# data[].attributes.headline
I chose this article because it was about how the crucial Cs curriculum was incorporated into all aspects of a school setting. To help the students gain back their power, realize that they could make better choices for themselves, and know that they were responsible for how they chose to react to different situations. The researchers did not implement this program in a segregated part of the school system, but it was designed with a holistic perspective. With this kind of a thorough program, we can expect social change and watch the school climate change to its core. The crucial C became an integral part of the core courses taught by teachers, specialist courses like PE, Music, Art, and special education, and last but not least, the school counseling program.SUMMARIZE THE IMPORTANT CONCEPTS:The article introduces the two Adlerian theorists who came up with the idea of Crucial Cs. It is correct to assume that the concept of crucial Cs has its roots in the Adlerian theory, expecting people to be innately and creatively driven and communal. The Crucial cs are four characteristics that facilitate a person, including students, to move towards their desired goals.   1.	Count, I am valued and make a difference in the world.2.	Connect; I have supportive relationships and feel a sense of family and community.3.	Capable; I can take care of myself.4.	Courage; I can take reasonable risks without a guarantee of success.The authors both worked at an elementary school when it was brought to their attention how many of the students had a history of Trauma in drug abuse, single-parent homes due to imprisonment, or other forms of abuse. The school had a high turnover rate. Most of the teachers were new with little or no connections with the students. Because of what was happening, the school created a vision to bring about a change with what they had.  The Professional Development team created specialized training to inform the staff and teachers about the importance of mental health and its direct connection to self-image, learning, and being socially and academically successful. The staff and teachers were encouraged to be mindful of physical fitness and nutrition. The teachers and staff bought in and were on board with the program. So the change started from the top-down, setting an example for the students to follow. Professional development training consisted of Trauma and mental health awareness, developed and delivered before an academic year to prepare the staff and teachers. The school counselor got certified in trauma response and such skills and helped students and teachers to respond better to situations surrounding students with a traumatic background. It helped in preventing behavior referrals and containing conditions within the classroom.The researchers provided special professional development training to facilitate the teachers, create an environment conducive to positive teacher-student relationships, help with monitoring and reforming student behaviors, and keep on track with the academic learning within the classroom. The authors of this article designed 'social wellness and emotional learning curriculum which incorporated the crucial Cs' The aim was to equip the staff, teachers, and students with skills to be successful in their personal and school lives.The implementation of crucial Cs created deeper and meaningful student /teacher relations. It motivated students to become more aware of themselves and their emotions, and it helped them become more connected with other students and work for the greater good. Wings of hope, a school-wide program, was introduced that encouraged students to earn feathers. The feathers were displayed on the eagle in the school's hallway. When the eagles' wings were full of feathers, students got a picture taken in front of the eagle. It became a matter of honor, and students worked hard to earn those feathers. They even mentored other young people to make feathers, thus functioning as a community. The SWEL program was introduced by the authors school-wide. It was a part of the school schedule that each class would spend the first 25 minutes engaging in one of the activities from the SWEL curriculum. The SWEL curriculum consisted of Second Step (Committee for Children, 2020) and a social-emotional program called Leader In Me (Covey, 2008). The teachers could use other resources along with this curriculum, but they could not use it instead of the suggested curriculum. While using the curriculum, the teacher incorporated the crucial Cs' whenever they could, either in the regular academic lessons or throughout the day whenever opportunities arose. Thus maximizing the student's chance to feel cared for, connected with the teachers and peers, confident in who they are, and be able to contribute to help others.The specialized teachers incorporated the crucial Cs in their curriculums to create a unified teaching method all over the school where students felt continuously supported, appreciated, and motivated.Lastly, the teachers identified and created large-group activities and small group activities. The school counselor, specialized teacher, or other teachers worked with individual students in some cases with something they were having issues with. Lastly, a 12-week leadership program was developed and implemented by the PE teacher. This group aimed to instill the feeling of ownership, become mindful of oneself and give back to the school community. Research on the results of this program has yet to be conducted. The authors report that other schools in the district wanted to implement this program in their schools. REFERENCE:                                                                                  Meany-Walen, K.K., & Arensdorf, C. (2021). Crucial Cs in elementary schools. The Journal of Individual Psychology, 77(2), 214-224.                  https://doi.org/10.1353/jip.2021.0016

