This is important because these are the key areas in which a school counselor prepares students and build their curriculum.

2. School Counseling Scope of Practice- a means in which a school counselor is able to practice; maintaining licensure, certification, and competency in a particular area of expertise (American School Counseling Association, 2019).

This is important because a school counselor should only work within their area of knowledge.

3. Academic Development- a student’s ability to learn and establish an education by incorporating strategic learning plans (American School Counseling Association, 2019).

This is one third of a school counselor’s duty in preparing the students for learning and retaining information.

4. Career Development- Preparation for students to go out into postsecondary education and/or the working field (American School Counseling Association, 2019).

This is one third of a school counselor’s responsibility. The students will know what to expect in a higher education and/or work setting.

5. Social/Emotional Development- One third of the school counselor’s responsibility is to teach the students emotional intelligence and how to interact with others (American School Counseling Association, 2019).

This is one third of the school counselor’s responsibility in making sure the students can handle and express their emotions in a healthy manner.

6. ASCA Mindset and Behaviors- a number of standards used to identify if the counseling program is effective to students academically, socially/emotionally, and readiness for postgraduate (American School Counseling Association, 2019).

This is important for school counselors because it gives an idea of what the focus needs to be in areas that may not be meeting the criteria.

7. ASCA Ethical Standards for School Counselors- a list of specifications needed to make sure a proficient level of values, morals, and professionalism are maintained (American School Counseling Association, 2019).

This is important because it is vital for school counselors to present with the 10 dispositions needed to thrive.

8. ASCA School Counselor Professional Standards and Competencies- Behavioral and mindset standards that are on a broader range for school counselors to implement a successful program (American School Counseling Association, 2019).

This is important because it maintains a level of professionalism while making sure the student’s needs are being met.

9. School Counseling Direct Services- physical interactions between students and the school counselor to help students excel (American School Counseling Association, 2019).

Direct services give students face to face interaction and the ability to be able to see hands on ideas and/or as questions to better understand.

10. School Counseling Indirect Services- services that benefit the student through collaborating with stakeholders and research (American School Counseling Association, 2019).

Indirect services give students the resources that they need to succeed.

The school counselor is an advocate for students in making sure they meet their academic needs as well as social/emotional and career needs. School counselors also advocate the beliefs of their vision statement to also form a mission statement and meet the goals and expectations of students. School counselors advocate to get students the resources they need, but also to make sure their support understands as well. School counselors also make sure the students have the tools necessary to excel as a collective by providing interventions and evidence-based research activities (American School Counselor Association, 2019).

According to the ASCA (2019), it is important to be authentic and transparent when collaborating with stakeholders. Sharing beliefs should come with an open mind and being receptive to possible feedback. To support my work, I think hosting workshops would be a good idea for the students and the community. School counselors would also share data collected with stakeholders so the problem areas can receive the proper treatment and improvement they need. The ethical standards and guidelines would be a resource that I would utilize to make sure I remain in the scope of the rules and regulations without crossing over into grey areas. I will remain professional and work with integrity and tact.

Vision Statement

All students are unique and will be able to showcase their strengths and strengthen their weaknesses. They will know they can succeed without socioeconomic class being a factor. I will provide proper resources to families and the community. I will help students prepare for their career choice and make sure they are on the right path academically. We will work through challenges together.

Date: November 2017    

Activity: Peer Pressure    

Grade(s): 6-8th grade   

ASCA Mindsets & Behaviors (Domain/Standard):   

M 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being

M 2. Self-confidence in ability to succeed B-SMS 1. Demonstrate ability to assume responsibility

B-SMS 2. Demonstrate self-discipline and self-control

B-SMS 7. Demonstrate effective coping skills when faced with a problem

B-SS 2. Create positive and supportive relationships with other students

B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary.

Learning Objective(s) (aligns with Competency):

1. After instruction and group cooperation, 95% of students will be able to identify the differences between unspoken and spoken peer pressure during a teacher-led exercise.  

2.TLW be able to define peer pressure and identify at least three ways to handle peer pressure situations.    

3. 80% of students will be able to evaluate scenarios by identifying whether a situation is spoken or unspoken peer pressure and describe possible solutions to the situation.    

Materials: The materials needed for this lesson includes a Power point presentation that introduces the topic (i.e. definition of peer, pressure, unspoken, and spoken) 2 sheets of paper that states “unspoken and “spoken” these will be given to each group Pre-test given to each student “What you know” paper Post test given to each student “What you learned” paper

Procedure: TLW come in and sit in their small group seats. TCW greet students and begin class by having the small groups fill out a “What do you know” slip that will already be on the table.  The group will identify what they think they already know about peer pressure. TLW have about 5 minutes to fill in the form. Once the forms are completed, TLW place them back into the center of the table until later in class.  TCW transition into the peer pressure topic by playing a few rounds of, “Would you rather.” After a few turns, TCW ask a question leading students to start thinking about peer pressure. “What would you do if a group of your friends approached you and asked you to do something you weren’t comfortable with? How would you react? What would you say or do?” TCW ask for a few student responses before leading into the power point. Once completing the powerpoint presentation and discussion, TCW divide students into small groups for role playing various scenarios that they could possibly face.  After about 7-10 minutes of working in groups, TLW model the role play for the class and open discussion about each scenario. Once the scenarios and discussions are completed, TCW conclude class by having the group complete the “What you learned” portion of the exit slip.        

Plan for Evaluation: How will each of the following be collected?   Process Data: TCW be using a T-Chart sheet to discover where student learning occurs on the topic of peer pressure.        

Perception Data: TCW use a “What you think you know” sheet at the beginning of class.   

Outcome Data: TCW ask students to fill in the “What you learned” portion of the sheet at the end of class before exiting.        

Follow Up: After reviewing student responses, TCW plan lessons that will review and/or discuss further ways to approach peer pressure and how to respond to various forms of peer pressure. 

(Meca Middle School Counselors, 2017).

Goal of lesson plan and challenges:

The goal of this lesson plan is to help students be able to identify verbal and nonverbal acts of peer pressure. Students will be able to comeback being pressured with different strategies. A challenge for this lesson plan is with this particular age group, they feed off of each other. Engaging the students may be a problem if their friends seem to be uninterested.

Meca Middle School Counselors. (2017). Lesson Plan Template. https://mecams.weebly.com/lesson-plan.html

Annual Results Reports- determines the effectiveness of a program through an annual report (American School Counseling Association, 2019).

School Counselor Assessment and Appraisal- a tool used to assess the proficiency of the school counselor (American School Counseling Association, 2019).