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Purpose of Each Term According to ASCA:

1. Program Assessment:

This is a structured process to assess how well the school counseling program is meeting the academic, career, and social/emotional needs of students. The objective is to evaluate the program's effectiveness, identify any areas for improvement, and ensure that it is in line with the ASCA National Model.

2. Annual Results Reports:

These reports summarize the outcomes of the school counseling program over the course of a year. They track how well the program has met student needs and achieved desired results in areas such as academic achievement, attendance, and behavior. The reports help demonstrate the value and impact of the counseling services provided.

3. School Counselor Assessment and Appraisal:

This process evaluates the performance of a school counselor by assessing their service delivery, application of the ASCA model, and contribution to student success. The evaluation aims to improve professional practices and ensure that counselors provide the best possible support to students.

Review of Lesson Plan and Results Report:

Selected Level: Elementary School

1. Matching of Mindsets/Behaviors with the Lesson Topic:

The lesson emphasized emotional regulation, incorporating Mindsets and Behaviors standards such as "Demonstrate the ability to manage emotions" and "Demonstrate social maturity and behaviors appropriate to the situation and environment." These standards aligned well with the lesson's goal of assisting students in identifying and controlling their emotions. Additionally, I would have included "Demonstrate perseverance to achieve long- and short-term goals" as emotional regulation is crucial in fostering resilience and persistence when facing challenges.

2. Alignment of Pre- and Post-Assessment Items:

The pre- and post-assessment items focused on how students perceive and manage emotions. These assessments aligned with the Mindsets and Behaviors as they measured students’ self-awareness and emotional control. However, they did not fully capture the broader social interaction skills that could have been included, such as "Developing positive relationships with peers and adults.”

3. Match Between Lesson Content/Materials and Mindsets/Behaviors:

The lesson content, which involved role-playing emotional scenarios and discussing feelings, aligned well with the Mindsets and Behaviors related to managing emotions and demonstrating appropriate social behaviors. It effectively reinforced these skills by giving students the opportunity to practice in real-time. The materials included visual aids and interactive activities that were suitable for the developmental stage of elementary students.

4. Impact of Timing on the Results:

Timing is crucial for successful lessons, especially when teaching emotional regulation. A 30-minute session may be too short to fully explore and practice emotional management techniques. The students may need more time.

5. Modifications to the Lesson Plan:

In order to personalize the lesson plan, I would include additional creative strategies such as mindfulness exercises or journaling to help younger students practice emotional regulation in a fun and engaging way. I would also extend the sessions to allow more practice time and include more opportunities for peer-to-peer interaction to reinforce positive social behavior. Additionally, it's important to ensure that the lesson addresses a broader cultural context for student engagement and understanding.

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Professional Philosophy of School Counseling

Core Beliefs About Students

I believe in the potential of every student to succeed with the appropriate support and opportunities. Regardless of background, all students can achieve their academic, social, and emotional goals. My primary responsibility is to eliminate barriers to success and ensure equitable access to resources.

Role of the School Counselor

As a school counselor, I am committed to advocating for every student, ensuring they receive the necessary support and encouragement to thrive. Following the ASCA National Model, I aim to drive systemic change by addressing inequities and fostering an inclusive environment where all students feel valued.

Consultation and Collaboration

Collaboration with teachers, parents, administrators, and community stakeholders is essential. I will work with these groups to establish a support network that enhances students’ well-being and academic success. Through transparent communication and shared objectives, we can better address students’ needs.

ASCA Ethical Standards

I will adhere to the ASCA Ethical Standards to guide my decisions and actions, ensuring professionalism, confidentiality, and fairness in my work. These standards will help me navigate challenging situations and ensure that students’ best interests remain the top priority.

Vision Statement for Future Comprehensive School Counseling Program (CSCP)

My vision is to develop a comprehensive school counseling program that nurtures academic achievement, personal growth, and social/emotional development for every student. The program will be inclusive, data-driven, and focused on creating an environment where students feel supported, empowered, and prepared for their futures.

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1. Comprehensive School Counseling Program

Definition: A structured, all-inclusive counseling program that addresses students’ academic, career, and social/emotional development needs. It involves collaboration between school counselors, students, parents, and staff to ensure students achieve success.

Importance: This program provides a foundation for student growth and development, promoting a well-rounded approach to academic achievement and personal well-being.

2. School Counseling Scope of Practice

Definition: The range of duties and responsibilities a school counselor is trained and authorized to perform. It includes guidance on academic, career, and emotional support but excludes roles outside their expertise.

Importance: Defining the scope ensures that counselors focus on services they are qualified for, preventing role confusion and promoting effectiveness in supporting students.

3. Academic Development

Definition: The growth in a student’s ability to succeed academically, including study skills, goal setting, and academic achievement.

Importance: School counselors help students navigate their educational pathways, promoting academic success and helping them prepare for future challenges.

4. Career Development

Definition: The process of helping students understand their skills, interests, and values to make informed decisions about their career paths.

Importance: By providing career counseling, school counselors equip students with the tools needed to explore and pursue meaningful, fulfilling careers.

5. Social/Emotional Development

Definition: The development of students’ interpersonal skills, self-awareness, and emotional regulation, allowing them to navigate relationships and life challenges.