# data[].attributes.subject
I chose this article because it was about how the crucial Cs curriculum was incorporated into all aspects of a school setting. To help the students gain back their power, realize that they could make better choices for themselves, and know that they were responsible for how they chose to react to different situations. The researchers did not implement this program in a segregated part of the school system, but it was designed with a holistic perspective. With this kind of a thorough program, we can expect social change and watch the school climate change to its core. The crucial C became an integral part of the core courses taught by teachers, specialist courses like PE, Music, Art, and special education, and last but not least, the school counseling program.SUMMARIZE THE IMPORTANT CONCEPTS:The article introduces the two Adlerian theorists who came up with the idea of Crucial Cs. It is correct to assume that the concept of crucial Cs has its roots in the Adlerian theory, expecting people to be innately and creatively driven and communal. The Crucial cs are four characteristics that facilitate a person, including students, to move towards their desired goals.   1.	Count, I am valued and make a difference in the world.2.	Connect; I have supportive relationships and feel a sense of family and community.3.	Capable; I can take care of myself.4.	Courage; I can take reasonable risks without a guarantee of success.The authors both worked at an elementary school when it was brought to their attention how many of the students had a history of Trauma in drug abuse, single-parent homes due to imprisonment, or other forms of abuse. The school had a high turnover rate. Most of the teachers were new with little or no connections with the students. Because of what was happening, the school created a vision to bring about a change with what they had.  The Professional Development team created specialized training to inform the staff and teachers about the importance of mental health and its direct connection to self-image, learning, and being socially and academically successful. The staff and teachers were encouraged to be mindful of physical fitness and nutrition. The teachers and staff bought in and were on board with the program. So the change started from the top-down, setting an example for the students to follow. Professional development training consisted of Trauma and mental health awareness, developed and delivered before an academic year to prepare the staff and teachers. The school counselor got certified in trauma response and such skills and helped students and teachers to respond better to situations surrounding students with a traumatic background. It helped in preventing behavior referrals and containing conditions within the classroom.The researchers provided special professional development training to facilitate the teachers, create an environment conducive to positive teacher-student relationships, help with monitoring and reforming student behaviors, and keep on track with the academic learning within the classroom. The authors of this article designed 'social wellness and emotional learning curriculum which incorporated the crucial Cs' The aim was to equip the staff, teachers, and students with skills to be successful in their personal and school lives.The implementation of crucial Cs created deeper and meaningful student /teacher relations. It motivated students to become more aware of themselves and their emotions, and it helped them become more connected with other students and work for the greater good. Wings of hope, a school-wide program, was introduced that encouraged students to earn feathers. The feathers were displayed on the eagle in the school's hallway. When the eagles' wings were full of feathers, students got a picture taken in front of the eagle. It became a matter of honor, and students worked hard to earn those feathers. They even mentored other young people to make feathers, thus functioning as a community. The SWEL program was introduced by the authors school-wide. It was a part of the school schedule that each class would spend the first 25 minutes engaging in one of the activities from the SWEL curriculum. The SWEL curriculum consisted of Second Step (Committee for Children, 2020) and a social-emotional program called Leader In Me (Covey, 2008). The teachers could use other resources along with this curriculum, but they could not use it instead of the suggested curriculum. While using the curriculum, the teacher incorporated the crucial Cs' whenever they could, either in the regular academic lessons or throughout the day whenever opportunities arose. Thus