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School counselors design and deliver comprehensive school counseling programs in order to promote student achievement. A comprehensive school counseling program is an integral component of the school's academic mission. CSCPs are driven by student data and based on standards in academic, career and personal/social development; promote and enhance the learning process for all students (ASCA National Model).

CSCP Impact on School Safety
Creating a safe and welcoming environment is vital in order to educate, prepare, and allow our students to achieve their highest potential. Creating and delivering a CSCP that facilitate interdisciplinary collaboration and builds on a multi tiered system of supports can help to reach all students and work towards improving school climate, safety, and learning (ASCA, 2012).

Four Essential Components
The ASCA National Model is divided into four components including; Foundation, Management, Delivery, and Accountability. In addition, the ASCA model emphasizes on important characteristics of school counselors including; advocacy ,leadership, collaboration, and systemic change.
(Refer to Padlet Project 1, https://padlet.com/brittanyschmidlin/90oaknpxf5a4)

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Suicide Prevention and Intervention Program

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Suicide Prevention and Intervention Program

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An educated school environment with an awareness of the signs of depression and suicide risk among students, teachers and others can create a safety net for recognition and referral (Jacobs,  2011).  Suicide is a permanent, fatal act that claims several students every year. As school counselors, we are responsible to protect, educate, and serve all students including suicide awareness, prevention, intervention, and follow-ups (Ravas et al, 2018). Schools provide an ideal environment for identifying students at risk for suicide and can help by assisting them and their families in finding the appropriate support.
In order to help prevent future suicidal victims, we have developed a comprehensive school counseling program that captures all four components of the American School Counseling Association National Model including; foundation, management, delivery and accountability. The program provides training for all school employees and educates them on how to identify the warning signs of at-risk students and suicidal behavior. In addition, the program will also educate students on how to identify and express feelings, identify warning signs and symptoms of suicidal behavior and understand that there are support systems in place  (Ravas et al, 2018). The program will assist school counseling in providing care to students who have expressed thoughts of suicide or have engaged in potentially suicidal behavior and refer them to additional systems of support. The program will provide prevention and preparation activities that focus on enhancing coping and resourcefulness among students, their peers, and school personnel. Additionally, the program will incorporate anti-bullying efforts and conflict resolution workshops.

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Beliefs:

Thoughts of suicide are understandable, complex, and personal.

Suicide can be prevented.

Finding and receiving support is encouraged by open, direct, and honest talk about suicide.

Interventions and strategies will help to address students' needs and help to prevent student suicides.

Philosophy:
All students will achieve personal/social, academic, and career success through meaningful and thoughtful intervention strategies in a safe and welcoming environment (Ravas et al, 2018).
Mission Statement:
The mission of the school counseling program is to address the academic, career and personal/social needs of all students. School Counselors will advocate for our students with support from teachers, administrators, parents, and the community by removing barriers and ensuring all students have equal opportunities for success while promoting individual uniqueness and multicultural diversity. We will strive to create a positive school climate; increasing school safety and supporting the development of confident and influential leaders.
Program Goals

School personnel will learn and understand the warning signs of suicidal behavior and at-risk students.

Students will learn to identify and express feelings, identify warning signs of suicidal behavior, learn coping strategies, and be aware of support systems that are available.

Through individual and group counseling, students will be able to identify and discuss feelings and learn to make healthy decisions.

Parents/ guardians will become aware of the warning signs of suicidal behavior and at-risk students and understand the resources available to them.

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American School Counselor Association. (2016). Ethical standards for school counselors. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

American School Counselor Association (2014). ASCA national standards for students. Alexandria, VA:Author. Retrieved from http://static.pdesas.org/content/documents/asca_national_standards_for_students.pdf

Dahir, C., & Stone, C. (2003). Accountability: A M.E.A.S.U.R.E. of the impact school counselors have on student achievement. Professional School Counseling, 6, 214-221.

