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“A comprehensive school counseling program is an integral component of the school’s mission” (ASCA, 2017). Due to the fact that adolescence is a time of rapid growth, students need support to help ensure that they are prepared and supported as they enter adulthood. Professional middle school counselors help students resolve emotional, social, and behavioral problems, while also helping students develop post-graduation plans for college and careers.  School counselors “develop and deliver comprehensive school counseling programs supporting and promoting student achievement and standardizing the measurement of program effectiveness” (ASCA, 2017). Each counselor has their own philosophies and theories that they connect with the most. Throughout all these varying theories, general guidelines can be created that show what the counselor should know and demonstrate (Dollarhide & Saginak, 2017). “School counselors design and deliver comprehensive, preventative, and developmental school counseling programs that promote student achievement" (Dollarhide, 2017, p. 13).  Comprehensive school counseling programs (CSCP) create a framework for providing services to all students that are focused and accountable. The ASCA model is intended to assist school counselors in carrying out a CSCP through focusing on four primary school counseling components: foundation, management, delivery, and accountability (ASCA, 2012). Within this framework, the model has standards related to academic, personal/social, and career development for all students through guidance curriculum, individual student planning, responsive services, and system support (ASCA, 2012). In addition, the ASCA model emphasizes the themes of leadership, advocacy, collaboration, and systematic change to accentuate the unique position of school counselors in improving student achievement for all students (ASCA, 2012).

Middle school counselors focus on helping students’ address their academic, personal/social, and career development goals and needs by designing, implementing, and evaluating a comprehensive school counseling program that promotes and enhances student success (Dollarhide, 2017). School counselors work to promote safe learning environments for all members of the school community and regularly monitor and respond to behavior issues that impact school climate, such as bullying, student interpersonal struggles, and student–teacher conflicts. Effective school counseling programs are a collaborative effort between the school counselor, teachers, families, and other educators to create an environment promoting student achievement, active engagement, equitable access to educational opportunities, and a rigorous curriculum for all students (ASCA, 2017).

References

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

American School Counselor Association. (2017). The school counselor and comprehensive school counseling programs. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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The delivery aspect of the CSCP is the method of implementing the counseling program to the students being serviced. Delivery helps promote student achievement and success (ASCA, 2012).

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

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The school counseling curriculum is the "planned and written instructional program that is comprehensive in scope, preventative in nature and developmental in design" (Dollarhide, 2017). Through the counseling curriculum, the counselor gives all of the students a chance to grow in each of the domains. Through the appraisal process,topics of the curriculum are chosen and presented to the students, and then document the results to add to the data being collected. Individual and group counseling topics can be determined here as well.

References:
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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According to the ASCA National Model "Individual student planning consists of ongoing systematic activities designed to help students establish personal goals and develop future plans, such as individual learning plans and graduation plans." Individial student planning helps the students achieve academic, career and personal/social success. The school counselors role is to assist the students with academic and career goals to extend their education.Through individual planning, the professional school counselor helps the students transition from one grade to the next, eventually preparing them for the working environment. Appraisal and advisement are an important part of the individual student process. Appraisal is the data counselors collect with the students to enhance their education and abilities. Advisement refers to the planning counselors help make with the students for academic, career, personal/social long term achievement.

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

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Demonstrates the effectiveness of the school counseling program in measurable terms, school counselors analyze school and counseling program data to determine how students are different as a result of the school counseling program.(ASCA, 2012)

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

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School counselors may use individual counseling services to help children with issues that are impeding on their academic achievement. Typically counseling services are meant to be short term, for counselors do not utilize long term therapy. Students can be referred out to outside services if they need additional support (ASCA, 2012). An example of an individual counseling topic could be how to manage anger more effectively, or helping a student cope with divorce.

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

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Analyzing school counseling program results reports ensures programs are evaluated for effectiveness and informs decisions related to program improvement. Three types of results reports are created based on action plans developed as part of the program activities: Curriculum results report,Small-group results report and Closing-the-gap results reports.

The results report serves as a tool for ensuring the program was carried out as planned, ensuring every student was served, ensuring developmentally appropriate materials were used, documenting the program’s process, perception, and outcome data, analyzing the activities’ effectiveness, sharing the impact of the curriculum, improving the activity or program and advocating for systemic change.

