session might be dealing with questions about career choices. Another might be about dealing with bullying. Some days a school counselor may even have to be there for a child who was a victim of sexual or physical abuse. It is because of this wide range of demands that a school counselor should be well-versed in many types of counseling theories.

A school counselor should have goals of being a leader in educational reform, being visible on school teams, and serving as a student and system advocate. School Counselors should provide a bridge between students, teachers, and

(GSCA Journal, 2011, p. 7). The school counselor can be seen assisting students with exploring educational goals, filling out college applications and on the converse, interacting with small children on a elementary school playground. School counselor are often individuals our kids turn to for help when there is trouble at home and school. The school counselor can offer guidance and assistance in all areas academic and personal.

School counselors collaborate with other school personnel such as teachers who will help implement guidance lessons in the classroom. As a school counselor it is important to keep the teachers motivated to help implement these programs. Resource teachers typically work the special education students, collaborating with resource teachers ensures that all students are included in the comprehensive program. The resource teacher can help provide alternative to working with students in an inclusive manner. The principles and assistance principles of the school typically serve on the advisory committee, they provide resources to the program, and help communicate the important of the counseling program. School psychologist are there to assist with mental health services, doing assessments, and working with the school counselor during crisis situations. School nurses provide health services to the students. They monitor student medications and note changes in students behavior or effectiveness of the medication. Secretaries are equally important in the collaborative model. Secretaries are typically the first person a parent will come in contact with when entering the school. They are the ones that create that first impression (Erford, 2015). Community agencies can provide additional support to students outside of

Roxy L.J. Elementary school counseling comprehensive program is important because it provides counselors and other support personnel a guide in making strategic planning decisions, creating new ideas and values towards program improvement, and implementing action plans that incorporate competencies that measure successful student outcomes. The needs assessment results overall demonstrates that students, teachers and parents involvement will greatly be beneficial in improving counseling services.

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

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.

School counselors use data to, “identify school counseling program goals; monitor student progress to close the achievement gap; assess and evaluate programs; demonstrate school counseling program effectiveness (Young, 2013).” The purpose of assessments are to identify and plan school counseling programs that align with the mission of schools. School counselors assist students individually to help with academic, personal/social or career concerns. One helps student establish goals as well as develop plans. School counselors conduct informal assessments by interviewing students to obtain information about their current problem or situation.

A guidance counselor has many aspects of their career. “School counselors help students develop academic and social skills to succeed in school” (School and Career). Helping the students figure out their problems with school work and with their peers,

They provide proactive leadership that engages all stakeholders in the delivery of programs and services to help the student achieve success in school. Professional school counselors align and work with the school’s mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21st century. This mission is accomplished through the design, development, implementation and evaluation of a comprehensive, developmental and systematic school-counseling program. I was grateful to speak with Mrs. Roskelley!

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????

School counselors do a variety of tasks to help students. They assist in the decision making process. These decisions affect the academic and personal lives of the students. Thus, counselors play an important role in students’ lives. Counselors work as part of a team with teachers, nurses, administrators, and other psychologists, sociologists or psychiatrists to resolve student 's learning and/or behavior problems. Counselors also evaluate the effectiveness of programs and procedures present in the school. School counselors work with all types and levels of schooling. This includes both private and public elementary schools, junior high schools, senior high schools, colleges, and universities. Student counseling in elementary education will be the main focus of this paper.

Counseling in schools includes a wide variety of activities and services. The following list will describe the services of a school-counseling program.  Individual Counseling- School counselors provide individual sessions for students to help with educational and personal concerns.  Group Counseling- Students help each other by working in small groups with leadership from the counselor. Students share ideas about issues such as problem solving, educational planning, and peer relationships.  Group