maximizing the student's chance to feel cared for, connected with the teachers and peers, confident in who they are, and be able to contribute to help others.The specialized teachers incorporated the crucial Cs in their curriculums to create a unified teaching method all over the school where students felt continuously supported, appreciated, and motivated.Lastly, the teachers identified and created large-group activities and small group activities. The school counselor, specialized teacher, or other teachers worked with individual students in some cases with something they were having issues with. Lastly, a 12-week leadership program was developed and implemented by the PE teacher. This group aimed to instill the feeling of ownership, become mindful of oneself and give back to the school community. Research on the results of this program has yet to be conducted. The authors report that other schools in the district wanted to implement this program in their schools. REFERENCE:                                                                                  Meany-Walen, K.K., & Arensdorf, C. (2021). Crucial Cs in elementary schools. The Journal of Individual Psychology, 77(2), 214-224.                  https://doi.org/10.1353/jip.2021.0016

# data[].attributes.headline
I believe every student comes to the classroom with a set of aptitudes, attitudes, abilities, strengths, and weaknesses/ areas of growth. As a school counselor, I intend to accept and meet them where they are in their journey. Find out which area and how they need help and support to grow and move forward and provide an environment where they feel accepted and supported. My quote 'believe in them' is the mantra that I go with. I believe students respond very well to their surroundings and the kind of feedback and support they get from their caretakers, teachers, school counselors, social workers, psychologists, and all the other stakeholders in their lives. Unless there is an organic issue we are dealing with like a birth defect, mental disorder, or other organically affecting disorders. Students do well when they feel supported and appreciated.It does not mean that each student can achieve an A+ grade, understand all the formulas in Math, or understand all the scientific methods and equations. That phrase means to meet the student where they are at and take them to where they can go, believe in them that they can and will go, and most of the time, they will surprise you and themselves.As per the ASCA national model, I believe that once a student enters an educational system, all the available opportunities should be accessible for their growth and success. As a school counselor, staying connected with the teachers, staff, the principal, parents, and all the involved stakeholders is detrimental to my success and reaching self-efficacy as a school counselor to deliver programmatic service delivery. (Mullen, et al., 2016) Researchers have found that school counselors with a high level of self-efficacy are high achievers in attaining their goals of formulating successful comprehensive school counseling programs (Vancouver et al., 2001). An advocate is a person who 'publicly supports or recommends a certain cause.' No other word can describe a school counselor's job better than the word 'advocate.' A school counselor's presence increases the chances of success for any student in a school. They teach students to understand and manage their emotions and work out differences between friends, peers, or other students. School counselors bridge any communication gaps between teachers and students or parents and students and teachers to support students in their growth and success. As a professional school counselor, my first step as I enter a school system will be to ensure that standard. B-PF 5. Use ASCA Mindsets & Behaviors for student success standards to inform the implementation of a comprehensive school counseling program (ASCA, 2014)This would be a crucial step toward ensuring my advocacy for every student in that school if implemented. This standard holds tremendous importance in paving the way for a practical, achievable, and thriving comprehensive school counseling program. The obtained data would facilitate reaching the competencies and goals in alliance with the state standards (ASCA, 2014)Another standard that relates to the one above is.B-PF 8. Demonstrate advocacy for a comprehensive school counseling program (ASCA, 2014)Before I explain why I chose this second one, I want to share that as an assistant teacher, I can do centering exercises with our class; students ranging from 9 to 12 are in our class. It has helped our students immensely, and I thought of taking this experience to other classes. I consulted with the school social worker and the principal and got them both on board. I also spoke with other teachers who want me to come to their classes and do centering exercises with their students. I was able to do this because the principal and the social worker had witnessed a change in our class atmosphere. Hence, the buy-in was relatively more straightforward than other teachers who still must see what centering exercises can do.As a school counselor, I will advocate for the need for a comprehensive school counseling program by sharing my personal experiences