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

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These competencies can be used in a variety of ways. Most school counselors use them to self-evaluate and create a professional development plan. School administrators can use them as a guide for hiring school counselors and for developing performance evaluations. Counselor educators can use them for training.

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

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According to Dollarhide, "entail services intended to address the immediate student needs concerning academic, career, and personal/ social issues through counseling and crisis response" (Dollarhide, 2017). The responsive services are intended for all of the student being served in the school and require collaboration with other stakeholders in the school.

Reference:
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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These assessments and evaluations serve to make sure the program is meeting the ASCA standards and they determine the strengths of the program, areas for improvement, short-range goals for improvement and long-range goals for improvement.

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

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Eschenauer, R., & Chen-Hayes, S. F. (2005). The Transformative Individual School Counseling Model: An Accountability Model for Urban School Counselors. Professional School Counseling, 8(3), 244–248. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=16182118&site=ehost-live&scope=site

This journal is very relevant to our project because it explores the ways school counselors can have better achievement rates within urban schools through accountability. Our middle school is an urban school so this is a great resource for us to use to better serve those students in urban areas.

Shillingford, M. A., & Lambie, G. W. (2010). Contribution of Professional School Counselors’ Values and Leadership Practices to Their Programmatic Service Delivery. Professional School Counseling, 13(4), 208–217. https://doi-org.ezp.waldenulibrary.org/10.5330/PSC.n.2010-13.208

This article shows that the delivery of your program can have significant effects if it is delivered in a manner is which it is understandable to the students, their parents and any stakeholders involved. In order to have a successful program you want to make sure you delivery is executed properly.

Geltner, J. A., & Clark, M. A. (2005). Engaging Students in Classroom Guidance: Management Strategies for Middle School Counselors. Professional School Counseling, 9(2), 164–166. https://doi-org.ezp.waldenulibrary.org/10.5330/prsc.9.2.ep275j6064637461

This is a great article because it gives school counselors strategies on how to engage middle school students because they can be a very challenging group to manage. This article gives some ideas and points of reference on how to get them more engaged.

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Group counseling can be set up in small groups, or classroom group counseling. An example of classroom counseling can be educating students on a bully free zone where the counselor goes to classes each week to present and get the students involved. Collecting data from teachers and parents on what topics are relevant for groups is a good way to begin group counseling sessions. Some group counseling topic sessions can be an organization group, anxiety management group, an academic enhancement group, or a social skills group (Dollarhide, 2017).

Reference:
Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Professional school counselors may collaborate with stakeholders like parents, teachers and other community resources to help promote student academic, career, and personal/social achievement (ASCA, 2012). Consultation is focused on collaborating with stakeholders to help contribute to the students success. Teachers may consult with counselors on ways to help manage disruptive behaviors in the classroom, or administrators to help with creating a safe school environment. School counselors can also consult with other counselors or community partners to enhance education through workshops and trainings (Dollarhide, 2017).

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

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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School counselors rarely do tasks or work alone in the school system. Counselors work with many stakeholders to increase achievement. Collaboration is a great time for counselors to reach out to community partners to help promote student success and put on educational workshops, or trainings, and make referrals. Attending school district committees is also critical for counselors to be apart of. This helps advocate for all of the students in the system (ASCA, 2012). Parent workshops put on by school counselors are beneficial for parents to help educate them on the needs of the school and the counseling curriculum.

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

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https://www.youtube.com/watch?v=F38vcHf5Xfc
This is a short cartoon demonstration of the comprehensive school counseling overview. This explains the duties of the counselor, as well as how the help of collaboration and consultation process helps the professional school counselor.

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https://study.com/academy/lesson/developing-a-school-counseling-program.html

This video is an overview of what a school counselor does. This video also explains the needs assessment, and how the school counselor comes up with plans, and groups to counsel.