Jacobs, B. (2011). Suicide prevention and intervention in schools. Bringing Science To Your Life. Retrieved fromhttps://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Suicide-Suicide%20Prevention/Sample%20Documents/suicide-prevention.pdf

Ravas, B., Bardo, M., Bennett, C., Conley, A., Sanders, J., Sightes, H., & Graham, J. (2018). Suicide prevention for students: a comprehensive school counseling program perspective. Retrieved fromhttps://scholarworks.iupui.edu/bitstream/handle/1805/16064/Final%20Completed%20Project%20Including%20Appendix.pdf?sequence=1

Vancouver Public Schools. Quick look: suicide prevention. Retrieved from
https://www.youtube.com/watch?v=HKlYQS2MFCc

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Foundation: ASCA National Standards for Students

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Foundation: ASCA National Standards for Students

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Competencies and Indicators:

PS:A1.1 Develop positive attitudes toward self as a unique and worthy person
PS:A1.5 Identify and express feelings
PS:A1.6 Distinguish between appropriate and inappropriate behavior
PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.7 Recognize personal boundaries, rights and privacy needs
PS:A1.8 Understand the need for self-control and how to practice it
PS:A1.10 Identify personal strengths and assets
PS:A2.1 Recognize that everyone has rights and responsibilities
PS:A2.2 Respect alternative points of view
PS:A2.3 Recognize, accept, respect and appreciate individual differences
PS:A2.5 Recognize and respect differences in various family configurations
PS:A2.6 Use effective communication skills
PS:A2.7 Know that communication involves speaking, listening, and nonverbal behavior
PS:B1.1 Use a decision-making and problem-solving model
PS:B1.2 Understand consequences of decisions and choices
PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:B1.5 Demonstrate when, where, and how to seek help for solving problems and making decisions
PS:B1.6 Know how to apply conflict resolution skills PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences PS:B1.8 Know when peer pressure is influencing a decision
PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact
PS:C1.4 Demonstrate the ability to set boundaries, rights, and personal privacy
PS:C1.5  Differentiate between situations requiring peer support and situations requiring adult professional help
PS:C1.6  Identify resource people in the school and community, and know how to seek their help
PS:C1.7  Apply effective problem-solving and decision-making skills to make safe and healthy choices
PS:C1.9 Learn how to cope with peer pressure
PS:C1.10 Learn techniques for managing stress and conflict
PS:C1.11 – Learn coping skills for managing life events

Professional Competencies:
ASCA’s position statement, The Professional School Counselor and School Counseling Preparation Programs, states that school counselors should articulate and demonstrate an understanding of :
I-A-4. Leadership principles and theories
I-A-5. Individual counseling, group counseling, and classroom instruction ensuring equitable access to resources promoting academic achievement, career development, and personal/social development for every student
I-A-7. Legal, ethical, and professional issues in pre-K-12 schools
I-A-8. Develop mental theory, learning theories, social theory, multiculturalism, counseling theories, and career counseling theories
I-A-9. The continuum of mental health services, including prevention and intervention strategies to enhance student success

An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills:
I-B-1. Plans, organizes, implements, and evaluates a school counseling program aligning with the ASCA National Model
I-B-1h. Demonstrates multicultural, ethical, and professional competencies in planning, organizing, implementing, and evaluating the comprehensive school counseling program
I-B-2c. Identifies and demonstrates professional and personal qualities and skills of effective leaders
I-B-2d. Identifies and applies components of the ASCA National Model requiring leadership, such as an advisory council, management tools, and accountability

School counselors believe:  I-C-4. Every student should have access to a school counseling program
I-C-5. Effective school counseling is a collaborative process involving school counselors, students, parents, teachers, administrators, community leaders, and other stakeholders
I-C-7. The effectiveness of school counseling programs should be measurable using process, perception, and outcome data
School counselors demonstrate their attitudes and beliefs that all students deserve access to a comprehensive program that:
II-C-1. Has an impact on every student rather than a series of services provided only to students in need
II-C-3. Promotes and supports academic achievement

An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills:
III-B-2. Establishes and convenes an advisory council for the comprehensive school counseling program
III-B-5. Develops calendars to ensure the effective implementation of the school counseling program  III-B-6. Designs and implements action plans aligning with school and school counseling program goals
III-B-6c. Creates lesson plans related to the school counseling core curriculum identifying what will be delivered, to whom it will be delivered, how it will be delivered, and how student attainment of competencies will be evaluated
III-B-6f. Identifies appropriate resources needed
III-B-6g. Identifies data-collection strategies to gather process, perception and outcome data

