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"The Foundation is the philosophical base that supports CSCPs and includes program focus,  student competencies, and professional competencies. The program focus articulates beliefs, the  vision statement, the mission statement, and program goals (Dollarhide, p. 71)". This program will work to combine the beliefs of the counselors and the beliefs of the school district, and the high school building. The foundation of the counseling program shapes the CSCP and fuels the counselors that run it.

Dollarhide, Colette T.. Comprehensive School Counseling Programs (Merrill Counseling) (p. 71).

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This school counseling program believes every student deserves the opportunity to receive a high quality education. It us our responsibility to create an avenue for them to reach their academic potential by providing a path that best compliments their skills and ability. We believe we are the advocates for every student and will create an encouraging, supportive, and safe environment for them to suicide.

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The high school counselors mission is to develop a path through school based on each students skill set to help every student we encounter reach their full potential academically, socially, and in career development, while also providing a safe, positive, social environment of support and community involvement.

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School Counselors are asked daily to conduct a numerous amount of jobs. Whether its conducting assessments, helping youth academically and personally and just being a strong support system all youth need. For school counselors to be effective, a collaborative effort must take place. Which means all stakeholders play an imperative part in the growth of our students.

Much of the management systems must look at raw data. This means counselors are constantly looking at the overall growth of their program. Statistics can be surveys done by faculty, how youth have been with current counseling systems. If the numbers look good, then this means your program is working. There are constant variables that not only stakeholders, but counselors must look at to make sure all cylinders are firing for their programs.

Below is  Appropriate and Inappropriate usage of Activities for school counselors:�

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Reese, R. F., West-Olatunji, C. A., & Wingfield, R. J. (2010). Counselors as Leaders in Schools . Florida Journal of Educational Administration & Policy , 17.

This article was extremely helpful and provided some useful information every counselor should read. It went and took an in depth look on what counselors should do to make themselves better leaders. One thing that I really enjoyed about this Journal article was about Mental Health. Mental Health is becoming such a big thing in counselling. If you can gain good understanding of this facet of counseling, you will se yourself up for long term success. “As such, school counselors were encouraged to: (a) assume leadership roles in schools, (b) provide consultative services for school stakeholders, and (c) offer small group and individual counseling with students. As educational stakeholders began to criticize the remedial approach school counselors were encouraged to play a greater role in curriculum development and mental health service delivery” (Reese, West-Olatunji, & Wingfield, 2010)

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No two curriculums will be the same. It’s a must that you tailor your program to the needs of your school and the students in it. It’s important that you properly asses all areas of your programs and make sure that the needs assessment of your school is a priority.

Curriculums are needed to create a solid foundation. Every curriculum needs to serve a purpose. The most common purpose is to provide students with every resource needed to be successful not just within their studies, but overall life. Once Your school site has been properly assessed, You can create a curriculum that will focus on the areas that are lacking. No need to focus on what your great at, focus needs to be positioned on the areas students aren't fully excelling at. Once this is completed, the overall growth of your student body will begin.

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"School counselors should be available and responsive to special or unexpected needs of students and parents/guardians. Thus, the purpose of the Responsive Services Component is to work with students whose personal circumstances, concerns, or problems have the potential to interfere with healthy social/emotional, academic, and career development. Issues that students may face include; academic challenges, educational and career decision making, family loss, relationships, school attendance, stress, substance abuse, physical abuse and neglect, and suicide. As a result, there is continuing need for individual counseling, small group counseling, crisis intervention, consultation, and referral. The Responsive Services component also supports the activities in the School Counseling Curriculum and Individual Student Planning components."(Responsive Services, n.d.)

The above excerpt provides counselors with a clear-cut understanding of what different situations could arise daily. No days will be the same, so it’s important for counselors to have an understanding of what will be asked of them in these variation of problems. The most common responsive services that will be asked of counseling is individual and group counseling. These different types of counseling can be utilized in different situations. It’s important for the counselor to take early note of this, and figure out what option should be utilized.

