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Mindsets and/or Behaviors match the lesson topic

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Mindsets and/or Behaviors match the lesson topic

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The selected Mindset and behavior matched the lesson topic of social/emotional development and learning. The selected mindset and behavior involves the development whole self and a positive balance of mental, social/emotional, and physical well-being. Looking at the Result Report, the B-SMS 1 and 7 include responsibilities to oneself and actions and effective coping methods. The mindset and behavior matches the lesson plan because social/emotional development involves emotional standards, coping abilities, and taking more accountability for actions. Essentially, students are being taught to target their emotional challenges in order to share them healthily. One additional mindset and behavior that I could add to the lesson plan would be students' having the ability to create positive and healthy relationship with other students because once they are able to control their emotions, they can have a better chance at managing conflict with other students.

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Define:

Comprehensive School Counseling Program

Definition: is an organized system that summarizes school counseling assistance to help students in their academics, career, and social/emotional skills

Importance: guarantees school counselors can remain unbiased and help their students have access to counselors in general for school success.

School Counseling Scope of Practice

Definition: school counselors are highly trained and approved to carry out the responsibilities and activities for students

Importance: essentially helps explain a school counselor's professional role and boundaries when helping students’ development skills and well-being

Academic Development

Definition: assist and teach students to improve their educational skills and future life outside-of-school abilities.

Importance: school counselors help students accomplish their academic purpose to have a successful life in college or career

Career Development

Definition: the method of helping students comprehend and plan for their future, whether that is with college or other career options such as employment

Importance: it prepares students for adult life in career decision-making and understanding the change from school to careers

Social/Emotional Development

Definition: students learn to manage their emotions, form connections/relationships, develop social skills, and create better decision-making abilities

Importance: helps students establish resiliency and connect with others in a healthy manner

ASCA Mindset and Behavior

Definition: summarized attitude, knowledge, and skills for students to be able to reach academic, career, social/emotional achievement

Importance: leads school counselors to establish programs that help students’ growth

ASCA Ethical Standards for School Counselors

Definition: a set of guidelines that share ethical behaviors and obligations for school counselors to use

Importance: counselors can continue to be professional, but remain confidential for their students, and protect their students’ well-being

ASCA School Counselor Professional Standards and Competencies

Definition: a structure of knowledge, skills, and attitudes required for productive school counseling programs

Importance: provides school counselors with their professional growth and assessment to better help with students’ desires

School Counseling Direct Services

Definition: face-to-face services such as group settings or one-on-one counseling for school counselors and students

Importance: helps tackle students’ needs and support their instant problems

School Counseling Indirect Services

Definition: involves assisting students indirectly by communicating with teachers and parents, but having references to different resources

Importance: having more resources for a successful and effective counseling program

Source:

ASCA Ethical Standards for School Counselors - ASCA Ethical Standards for School Counselors(2022). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)#G

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Professional School Counseling Philosophy Statement

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Professional School Counseling Philosophy Statement

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Based on the ASCA National Model and Ethical Standards, my philosophy would be that school counseling can be more welcoming and protective for students. Students who feel shielded and cared for feel the need to achieve more and reach their full potential in their academics and career future. My vision statement would involve providing the best resources for students to shine in their academics and educating students with the necessary skills for constant success after college. I would welcome the idea of inclusion for all my students and encourage students to open up more emotionally and create relationships.

Source:

ASCA Ethical Standards for School Counselors - ASCA Ethical Standards for School Counselors(2022). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)#G

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ASCA Formatted Classroom Counseling Lesson Link

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ASCA Formatted Classroom Counseling Lesson Link

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asca lesson plan template db - Free download as Word Doc (.doc), PDF File (.pdf), Text File (.txt) or read online for free.

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I found a one-page lesson plan for school counselors that involves the issues of bullying among adolescents. The goal of the lesson plan is for students to recognize ways they can help stop bullying. This lesson plan is for 7th-grade students who will essentially learn what bullying is. The students will be able to understand that there are different type of bullying that affects their peers. Students will be able to bring awareness to other students about the harm when it comes to bullying. This lesson plan will be challenging for me to implement with high school-age children, such as 10th-12th graders. Students who experience bullying at that older age tend to feel isolated and begin to feel anxiety and depression. Most students do not see the point in speaking up to one another for fear of bullying getting worse.

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Advocacy flyer to inform school stakeholders and support the goal of my lesson plan

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Advocacy flyer to inform school stakeholders and support the goal of my lesson plan

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Cream and Brown Modern School Admission Portrait Flyer 

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ASCA School Counseling Assessment Descriptions and Your Responses to one Sample Classroom and Group Mindsets & Behaviors Results Reports and Lesson Plan

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ASCA School Counseling Assessment Descriptions and Your Responses to one Sample Classroom and Group Mindsets & Behaviors Results Reports and Lesson Plan

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My understanding of the school counselor’s role is not only helping students achieve academic success, but also noticing any wrongdoings of the education system according to the ASCA National Model (2019). Making systemic changes involves more counselors acknowledging the unfairness in educational methods used against students and attempting to find better programs. Nonetheless, counselors can be a listening ear to other staff members to work towards being fair and understanding the importance of inclusion among their students. Advocating for every student’s well-being and personal growth is very important for staff to enforce. Working together, counselors can provide comprehensive support for all students emotionally, academically, socially, and emotionally.

