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"My vision is to empower every student to achieve their full potential through a comprehensive counseling program that fosters academic excellence, career readiness, and social-emotional growth.  We are committed to creating a supportive and inclusive environment where students develop the skills, confidence, and resilience necessary to thrive both in school and beyond."

In working with these students as a counselor, I wish and strive to provide each learner with the best in him or her through an effective counseling program that includes academic and career components as well as social-emotional aspects. As educators, it is our duty and responsibility to promote an effective learning environment through which students acquire the right attitude, character, and perseverance necessary for success in school and in life. Due to the methods I employ, I deem the ethics of this process to be high. I believe in the change of systemic policies and that each student should have a chance to succeed at least once, regardless of his or her status. Of course, my main and overall goal is to ensure that students achieve good grades while in school so that when they are out of school, they can take on the world.

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The confidence that I have for the students I teach is that they can all succeed regardless of where they come from. The students themselves are very talented, and anybody can do something if only somebody shows them how to go about it in case they come across a certain difficulty. Further, this belief is premised on the A.S.C.A. National Model that advocates for students' academic, career, and social-emotional needs. In particular, it is most important for school counselors to focus on improving the growth perspective, understanding that students' skills can and should be changed for the better through hard work, perseverance, and lessons learned from failure. To that end, I will readily encourage the student to solve every struggle and prepare the subject's strength for the greatest possible outcome.

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As a school counselor, I have advocacy responsibility for children in danger as well as for CLIENTs within the school setting. Speaking for every student relates to student life concerns, such as the classroom distribution of resources and the needs of students in making them academically, socially, and emotionally capable. This involves actions that seek to redress the prevailing disadvantages that students from diverse backgrounds, such as race, economic status, or disability status, may be grappling with. In this case, I will address the formation of policies and practices that would provide students with equal and inclusive opportunities. I believe in advocacy for this reason: at the systems level, it is possible to effect change that will be of the most value and sustainable for all students.

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In running the program to meet the needs of students, one has to consult with teachers, parents, school directors, and the community. Intentional collaboration encourages the co-establishment of supportive systems for students because all their needs in their student life are addressed comprehensively (Brigman et al., 2021). Consequently, through school counseling, these stakeholders perceive the role of school counselors as coordinating the goals and success strategies of the students through two-way communication. To make sure a student receives the needed attention until he/she catches up with other class requirements, I will go around checking on students who need help academically or emotionally, working with the teacher, and talking to the parent of the student regarding my student. This combined method of working, therefore, assures the students a strong support base within and outside the school.

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The A.S.C.A. Ethical Standards serve as a guide on the fulfillment of ethical, professional, and fair practices when engaging in counseling activities. Such standards are still in force, and they ensure confidentiality, the right to consent, and the rights of the students. To a higher degree, these ethical codes shall be respected in my counseling with the students; they will feel free to voice any concerns they have. In addition, I shall make sure that parents and teachers are ENABLED to monitor their children and students, respectively, while at the same time RESPECTING the PRIVACY of the students, especially in situations where a student has to drop out of school due to sickness or other personal-related issues. For this reason, I took a cautious approach by sustaining all of them in my practice to foster trust as well as respect between the stakeholders and me. These ethical standards shall also help me when faced with any murky situations regarding the type of action that shall help the students in my practice.

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comprehensive school counseling program (C.S.C.P.) is a strategically planned and systematically organized effort aimed at providing education, vocational, and personal-emotional services. Especially for school counselors, it is vital since sound guidance service principles ensure every student is fairly treated, regardless of being academic, career, and personally successful. A CSCP adheres to the A.I. principle of a formal information processing model and is in line with the objectives of building a positive learning atmosphere at the school. By using such approaches, one can identify gaps in offering services as well as pinpoint certain issues that should be addressed by a counselor. So far as my working experience is concerned, I always explain those examples in order to clarify the aims and objectives of such programs to the students. Lastly, a good counseling program seeks to prepare all learners with all the preparation that they are required to have once they leave school.