School counselors believe:  III-C-3. Management of a school counseling program must be done in collaboration with administrators

School counselors should articulate and demonstrate an understanding of:
IV-A-7. Principles of working with various student populations based on characteristics such as ethnic and racial background, English language proficiency, special needs, religion, gender and income
IV-A-8. Principles of multi-tiered approaches within the context of a comprehensive school counseling program

An effective school counselor is able to accomplish measurable objectives
demonstrating the following abilities and skills:
IV-B-1d. Develops materials and instructional strategies to meet student needs and school goals
IV-B-2. Facilitates individual student planning
IV-B-2g. Understands methods for helping students monitor and direct their own learning and personal/social and career development
IV-B-3. Provides responsive services
IV-B-4a. Understands how to make referrals to appropriate professionals when necessary
IV-B-6b. Conducts in-service training or workshops for other stakeholders to share school counseling expertise
IV-C-1. School counseling is one component in the continuum of care that should be available to all students
IV-C-4. School counselors should refer students to district or community resources to meet more extensive needs such as long-term therapy or diagnosis of disorders

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Here are three ways to stop cyber bullying;

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Here are three ways to stop cyber bullying;

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Think before you hit “send.” Even if you think something may not be hurtful, pause for a moment to consider how the person on the other end may feel after receiving it.
Put yourself in the other person’s shoes. How would you feel if someone was commenting on your looks, your sexuality, or your lifestyle? The answer is probably not great.
Log off. Spend some time offline and get involved with your school, community, or organization that you care about joining. It is all about finding something positive to enjoy in your free time.

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Over 50% of teens and adolescents have experienced cyber bullying. There are three things to look at when it comes to cyber bullying and chaining them together will be a way to break the ugly epidemic of this generation – self-belief, how to control emotion, and lastly, positivity and how it improves your skill to cope with cyber bullying. The goal is to help you establish a wall between you and the person trying to affect your life.
1. SELF BELIEF- One of the most powerful things in the world is believing in one’s ability to perform particular tasks. You can’t allow the negativity of others to break your spirit, because the truth is you do believe in yourself; look at the work you put in.
2. CONTROL YOUR EMOTIONS-
As stated in Cyberbullying: What You Need to Know if You’re Being Cyberbullied think before you send something. Even if it’s not hurtful, it may impact the other person’s life in an unknown way that you cannot foresee. In an article written by Dr. Carmen Harra titled “6 Steps to Controlling Your Emotions” she states “Wisdom means being able to see past the moment and discern the greater meaning of any given situation.” Powerful words that hold true to their meaning. Hindsight is always 20/20, but why should it always be after the events play out?
3. POWER OF POSITIVITY-
There is an article by the name of “3 Powerful Ways to Stay Positive” written by Travis Bradberry, PH.D. that brings up a very powerful way to gain an optimistic mindset. The process is called cultivating an attitude of gratitude. Essentially, when things become pessimistic or negative in your life, use that as a trigger to get your mind thinking about positive elements in your life.

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A.1.a. Have a primary obligation to the students, who are to be treated with dignity and respect as unique individuals.
A.1.e. Are concerned with students’ academic, career, and social/emotional needs and encourage each student’s maximum development.
A.2.e. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student. Serious and foreseeable harm is different for each minor in schools and is determined by students’ developmental and chronological age, the setting, parental rights and the nature of the harm. School counselors consult with appropriate professionals when in doubt as to the validity of an exception.
A.3.b Provide students with a comprehensive school counseling program that ensures equitable academic, career and social/emotional development opportunities for all students.
A.6.a. Collaborate with all relevant stakeholders, including students, educators and parents/guardians when student assistance is needed, including the identification of early warning signs of student distress.
A.6.b. Provide a list of resources for outside agencies and resources in their community to student(s) and parents/guardians when students need or request additional support. School counselors provide multiple referral options or the district’s vetted list and are careful not to indicate an endorsement or preference for one counselor or practice. School counselors encourage parents to interview outside professionals to make a personal decision regarding the best source of assistance for their student. A.7.a. Facilitate short-term groups to address students’ academic, career and/or social/emotional issues.
A.9.a. Inform parents/guardians and/or appropriate authorities when a student poses a serious and foreseeable risk of harm to self or others.
A.9.b. Use risk assessments with caution.
A.9.c. Do not release a student who is a danger to self or others until the student has proper and necessary support.
B.2.a. Develop and maintain professional relationships and systems of communication with faculty, staff, and administrators to support students.
B.2.b. Design and deliver comprehensive school counseling programs that are integral to the school’s academic mission; driven by student data; based on standards for academic, career and social/emotional development; and promote and enhance the learning process for all students. B.2.m. Promote cultural competence to help create a safer more inclusive school environment