and through research-based evidence. I believe that as a school counselor advocating for a comprehensive program is vital if we want to bring a systemic change and create a safe and nurturing environment for the students.ASCA ethical standards have three primary purposes guiding, supporting, and informing. It shows the school community, including school counselors, staff, principals, administrators, involved parties, decision-making processes, and policies. As mentioned above, the standards support all the parties in self-assessment, consulting coworkers, and evaluations. Lastly, it informs everyone regarding the role and best practices of the school counseling profession (ASCA, 2014).I believe the ethical standards inform the school counselors about their utmost duty to their clients (the students) and how to serve them best while keeping their well-being success as the primary focus of their work and goals. Confidentiality is an integral part of the service as a school counselor. Every student's information is highly confidential and must be treated with utmost respect and seriousness. As a school counselor, different situations require different handling and sensitivity. Utmost care needs to be taken while communicating sensitive information, such as thoughts of self-harm or other sensitive information (ASCA, 2014). Another ethical standard that I believe is extremely important while working with many people is A.5 Dual relationships and managing boundaries. As a school counselor, it is essential to create and maintain healthy relationships and limitations that will not co-mingle and dilute the professional boundaries of school counselors (ASCA, 2014). ASCA national model has laid down the ethical standards so clearly regarding different aspects of a school counselor's job that one needs to keep the book close to them to refer to whenever in need. There are ethical standards for dealing with students who pose a risk to themselves or harm others and deal with bullying, harassment, and child abuse issues and problems. There is adequate guidance on technical and digital citizenship, meaning how to use technology while doing professional school counseling work appropriately. I feel the ASCA national model is a guide map to be used as much as possible for optimum success in our field.My vision. As a school counselor, I intend to be emotionally and physically present as a person. I want to achieve the highest self-efficacy in my profession by staying true to my core beliefs and incorporating them into every facet of my role as a change-maker. As an advocate for every student, I will serve without prejudice, eradicate any biases or preconceived judgments, and commit to learning and growing in my journey as an agent of change.REFERENCE:Vancouver, J.B., Thompson. C.M., & Williams, A.A. (2001). The changing signs in the relationships between self-efficacy, personal goals, and performance. Journal of Applied Psychology. 86. 605-620American School Counselor Association (2014). ASCA National Standards for Students. Alexandria, VA: AuthorMullen, P. R., & Lambie, G. W. (2016). The Contribution of School Counselors' Self-Efficacy to Their Programmatic Service Delivery. Psychology in the Schools, 53(3), 306–320. https://doi.org/10.1002/pits.21899

# data[].attributes.subject
I believe every student comes to the classroom with a set of aptitudes, attitudes, abilities, strengths, and weaknesses/ areas of growth. As a school counselor, I intend to accept and meet them where they are in their journey. Find out which area and how they need help and support to grow and move forward and provide an environment where they feel accepted and supported. My quote 'believe in them' is the mantra that I go with. I believe students respond very well to their surroundings and the kind of feedback and support they get from their caretakers, teachers, school counselors, social workers, psychologists, and all the other stakeholders in their lives. Unless there is an organic issue we are dealing with like a birth defect, mental disorder, or other organically affecting disorders. Students do well when they feel supported and appreciated.It does not mean that each student can achieve an A+ grade, understand all the formulas in Math, or understand all the scientific methods and equations. That phrase means to meet the student where they are at and take them to where they can go, believe in them that they can and will go, and most of the time, they will surprise you and themselves.As per the ASCA national model, I believe that once a student enters an educational system, all the available opportunities should be accessible for their growth and success. As a school counselor, staying connected with the teachers, staff, the principal, parents, and all the involved stakeholders is detrimental to my success and reaching self-efficacy as a school counselor to deliver programmatic service delivery. (Mullen, et al., 2016) Researchers have found that school counselors with a high level of self-efficacy are high achievers in attaining their goals of formulating successful comprehensive school counseling programs (Vancouver et al., 2001). An advocate is a person who 'publicly supports or recommends a certain cause.' No other word can describe a school counselor's job better