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The school counseling scope of practice determines the responsibilities of a school counselor to the extent of practice as specified by the laws under which the school counselor operates. It is considered helpful because, in this way, the proper framework of the counselor's position in the educational process is established and consequently, one does not require the counselor to undertake tasks that belong to other specialists' fields of profession (Perry et al., 2020). This scope of practice involves direct service with students, collaboration with teachers/parents, and prevention programs. Following literature within the area, this study indicates that the provision of counselors and practicing within their set scope enhances learner outcomes. This means that I can monitor the scope of practice and deliver counseling services that will benefit students. By following this framework, school counselors will be in a particular position to avoid taking on diverse roles and to do so efficiently in the school.

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Academic development can be defined as a process of helping a learner acquire competencies and content knowledge in one or more academic processes. It is pertinent for school counselors because, with the assistance of academic counseling, students can assist students in attaining academic objectives, inform students of challenges to learning, and strengthen their study skills (Levy & Lemberger-Truelove, 2021). Normal educational attainment programs include courses to be taken, the amount of time to spend on studies, and examination techniques. When counselors help students transform into learners and knowledge processors for life, they assist them in achieving lifelong learning. In my opinion, focusing on academic development enables one to enhance en bloc the students’ ownership and management of their learning. This, in turn, assists students in meeting existing academic challenges; hence, it boosts their preparedness for long-term success.

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Career development is the process of helping learners select their working careers and gain working skills. Some practitioners, referred to as school counselors, are advantageous to students for the following reasons concerning career decision-making: information on specific careers and the right matching between students and their career paths (Geesa et al., 2019). Career counseling assists students in making decisions about their lives after school and helps them organize for their futures (Geesa et al., 2022). I take much time to understand the students' careers because it helps in planning the students' future lives as they continue with their learning. It has the noble task of making students ready for their employment needs, hence helping students in school balance between academics and the workplace.

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Social/emotional development embraces a student's ability to manage feelings, relate to other people, and choose between right and wrong. This is one of the practices of school counseling since it affects the health of students and, therefore, their abilities in school (Savitz-Romer et al., 2021). Counselors who impart the social/emotional area of development assist kids in learning, managing stress, reacting to failure, and self-understanding (Cleveland & Sink, 2017). It is equally important to address their social/emotional needs because emotions can improve or worsen one's learning and interactions with others. I allow clients to work on social/emotional development because they have demonstrated that while students face personal and school-related challenges, focusing on this area of development leads to improvement. Social/emotional development serves as the foundation for a person's success and healthy emotional state, regardless of age.

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The A.S.C.A. mindset and behaviors adopted norms encompass the beliefs and knowledge students should have, as well as the competencies they should demonstrate to be academically successful, occupationally ready, and socially and emotionally healthy. These standards are important to school counselors because they provide guidance on how and what to establish for students and the ways one might conceptualize interventions (Anita & Carol, 2015). Consequently, these standards enable counselors to prevent students from embracing this approach and the corresponding behavior behavior that will help achieve the set goals. In my workplace, I use A.S.C.A. Mindset and Behaviors to help students find success in every aspect of their lives. Through these standards, students also become well-rounded and well-equipped for future endeavors.

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A.S.C.A. Ethical Standards for School Counselors

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A.S.C.A. Ethical Standards for School Counselors

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A.S.C.A. ethical standards for school counselors contain rules of professional conduct that school counselors ought to follow in order to maintain professionalism and safeguard their clients—students—from any harm. All these standards are very important because they protect students and clients through the actions of counselors, maintain and uphold students' confidentiality, and ensure equality in the course of working with clients (Mason et al., 2016). This is relevant as it helps to foster a more ethical approach in the relationship shared by counselors and students, making it impossible for a conflict of interest to arise. Therefore, my aim at all times is to strictly conform to each of the A.S.C.A. Ethical Standards, given that they are the code that guides ethical practice. To comply with these policies means that my work is fair, bias-free, appropriate, and legal.

