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School counselors share their knowledge and strategies with the parents, teachers, and community to support the students achievement (ASCA, 2012). School counselors also serve as a student advocate to promote academic career and social emotional development through this strategy. Lastly school counselors also receive information on students needs and to identify strategies that promotes students academic success.

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Collaboration is school counselors working with staff, parents, businesses, and the community to fulfill the goals of the program and support student achievement. There are three different ways that a school counselor can collaborate and those are:
- Teaming and Partnering
- School/district Committees
- Parent Workshops.

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When the school counselor directs the student and parents to school or community resources to get additional assistance because they are not qualified to treat students. Most referrals consist of mental health counseling, suicidal issues, abuse, and more. School counselors are encouraged to provide these services as soon as the signs are detected. (ASCA, 2012).

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Individual student planning involves working with students and their families to develop and implement the student’s individual learning plan directed toward identifying and achieving future academic and career goals (Wisconsin Department of Public Instruction, 2018).

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Wisconsin Department of Public Instruction. (2018). The American School Counselor Association Model. "The American School Counselor Association (ASCA) Model: A Framework for School Counseling Programs"
Retrieved December 26, 2019, from https://dpi.wi.gov/sspw/pupil-services/school-counseling/models/national.

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Utilizing Individual Student Planning to Create a Safe School Environment 

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Utilizing Individual Student Planning to Create a Safe School Environment 

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Individual student planning is a delivery component that school counselors use to assist students with any goals, future plans, skills, interests, or achievement through appraisal and advisement (ASCA, 2012). Individual student planning also provides the school counselor an opportunity to use the component to help create a safe school environment for each child (ASCA, 2017). Student planning can allow the student to discuss with the counselor any feelings of being unsafe whether that be due to simply being in a new environment or being uncomfortable as a result of a specific incident.

For example, as a first time elementary school student it might feel uncomfortable to be at school and around new people. However, through student individual planning the school counselor can collaborate with the teacher to help the child create goals that pertain to interacting with the other students in the class to become more comfortable. Student individual planning can also be used to reiterate any safety procedures.

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

American School Counselor Association. (2017). The School Counselor and Individual Student Planning for Postsecondary Preparation. Retrieved from http://www.schoolcounselor.org/files/PositionStatements.pdf

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Utilizing Individual Student Planning for Academic Success

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Utilizing Individual Student Planning for Academic Success

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Student academic success is one of the many positive outcomes as a result of individual student planning. At an elementary school level, one aspect of the individual student planning component is to assist with the transition from daycare to elementary school or the transition from elementary school to middle school. That transition process is very important especially academically.

As a school counselor, providing the students, parents, and school staff with strategies and information to help make that transition as smooth as possible is necessary. The student planning process also allows for the student, school counselor, school staff and parents to identify any academic strengths or areas in need of improvement (ASCA, 2017). Once identified, everyone involved can collaborate to establish a plan that aids the student in moving toward academic success.

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American School Counselor Association. (2017).The School Counselor and Individual Student Planning for Postsecondary Preparation. Retrieved from http://www.schoolcounselor.org/files/PositionStatements.pdf

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The school counseling curriculum provides a vehicle for delivering information and connecting with every student in a systematic way (Wisconsin Department of Public Instruction, 2018).

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Utilizing School Counseling Core Curriculums to Create a Safe School Environment 

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Utilizing School Counseling Core Curriculums to Create a Safe School Environment 

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The school counseling core curriculum is a combination of instruction and group activities that promotes skills, knowledge, and mindsets/behaviors regarding academic achievement, personal/social growth, and career development (ASCA, 2012). As a school counselor, delivering the core curriculum to all students is a great opportunity to help create a safe school environment through the strategies of instruction and group activities.

Giving a lesson plan on school safety or conflict resolution is an aspect of providing the school counseling core curriculum to students that adds to creating a safe school environment (Jesseranup, 2014). In addition to providing instruction,  planning group activities such as a trip to the fire department can provide the student with information regarding safety, what they should do, and who they should call in specific situations.

