• Using the learning resources, for each of the following terms, (1) provide a definition in your own words and (2) explain its importance for school counselors:

1. Comprehensive School Counseling Program

A comprehensive school counseling program is a structured framework for delivering school counseling services that address the academic, career, and social/emotional needs of all students.

This program ensures that all students receive the support they need to achieve their full potential. It allows counselors to address student needs. 

2. School Counseling Scope of Practice

The scope of practice for school counseling outlines the roles, responsibilities, and limitations of school counselors. 

The purpose of the scope of practice helps counselors focus on activities that directly support student outcomes, such as delivering counseling services, facilitating classroom lessons and conducting small group interventions.

3. Academic Development

Academic development is the process and activities that help students attain the attitudes, knowledge, and skills necessary for academic success and lifelong learning.

For school counselors, supporting academic development means helping students set realistic academic goals, improve study habits, and overcome barriers to learning.

4. Career Development

Career development is exploration of interests, skills, and career options, preparing students for their educational and career paths. 

Career development helps students establish clear goals and pathways toward future success. The counselors provide resources necessary enough for students to make decisions. 

5. Social/Emotional Development

Social/emotional development is the growth of skills needed to manage emotions, build healthy relationships, make smart decisions, and overcome challenges.

Counselors address issues like conflict resolution, self-regulation, and mental health.  

6. ASCA Mindset and Behaviors

The ASCA Mindset and Behaviors provide a framework outlining the attitudes, knowledge, and skills students should develop as a result of school counseling programs.

The ASCA Mindset and Behaviors guide school counselors in designing interventions that help students reach their developmental goals.

7. ASCA Ethical Standards for School Counselors

The ASCA Ethical Standards are guidelines that outline the professional responsibilities of school counselors. 

These standards help school counselors maintain high ethical standards and protect the well-being of students.

8. ASCA School Counselor Professional Standards and Competencies

These standards define the knowledge, skills, and attitudes required for school counselors to deliver effective counseling programs.

The competencies help school counselors assess their abilities and identify areas for growth. 

9. School Counseling Direct Services

Direct services involve face-to-face interactions between school counselors and students, such as individual counseling, small group counseling, and classroom lessons.

They allow counselors to build relationships with students, deliver social/emotional learning, and offer academic and career guidance.

10. School Counseling Indirect Services

Indirect services are activities that support students without direct interaction, such as collaborating with teachers, consulting with parents, or referring students to external resources.

This collaboration helps create a comprehensive support system for students.

I believe that every student has the potential to succeed, regardless of their background, circumstances, or previous academic performance. Success may look different for each student, but all students have unique strengths, talents, and capabilities that can be cultivated with the right support. When students feel supported, understood, and valued by their teachers, counselors, peers, and family, they are more likely to thrive academically and personally.  

• Your understanding of the school counselor’s role is as an advocate for every student and a promoter of systemic change based on the ASCA National Model.

The American School Counselor Association (ASCA) National Model outlines the role of school counselors as both advocates for every student and promoters of systemic change. My understanding of the school counselor’s role is that being an advocate for a student includes equity and access, personalized support and student empowerment.“School counselors advocate for all students to have access to a rigorous education and equitable opportunities for success in school and life,” (American School Counselor Association, 2019, p. 7). Promoter of systematic change includes addressing inequalities, data-driven decision making, collaboration with stakeholders and leadership roles. “School counselors are leaders in the school system, working collaboratively to advocate for systemic changes that result in positive outcomes for all students” (American School Counselor Association, 2019, p. 11).

• How you will consult and collaborate with other stakeholders to support your work. 

To effectively support my work as a school counselor, I would adopt a collaborative approach, engaging with a variety of stakeholders to ensure the success of every student. I would hold regular meetings with teachers to discuss student’s progress every other week. I will also have meetings and consultations with administrators. I will also engage with the community and families. School counselors work collaboratively with teachers to support the academic, career, and social/emotional development of students (American School Counselor Association 2019). 

• How the ASCA Ethical Standards and guidelines will shape your work with students and other stakeholders.

The ASCA Ethical Standards and guidelines provide a framework for school counselors to ensure they uphold the highest level of professionalism and integrity when working withstudents and other stakeholders. School counselors safeguard the privacy of students and maintain confidentiality within the legal and ethical boundaries (ASCA, 2019). It provides  a foundation for ethical decision-making, promotes equity and inclusivity, and emphasizes that School counselors protect the confidentiality of information received from students, the family, guardians and staff members. School counselors inform students and the family of the limits of confidentiality when disclosure is required to prevent serious and foreseeable harm to the student or others importance of confidentiality and professionalism in all aspects of school counseling, (Walden University, 2019). 

References 

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

Walden University. (2019). Interactive ASCA model [Interactive media] 

Links to an external site. Baltimore, MD: Author

GRADE 8

Lesson Title: Self-Advocacy

ASCA National Standards

 Domain: Academic Development

A: A2: Acquire Skills for Improving Learning

Domain: Personal/Social Development

• PS: A1: Acquire Self‐knowledge
  PS: A2: Acquire Interpersonal Skills 

• PS: B1: Self‐knowledge Application

•  PS: C2: Acquire Personal Safety Skills

Students will:

• Use communication skills to know when and how to ask for help when needed

•  Identify values, attitudes and beliefs

•  Identify and express feelings

•  Recognize that everyone has rights and responsibilities

•  Know that communication involves speaking, listening and nonverbal behavior

•  Learn how to make and keep friends

•  Know when peer pressure is influencing a decision

•  Differentiate between situations requiring peer support and situations requiring adult
  professional help

•  Use effective communication skills

•  Know how to apply conflict resolution skills
  
  

Essential Question(s):
How can I communicate my needs in an appropriate way?