Importance: Supporting students’ social/emotional growth is crucial for their overall well-being, helping them handle personal and social issues, which affects their academic success.

6. ASCA Mindset and Behaviors

Definition: A framework developed by the American School Counselor Association (ASCA) that outlines the mindsets and behaviors students need to achieve academic, career, and social/emotional success.

Importance: These standards guide school counselors in developing strategies that foster positive attitudes and behaviors in students, supporting their overall development.

7. ASCA Ethical Standards for School Counselors

Definition: Guidelines created by the ASCA that outline the ethical responsibilities of school counselors, ensuring they practice with integrity, professionalism, and respect for students’ rights.

Importance: These standards help counselors navigate ethical dilemmas and promote trust in their relationships with students, staff, and families.

8. ASCA School Counselor Professional Standards and Competencies

Definition: A set of standards that outline the skills, knowledge, and abilities school counselors should possess to be effective in their roles.

Importance: These competencies ensure that counselors are adequately prepared to meet the diverse needs of their students and perform their roles efficiently.

9. School Counseling Direct Services

Definition: Interactions with students that provide immediate support, such as individual counseling, group counseling, and classroom guidance.

Importance: Direct services are critical because they address students’ needs in real-time, providing hands-on assistance with personal, academic, or social/emotional challenges.

10. School Counseling Indirect Services

Definition: Services provided on behalf of students, such as consultations with teachers or parents, referrals to external resources, and advocacy efforts.

Importance: Indirect services ensure that the counselor’s impact extends beyond face-to-face interactions, fostering a supportive environment for students’ overall development.

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Professional School Counseling Philosophy

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Professional School Counseling Philosophy

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I firmly believe in the potential of all students to attain academic, career, and social/emotional success, provided they receive the necessary support. It is imperative that every student has access to equal opportunities, and it is my responsibility to serve as their advocate and a driving force for systemic transformation within the school environment.

In my role as a school counselor, I will actively engage in consultation and collaboration with educators, parents, administrators, and community partners to establish a support network that caters to the diverse needs of students. Through this collaborative effort, my objective is to ensure that each student is empowered to realize their full potential.

I am committed to upholding the ethical standards set forth by the American School Counselor Association (ASCA), which will govern my decision-making process, ensuring that I conduct myself with integrity, prioritize student well-being, and uphold confidentiality when interacting with students and stakeholders. My vision for the comprehensive school counseling program (CSCP) is to cultivate an inclusive, supportive environment where every student feels esteemed, self-assured, and capable of attaining their aspirations.

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The objective of this lesson plan is to provide students with the knowledge and skills required for their academic, social/emotional, or career advancement. It is designed to facilitate students' comprehension of essential concepts, enhance self-awareness, and cultivate problem-solving abilities in real-world situations. The lesson aims to promote growth in line with the ASCA Mindsets and Behaviors, focusing on areas such as boosting self-confidence, managing emotions, and making well-informed career decisions.

One of the challenges in implementing this lesson plan with middle or high school students is addressing the varying levels of student engagement and diverse needs. Some students may be disengaged or distracted due to external factors, posing a challenge to ensuring their active participation. Furthermore, cultural disparities and emotional barriers may influence students' responses to the lesson. To address these dynamics effectively, the content must be relevant, relatable, and accessible to all students, necessitating flexibility and adaptability in the approach.

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Understanding ASCA School Counseling Assessments

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Understanding ASCA School Counseling Assessments

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For this reflection, I selected a lesson plan focused on teaching self-regulation and emotional management at the middle school level. The result report focuses on students’ improvement in self-awareness and emotional regulation, measured through pre- and post-assessments.

1.Mindsets and/or Behaviors Matching the Lesson Topic:

The selected mindsets and behaviors include "Belief in the development of the whole self" (M1) and "Demonstrate the ability to manage emotions" (B-SMS 2). These align well with the lesson's goal of teaching self-regulation skills. One additional behavior I would select is "Use effective coping skills when faced with a problem" (B-SMS 7), as it enhances students' ability to apply emotional regulation in real-life situations.

2.Alignment of ASCA Pre- and Post-Assessment Items:

The assessments before and after the program match the selected Mindsets and Behaviors by testing how well students understand and use emotional management techniques. However, they could be better by including more specific situations or questions about how students deal with stress, which would allow for a more thorough assessment of real-life applications.

3.Lesson Content/Materials Matching the Mindsets and Behaviors:

The lesson content really helped students learn how to control their emotions. It included things like acting out situations and doing mindfulness exercises, which can directly help with managing feelings. But adding more activities where students work together could make it even more interesting and useful.

4.Impact of Timing on Lesson Results:

The timing of lessons is really important. If the lesson is too short, students might not have enough time to understand and practice the skills. If students only have one class on the topic, they might not have enough time to think about what they've learned. It would be best if lessons were spread out over time or revisited in small groups to help students learn better.

5.Modifying the Lesson Plan for Unique Populations:

I want to make sure that my teaching is more inclusive and engaging for all of my students. To do this, I plan to include more content that reflects their backgrounds and experiences. I also want to use fun and creative activities, like videos and hands-on projects, to help everyone learn better. Lastly, I want to make sure that I follow up with each student individually to see how they're doing.

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Ashlei Ellzey