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

Jesserannp. (2014). Lesson Plans for School Counseling Core Curriculum. The Water Lily Way. Retrieved from https://thewaterlilyway.wordpress.com/2014/04/09/lesson-plans-for-school-counseling-core-curriculum/

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Utilizing School Counseling Core Curriculums for Academic Success

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Utilizing School Counseling Core Curriculums for Academic Success

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The core curriculum provides students with information and opportunities to succeed academically and identify the skills of student competencies needed to be obtained for each student developmental level (ASCA, 2012). One way that is accomplished is by giving instruction on career awareness, academic support, or goal setting which will help students identify the importance of learning and the resources at their disposable to help them achieve their goals. Activities such as career fairs and career day at school, allows students to develop interest in specific careers that they may have never known. Especially at the elementary school level, it is important to educate the students on the many possibilities career wise.

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Responsive services address student's direct, immediate concerns and include individual counseling, group counseling, and crisis management(Wisconsin Department of Public Instruction, 2018). This is provided to all students and can be initiated by students, teachers, parents, or by school counselors after a review of data (ASCA, 2012).

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Examples for Student Success Academically

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Examples for Student Success Academically

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School counselors are advocates and their main purpose is to act on the behalf of their students by ensuring and promoting academic success, career, and social/ emotional development. When it's concerning student success academically some examples would be providing additional resources such as: providing additional assistance and information through referrals. These referrals may consists of academic support such as tutoring, career support such as assistance with college planning, employment training and social/emotional support that includes focusing on mental health issues, suicidal ideation, violence, abuse, and depression.

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

American School Counselor Association. (2017). ASCA position statements. " The School Counselor and Individual Student Planning
for Postsecondary Preparation" Retrieved from http://www.schoolcounselor.org/files/PositionStatements.pdf

Wisconsin Department of Public Instruction. (2018, November 20). The American School Counselor Association Model. Retrieved December 26, 2019, from https://dpi.wi.gov/sspw/pupil-services/school-counseling/models/national.

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Examples to Create Safe School Environment

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Examples to Create Safe School Environment

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The safety of students is very important to create and maintain in the learning environment.  A safe learning environment creates a space where kids can be free and comfortable to receive what is being taught to them. In order for children to be receptive to learning they must first feel comfortable and trust that you have their best interest at heart.
Here are few examples on how we can create a safe learning environment for out students. First objective would be to create an environment where students are free to be themselves followed by a judgement free zone. Second would be to lead by am example spreading kindness while ensuring each student is comfortable. Also, working with stakeholders to uphold this safe learning environment. Followed by celebrating every achievement along with failures, most often failures are viewed as this horrible thing when in reality failures are lessons that help you learn from your mistakes so that you won't create them again. Lastly, we would create a zone where zero tolerance for bullying of any kind is prohibited in the learning environment.

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Utilizing Responsive Services to Create a Safe School Environment 

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Utilizing Responsive Services to Create a Safe School Environment 

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Responsive services are designed to meet the immediate needs of the students through crisis response and counseling strategies (ASCA, 2012). Responsive services can be used to create a safe school environment by providing students immediate short-term counseling to help identify any problems and be given alternatives regarding their reaction to those problems. For example, bullying constitutes an unsafe environment for students.

Therefore, counseling can allow the student to express any bullying that occurs, to the school counselor who can aid in establishing a solution. That process also gives the school counselor an opportunity to both educate and talk with the bully about his or her behavior which may lead to group counseling regarding bullying. Group counseling could be a great opportunity for those who are being bullied or have bullied to become informed regarding the affects of bullying on others and appropriate mindsets/behaviors.

Crisis response is also an aspect of response services that is very integral in creating a safe school environment. Identifying who are the critical members of the crisis response team and establishing the procedures for any crisis is very important (Tucker & Widmier, 2017). Therefore, as the school counselor it is essential that each school staff member is aware of those on the crisis response team as well as the students be aware of any procedures such as what to do when the school is on lock down.

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The delivery system is one of the four components of a comprehensive school counseling programs (ASCA, 2012). The school counseling program's delivery system includes the activities, interactions and areas in which counselors work to deliver the program. Within the delivery system there are two components: Direct Student Services and Indirect Student Services. There are components that are classified under each one.

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This is a service that is provided to the student by direct contact with the student. This service helps students develop the knowledge, attitude, and skills that are identified in the component of school counseling core curriculum (ASCA, 2012).

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This is a service that is provided to students through the School Counselor's interactions with others. Through indirect services school counselors provide leadership, advocacy, and collaboration that can lead to systematic change (ASCA, 2012). Indirect services are not provided directly to students by school counselors, but are providers to the stakeholders working directly with the child.  Indirect services requires that educators,  parents, and the community work together for the success of the student.