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Annual agreement
The annual agreement will outline the comprehensive school counseling program. It will include the mission statement, goals, use of time, list of members for the advisory council, planning and results, budget, caseload and responsibilities (ASCA, 2012).

Calendaring
Members of the advisory council will meet twice every quarter to discuss progress and update strategies. Responsive services, individual counseling, and referrals will be scheduled as needed. Suicide prevention training will be provided to all staff each year just prior to the beginning of the school year. The advisory council will meet at least twice a year, but may meet more often as needed for updates and ideas.

Advisory Council
The advisory council is a group of stakeholders that review and advise the school counseling program (ASCA, 2012). The advisory council helps school counselors by advising on program goals, reviewing data and results, making recommendations, advocating publicly for the program, and advocating for funding (ASCA, 2012).

The advisory council will consist of: teachers, administrators, mental health professionals, members of the community,
parents, and students.

Use Of Data
School counselors use data to monitor school progress, identify students who are having difficulties, identity learning barriers, understand factors affecting students, identify access and equity issues, close achievement and opportunity gaps, improve services provided to students, educate stakeholders, and advocate for additional resources (ASCA, 2012).

For this program, suicide risk data would consist of information pertaining to age, gender, race, socioeconomic status, academic performance, and attendance.

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This video was created by the Mayo Clinic to educate parents about the reality of teen suicide risks. It addresses topics like what not to say, what to say, how to get help, and suicide prevention hotline information.

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Professional Issues in School Counseling and Suicide Prevention 

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Professional Issues in School Counseling and Suicide Prevention 

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"Professional Issues in School Counseling and Suicide Prevention" is a peer-reviewed article that was retrieved from the Walden Library. The article discusses statistics, the increase in the number in suicides, and how suicide has become a public health concern. This article explains that suicide prevention is important in schools not only because the number of teens and children committing suicide is rising, but because they spend a majority of their time in school. The article says that schools are a logical place to identify suicidal students because their problems with academics, peers, or other issues are more likely to be evident and warning signs may appear more frequently than at home. The article then goes on to explain the ethical and legal obligations that school counselors have to assess, inform and report students who are at-risk. School counselors are trained to identify the behaviors and issues that students face which may lead to suicide.

Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=132546649&site=eds-live&scope=site

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School counselors analyze school and school counseling program data to determine how students are different as a result of the school counseling program. School counselors use data to show the impact of the school counseling program on student achievement, attendance and behavior and analyze school counseling program assessments to guide future action and improve future results for all students.
There are many different faucets of school's that can affect and promote school safety.
TECHNOLOGY:
The district’s superintendent said he felt the cameras provide “personal accountability.” The result: cameras that are not functioning, not being repaired, and presenting a false sense of security, along with a potential liability risk, to school districts.
SCHOOL CLIMATE:
“Professional school safety consultants who understand school climate, culture and community relations recognize the unique nature of schools and provide recommendations that are balanced and realistic for an educational setting,”

Resource officers can be a visible resource that gives students a sense of safety and security. Also, schools that have a secure locked outside door policy also gives students a sense of safety.
EMPOWERING EDUCATORS:
“We believe in empowering all the educators, and some of that comes out of the sad reality that the principal at Sandy Hook was killed in the first few minutes of that event. Superintendents, principals and school boards must invest as much, if not more, in their people and in dedicating time to safety and preparedness planning as they do in physical security enhancements. Practicing safety such as fire drills, lock-downs, shelter in place are great examples of preparing the educators and the student's how to be prepared in a crisis situation such as a school shooting. School safety experts also stress the importance of schools planning ahead, rather than waiting for a safety issue to arise.
Employing CPTED [Crime Prevention Through Environmental Design:
Concepts in new school construction and renovations can make substantial improvements, ranging from reconfiguring main entranceways to funnel visitors into the office to enhancing hallway supervision with improved line-of-sight, and reducing bullying by putting restroom sinks in a common area on the outer portion of the bathrooms so adults can better supervise kids washing their hands after using the facilities,”

