Planning And Implementation : The Relevant Data That Influenced The Selection Of Students

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

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.

At the beginning of the meeting, the leader encouraged the members to check-in, by letting everyone know how they felt and what they would like to talk about in the session. The purpose of this initial step was to gain information on each member’s emotions and the state of mind. It is an important part of the group counseling because it helps the group direct its attention to a specific issue and balance the members’ participation. Two members admitted they were tired, one of the participant was held up by car trouble, and only one student was ready to explore her fear and anxieties.

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 topic chosen for this particular group therapy was self-care amongst college students. I chose this particular population due to the fact that I am in college and understand the importance of taking care of one’s self. As a college student certain times in the semester can be overwhelming causing students to stress frantically. Handling responsibilities such as internships, deadlines, homework, and final projects can become tiresome for a student. With such a high demand work schedule, students forget about the importance of keeping up their self-care. As a result, students are left feeling physically, emotionally, and mentally drained. Moreover, the most appropriate type of group would be an educational group. An educational group works with individuals in a group session by teaching a set of specific skills and techniques that can be utilized in a person’s life. As the educational facilitator of this group, I was able to educate the members in my session with specific tactics that can be applied in their college career. In brief, the three most important tactics to promote self-care are, managing stress, socializing, and maintaining an adequate diet.

It will focus on a members cognitive, affective, and behavioral skills through a structured setting within and across meetings (Corey, et al., 2010, p.11). Sessions will be designed in a structured format and around different themes (Corey, et. al., 2010, p.11). Members will be allowed time to discuss and process various topics and interventions that will be covered. The group will be a closed group. The group will be announced through a brochure that will cover (1) disclosure statement, (2) statement of goals and purpose, (3) expectation for group participation, (4) policies for entering and exiting the the group, (5) rights and responsibilities of group members and the group leader, (6) disclosure to of information to others and documenting procedures, (7) group leader and members procedures for consultation, (8) education, (9) procedures and techniques to be used, (10) time parameters, (11) qualifications of group leader (Corey, et.al., 2010). The brochure will inform referring agencies and help avoid miscommunication of the group 's purpose. The brochure will be distributed to teachers, school counseling, school administrative staff, potential participants and parents.

With over 2600 students in grades 9-12, and a caseload of 400+, maintaining and developing socially, emotionally, and balanced students can be a challenge when student abilities do not always match the expectations of stakeholders. Though my school is diverse, socioeconomic status is a contributing factor when it comes to expectations, college admittance, and overall student success. Socioeconomic status increases stress because parents expect their child to get into a top university, and many are not open to a community college, even if that is what would be best for the student. For these reasons, I have identified stress and anxiety as the identified critical need. Of last year’s graduating class, 92% attended a college or university, with 63% of those attending a four-year institution. In addition, our school administered over 550 Advanced Placement (AP) exams to 10th–12th

Student stress levels are beginning to rise due to the increasing academic competition, which is the competition of high grades and being a well-rounded student in all aspects. High school students are beginning to involve themselves in more extracurriculars and service learning opportunities, and when added to the workload of assignments, projects, outside jobs, and any personal events happening, it can begin to overwhelm the student if they are unable to manage their time correctly. With an increase of constant stress, many physical and mental illnesses can be a result. Since mental illnesses are not being discussed in the education system, teachers often do not factor in any outside stressors that can be on a student throughout their school year. Without the consideration of the outside stressors teachers create lesson plans that would require students to accommodate their classes into their schedules in order to keep up with the academic competition. Students may have outside jobs on a daily basis and may not be able to manage the workload given by their teachers such as assignments that are due at a specific time. Although some teachers may be flexible and accommodate to students schedules, it may not accommodate to everyone’s which then leads to the problem of stress due to the inability to turn an assignment in on time or not finishing the assignment.

Lastly, I believe an area of concern of our Middle School students would include constant stress. I, however, have a proposal to this issue; perhaps planning more events. Having more events in which students participate in could relieve the stress school may cause. In order to discover what students may be interested in, several of the Peer Leading team and I could ask random students, and perform a survey. Having more exciting events could relieve students’ stress, and allow them to build new friendships.

A school counselor’s role is vital in many schools across America. Many students see their counselor, to work on any emotional stressors, academic changes and challenges. This may include, interventions, group therapy and changes in class schedule, but sometimes with all the implementations given, students do not succeed in school. Perhaps one needs to take a closer look at the programs being implemented and its success rate. In addition, a counselor should guide itself using the ASCA (American School Counselor Association) to provide evidence based practices in schools.

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

For students to be able to learn at their peak capacity, they need to be physically, emotionally, intellectually and spiritually well. Students who struggle are more likely to drop out of school, but by providing services for their anxiety, depression and relationship issues, we can help them manage these issues, focus on their academics and learn new ways to be in the world

It seems that many high school students in America are feeling increasingly anxious and distracted. Between getting the right grades to making time with friends, some feel more stressed than ever before. Often, I hear and see the effects that stress has on students, especially those who are enrolled in upper level programs like Advanced Placement (AP) or International Baccalaureate (IB). The fact is that mental illnesses are becoming a bigger occurrence each day in high schools all across the country. Between academics, family, friends, sports, and other commitments, it is becoming more and more difficult for students to balance everything in their lives. Of course, there are those who don’t have the best coping skills, and some develop suicidal

This is an article that specifically looks at anxiety in the school setting for adolescents. This article starts off with a story of a girl named Samantha. Samantha is a fourteen year old student that has test taking anxiety. She feels sweaty and would see the nurse daily because of her anxiousness. The article talks about the case of Samantha being common with many students in school. The article then goes into the different characteristics such as worry. Anxiety can manifest in three different ways: behaviorally, physiologically, and cognitively. Many different behaviors that children exhibit because of anxiety are reflected their attempts to control their anxiety. When discussing anxiety, there are different causes of anxiety and

In high school, students face and have to overcome many adversities in their four short years of high school. This is the time where teenagers find who they are and set their sights on their futures. If they