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School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice

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In a review of, School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice, the article offered three recommendations for comprehensive school counseling programs (CSCP). First, the study suggests that school counselors spend less time on clerical duties and more time in direct student service. Study participants all agreed that completing additional administrative tasks had a direct negative impact on the time spent in direct services to students and thus lowered favorable student outcomes. To remedy this, Brewington and Kushner (2020) recommended continuing education on awareness of the school counselor’s role. The second recommendation is that school counselors should act as “change agents” to maintain a “student-centered environment” in schools. The ASCA maintains that “…school counselors often are the only adults who have a holistic picture of the students…” and thus has a special insight into creating environments where students can thrive (American School Counseling Association, 2019). The third recommendation is that School Counselors should have a clear understanding of students’ needs at the end of the school year so that they can better prepare to service students as they transition into a new school year. Brewington and Kushner (2020) identified “peer social capital, teachers who care, family and community assets, and multiple streams of motivation” as factors that school counselors can impact and that directly correlate to student progress and resilience. The article suggests that planning for these student needs for the upcoming school year will make CSCPs more effective.

In this article, we see one of the essential elements of the ASCA model, the assessment of the school counseling program. We see how in so doing, we are continuously looking at the needs and the outcomes of the students. We see that if there were no program guides, we may not assess, causing us to miss opportunities to make critical changes like those recommended in the study. Having and following a guide, a CSCP, is essential to, all parties understanding the role of a  school counselor, a student-centered environment, a successful school counseling program, and positive student outcomes.

Reference

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

-Brewington, M., & Kushner, J. (2020). School Counselor Perceptions of a Comprehensive School Counseling Model and Implications for Practice. Administrative Issues Journal, 10(2), 33 - 45. DOI: 10.5929/2020.10.2.3

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Personal Philosophy of School Counseling

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Personal Philosophy of School Counseling

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I believe every student can succeed when the right programs are in place to support them. Every child is unique and I think it is the job of the school counselor, to help students identify their strengths and teach them how to use those strengths to succeed.

In my role as a School Counselor, I will help students identify their unique talents and strengths and make sure they know how to utilize those skills to succeed in academic, career, and personal domains. As a student advocate, I will also help to create an environment that caters to the holistic needs of all students.

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Reflection on School Counselor Competency Assessment 

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Reflection on School Counselor Competency Assessment 

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After completing the school counselor competency assessment, I have identified that I was strongest in the areas of direct services of short-term individual and small-group counseling. This is the competency that I am most passionate about and in which I have the most experience. I am weakest in the competencies that evolve demonstrating leadership, planning, and assessment of school counseling programs. School Counselors have to be leaders as professionals who understand the responsibilities and depth of their role. School administrators and teachers will seek guidance from the school counseling program on the role of school counselors, student mental health, student career planning, and student social/emotional wellness. School Counselors are responsible for presenting the program in a way that others will understand our beliefs and mission according to ASCA standards. I am confident that I will learn the skills of leadership, planning, and assessment with additional School Counseling classes at Walden University.

Reference

-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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The goal of this lesson plan is to help students self-identify their strengths and skills so that they see themselves as individuals who can achieve. Students need to be aware of and confident in their abilities before they try to succeed. Helping them shift from a negative self-image of a failure and underachiever to someone of substance and positive qualities will motivate them to make positive changes toward achievement.

The challenging aspect of this assignment is combatting deeply ingrained negative core beliefs some students may have about themselves, school, and/or the world. Core beliefs usually start at home where they may be reinforced continuously even after the short lesson.

Reference

American School Counselor Association (ASCA). (n.d.). Templates and resources.Links to an external site. Retrieved January 22, 2022, from https://www.schoolcounselor.org/About-School-Counseling/ASCA-National-Model-for-School-Counseling-Programs/Templates-Resources