References

Responsive Services. (n.d.). Retrieved from Missouri Department Of Education: https://dese.mo.gov/college-career-readiness/school-counseling/responsive-services

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Program goals give a hard mark on where the program is and where it needs to be. Taking the data from management system and the using accountability to make sure things are in the right direction, you set achievable goals. Goals of this program are:
1.  provide a safe environment for the entire school building each day. 2. provide a curriculum that best matches the skill set of each student
3. provide a curriculum that creates a path towards a students projected career path.
4. provide an environment that all students are able to succeed.
5. Through this our goal is to have students maintain 2.7 gpa.
6. The goal is for students to attend 90% of the school days. Working with parents to make sure students are here daily.
7. Cut down tardies/skips by 75% in year 1.
8. Cut down missing homework assignments by 75% in year 1.

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The Advisory Council’s purpose is to find individuals who have the common goal for their respected students, and that’s growth. The different stakeholders that need to be involved to make it excel are students, parents, guardians, various educators, administration personnel, and community members. This alliance will help build the solid framework which is needed for any strong program.

Implementing a strong Advisory council along with the ASCA National Model standards will be conducive for all parties of the program. This will be a great way for opportunities of growth. Having all the different individuals meeting up and discussing will help spark new innovative ideas which will lead to change.

The following example will be provide to have a in-depth understand of what these councils can do to assist students:

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A Comprehensive School Counseling Program is the combining of the counselors foundation, management systems, delivery, and accountability into an program that will lead to the success of the students and systematic change.

Dollarhide, C. T., & Saginak, K. A. (2017). Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Pearson.

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The best way to define accountability for a counselor is making sure things are going in the right direction. School Counselors need to use their date, analyze it, and see where they need to grow. this can be subjective, but overall, students need to grow. If techniques need to be tweaked, then this must take place. If things needed to be implemented that currently aren't, they need to be implemented. The one thing that is a disservice not to just your growth as a counselor, but the students is being stuck in your ways. Counseling is rapidly evolving, which means counselors must keep pace with this.

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Self-assessment is fundamental to reflective practice that informs ongoing professional growth. Self-assessment is intended to provide a context for the development of your goals.

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The plan the school counselors have of the steps they would take to achieve the the results they need for the school year.
" the templates of all three types of action plan are similar and contain the following information:
1.Goals to be addressed
2. Domains, standards and competencies, which are consistent with school and program goals
3.Description of school counseling activities to be delivered"
(ASCA 2012)

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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How can a CSCP impact various levels of school safety from the indiv to the entire school.

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How can a CSCP impact various levels of school safety from the indiv to the entire school.

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In the high school setting the individual counseling could ensure the safe environment by meeting with students one on one to provide strategies to help deal with hormonal changes and allowing the students to vent out their frustrations in a healthy way to prevent any build up of the anger resulting in violent acts.

Individual student planning can create safety by making sure students are classed appropriately. I have seen a case where counselors have taken rival gang students and scheduled their classes and academic plans on opposite sides of the building. Students with heavy anger and control problems I have seen be in more of a secluded part of the building with a security presence near.

CSCP can create and promote safety simply by its curriculum. Id like to think in theory, a fire drill, tornado drill, lockdown drills are simple versions of core curriculum promoting safety.

Even further, in the high school that Mr. Curtain works, they had an assembly about drug use. It was in the form of group counseling in the large auditorium. The counselors brought in a former drug addict. She was only 20 so she was able to relate to the students. She explained the role she had in destroying her life. She also mentioned the harm it did to her body. The friends that were killed by overdose. The depression and suicides of other friends. They followed up a  month later with parents who lost their kids to overdose and drug use. The shock factor of the curriculum was very emotional. Students left in tears some times. This was a curriculum to create a drug free high school environment.

By collaboration with community leaders the school counselor could teach the students about the laws and rules of the community and show them how to implement them in the school settings. This will help students develop a respect for authorities and reduce the behavior issues that occur in this adolescence stage.

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Individual student planning is the development of a path that will compliment the individual students skills to create or develop their potential. These individual student plans should be very specific to the students learning styles and capabilities.

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" the means around which school counseling program is organized and delivered, including direct student services ( school counseling core curriculum, individual student planning and responsive services) and indirect student services ( referrals, consultation and collaboration). (ASCA 2012)

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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"the use of data of effect change within the school system s essential to ensure all students receive the benefits of a school counseling program." ( ASCA 2012)

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Collaboration practices in school counseling would be when the when the school counselor coordinates strategies from communicating with the  parents/guardians, teachers, student support staff, administrators, and community leaders guide a comprehensive school counseling program to further advocate for all students academic, career, and personal and social needs.
Relationships that are developed between professional school counselors and others in the interest of students creates a school culture that promotes student success, systemic change, advocacy, and reinforces the mission of the school counseling program.

