The ASCA National Model Of School Counseling

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

School Counselors strive to make each student feel that there is someone in the school who knows and cares about them. Above all else school counselors are advocates for students, by acting as a resource for all students, course selection, and administration of guidance program for the student. Their goal is to help students overcome problems that impede learning and to assist them in making educational, occupational and life plans that hold promise for their personal fulfillment as mature, responsible men and women. Academic success is essential to the educational process, but it is not the only area students can excel in. A counselor’s work closely with both students and their families

In conclusion as I mentioned before counselors must remain confidential in all aspects of their job including testing and assessment. The ASCA and ACA provide codes of ethics to follow. Counselors should follow these code of ethics to prevent misuse of test, releasing client information and many more. Now that we live in an era where technology is advanced school counselors must be mindful to ensure that their clients information will remain confidential. There are numerous of assessments that require proper training before administering. Counselors must be competent in an assessment before they can administer it. It is up to counselor to determine of they are competent enough to administer a test but there are sources that can help a counselor

We learned the importance and how to manage our counseling program using data collection, assessments and reporting tools (AR1.2). Finally, the Accountability System includes results reports, impact over time, and performance standards. Data analysis, program results, and evaluation and improvement are all a focus for this component. This component helps the counselors justify programs of change to assistance student achievement. The ASCA National Model School supports the counselor in the implementation of the comprehensive program.

School counselor is a continuous learning profession; whether it is the profession itself, or society that continues to change, or government prioritizing different matters within the school systems. The key to be a successful school counselor within the school is through research. Finding out what’s different about this year’s population, students interest, what is the most effective way to provide information to students. These are just a few reasons of why research is valuable and important to conduct throughout the course of one’s school counseling profession. There are different types of research one could utilize, and with all the research found it is important that a counselor has the necessary skills

For this assignment I reached out to an instructor at Lakeland College who is also a professional school counselor named Wendy Falk. Wendy was happy to complete an interview with me and provided information about herself including what assessments she uses, her theoretical orientation, and why these assessments are used. Wendy also spoke about her school counseling position, a difficult case she was presented with, and her opinion on the use of assessments. Additional research was conducted to learn more about the assessments she discussed.

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.

Additionally, research has been done that examines the perceptions of school counselor effectiveness, as well as the usefulness of available supervision (Borders & Usher, 1992; Henderson & Lampe, 1992). During a school counseling master’s education program, there is ample supervision, both on-site and through the university, during the practicum and internship field experiences (Peterson & Deuschle, 2006; Studer & Oberman, 2006). However, it has been noted that clinical supervision of school counselors post-graduation has not been utilized in the most effective way (Linton & Deuschle, 2006). Several studies have examined the reason behind the lack of effective supervision within a school setting. Some researchers suggest that there is incongruence between the daily tasks of school counselors and models of clinical supervision most often utilized (Luke, Ellis, & Bernard, 2011). There also appears to be limited research on whether school counselor directors are being provided “best practices” methods of formal education and training for their positions.

The importance of this standard is to acquire feedback from fellow constituents in order to evaluate the school counselor’s performance. This is beneficial to counselors in terms of promoting personal growth and overall success. Evaluations are also a collaborative effort pertaining to the administrator and interim site school counselor. Evaluations provide insight and the ability to analyze each counselor’s results for clarification and the capability to assess each counselor’s skills.

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.

Many measures have been put in place to ensure students have equal access to tests, regardless of multicultural concerns, there still remains a gap in student learning. School counselors communicate results with students, parents and teachers, they also collaborate to develop individual student plans to aid in helping students meet academic requirements. School counselors evaluate tests to ensure fairness and to avoid bias decisions. The goal of the school counselor is to help students make decisions and solve problems. When utilizing assessments, school counselors should explain the purpose, procedure and results to students and parents. One should make use of assessments that they are trained to select, administer and interpret (A.9.a) (ASCA). When students take standard achievement tests to measure what they know many parents call upon the school counselor explain scores, percentile ranking and the meaning of the results. Some parents are misinformed and believe test results alone determine their students’ achievements. School counselors use other data such as formal and informal assessments to help make decisions. For instance if a student was referred to school counselor for behavior issues, one may observe or interview

The professional school counselor is first and foremost a collaborator with the student being his first client. It is the counselor’s responsibility to champion the cause of the student who has lost all options by collaborating with families and other educators. As a collaborator, the counselor gives other stakeholders options to choose and avenues to meet goals so that the student can succeed. It can be tricky to make suggestions to teachers or administrators that have given up on a student to help them see that the student can overcome past mistakes. The counselor who can suggest a plan of action to help a student get back on track and then have administration and teachers think it was their plan is truly resourceful. The ASCA National Model asserts that “school counselors can access a vast array of support for student achievement and development that cannot be achieved by an individual, or school, alone (American School Counselor Association, 2012, p. 6).” Collaboration is vital to effectiveness of a school counseling program.

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

Looking back, I now have higher expectations about the duties of a school counselor and acknowledge the areas in which the counseling department at my school lacked. Most notably being that I was never given any traditional form of counseling. Unfortunately, I think this is due to the this growing field having not yet obtained its identity of a counseling emphasis. I knew that I could go to my counselor for academic advisement, I was sure that I would get more assistance if I struggled with my classes, but I do not believe that my counselor took an active approach of inquiring about mental health. Instead the counseling department seemed focused on student’s only when grades were down.

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.