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School counselors incorporate organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs. Assessments and tools include:

School counselor competency and school counseling program assessments to self-evaluate areas of strength and improvement for individual skills and program activities

Annual agreements developed with and approved by administrators at the beginning of the school year addressing how the school counseling program is organized and what goals will be accomplished

Use-of-time assessment to determine the amount of time spent toward the recommended 80 percent or more of the school counselor’s time to direct and indirect services with students

Annual and weekly calendars to keep students, parents, teachers and administrators informed and to encourage active participation in the school counseling program

Advisory councils made up of students, parents, teachers, school counselors, administrators and community members to review and make recommendations about school counseling program activities and results

Use of data to measure the results of the program as well as to promote systemic change within the school system so every student graduates college- and career-ready

Curriculum, small-group and closing-the-gap action plans including developmental, prevention and intervention activities and services that measure the desired student competencies and the impact on achievement, behavior and attendance

(n.d.). Retrieved from https://www.schoolcounselor.org/school-counselors/asca-national-model/management

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YouTube

https://www.youtube.com/watch?v=d2jnkZVvXjU

I chose the video “ASCA National Model – Management” from YouTube as a Collaborative Resource, because this video allows us to get a hands-on look and many visuals of the Management portion as well as how this concept works. This resource contains visuals, images, guides, and instruction on Management in the ASCA National Model. Having this visual as a learning resource will aid us in becoming more familiar with the process of management in this model. Getting to see this concept of the model being performed accurately, will allow us to learn what is expected of this process as well as get a thorough explanation of the component Management, how this concept works, and what it does for the ASCA National model to be effective.

Counseling, S. S. (2016, November 09). ASCA National Model - Management. Retrieved from https://www.youtube.com/watch?v=d2jnkZVvXjU

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

“The ASCA National Model reflects a comprehensive approach to the design, implementation and evaluation of a school counseling program that improves student success”. This text is an easy go-to guide for counseling in a school setting. It defines the school counselor’s role in implementing a CSCP based on the principles of leadership, advocacy, collaboration and systemic change. Step by step tools are presented throughout the text as way to help the school counselor build of each component.

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

This text shows school counselors an in-depth look into all aspects of creating and managing a comprehensive school counseling program. The text promotes counseling programs that focus on designing systemic programs that serve all students. Having accessible and inclusive CSCPs in the school help guide school counselors to explore delivery systems and the practical tools they will need to design, implement, manage, and evaluate comprehensive, developmentally appropriate school counseling programs for all students.

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Erford, B. T. (2015). The ASCA national model: Developing a comprehensive, developmental school counseling program. In B. T. Erford (Ed.), Transforming the school counseling profession (4th ed.). Upper Saddle River, NJ: Pearson.

This was text that was required in the Introduction to School Counseling course here at Walden. It is a great resource to look back at to get more information on comprehensive school counseling programs. This book explains in a clear, concise manner how school counselors can effectively intervene on behalf of students, and how systemic, data-driven school counseling programs are effectively implemented through important leadership, advocacy, accountability, and diversity initiatives. School counselors in training get invaluable advice for preparing to enter their careers as a professional school counselors, and experienced professional school counselors and counselor supervisors get new perspectives and detailed descriptions for program development. Chapter 2 in this text is dedicated to the CSCP as well as mentioned in other chapters.

Moore-Thomas (2004). Comprehensive developmental school counseling programs. In B. T. Erford (Ed.), Professional school counseling: A handbook of theories, programs, & practices. Austin, TX: CAPS Press.

Professional School Counseling is a comprehensive, single source for information about the critical issues facing school counselors today. The Handbook integrates and expands on the changes brought about by the ASCA National Model. It makes an excellent textbook for school counselor education programs and an extremely relevant professional resource. This text has a chapter focused on the developing and implementing comprehensive school counseling programs.

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5.Bidell, M. P. (2012). Examining school counseling students' multicultural and sexual orientation competencies through a cross-specialization comparison. Journal of Counseling & Development, 90(2), 200-207.

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Explain the foundation system & it’s components:

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Explain the foundation system & it’s components:

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School counselors create comprehensive school counseling programs that focus on student outcomes, teach student competencies and are delivered with identified professional competencies.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/asca-national-model-components-alignment.html

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A mission should be designed that discusses the purpose of the program and a vision that is well aligned with the missions of ASCA and the school district.

