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1. Comprehensive School Counseling Program -A Comprehensive School Counseling Program is a program that is tested, planned, and designed around students and helping them succeed in academics, social/emotional wellness, and with their career goals. It is important to school counselors because these are the main areas students need the most support and having someone who can help promote growth in these areas will help them succeed best.

2. School Counseling Scope of Practice -School Counseling Scope of Practice is defined as a program that provides education, prevention/intervention, and referrals to students as they need it. It is important to school counselors because it is how counselors help support students.

3. Academic Development -obtaining knowledge, skills, and behaviors that promote learning and achievement. This is important to school counselors because it helps track student success and progress. It shows how students develop.

4. Career Development- Helping students realize their interest/skills/abilities, understand how work and school connect, and help establish a plan for transition after high school. This is important to school counselors because they help students develop these skills and knowledge in order to help them successfully transition to an appropriate next step.

5. Social/Emotional Development - helping students understand and apply skills to help them manage their emotions, learn interpersonal skills, and healthy attitudes. This is important to school counselors because helps increase student knowledge and understanding of their emotions where counselors can help students learn ways to manage better.

6. ASCA Mindset and Behaviors- Standards for student success, helping students learn skills and attitudes that they need to succeed in academics, social, and emotional situations to help prepare them for college/careers. This is important for school counselors because it helps define exactly what students need to succeed in their adult lives.

7. ASCA Ethical Standards for School Counselors- standards that school counselors abide by to help mainstream care which is in the best interest of all students. This is important because all students deserve respect and to be treated with dignity and having all counselors abide by these ethical standards means that all counselors will be on the same page. They also help protect students.

8. ASCA School Counselor Professional Standards and Competencies- Guidelines that outline behaviors and mindsets that counselors should have in order to meet the needs of students. This is important because it helps ensure school counselors keep up with professional development in order to be providing the best possible care.

9. School Counseling Direct Services -Counselors providing direct care to students to help them with their social, emotional, and physical wellbeing. This is important for school counselors so they can help students in managing any behavioral/emotional issues.

10. School Counseling Indirect Services-School counselors taking action on behalf of their students, such as outside referrals, consultation, and collaboration. This is important for school counselors because if a counselor didn’t have the necessary resources to assist, it is their duty to refer them to someone who can. Coordination with teacher/family is important to ensure everyone is on the same page and can all help the student succeed.

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My personal vision for being a school counselor includes providing a safe, welcoming

space for every student to be able to openly express their academic, social, and emotional needs. I will advocate with/for students in order to promote an environment to help them succeed personally, academically, and professionally. I will coordinate with teachers, family/natural supports to ensure students have access to every tool, resource, and relationships necessary to encourage growth in academics, social/emotional wellness, and vocational skills.

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The goal of this lesson plan is to help students understand how their emotions affect their behaviors in difficult situations. It is designed to help students talk about coping strategies they can use to maintain a healthy balance of their mental, social/emotional, and physical well-being. I think the biggest issue I may have when trying to implement this lesson with students grades 7-12 is to maintain their engagement and relate to them in a way where they will actually be able to use the information they learn in the lesson.

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Describe the purpose of each term according to ASCA:

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Describe the purpose of each term according to ASCA:

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Program Assessment -  a process that evaluates the effectiveness of a school counseling program.

Annual Results Reports -  a tool to evaluate the effectiveness of a school counseling program and make decisions to improve it.

School Counselor Assessment and Appraisal - A process where school counselors help students analyze their abilities, interests, skills, and achievements to help students make decisions about their future.

Review the Elementary, Middle School, and High School Lesson Plans and Results Reports in the Learning Resources. Select one plan and report and answer the following questions:

Identify your selected Lesson Plan and Result Report level- High School Lesson Plan and Results Report.

In what ways did the selected Mindsets and/or Behaviors match the lesson topic? List one additional Mindsets and/or Behaviors that you would have selected for the lesson and why.

The mindset of belief in development of whole self was a good choice for the lesson topic because students were experiencing increase behavioral issues and struggling with balancing their mental, social/emotional and physical wellbeing.

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?

I think the Pre and Post-Assessment items aligned with the mindsets as the questions were around their wellbeing and difficult situations which can be causing increased stress which can increase behavioral issues.

Did the lesson content/materials match the selected Mindsets and/or Behaviors skill? Why or why not?

Yes, I believe the lesson content/materials matched the selected mindset because it seems that prior to the lesson, many students were not really sure what to do with their difficult situations. The Post-Assessment showed that instead of being “not sure” about it being important to understand their feelings in difficult situations, their opinion changed to mostly true as in increasing their awareness around how to manage their emotions is helpful.

Timing can be important for delivering lessons and holding small group sessions. Yet, timing can also be limited for school counselors when it comes to working with students. Based on your opinion, how do you think that timing may have impacted the results of the lesson?

I think that in this situation, it seems students are not sure how their feelings affect their behaviors in difficult situations and they can not tell when their feelings are going to affect their behavior. This was a similar outcome on the pre-assessment as well as the post-assessment. I think that because there were students acting out before this lesson was initiated, it could have been set out sooner rather than later, but it is still going to be beneficial to have students continue to maybe journal or address their feelings in a productive way.

School counselors often share lesson plans amongst each other when they might experience similar student challenges or topics. But schools, populations, cultures, developmental levels, and school counselors are unique. What are some ways you would modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset?

The lesson seemed to be a little bland and I think depending on your student population, it could be good to bring things to their level as much as possible. Collaborate with their teachers and see what kinds of things they are interested in or how they learn best in order to help students understand vocabulary better.

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

Cleveland, R. E., & Sink, C. A. (2018). Student Happiness, School Climate, and School Improvement Plans. Professional School Counseling, 21(1)https://doi.org/10.1177/2156759X18761898

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