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A.S.C.A. School Counselor Professional Standards and Competencies

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A.S.C.A. School Counselor Professional Standards and Competencies

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Therefore, the School Counselor Professional Standards and Competencies describe knowledge, skills, and features that would be fitting for school counselors. These competencies assist in guiding the course of the professional training of the counselors and offer the needed assurance that the counselors confronting a cafeteria-style pluralism of student needs are adequately equipped. Those counseling professionals practicing with these standards are competent in the areas of assessment, counseling techniques, and stakeholders. In my entire working career, I have tried to adhere to the aforementioned competencies so that I can offer the best to the students. Meeting these competencies helps enhance performance as a counselor in order to yield positive results for the students.

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School counseling direct services are those services that mandate interaction between the counselor and students, such as individual counseling, group counseling, and teacher-counselor instruction to groups of students in classrooms. This is important because, as noted above, it allows the counselor to address the emergent needs of the clients in terms of academics, career, and social/emotional well-being. In direct services, there is scope for students to be helped based on the nature of the problem or as per the case needs (Fye et al., 2020). Since support services are crucial elements of my profession as a school counselor, direct services are the most basic, as they create opportunities to relate with learners. In this manner, I can provide large doses of interventions as a way of helping students improve their achievement in their learning endeavors.

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School counseling indirect services are those that may not involve contact with the student. Some of these include consultations with parents, teachers, and other professionals, providing referral information to other resources, and counseling advocacy. These services are needed because they open the avenue for the counselor to attend to many students and perhaps meet their needs holistically to a certain extent. In this manner, the counselor can become indirectly involved in transforming the total school climate and making supportive changes in policies that are helpful to students (Tang, 2019). It has become my tradition to work indirectly for the students so that they receive the support of the teachers, parents, and other parties in the community. There are no indirect services without direct services; the indirect services supplement the offering by providing students with a combined approach to responding to their needs.

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This lesson plan, entitled "Social Emotional Learning Skills in Class," is for teaching the 8th grade a skill regarding the identification of emotions in adverse situations. Specifically, the lesson aims to acquaint the students with how their respective behaviors may be influenced by emotions, as well as how to deal with the arising emotional stress (Crothers et al., 2020). By utilizing Evidence-Based Interventions (E.B.I.) to improve the intervention process aimed at managing students' emotions, the rate of children receiving referrals for conflict, outbursts, and high levels of emotional distress will be reduced by 10% over the academic semester. This goal is grounded in the fact that if students' knowledge of their feelings and self-regulation increases with the help of lobbyists, the number of students displaying behavioral problems will decrease, leaving the classroom atmosphere more favorable.

A challenge that I foresee when implementing this lesson focus with my selected students relates to interest level and willingness to share feelings in a group: Generally, 8th graders seem to develop more intense feelings and can quickly get embarrassed when it comes to speaking about their feelings in front of other people. This can lead to non-participation in group discussions or any other associated activity. In response to this, I have made it my mission to create an empathetic atmosphere where the children feel comfortable expressing themselves; this will include using the ‘feelings wheel’ and encouraging safe material like the ‘Snack Attack’ clip.

Another challenge could be how to ensure that the coping strategies included in the lesson are relevant to someone's experience. Most of the students may experience difficulty in associating general coping mechanisms with their personal emotional cues or behaviors. In response to this, I will provide time for the students to reflect on themselves, albeit briefly, by completing journals in relation to the course setting. This paper-based reflection may also be more personalized and can perhaps help any of the students in case they find it difficult to apply the coping strategies in real life. In summary, the lesson plan deals with revising practices, particularly emotional practice, as well as improving behavioral control among students, though I will have to phase these in according to the needs of 8th graders.