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This video is of a webinar on ASCA National Model more specifically the delivery system. It breaks down the delivery system and it's components.

(2019, August 12). Retrieved December 29, 2019, from https://videos.schoolcounselor.org/asca-national-model-4th-edition-deliver.

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Screenshot_2019-12-29 ASCA National Model, 4th Edition Deliver

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The Effective Crisis/Trauma Response video is an exceptional resource that explains the importance of a crisis/trauma response team and the role of each member of that team. The video also distinguishes between the role of a school counselor vs. other members of the response team as it pertains to specific scenarios.

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School counselors are critical members of the trauma-response team in every school. Learn how to respond when a major traumatic event happens in your school. Defining your role, and that of the other members of your response team, school and district community are keys to your students' social/emotional well-being and your school's recovery. Utilizing specific scenarios, walk through the difficult situations and the myriad things members of a trauma-response team must consider and do under stressful and often chaotic circumstances. Download accompanying handouts.

Learning outcomes:
Upon completion of this webinar, participants should be able to:

1. Discuss scenarios to understand the depth of response and what schools need in the recovery phase of a traumatic event.

2. List key tasks to complete in the wake of a crisis situation

3. Locate valuable resources to prepare your school for recovery

Presenters:
Jon Widmier is the director of student services for Jefferson County Public Schools, Colo. The student services department oversees 170 school counselors and 38 social/emotional learning specialists that support 85,000 students. Student services covers mental health crisis response for the district.

Andy Tucker is the director of student support for Boulder Valley School District in Boulder, Colo. A former teacher, school counselor and building administrator, Tucker now oversees the work of the school counselors and the social/emotional learning and well-being of all district students and staff. He also leads the district's trauma-response team.

Original air date: Jan. 30, 2017

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School counselors are critical members of the trauma-response team in every school. Learn how to respond when a major traumatic event happens in your school. Defining your role, and that of the other members of your response team, school and district community are keys to your students' social/emotional well-being and your school's recovery.

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

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Tucker, A., & Widmier, J. (2017, January 30). Effective Crisis/Trauma Response. ASCA Retrieved from https://videos.schoolcounselor.org/effective-crisistrauma-response

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Utilizing Responsive Services for Academic Success

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Utilizing Responsive Services for Academic Success

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Responsive services such as counseling can help encourage student academic success both as an individual and as a group. Students may have school counseling sessions in a group or individual setting to assist with any barriers that are preventing academic achievement or success (ASCA, 2012). In any instance where a student potentially has a learning disability or a diagnosis of ADHD, individual counseling allows the school counselor to address the barrier and potentially collaborate with parents or school staff to establish accommodations for the student.

Small group counseling is also a service that can promote both behaviors, social/personal needs and academic needs of multiple students (Kaffenberger & Steen, 2007). Group counseling especially at an elementary school level aids children in the skill of socialization as well as academic success in a safe environment. As an elementary school student it may be difficult to express certain stressors or difficulties in learning due to simply not understanding or being afraid. Therefore, small group counseling provides a safe environment that includes other students who are also experiencing similar difficulties which will promote connectivity and lessen the fear of being "the only one".

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The article Integrating academic interventions into small group counseling in elementary school provides a great example of the positive outcomes from group counseling in elementary schools. Thirty-six students between grade levels 1 - 5 participated in the small groups counseling sessions, only data from twenty-four (grade levels 3-5) of the thirty-six students were used due to missing data and lack of feedback for those students.

The goal of the small groups for this particular article was to identify any personal/social needs of each student and help them improve behaviors that are contributing to a lack of academic achievement and success (Kaffenberger & Steen, 2007). The results from teachers, parents, and the school counselor displayed an improvement in classroom learning behaviors and social behaviors. The article also emphasizes the importance of collaboration with all parents and school staff to create specific goals/objectives tailored specifically for each small group.

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Kaffenberger, C. J., & Steen, S. (2007). Integrating academic interventions into small group counseling in elementary school. Professional School Counseling, (5), 516. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.165780649&site=eds-live&scope=site

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The three course resources that provided great information pertaining to direct student services were the ASCA national model: A framework for school counseling programs third edition book, "The School Counselor and Individual Student Planning
for Postsecondary Preparation" article, the "ASCA school counselor competencies" article, and an additional article named "Lesson Plans for School Counseling Core Curriculum".

