Middle school counselors focus on helping students’ address their academic, personal/social, and career development goals and needs by designing, implementing, and evaluating a comprehensive school counseling program that promotes and enhances student success (Dollarhide, 2017). School counselors work to promote safe learning environments for all members of the school community and regularly monitor and respond to behavior issues that impact school climate, such as bullying, student interpersonal struggles, and student–teacher conflicts. Effective school counseling programs are a collaborative effort between the school counselor, teachers, families, and other educators to create an environment promoting student achievement, active engagement, equitable access to educational opportunities, and a rigorous curriculum for all students (ASCA, 2017).

References

 

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 comprehensive school counseling programs. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

 

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

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

Annual agreements developed with and approved by administrators at the beginning of the school year addressing how the school counseling program is organized and what goals will be accomplished
 
 Use-of-time assessment to determine the amount of time spent toward the recommended 80 percent or more of the school counselor’s time to direct and indirect services with students

Annual and weekly calendars to keep students, parents, teachers and administrators informed and to encourage active participation in the school counseling program

 Advisory councils made up of students, parents, teachers, school counselors, administrators and community members to review and make recommendations about school counseling program activities and results

Use of data to measure the results of the program as well as to promote systemic change within the school system so every student graduates college- and career-ready

Curriculum, small-group and closing-the-gap action plans including developmental, prevention and intervention activities and services that measure the desired student competencies and the impact on achievement, behavior and attendance

(n.d.). Retrieved from https://www.schoolcounselor.org/school-counselors/asca-national-model/management

I chose the video “ASCA National Model – Management” from YouTube as a Collaborative Resource, because this video allows us to get a hands-on look and many visuals of the Management portion as well as how this concept works. This resource contains visuals, images, guides, and instruction on Management in the ASCA National Model. Having this visual as a learning resource will aid us in becoming more familiar with the process of management in this model. Getting to see this concept of the model being performed accurately, will allow us to learn what is expected of this process as well as get a thorough explanation of the component Management, how this concept works, and what it does for the ASCA National model to be effective. 

Counseling, S. S. (2016, November 09). ASCA National Model - Management. Retrieved from https://www.youtube.com/watch?v=d2jnkZVvXjU

“The ASCA National Model reflects a comprehensive approach to the design, implementation and evaluation of a school counseling program that improves student success”. This text is an easy go-to guide for counseling in a school setting. It defines the school counselor’s role in implementing a CSCP based on the principles of leadership, advocacy, collaboration and systemic change. Step by step tools are presented throughout the text as way to help the school counselor build of each component.  

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.  

 

This text shows school counselors an in-depth look into all aspects of creating and managing a comprehensive school counseling program. The text promotes counseling programs that focus on designing systemic programs that serve all students. Having accessible and inclusive CSCPs in the school help guide school counselors to explore delivery systems and the practical tools they will need to design, implement, manage, and evaluate comprehensive, developmentally appropriate school counseling programs for all students.

 

This was text that was required in the Introduction to School Counseling course here at Walden. It is a great resource to look back at to get more information on comprehensive school counseling programs. This book explains in a clear, concise manner how school counselors can effectively intervene on behalf of students, and how systemic, data-driven school counseling programs are effectively implemented through important leadership, advocacy, accountability, and diversity initiatives. School counselors in training get invaluable advice for preparing to enter their careers as a professional school counselors, and experienced professional school counselors and counselor supervisors get new perspectives and detailed descriptions for program development. Chapter 2 in this text is dedicated to the CSCP as well as mentioned in other chapters. 

 

 

 

 

Moore-Thomas (2004). Comprehensive developmental school counseling programs. In B. T. Erford (Ed.), Professional school counseling: A handbook of theories, programs, & practices. Austin, TX: CAPS Press.

 

Professional School Counseling is a comprehensive, single source for information about the critical issues facing school counselors today. The Handbook integrates and expands on the changes brought about by the ASCA National Model. It makes an excellent textbook for school counselor education programs and an extremely relevant professional resource. This text has a chapter focused on the developing and implementing comprehensive school counseling programs. 

 

Student Standards: this is a set of principles that guide the academic, social, and emotional development of students. This set includes certain behaviors that are expected from students. Lara defines the student standards based on the ASCA Mindsets & Behavior for Students Success, while taking into account other standards that her school sets for students. Enhancing the learning process for all students, the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career Readiness for Every Student guide the development of effective school counseling programs around three domains: academic, career and social/emotional development. School counselors also consider how other student standards important to state and district initiatives complement and inform their school counseling program.

 

Professional Competencies: this is a set of skills, knowledge, and attitudes that school counselors should display in the context of their jobs. The ASCA Ethical Standards for School Counselors is the guide that Lara follows to demonstrate integrity and professionalism. This includes but is not limited to following rules of confidentiality, and collaborating with teachers, staff, etc. The ASCA School Counselor Competencies outline the knowledge, attitudes and skills that ensure school counselors are equipped to meet the rigorous demands of the profession. The ASCA Ethical Standards for School Counselors specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalism. They guide school counselors’ decision-making and help to standardize professional practice to protect both students and school counselors.

Reference:
https://schoolcounselor.org/ascanationalmodel/media/anm-templates/anmexecsumm.pdf

According to the ASCA National Model, a comprehensive school counseling program 1. ensures fair and equal access to education for all students 2. identifies the knowledge and skills all students will acquire as a result of the K-12 comprehensive school counseling program 3. is delivered to all students in a systematic fashion 4. is based on data-driven decision making 5. is provided by a state-credentialed school counselor (ASCA,2012).

 

A strong school counseling program uses a collaborative approach with parents and other educators to foster a healthy environment for student development. ASCA hopes to instill values and prepares counselors to handle the diversity in society and communities. The ASCA model hope is to create a fair opportunity and a curriculum for all students to succeed. 

According to the ASCA, school counselors should implement services directly and indirectly to students.  It is recommended that school counselors have a ratio of 1:250 and school counselors spend at least 80 percent of their time in direct and indirect services.(ASCA, 2012).  School counselors are apart of the educational team to contribute to the goal of systemic change. The framework of a comprehensive school counseling program consists of four components: foundation, management, delivery and accountability. Foundation addresses the beliefs, philosophy, and mission statement. Management system focuses on agreements advisory council, use of data, action plans, wise of time and calendars.  Delivery system emphasize school guidance curriculum, individual student planning, responsive services, and student supports. Accountability show results reports, school counselor performances evaluations, and the program audits.  

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