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Reflection on Lesson Plan Implementation

This lesson plan, entitled "Social Emotional Learning Skills in Class," is for teaching the 8th grade a skill regarding the identification of emotions in adverse situations. Specifically, the lesson aims to acquaint the students with how their respective behaviors may be influenced by emotions, as well as how to deal with the arising emotional stress (Crothers et al., 2020). By utilizing Evidence-Based Interventions (E.B.I.) to improve the intervention process aimed at managing students' emotions, the rate of children receiving referrals for conflict, outbursts, and high levels of emotional distress will be reduced by 10% over the academic semester. This goal is grounded in the fact that if students' knowledge of their feelings and self-regulation increases with the help of lobbyists, the number of students displaying behavioral problems will decrease, leaving the classroom atmosphere more favorable.

A challenge that I foresee when implementing this lesson focus with my selected students relates to interest level and willingness to share feelings in a group: Generally, 8th graders seem to develop more intense feelings and can quickly get embarrassed when it comes to speaking about their feelings in front of other people. This can lead to non-participation in group discussions or any other associated activity. In response to this, I have made it my mission to create an empathetic atmosphere where the children feel comfortable expressing themselves; this will include using the ‘feelings wheel’ and encouraging safe material like the ‘Snack Attack’ clip.

Another challenge could be how to ensure that the coping strategies included in the lesson are relevant to someone's experience. Most of the students may experience difficulty in associating general coping mechanisms with their personal emotional cues or behaviors. In response to this, I will provide time for the students to reflect on themselves, albeit briefly, by completing journals in relation to the course setting. This paper-based reflection may also be more personalized and can perhaps help any of the students in case they find it difficult to apply the coping strategies in real life. In summary, the lesson plan deals with revising practices, particularly emotional practice, as well as improving behavioral control among students, though I will have to phase these in according to the needs of 8th graders.

Program Assessment

A.S.C.A. refers to program assessment as a process or activity that seeks to determine the effectiveness and success of the school counselling program. It is very important that the goals of the program are effectively matched with the school's mission and goals, as well as the A.S.C.A. National Model. For example, in the lesson plan highlighted here—learning-teaching-promoting literacy to eighth graders—the overall needs assessment of the program would involve information on the disciplinary reports on emotional regulation. Baseline data shows that the school is able to receive about 50 discipline referrals in a week due to rivalry, anger outbursts, and assertiveness issues. In a program assessment, the school counsellor can look at the fate of the referrals identified during the school year as having trouble with emotional regulation when the 10-lesson unit of instruction was taught. It is important for school counsellors to evaluate the program on a routine basis, as it ensures that all services, like this evidence-based intervention presented for students' needs, are evidence-informed and growing. The spirit here is to continue improving the program against the backdrop of the above observations with the aim of enhancing equity and efficiency in the distribution of the counselling benefits offered to students.

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Reporting of results and outcomes is congruent with the A.S.C.A. National Model and is used to assess the school counseling program's performance in the year being considered. As for the annual results of an integrated 8th-grade lesson plan, 50 to 45 disciplinary referrals per week were made if the results of the lesson plan were considered. It would also assess the effectiveness of the interventions to be imparted to the students, such as coping strategies mentioned in the lessons. For example, there is data that has been gathered on students before and after the intervention related to the enhancement of their capability to identify feelings and to calm down if upset. While this information may be used by school counselors to defend why their programs need funding from the administrators, parents, and other stakeholders, it makes them more responsible. Counselors may then decide whether or not the SMART goal is successful, which is a 10% decrease in referrals; with this information, counselors would have quantifiable data on to base further program changes, as well as the purpose of aspiring to a more successful intervention.

