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What is the deliver component of the ASCA National Model (2019)?

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What is the deliver component of the ASCA National Model (2019)?

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The Deliver component of the ASCA National Model defines the methods school counselors use to provide activities and services to students (direct) and for students (indirect). This webinar will address definitions and explanations of each type of service delivery and settings. Download accompanying handouts here.
Learning objectives:
After viewing this webinar you should be able to:

1. Discuss and define direct services: instruction, appraisal, advisement, and counseling.

2. Discuss and define indirect services: consultation, collaboration, and referrals.

Presenters:

Dr. Karen Griffith, ASCA Certified Trainer

Joni Shook, ASCA Certified Trainer

Original air date: Aug. 12, 2019

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ASCA National Model, 4th Edition: Deliver

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The Deliver component of the ASCA National Model defines the methods school counselors use to provide activities and services to students (direct) and for students (indirect). This webinar will address definitions and explanations of each type of service delivery and settings. Download accompanying handouts here.

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What is the manage component of the ASCA National Model (2019)?

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What is the manage component of the ASCA National Model (2019)?

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Tour the organizational tools and assessments available to guide, target, structure, and construct a school counseling program to get results. Each is designed to help school counselors develop, implement and evaluate their school counseling program based on clearly defined priorities reflecting student needs. Download accompanying handout here.
Learning objectives:
After viewing this webinar you should be prepared to:

1. Utilize the organizational tools and assessments that will help you take the next step in implementing a comprehensive school counseling program.

2. Use school data to drive annual student outcome goals and assess the effectiveness of counseling programs, activities, and interventions

3. Identify examples of Participation, Mindsets & Behaviors, and Outcome data

4. Create action plans that structure and prioritize your delivery of services, programs, and activities

5. Identify the benefits of an Annual Administrative Conference, advisory council and calendars

Presenters:

Dr. Karen Griffith, ASCA Certified Trainer

Mark Kuranz, ASCA Certified Trainer

Original air date: Aug. 7, 2019

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ASCA National Model, 4th Edition: Manage

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Tour the organizational tools and assessments available to guide, target, structure, and construct a school counseling program to get results. Each is designed to help school counselors develop, implement and evaluate their school counseling program based on clearly defined priorities reflecting student needs. Download accompanying handout here.

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What is the define component of the ASCA National Model (2019)?

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What is the define component of the ASCA National Model (2019)?

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What is the assess component of the ASCA National Model (2019)?

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What is the assess component of the ASCA National Model (2019)?

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American School Counselor Association. (2019). The ASCA national model: A framework for school counseling programs. (4th ed.) Alexandria, A: American School Counselor Association.

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American Counseling Association. (2014). 2014 ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/2014-code-of-ethics-finaladdress.pdf

American School Counselor Association ASCA (2014). Mindsets and behaviors for student success: K-12 college- and career-readiness standards for every student. Alexandria, VA: Author.

American School Counselor Association (ASCA) (2016). ASCA ethical standards for school counselors [PDF file]. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

American School Counselor Association. (2019a). The ASCA national model: A framework for school counseling programs. (4th ed.) Alexandria, A: American School Counselor Association.

American School Counselor Association (2019b). ASCA school counselor professional standards & competencies. Alexandria, VA: Author.

Beriswill, J. (2015). Design Process of a Goal-Based Scenario on Computing Fundamentals. TechTrends: Linking Research & Practice to Improve Learning, 59(6), 15–20. https://doi-org.ezp.waldenulibrary.org/10.1007/s11528-015-0899-x

Lambie, G. W., & Williamson, L. L. (2004). The challenge to change from guidance counseling to professional school counseling: a historical proposition. Professional School Counseling, 2, 124.

Trusty, J. (1996). Counseling for dropout prevention: applications from multicultural counseling. Journal of Multicultural Counseling & Development, 24(2), 105–117. https://doi-org.ezp.waldenulibrary.org/10.1002/j.2161-1912.1996.tb00293.x

Trusty, J., & Brown, D. (2005). Advocacy competencies for professional school counselors. Professional School Counseling, 3, 259.