The three course resources provided detailed information regarding the definitions of individual student planning, school counseling core curriculums, and responsive services. Each course resource also gave an example of what those components are utilized for in addition to mindsets and behaviors required of a school counselor.

Lastly the additional resource used was an article obtained from a blog website, "Lesson Plans for School Counseling Core Curriculum". The article provided multiple examples of lesson plans that a school counselor may give students. Each lesson plan was for a specific objective and can be modified to be used for each grade level.

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This article was a good read about group counseling services that Masters students provide virtually to at risk high school students. It discussed the importance of group counseling as well as the need to have more contemporary counselors. I was happy to read in this article that it discussed the collaboration efforts between a CACREP-accredited master’s in counseling program and state-approved, online, virtual high school in the Midwest. Through the collaboration efforts they were able meet the needs of the students in high school who needed counseling services and meet the needs of the master's students who needed experience and supervision.

Holmes, C. M., & Kozlowski, K. A. (2016). Group Counseling Collaboration Model: Support for Virtual High School Students. ScholarWorks. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=ir00976a&AN=wldu.sc.pubs.1136&site=eds-live&scope=site

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-Created Padlet- sent to members
-Mission Statement
-Definitions (Delivery System, Direct Services, Indirect Services, and the services provided under each.)
-Picture
-Additional Resources
-Article and Summary for Responsive Services

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Direct Student Services- Safe Environment and Academic Success Sections
Photo & Video for Direct Student Services
Course/Additional Resources for Direct Student Services
Mission Statement
Peer-reviewed article for Direct Student Services
Course Resource for Collaboration

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I worked on Indirect Student Services, Photo for that slide and the video uploaded. I also did the collaboration section as well.

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The mission of our Elementary School is to advocate for a safe school environment that supports academic, social, emotional, and career success for all students. As a school, our mission will be accomplished by collaborating with our school staff, other educators, communities, and families to deliver an effective comprehensive school counseling program. Our program is designed to promote student achievement by providing direct/indirect services to our students, parents, the community and our staff. Abiding by our mission will assist in our goal of creating a school climate that respects, helps, supports and values diversity.

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The Role Of A Elementary School Counselor.

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0:00 / 5:04•Watch full video

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** We did not have a group leader for this assignment as one of the members was not part of the first assignment nor this assignment.

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Collaboration consists of school counselors working with other educators, parents, and the community for the success of the student and as a support system. School counselors can collaborate in multiple ways one of those ways can be Teaming and Partnering with staff, parents, and community organizations for support and to help students achieve their goals. Second would be school/ district committees by serving on the board counselors can advocate for students to have better programs, resources, and assist in generating school wide and district support.

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Article for Building a safe learning  environment  Summary.

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Article for Building a safe learning  environment  Summary.

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This article reviewed the importance of creating a safe and comfortable learning environment for our students.  This article also addresses some methods that could be used to create this safe learning environment.

https://www.wabisabilearning.com/blog/create-safe-learning-environments

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

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The article Editorial Introduction: Collaboration and Partnerships with Families and Communities presents the significance of school-family-community partnerships as it relates to the academic, career, developmental, and social success of all students. The article emphasizes the importance of collaborating with both families and communities to assist with breaking barriers to academic success for specific students but for all. Barriers that affect many students are discussed however the article also discusses the barriers for familial engagement for African American students (Bryan & Holcomb-McCoy, 2010). Therefore, it is necessary for school counselors to be the bridge between the school and the family or community to collaborate effectively.

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Bryan, J. A., & Holcomb-McCoy, C. (2010). Editorial introduction:Collaboration and partnerships with families and communities. Professional School Counseling, 14(1), ii–v. https://doi-org.ezp.waldenulibrary.org/10.5330/prsc.14.1.m43p3776558h6216

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Summary The Role of a Elementary School Counselor.

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Summary The Role of a Elementary School Counselor.

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This video describes the role a school counselor plays as a leader and advocate for students. This video stress the importance of direct and indirect services, leadership, advocating, and foundation. This video also speaks on self care methods that each counselor should practice while highlighting the real reality most counselors face when it comes to working with student. It has been described that counselors take on a work load that is some time stressful and that’s why it is important to practice consistent self care methods to reduce work related stress.

https://youtu.be/aN0Q-R6Ruw8