Source:

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 based on the ASCA National Model’s Direction

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Core Beliefs based on the ASCA National Model’s Direction

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Based on the ASCA National Model’s direction, my core belief is that children are very different from one another, especially in their backgrounds. With these different backgrounds come children who are not spoken for enough. School counselors could be the ones who can defend and stand up for all students fairly, as stated in the ASCA National Model (2019). The model supports the value of impartiality and success for all children. Nonetheless, school counselors should create a safe environment that assists students’ growth with the help of stakeholders, parents, staff, administrators, and the community. Another belief I hold is that counselors need to find more resources to create additional skills that will help foster their students’ success and emotional stability.

Source:

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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My core belief is that every student has the potential to achieve success. Students possess different ways in which they can learn and understand information. From their background, students develop their own patterns, whether it is educational or social. With certain support, students have the potential to minimize their learning incapabilities, social relationships, and issues at home. Another belief would be for students to understand the importance of resilience and confidence in their academics. Students can develop resilience with proper help, establish the skills to tackle hard situations, learn from sudden disappointments, and slowly develop confidence in themselves.

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How the ASCA Ethical Standards and Guidelines will shape your work with students and other stakeholders.

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How the ASCA Ethical Standards and Guidelines will shape your work with students and other stakeholders.

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The ASCA Ethical Standards and Guidelines will shape my work with students and other stakeholders because their standards and rules hold a strong notion of equity, admiration, respect, honesty, and confidentiality. Their set of standards allows counselors to improve their decision-making skills and create trusting relationships between clients and I. Importantly, communication becomes better to the point where I am able to challenge my clients more about their feelings, mental health, and struggles in life.

Source:

ASCA Ethical Standards for School Counselors - ASCA Ethical Standards for School Counselors(2022). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1)#G

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Consult and Collaborate with other Stakeholders to support your work. 

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Consult and Collaborate with other Stakeholders to support your work. 

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I would start by developing a close relationship with the stakeholders to support my work. I would gain support from parents, staff, administrators, and the community to help my students’ developmental skills in a school setting and outside of a school setting. Open communication will be the most important thing when collaborating with stakeholders. Collaborating with stakeholders would involve more scheduling of meetings on the improvement of students and problems that need to be addressed. Finding each student’s weaknesses and strengths would help target what needs to be worked on more. With academic, social, and emotional development parents could be notified of changes with their children.

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Program Assessment: the purpose is to evaluate and measure the strengths of school counseling programs to better the students' outcome

Annual Results Reports: the purpose is to show evidence and give a statement on how the outcome of school counseling programs has on students’ behavior, success, and participation for stakeholders.

School Counselor Assessment Appraisal: the purpose is to have school counselors form observations and reflect on their own performances and professional growth for feedback

Sources:

American School Counselor Association. The School Counselor and School Counseling Programs(2023). https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-School-Counseling-Program

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ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets and/or Behaviors and topic

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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 ASCA student standard pre- and post-assessment items align with the mindset and behavior because they emphasize the importance of understanding one’s feelings and determining what emotions are difficult to handle. It helps students work on their emotional coping methods.

The ASCA student standard pre- and post-assessment items do not align with the mindset and behavior because the issue only centers on students’ feelings rather than taking accountability for their actions. If the option was to be able to take accountability, it could improve on their targeted abilities.

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Lesson content/materials match the selected Mindsets and/or Behaviors skill

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Lesson content/materials match the selected Mindsets and/or Behaviors skill

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The lesson materials did match the selected mindset and behavior skills because they focused on emotional development and learning with the strength coping skills that align with the development of "whole" self. The materials also help students identify their emotions and understand why their emotions and feelings affect their behaviors, which requires coping skills to manage it.

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Timing may having an impact on the results of the lesson

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Timing may having an impact on the results of the lesson

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Timing can impact the results of the lesson because it restricts the extent of how long counselors are getting with their students. The discussion and activity limits the amount of time students have to welcome new strategies to use amongst themselves and their peers. Most students need more time to consider and ponder on their emotions. This is the type of lesson that needs to happen on a weekly period in order to see chances and improve their students’ ability to regulate their emotions and develop coping skills.

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Modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset.

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Modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset.

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With my knowledge of the ASCA National Model and skillset, I would modify the lesson plan to include more sessions instead of one, creating realistic scenarios for students to better understand their emotions, and create small groups for students to collaborate with to manage their emotions and piggyback ideas from one another. I would include cultural awareness exercises that my students could connect with from their backgrounds. With this generation’s need to be on technology so much, I would find online programs that could help students match their emotional needs and provide coping methods for my students to try.

Source:

American School Counselor Association. (2019). ASCA National Model: A framework for school counseling programs (4th ed.). American School Counselor Association.

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High School Lesson Plan and Results Report 

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High School Lesson Plan and Results Report 

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COUN 6111S High School Lesson Plan and Results Report (2)