Yeager, D., & Dweck, C. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302–314. https://doi-org.ezp.waldenulibrary.org/10.1080/00461520.2012.722805

Zins, J., & Elias, M. (2007). Social and Emotional Learning: Promoting the Development of All Students. Journal of Educational & Psychological Consultation, 17(2/3), 233–255. https://doi-org.ezp.waldenulibrary.org/10.1080/10474410701413152

Zyromski, B., Dimmitt, C., Mariani, M., & Griffith, C. (2018). Evidence-Based School Counseling: Models for Integrated Practice and School Counselor Education. Professional School Counseling, 1. https://doi-org.ezp.waldenulibrary.org/10.1177/2156759X18801847

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School counseling standards for students and professional practice serve as the defining documents of the school counseling profession. Explore the three sets of standards that help new and experienced school counselors develop, implement, and assess their school counseling program. Download accompanying handout.
Learning objectives:
After viewing this webinar, you should be able to:

1. Identify the three sets of standards that help school counselors develop, implement, and assess their school counseling program.

2. Discuss the relevant research and appropriate use of the Student Standards.

3. Explain how the Professional Standards & Competencies facilitate practical reflection and set personal goals for continuing education.

Presenters:

Dr. Karen Griffith, ASCA Certified Trainer

Mark Kuranz, ASCA Certified Trainer

Original air date: Aug. 2, 2019

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ASCA National Model, 4th Edition: Define

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School counseling standards for students and professional practice serve as the defining documents of the school counseling profession. Explore the three sets of standards that help new and experienced school counselors develop, implement, and assess their school counseling program. Download accompanying handout.

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Advocacy Topic: Mental Health and the Risks of  Nontreated Mental Illness in Youths

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Advocacy Topic: Mental Health and the Risks of  Nontreated Mental Illness in Youths

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One's mental health is not visible to others around them. However, it can cause damage to an individual's life and well-being. Left untreated, the consequences can put them at-risk for lifelong problems, academic underachievement, increased risk of suicide, and so on (Jinling, et al., 2019). Counselors, parents, or other stakeholders must address the stigma and misinformation obstacles to empower individuals with knowledge which will open the lines of communication. Thus, they will be more likely to seek support, help, or resource.

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To achieve the best results for students, school counselors regularly assess their program to determine its effectiveness. This webinar will demonstrate how school counselors use assessment tools to show how students are different as a result of the school counseling program. Download accompanying handouts here.
Learning objectives:
After viewing this webinar you should be able to:

1. Identify the purpose and best use of School Counseling Program Assessment and the School Counselor Professional Standards & Competencies Assessment tools.

2. Discuss the various Annual Results Reports and their uses.

3. Articulate the importance of sharing the data from results reports.

Presenters:

Mark Kuranz, ASCA Certified Trainer

Joni Shook, ASCA Certified Trainer

Original air date: Aug. 15, 2019

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ASCA National Model, 4th Edition: Assess

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To achieve the best results for students, school counselors regularly assess their program to determine its effectiveness. This webinar will demonstrate how school counselors use assessment tools to show how students are different as a result of the school counseling program. Download accompanying handouts here.

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The assess component (i.e. accountability) of the American School Counseling Program (ASCA) National Model (2019)is to “...evaluate a school counseling program’s effectiveness in measurable terms” (ASCA,2019). The efficacy of a program will be analyzed through measurable, program data to measure the differences in “...students’ achievement, behavior, and attendance” (ASCA, 2019). The results reports will be shared with stakeholders to demonstrate the value and the impact of the school counseling program and guide [needed] improvements. Program audits will be conducted to ensure the program meets the standards set forth by the ASCA National Model (2019). In conjunction, counselor performance standards are evaluated to determine the counselor’s practices and the program implementation meets the standards of the ASCA National Model (2019).

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Perceptions About the Use of Dogs in Schools

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The Use of Therapy Dogs in the Educational Realm

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Therapy Dog Helping Stressed Students At Concord Middle School

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The school counseling program is developed and designed with a program focused on elements such as, the identification of personal beliefs, creating a vision statement, the development of a mission statement in alignment with the school, and establishing measurable, program goals (ASCA, 2019a). Further, a school counseling program incorporates the ASCA Mindsets and Behaviors for Student Success (2014) which describe the “...knowledge, skills, and attitudes…” (ASCA, 2014) essential to a school counselor’s professional duties, responsibilities, and tasks; additionally, aligned to the district initiatives. The behavior competencies are “...specific and measurable indicators...” (ASCA, 2014) which demonstrate students’ academic, career, and social/emotional development. The ASCA Professional Standards and Competencies (2019b) guide school counselors in the development, implementation, and assessment of a school counseling program. The ASCA Ethical Standards for School Counselors (2016) provide a framework for “...ethical responsibility  of all school counseling professionals…” (ASCA, 2016). Collectively, the standards and competencies guide the decision-making process and help standardize professional practices to protect students’ welfare and counselors’ well-being.