than the word 'advocate.' A school counselor's presence increases the chances of success for any student in a school. They teach students to understand and manage their emotions and work out differences between friends, peers, or other students. School counselors bridge any communication gaps between teachers and students or parents and students and teachers to support students in their growth and success. As a professional school counselor, my first step as I enter a school system will be to ensure that standard. B-PF 5. Use ASCA Mindsets & Behaviors for student success standards to inform the implementation of a comprehensive school counseling program (ASCA, 2014)This would be a crucial step toward ensuring my advocacy for every student in that school if implemented. This standard holds tremendous importance in paving the way for a practical, achievable, and thriving comprehensive school counseling program. The obtained data would facilitate reaching the competencies and goals in alliance with the state standards (ASCA, 2014)Another standard that relates to the one above is.B-PF 8. Demonstrate advocacy for a comprehensive school counseling program (ASCA, 2014)Before I explain why I chose this second one, I want to share that as an assistant teacher, I can do centering exercises with our class; students ranging from 9 to 12 are in our class. It has helped our students immensely, and I thought of taking this experience to other classes. I consulted with the school social worker and the principal and got them both on board. I also spoke with other teachers who want me to come to their classes and do centering exercises with their students. I was able to do this because the principal and the social worker had witnessed a change in our class atmosphere. Hence, the buy-in was relatively more straightforward than other teachers who still must see what centering exercises can do.As a school counselor, I will advocate for the need for a comprehensive school counseling program by sharing my personal experiences and through research-based evidence. I believe that as a school counselor advocating for a comprehensive program is vital if we want to bring a systemic change and create a safe and nurturing environment for the students.ASCA ethical standards have three primary purposes guiding, supporting, and informing. It shows the school community, including school counselors, staff, principals, administrators, involved parties, decision-making processes, and policies. As mentioned above, the standards support all the parties in self-assessment, consulting coworkers, and evaluations. Lastly, it informs everyone regarding the role and best practices of the school counseling profession (ASCA, 2014).I believe the ethical standards inform the school counselors about their utmost duty to their clients (the students) and how to serve them best while keeping their well-being success as the primary focus of their work and goals. Confidentiality is an integral part of the service as a school counselor. Every student's information is highly confidential and must be treated with utmost respect and seriousness. As a school counselor, different situations require different handling and sensitivity. Utmost care needs to be taken while communicating sensitive information, such as thoughts of self-harm or other sensitive information (ASCA, 2014). Another ethical standard that I believe is extremely important while working with many people is A.5 Dual relationships and managing boundaries. As a school counselor, it is essential to create and maintain healthy relationships and limitations that will not co-mingle and dilute the professional boundaries of school counselors (ASCA, 2014). ASCA national model has laid down the ethical standards so clearly regarding different aspects of a school counselor's job that one needs to keep the book close to them to refer to whenever in need. There are ethical standards for dealing with students who pose a risk to themselves or harm others and deal with bullying, harassment, and child abuse issues and problems. There is adequate guidance on technical and digital citizenship, meaning how to use technology while doing professional school counseling work appropriately. I feel the ASCA national model is a guide map to be used as much as possible for optimum success in our field.My vision. As a school counselor, I intend to be emotionally and physically present as a person. I want to achieve the highest self-efficacy in my profession by staying true to my core beliefs and incorporating them into every facet of my role as a change-maker. As an advocate for every student, I will serve without prejudice, eradicate any biases or preconceived judgments, and commit to learning and growing in my journey as an agent of change.REFERENCE:Vancouver, J.B., Thompson. C.M., & Williams, A.A. (2001). The changing signs in the relationships between self-efficacy, personal goals, and performance. Journal of Applied Psychology. 86. 605-620American School Counselor Association (2014). ASCA National Standards for Students. Alexandria, VA: AuthorMullen, P. R., & Lambie, G. W. (2016). The Contribution of School Counselors' Self-Efficacy to Their Programmatic Service Delivery. Psychology in the Schools, 53(3), 306–320. https://doi.org/10.1002/pits.21899