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Results Reports: Outcomes Leading to Systemic Impact

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Results Reports: Outcomes Leading to Systemic Impact

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It's the age of accountability. Learn to show how what you're doing makes a difference. Discover the benefits of results reports in sharing your successes – and discovering what you need to continue focusing on.
Learning Outcomes

Understand the importance of linking data to the school counseling mission and program goals.

Learn the difference between process, perception and results data.

Discover simple strategies for transforming data into meaningful results reports.

Identify exemplary results report writing strategies that lead to systemic impact.

MEASURE is an acronym for

Mission: connect the comprehensive K-12 school counseling program to the mission of the school and to the goals of the annual school improvement plan

Elements: identify the critical data elements that are important to the internal and external stakeholders

Analyze: discuss carefully which elements need to be aggregated or disaggregated and why

Stakeholders - Unite: determine which stakeholders need to be involved in addressing these school-improvement issues and unite to develop strategies

Reanalyze: rethink and refine the strategies, refocus efforts as needed, and reflect on success

Educate: show the positive impact the school counseling program has had on student achievement and on the goals of the school improvement plan.

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Individual Student Planning:
Individual student counseling will occur based on referrals or students identified as at-risk based on data. Will focus on the ASCA Domain of social/emotional development by helping students manage emotions and learn to how to apply interpersonal . Depending on level of risk, students will participate in group sessions and/or weekly single sessions.

School Counseling Curriculum
This will involve classroom lessons to prevent suicide. School counselors will plan lessons in coordination with teachers. Lessons will consist of information and activities that teach warning signs, prevention strategies, how and where to get help, and anti-bullying messages.

Responsive services
Responsive services consist of activities that are designed to meet students' immediate needs (ASCA, 2012). For the purpose of this program these services may be requested by the student, friends or parents of the student, or teachers who may be concerned or see warning signs for suicidal thoughts and behaviors. Responsive services could be individual counseling or group counseling.
- Individual counseling: identify the level of risk based on behavioral, social, and emotional signs, communicate with parents and mental health services as needed, notify school personnel of the risk, and continue to counsel and follow-up with the student.
- Group counseling: students identify and discuss individual and common problems, thoughts, and behaviors, set and work towards short term goals, learn and apply interpersonal skills

Consultation Practices
Consultation practices involves school counselors sharing strategies that support student achievement with parents, teachers, and other educators as well as school counselors receiving information about student needs and strategies to promote student success (ASCA, 2012). For this suicide prevention program, the main consultation practice would involve training for staff members on suicide prevention to include warning signs, how to address an at-risk student in non-judgmental formats, and referral techniques. This training will occur prior to each school year.

Collaboration Practices
Collaboration is teaming or partnering with other stakeholders, may they be other educators, outside professionals, parents, students, or members of the community to help serve and advocate for the student achievement and equity (ASCA, 2012). Collaboration practices for the suicide prevention program involves partnering school staff and mental health professionals. School staff are often the front-line when it comes to interactions and behaviors of students so their support is often where referrals begin. Collaboration with mental health professionals is essential when working with students who are high risk and prove to require long-term counseling.

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The role of assessment is to improve accountability in educators. Accountability involves using some of this information to generate incentives to validate or change the behaviors of students and educators. Taken together, assessments and accountability policy constitute a third channel through which education reform ideas may flow. Various types of assessments— formative classroom assessment, classroom tests, state and local tests, college entrance and placement practices, tests for teacher certification.
Assessments provide a systematic way to inform students, teachers, parents, policy makers, and the public about student performance. The reporting of test results represents the simplest form of accountability. When assessments are aligned with learning goals, accountability systems can motivate classroom instruction to focus on those outcomes (Stecher, Barron, Kaganoff, and Goodwin, 1998).
School have created