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/stakeholder-collaboration-in-school-counseling.html

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A philosophy and beliefs for the program should be designed based on the principles of the ASCA school counseling program (American School Counselor Association, 2005).

Reference:
(n.d.). Retrieved from https://study.com/academy/lesson/stakeholder-collaboration-in-school-counseling.html

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Foundations: goals, standards, competencies and indicators

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Foundations: goals, standards, competencies and indicators

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The school counseling program needs to incorporate three domains: Personal/Social, Academic, and career. There foundation component includes three aspects:

Program Focus/Goals: Based on her personal beliefs about how students benefit from school counseling programs, Lara must create a vision statement defining how the future will look when it comes to educational goals. She must also develop a mission statement defining how the school will go about helping students achieve these goals. The vision defines the ambitions and future outcomes the program envisions, and the mission defines goals for tracking progress toward realizing these outcomes. To establish program focus, school counselors identify personal beliefs that address how all students benefit from the school counseling program. Building on these beliefs, school counselors create a vision statement defining what the future will look like in terms of student outcomes. In addition, school counselors create a mission statement aligned with their school’s mission and develop program goals defining how the vision and mission will be measured.

Student Standards: this is a set of principles that guide the academic, social, and emotional development of students. This set includes certain behaviors that are expected from students. Lara defines the student standards based on the ASCA Mindsets & Behavior for Students Success, while taking into account other standards that her school sets for students. Enhancing the learning process for all students, the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career Readiness for Every Student guide the development of effective school counseling programs around three domains: academic, career and social/emotional development. School counselors also consider how other student standards important to state and district initiatives complement and inform their school counseling program.

Professional Competencies: this is a set of skills, knowledge, and attitudes that school counselors should display in the context of their jobs. The ASCA Ethical Standards for School Counselors is the guide that Lara follows to demonstrate integrity and professionalism. This includes but is not limited to following rules of confidentiality, and collaborating with teachers, staff, etc. The ASCA School Counselor Competencies outline the knowledge, attitudes and skills that ensure school counselors are equipped to meet the rigorous demands of the profession. The ASCA Ethical Standards for School Counselors specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism. They guide school counselors’ decision-making and help to standardize professional practice to protect both students and school counselors.

Reference:
https://schoolcounselor.org/ascanationalmodel/media/anm-templates/anmexecsumm.pdf

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comprehensive school counseling program finial project pis

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A comprehensive school counseling program is a necessary part of the school’s academic mission. With the use of student data and abiding by standards in academic, career and personal/social development, the CSCP improves the learning environment for every student.

According to the ASCA National Model, a comprehensive school counseling program 1. ensures fair and equal access to education for all students 2. identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive school counseling program 3. is delivered to all students in a systematic fashion 4. is based on data-driven decision making 5. is provided by a state-credentialed school counselor (ASCA,2012).

A strong school counseling program uses a collaborative approach with parents and other educators to foster a healthy environment for student development. ASCA hopes to instill values and prepares counselors to handle the diversity in society and communities. The ASCA model hope is to create a fair opportunity and a curriculum for all students to succeed.

According to the ASCA, school counselors should implement services directly and indirectly to students.  It is recommended that school counselors have a ratio of 1:250 and school counselors spend at least 80 percent of their time in direct and indirect services.(ASCA, 2012).  School counselors are apart of the educational team to contribute to the goal of systemic change. The framework of a comprehensive school counseling program consists of four components: foundation, management, delivery and accountability. Foundation addresses the beliefs, philosophy, and mission statement. Management system focuses on agreements advisory council, use of data, action plans, wise of time and calendars.  Delivery system emphasize school guidance curriculum, individual student planning, responsive services, and student supports. Accountability show results reports, school counselor performances evaluations, and the program audits.

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

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1. Conduct a needs assessment for students faculty/staff, parents, community, and other stakeholders.

2. Provide students with convenient access to mental health and psychological services.

3. Develop a school crisis plan.

4. Integrate ongoing positive climate and safety efforts with crisis prevention, preparedness, response, and recovery to ensure that crisis training and plans: (a) are relevant to the school context, (b) reinforce learning, (c) make maximum use of existing staff resources, (d) facilitate effective threat assessment, and (e) are consistently reviewed and practiced.