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American School Counselor Association. (2019a). The ASCA national model: A framework for school counseling programs. (4th ed.) Alexandria, A:

American School Counselor Association.

American School Counselor Association (2019b). ASCA School Counselor Professional Standards & Competencies. Alexandria, VA: Author.

American School Counselor Association. (2019c). School Counselor Competence Assessment [Measurement Instrument]. Retrieved from The ASCA national model: A framework for school counseling programs. (4th ed.) Alexandria, A: American School Counselor Association.

Brown, C., Dahlbeck, D. T., Sparkman-Barnes, L., Brown, C., Dahlbeck, D. T., & Sparkman-Barnes, L. (2006). School Counselor Roles and Responsibilities Survey. Professional School Counseling, 9(4), 332–335.

Özüdogru, F. (2018). The Readiness of Prospective Teachers for Culturally Responsive Teaching. Acta Didactica Napocensia, 11(3–4), 1–12.

Shaw-Amoah, A., Lapp, D., & Research for Action. (2020). Unequal Access to Educational Opportunity among Pennsylvania’s High School Students. In Research for Action. Research for Action.

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School Counselor Competency Assessment & Reflection

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School Counselor Competency Assessment & Reflection

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Bilsen, J. (2018). Suicide and youth: Risk factors. Frontiers in Psychiatry, 9. https://doi-org.ezp.waldenulibrary.org/10.3389/fpsyt.2018.00540

Brown, K. W., West, A. M., Loverich, T. M., Biegel, G. M., Brown, K. W., West, A. M., Loverich, T. M., & Biegel, G. M. (2011). Mindful Attention Awareness Scale--Adolescent. Psychological Assessment, 23(4), 1023–1033.

Centers for Disease Control and Prevention. (2020). National Center on Birth Defects and Developmental Disabilities.  Retrieved from https://www.cdc.gov/childrensmentalhealth/basics.html.

Data on Mental Disorders Detailed by Researchers at Department of Mental Health and Pathological Addiction (Advances in early identification of children and adolescents at risk for psychiatric illness). (2020). Mental Health Weekly Digest.

Doyle, L., Sheridan, A., & Treacy, M. P. (n.d.). Motivations for adolescent self-harm and the implications for mental health nurses. JOURNAL OF PSYCHIATRIC AND MENTAL HEALTH NURSING, 24(2–3), 134–142. https://doi-org.ezp.waldenulibrary.org/10.1111/jpm.12360

Jinling, D., Zhongchen, L., Guodong, J., Qian, Z., & Wenqiang, C. (2019). Relationship between mental health and awareness of the knowledge on mental health in left-behind middle school students. Medicine, 98(11), e14476. https://doi-org.ezp.waldenulibrary.org/10.1097/MD.000000000001447

National Alliance on Mental Illness. (n.d.).  How to help a friend.  Retrieved from https://www.nami.org/Your-Journey/Teens-Young-Adults/How-to-Help-a-Friendom

National Alliance on Mental Illness. (2018) Suicide is not the answer. Retrieved from https://www.nami.org/Blogs/NAMI-Blog/September-2018/Suicide-is-Not-the-Answer

National Institute of Mental Health. (2020). Suicide. Retrieved from https://www.nimh.nih.gov/health/statistics/suicide.shtml.

National Alliance on Mental Illness. (n.d.). Tips for how to helap a person with mental illness.  Retrieved from https://www.nami.org/Get-Involved/NAMI-FaithNet/Tips-For-How-to-Help-a-Person-with-Mental-Illness

Merrill, R. A., & Liang, X. (2019). Associations between adolescent media use, mental health, and risky sexual behaviors. Children & Youth Services Review, 103, 1–9. https://doi-org.ezp.waldenulibrary.org/10.1016/j.childyouth.2019.05.022

PR Newswire. (2015, September 9). Experts Release Consensus Derived List of Warning Signs for Youth Suicide. PR Newswire US.

Project Implicit. (n.d.). Take a test. Retrieved from https://implicit.harvard.edu/implicit/takeatest.html

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Personal Philosophy of School Counseling

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Angela Barnes' Sample Guiding Lesson Plan

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Worksheet 1-1 Understanding Self-awareness and Self-advocacy TE-1