Collaborations in School Counseling

https://onlinecounselingprograms.com/resources/school-counselor-toolkit/collaborations/

Examples of how Collaboration Practices Create Safety

By collaboration with community leaders the school counselor could teach the students about the laws and rules of the community and show them how to implement them in the school settings. This will help students develop a respect for authorities and reduce the behavior issues that occur in this adolescence stage.

Examples of  how Collaboration Practices Create Academic Success
School counselors can use collaboration practices to bridge the gap between the parents and school. In high school students parents are not as involved as they were with the younger grades and to help change that the school counselor could host parent workshop to help the parents build better connection with their teenagers and influence their development. This is build confidence in the school system and parents will be more supportive to the students and inspire them to also care about their academics.

Examples of  how to use Collaboration Practices for other stakeholders

There are a plethora amount of stakeholders a school counselor could collaborate with to ensure the safety of the students in the high school setting. One example could be other school counselors they could combine their ideas together to develop the lessons plans need to be taught to the high school setting such as drug use prevention, bully prevention and mental health awareness.

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https://www.youtube.com/watch?v=fLCp1D6-x68

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"Analyzing school counseling program results reports ensures programs are evaluated for effectiveness and informs decisions related to prgram improvement." (ASCA 2012)

Three types of Result Reports:

1. curriculum results report
demonstrates the effectiveness of program and classroom activities and informs program improvement.

2. small-group results report
helps school counselors report the impact and effectiveness of the small group intervention.

3. closing-the-gap results report
helps school counselors report the impact and effectiveness of program activities and inform program improvement.

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

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Students' Reported Contact with and Perception of the Role of High School Counselors

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Students' Reported Contact with and Perception of the Role of High School Counselors

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Coogan, T., & DeLucia-Waack, J. (2007). Students’ Reported Contact with and Perception of the Role of High School Counselors: An Examination of the ASCA Role Standard Domains. Journal of School Counseling, 5(5). Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eric&AN=EJ901166&site=eds-live&scope=site

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Service and High School Peer Counseling Systems

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Service and High School Peer Counseling Systems

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Fink, A. M., Grandjean, P., Martin, M. G., & Bertolini, B. G. (1978). Service Delivery and High School Peer Counseling Systems. Personnel & Guidance Journal, 57(2), 80. https://doi-org.ezp.waldenulibrary.org/10.1002/j.2164-4918.1978.tb05106.x

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This is a great tool to plan lesson and access the different grade levels for the based on the needs of the students.

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ASCA National Model Programs | Asca national model, School counseling, Social emotional development

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This Pin was discovered by Brook Pauley. Discover (and save!) your own Pins on Pinterest.

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"Student standards, now referred to as Student Mindsets and Behaviors (ASCA, 2014), ...are aligned with the goals of the school  counseling program, and are developed to contribute to desired student outcomes. (Dollarhide p. 196)".
Our students standards are set to make sure the abide by the goals above. Student must abide by rules that keep the school environment safe. They must also abide by the rules that keep the environment safe. Students are to be in classes and not in the hallways unless with a pass. Security must crack down on the flow in the hallways.

Dollarhide, Colette T.. Comprehensive School Counseling Programs (Merrill Counseling) (p. 196). Pearson Education. Kindle Edition.

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"Student competencies outline what students are expected to achieve  as a result of being in the CSCP (Dollarhide, p. 74)."
Our students are expected to first off graduate and receive a high school diploma. Students are expected to receive an education that has been directly related to their career paths and interest and has given them the tools to start that career path.

As well, counselors must abide by the Competencies and Standards set according to the ASCA by assessing their own mindsets while still creating their own professional development plan for themselves and those working with them. (ASCA, 2012)

American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

Dollarhide, Colette T.. Comprehensive School Counseling Programs (Merrill Counseling) (p. 74). Pearson Education. Kindle Edition.

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Consultation with students is a very imperative aspect to the counseling profession. Many times, you will receive referrals from other primary stakeholders. As a counselor, your priority is to bridge the gap amongst students and stakeholders. Students will go through an Abundance of changes throughout their lives. Dynamics will change at school and personal lives. “Although the landscape of school counseling is ever-changing, school counselors continue to provide a myriad of services that are responsive, preventative, direct, and indirect in nature” (Baker & Warren, n.d.)