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School Counselor Assessment and Appraisal

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School Counselor Assessment and Appraisal

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Professional school counselor evaluation and accountability means inviting an assessor to analyze the activities of the school counselors in relation to the standards and competencies laid down by A.S.C.A. It is important that this particular assessment is one of the reflective types in order for counselors to refine their craft consistently. When planning a lesson to teach the students in 8th grade, the counselor might consider how to present the lesson to the students apart from coming across students with emotional problems throughout the lessons. For example, the counselor might wonder how carefully they have observed and how explicitly they have fostered students' feelings or how skillfully they have employed the opportunity for everyone who has expressed resentment in writing in their journals. If the student comes out of the assessment with little to no difference in behavior, the counselor may look at other areas that might require more enrichment in areas where they may not have much experience, such as the techniques that should be used on the students. This process enables the counselor to ensure they are ethical and consistent with ethical principles and provide services that will fit the students and the school's needs in order to foster the achievement of school counseling program objectives towards the success of a particular school.

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Identify your selected Lesson Plan and Result Report level.

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Identify your selected Lesson Plan and Result Report level.

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Middle School Lesson Plan and Results Report

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In what ways did the selected Mindsets and/or Behaviors match the lesson topic?

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In what ways did the selected Mindsets and/or Behaviors match the lesson topic?

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Emotion regulation has been chosen as the S.E.L. facet for the particular lesson plan for the 8th graders. In fact, the selected M1 and B-SMS 7 Mindsets and Behaviors could not have been matched better with this topic. Learner style M1 concerns the belief in having the potential for whole personal development encompassing the psychological, socio-emotional, and physical aspects. This way of thinking is useful for the lesson's focus on emotional self-regulation as it gives permission, as well as a mandate, to consider feelings when deciding how to operate at one's best. As there is an emphasis on the total person, the lesson allows a student to discover that aspects of human personality affect physical health, and those skills to safeguard one’s emotional self are essential in life.

The third Behavior B-SMS 7: Appropriate coping skills is also right for the lesson's goal. Coping is connected with the given type of work as a functional precursor to the deployability of personal and professional stress and conflict. This lesson empowers the students to handle their own emotions, which would help in correcting behavior issues and overall behavioral health in the long run. It is assumed that these coping strategies will be useful not only at school but also at home and in other workplaces in the future.

For the chosen Mindsets and Behaviors, I would also like to add B-SMS # 9 – Persistency in achieving short-term and long-term goals. Emotional regulation, therefore, is not something that students 'get' during their time in school or during one lesson, one day, one week, or even a month, for that matter. That is why it is rather time-consuming and needs to be performed for a specific period of time with a certain frequency. Should students employ B-SMS 9, they would have some hope in having to practice in order to control emotions. This mindset would help reemphasize that responding to emotional events is not about having done it perfectly the first time in stress but about always striving towards it and practicing while consistently using all the proper strategies once a stressful event occurs.

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In what ways do the ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets and/or Behaviors and topic? 

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In what ways do the ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets and/or Behaviors and topic? 

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The pre/post-assessment items provided in the lesson align with the Mindsets and Behaviors and correspond with the general lesson on emotion regulation. The specificity of these assessments is to evaluate the pupil's knowledge about their emotions and to think about the ways that could be useful for them in such a situation, which is directly linked to Behavior B-SMS 7. For instance, when a question such as 'I know how to regulate feelings when flooded with emotions' is asked, this provides clear evidence of whether or not students have acquired the requisite cues to contain the intensity of their feelings. There is harmony between this and the teaching and learning objective, which focuses on preparing the students to use research-based practices in managing emotions.

As in the case of motivation, similar questions referring to the importance of the development of various aspects of personality refer to Mindset M1 as well; for example, "Sometimes I ask myself: Should it be necessary for me to learn what I feel in stress?" These questions are not only used to check on the student's academic content knowledge of emotions but also to ask them about the role of the assessment of emotions within their daily activities. This is why, by posing both practical and reflective questions in the assessments, the lesson, in its forms, creates a more comprehensive assessment of the student's progress in terms of awareness and application of those stated emotional regulation strategies. Combined, these assessment items prove to be a more valid, practical, and less opaque approach to assessing a number of lessons. These consist of what is anticipated prior to the lesson and what is anticipated from any lesson, thus offering the learners proof of the attainment of the content and final velocity sought in the lesson: the yardstick for either the mastery of or improvement in the ability to manage one’s emotions.

