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Effectiveness of School Counseling Original Article

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Effectiveness of School Counseling Original Article

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Integrating a Multi-Tiered System of Supports With Comprehensive

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Effectiveness of School Counseling Programs: Reflection

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Effectiveness of School Counseling Programs: Reflection

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Effectiveness of School Counseling Programs

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The competency assessment outlined in the ASCA National Model is important for every school counselor to use and check in on their professional skills. For me, this was an interesting assessment to take as I am very new to the school counseling program as well as new to the school environment as a professional, instead of as a student. This assessment helped me assess my skills and competencies that I possess at the moment, and whether or not I would feel confident in performing the roles and duties of a school counselor today.

One area that I feel most confident in is the mindsets category as well as in B-PF 1. I believe that I hold the beliefs and mindsets outlined by the ASCA National Model that include believing that every student can learn and should have the opportunity to learn and succeed, in addition to recognizing that the profession relies on collaboration with other school professionals (ASCA, 2019). In addition, I feel confident in my knowledge of different developmental and counseling theories that will help me in my professional career. While I lack the practical experience of implementing these theories in practice, I believe that I am knowledgeable about them.

One specific experience I have with the skill of using theories in various settings includes my experience as a teaching assistant during my undergraduate career. I was a TA for a developmental psychology course my senior year of college. During this, I was responsible for helping students learn and understand different development theories by Piaget, Vygotsky, Erikson, etc. I believe that I have the necessary knowledge of various human development theories to be a successful school counselor. However, there is still room for more learning and practice in this area for me.

One area that I feel that I need to improve is within B-PF 2 and B-PF 3, categories related to the legal issues and policies surrounding the education system (ASCA, 2019). I feel that I need to learn more about the educational system as a whole as well as the legal policies surrounding the system. I believe that this will come easier with the more experience I have working within a school. Either way, at this present moment, I recognize that this is an area that I need to improve upon and will be proactive in making sure that I am well prepared in my future career.

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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A school counseling program that I would like to establish in my future career is something that promotes the inclusion of LGBTQ+ students and LGBTQ+ curriculum. I’m not quite sure how I would like for this program to look exactly. The foundation and goal of the program would be to lower rates of bullying and increase feelings of safety and security of students of the LGBTQ+ community. However, the program would focus on the experiences of LGBTQ+ students and how their experiences in the school may differ from their other classmates. I would like to create a sort of buddy system where a student, or students, of the LGBTQ+ community (if they are open and comfortable with and willingly volunteer for this) would be paired up or matched with a student or students who do not identify with the LGBTQ+ community. The students would then gather in their small groups to listen and share their experiences in the school, in addition to possibly even participating in team building and bonding activities. This would hopefully lead to more cohesiveness and inclusion of students who may otherwise typically be pushed to the side. The program would start when students enter 9th grade and continue into their senior year of high school, with the students being able to switch up their groups or keep the same. The small group discussions and activities would take place at least once a month at the end of the school day, with the overall student body possibly being split up on different days depending on the size of the school and the facilities available, as sort of an assembly format.

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Every student has the right to quality education and deserves the opportunity to learn and grow through their education with the support of competent teachers and administrators. Every student deserves a safe and open space to grow within the academics and social life.

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I believe that school counselors are responsible for advocating for each and every student that they serve. A school counselor must advocate for every student, especially those who may be unable to advocate for themselves and their own education. School counselors must be able to collaborate with other school personnel, such as teachers, administrators, and social workers, to ensure that the student is in a position to succeed and has their basic needs are being met. It is very easy for an unruly student to be labeled as the “bad kid;” however, it is the responsibility of the school counselor to assess the situation further and reach the root of the problem. As a school counselor, I will advocate for each and every student with their needs and goals in mind.

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I believe that recognizing the potential, both academically and socially, for every student is crucial to the school counseling profession. I believe that every student has the right and deserves the opportunity to learn in a supportive, positive environment. I believe that all school personnel have an obligation to their students to ensure that they have access to the high quality of education and learning possible. When students are able to learn in a safe and supportive environment, with proper support and guidance, they are more likely to achieve their highest goals, in terms of their academics and social development.