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Behavior expectations are in every job people do from school to careers. Learning to help students find ways to be prompted to know the expectations is very important, especially as every student is different and requires different ways to learn things.

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Harvard Implicit Bias Test results and my thoughts.

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Overview

The ASCA School Counselor Professional Standards and Competencies Assessment showed an overall understanding of the mindsets with a rate of 59 percent. The self-assessment of the ASCA standards is subjective as the person taking it to self-assess needs to be honest about their actual mindsets and behaviors. If the assessor wants to lean towards being unique with the mindsets and competencies, then self-improvement will not be accurate or feel needed.

Areas to Improve

The area I noted that needed improvement when self-assessing was indirect service to students. ASCA Mindset M6 was not marked. This is the mindset of the leadership of school counselors as well as not keeping ASCA Competencies B-PF a, d, e, f, g, which also goes with demonstrating leadership. The other areas I did not mark were regarding working with school board members and administration. I can work on these areas since I know the competencies and Standards and can self-assess to ensure I am learning those job expectations (ASCA, 2019).

Areas Did Well

The data shows that most checked-off mindsets directly serve the student through classroom teachings, group work, and individual counseling. I am data-driven and know that programs have been created to teach counseling programs. Collaboration with teachers, parents, and other staff is something I know is essential for 504 meetings and to create a whole picture of the student and their needs. An example would be in class bullying prevention program. From there, the counselor can then concentrate on a small group or individual counseling, knowing the student(s) had the core concepts already gone over.

References

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

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Core Beliefs

My core belief for students is the ability to learn and maintain a balance between social and emotional well-being following ASCA mindset standard M 1 (2019). Students should be inclusive and hard-working; all students can work towards this balance. Some students need help to develop skills in self-confidence (Mindset standard M 4 of ASCA, 2019), self-control (ASCA, 2019, B-SM 2), and understanding of the importance of being part of their community and a life-long learner.

School Counselor's Advocacy Role

The school counselor's role is to provide both direct and indirect support. The American School Counselor Association (ASCA) Define standards (2019) promote mindset and behavior standards. The school counselor is someone who helps students to achieve these standards in a wholesome and positive environment. This can be through direct roles such as classroom guidance counseling for bullying and social-emotional learning or indirect functions such as 504s and providing a safe environment for regulation.

Ethical Standards That Guide School Counselors

Ethical standards are essential to the role of the school counselor. Confidentiality is vital as school counselors are trusted with personal information about students, such as homelessness, 504s, IEPS, and school records. Ethical guidelines are also important as the school counselor should not diagnose students but are aware of how a diagnosis may impact the student in the school environment. The ASCA ethical guidelines are crucial to maintain students' safety and to guide counselors to ensure the students are given the best and safest help (ASCA, 2019).

Vision Statement

My vision is to have students become positive members of their community through working, modeling positive behavior, and creating positive social change in their communities.

References

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

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I chose the article Research Support for School Counseling by the American Counseling Association as it was a meta-analysis of 117 studies. This showed a great deal of reading and understanding with the chance of a greater pool of information to pull from. The article talked about the aspects of school counseling, such as college readiness, Academics, Counseling in groups and individually, and best practices. The report included dropout rates, testing scores, and positive behaviors.
The essential concepts of the article focus on ASCA standards such as B-SMS 9 personal safety skills (ASCA, 2019) by helping to decrease disruptions in class and improving mental health overall. School counselors help reduce dropout rates through specific programs that align with B-PE  2 and B-PE 4 (ASCA, 2019). The positive aspects are analyzed from classroom programs to group work on items such as social skills and individual counseling, the school counseling trifecta of providing support to the students based on the needs of the students, and using ASCA mindsets and standards.
I agree with the report comparing the information I read in the article with my experiences as and with school counselors. The school counselor, using a curriculum and what the grade levels need, can provide general education over social-emotional learning, future jobs, and how the education they are learning relates and skills help the students achieve, which is ASCA mindset standard M1 (2019). If a student struggles with executive functioning skills, the counselor can help them develop the skills, promoting the Behavioral Standard B-LS 3 (ASCA, 2019). School counselors are for the general education of academics and social-emotional learning done in an ethical, data-driven way that supports students where the student needs are, which promotes growth and positivity for the students.

References

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

American Counseling Association & Center for School Counseling Outcome Research and Evaluation, University of Massachusetts- Amherst. (2017). Research Support for School Counseling. https://www.counseling.org/publicpolicy/pdf/research_support_school_counseling-aca-cscore_02-11.pdf