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Did the lesson content/materials match the selected Mindsets and/or Behaviors skill?

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Did the lesson content/materials match the selected Mindsets and/or Behaviors skill?

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This is why lesson content is limited to the particular skill areas that the correspondent Mindsets and Behaviors in focus address. Among the activities that enable Mindset M1 is the feeling wheel, whereby the student is taken through feelings and enabled to express them. Liberated from formal abstraction in traditional education, this tool helps prepare the student to label his or her feelings better. As pointed out by Mindset M1, the first way to prevent or control them is by learning how to express emotions, thus improving the overall developable personality.

The journal prompts also invoke the next facet of Behavior B-SMS 7 because the pupils were compelled to describe their personal self-emotions and how these impacted their behaviors during adversity. This is exactly why such a basic competency as emotional self-regulation is so valued: Students are encouraged to write about their feelings and action patterns or prohibited actions, which are so beneficial for the development of the competency. These journal entries also help the students to think about coping at a personal level; lastly, they help the counselor to check, in a time-bound manner, how the students are faring with their emotions.

Besides that, the 'snack attack' video includes a fun and realistic element in the lesson plans. The actions presented in the video explain to students that emotions cause behavior; hence, they are reasonable and rewarding. One might then argue that this allows them to see how the skills might be utilized—it just strengthens the programs that are being used. As such, the use of these materials makes the lesson more interactive and interesting, relevant to the target mindsets and behaviors and therefore raises the likelihood of the student's understanding of the E.M. regulation strategies that are taught.

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how do you think that timing may have impacted the results of the lesson?

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how do you think that timing may have impacted the results of the lesson?

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Control of time is always crucial when it comes to delivering a lesson or teaching, especially on emotion regulation. This particular lesson was taken after lunch; hence, it may pose some difficulties, making it hard. As for the emotional regulation lesson, a fair amount of cognization is used, and he or she must be arguably in the right state for the lesson. It is here that one might decide to claim that some students may have been more part-active or part-reflective during the lesson than others because it happened in the afternoon, followed by a lunch break. Something that might have been important to expound on is understanding why, according to the results of the post-first assessment, certain children remained insecure in managing emotions. It could be better positioned as a lesson that involves thinking about thinking, and the regulation of feelings and emotions would be easier during the course of the morning so students would capture more and explore the content well.

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What are some ways you would modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset?

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What are some ways you would modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset?

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In order to bring a correlation between the aspects of the lesson plan and aspects of creativity, as well as knowledge about the A.S.C.A. National Model and the skill part, I would like to make such a change in the lesson plan. First, I would add more activities that include, for instance, modeling specific scenarios in which the students would practice particular aspects of emotional regulation. These activities would be an imitation of what the students are learning to do in relaxed environments so they can learn how to contain themselves in different areas. It also focuses on role-playing. This, in turn, would bring more participation from the students, as well as improve the retention of material.

Second, I would ensure peer discussion involved writing journal prompts and that the students had to share their impressions in groups. It also opens up an interesting peer teaching idea to help each other; if not understood, at least they can cope and share experiences. This collaboration component or perspective would ensure that there is a proper learning environment for the pupils in relation to their feelings as they anticipated how such are managed. Last of all, I shall ensure that the contents of the lesson and all the material presented meet the criterion of cultural relevance – containing references that the learners would recognize. The moment the content of the lesson is directed towards individual lessons, it would be much more useful. All these changes would not only work well as a way of making it easier and more fun as a method of delivering the lesson but would actually be much more effective in helping the students learn those important skills on how to regulate their own emotions better.