Instructional Strategies/Lesson/Activities:

1. Counselors will ask students to put their heads down. Ask them some questions and ask them to honestly raise their hands to indicate whether this pertains to them.

1. What do I do? What do my parents/others do for me? Raise your hand if you handle it in some way vs. having a parent handle it in some way or whether you do nothing at all. We will discuss how/why after.

2.  Counselor delivers PowerPoint and initiates conversations about self‐advocacy 

3.Counselor will give students various scenarios:

1. You miss school for a few days because you are on vacation or traveling for a sport. Raise your hand if you have a parent contact the school to find out what work missed while you were out.
   
   

2. You discover that your teacher miscalculated the number of points taken off a test. You deserve a 90 but you earned an 84. How do you address this?

3.  Your teacher assigned you a teacher detention and you don’t think it’s fair. You   don’t understand why you are in trouble. Who handles it?

4. d. You notice a mean comment on Instagram made by one of your classmates/friends. How does the student handle this situation?

Materials/Resources:

•  PowerPoint

•  Scenarios

• 
  

Assessment Strategy:
Students will demonstrate understanding of self‐advocacy through role‐plays and discussions.

References

Waterford schools (2018 p. 72-74). School counseling curriculum 2018 Retrieved from https://cdnsm5-ss16.sharpschool.com/UserFiles/Servers/Server_314195/File/School%20Counseling%20Curriculum%202018.pdf

References 

American School Counselor Association. (2023). The school counselor and school counseling programs  Links to an external site.. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-School-Counseling Program

Social Emotional Learning Skills  High School 10th grade 

• In what ways did the selected Mindsets and/or Behaviors match the lesson topic? List one additional Mindsets and/or Behaviors that you would have selected for the lesson and why.

The mindset selected is belief in development of the whole self, including a healthy balance of mental, social/emotional and physical well-being. This matches the lesson topic because Social Emotional Learning Skills emphasizes the importance of understanding and managing emotions, setting and achieving positive goals, showing empathy for others, establishing and maintaining positive relationships, and making responsible decisions. 

The other additional mindset I would select is "Self-confidence in ability to succeed" (ASCA, 2019, p. 10), which encourages students to believe in their capacity to overcome challenges and achieve their goals. 

• In what ways do the ASCA Student Standards Pre- and Post-Assessment Items align and not align with the Mindsets and/or Behaviors and topic?

The ASCA position statement notes that school counselors help students develop the mindsets and behaviors that support social/emotional development (ASCA, 2023). Which aligns with the assessment items' emphasis on understanding and managing feelings in difficult situations. It directly helps students "understand their emotions and manage their behaviors," (ASCA, 2023). Which is central to social/emotional learning and ASCA's goals. The position statement also highlights the importance of teaching students skills for recognizing and managing their emotions and behaviors (ASCA,2023).  This aligns with items like "I am good at naming my feelings in difficult situations" and "I can tell when my feelings are going to affect my behavior."

The items measure internal processes related to emotions, but the ASCA standards include broader social skills, such as effective communication, empathy, and conflict resolution (ASCA, 2023).  These are important aspects of social/emotional learning that are not directly assessed in the items. The position statement explains that comprehensive school counseling programs address students’ academic, career, and social/emotional development (ASCA, 2023). However, the provided assessment items do not measure academic attitudes or career readiness, which are also part of the Mindsets & Behaviors.

• Did the lesson content/materials match the selected Mindsets and/or Behaviors skill? Why or why not?

The lesson materials match because using a laptop and projector can support visual learning and interactive activities which help engage social/emotional development. The feelings wheel directly supports the development of social/emotional well-being by helping students identify and understand their emotions. This promotes self-awareness. The Counselor-provided journal notebook or journal app on laptop can help students express their feelings. Students will be able to make this a daily routine and can improve individual growth. 

The lesson content matches because the prompt to discuss the feelings students experience, along with using the Feelings Wheel to name emotions, aligns with the ASCA Mindset as it directly promotes social/emotional learning by helping students recognize their emotions (ASCA, 2019). The check-in activity supports the mindset of developing the whole self by encouraging students to assess and communicate their current emotional state, which is an important part of social/emotional well-being. The story of the day (snack attack video) provides an opportunity to observe how emotions influence behaviors. Practice journal content supports the mindset of developing the whole self by encouraging students to reflect on their emotions and behaviors in real-life situations. The lesson content aligns strongly with the ASCA framework’s focus on fostering social/emotional development. It emphasizes self-awareness, emotional regulation, and social skills (ASCA, 2019). 

• Timing can be important for delivering lessons and holding small group sessions. Yet, timing can also be limited for school counselors when it comes to working with students. Based on your opinion, how do you think that timing may have impacted the results of the lesson?

The lesson has a 30 minute time frame and it impacts the students in an overall positive way. They may have not gotten the proper amount of time to really apply this lesson and critically think about their feelings. Pre assessment majority wasn't sure about if it's important to understand their feelings in difficult situations but the post assessment majority said it is mostly true. Overall, the timing for this lesson based on the results did get students to think about their feelings and emotions in a different aspect. At first the majority was not sure about a lot of the statements. However, post assessment they started to change their opinions. I do believe the lesson should be at least an hour to really engage with students and possibly do more interventions and activities. In the current climate of accountability, school counselors are expected to use data to monitor student progress, drive program decision making, and create systemic change (Young and Kaffenberger 2018). 

• School counselors often share lesson plans amongst each other when they might experience similar student challenges or topics. But schools, populations, cultures, developmental levels, and school counselors are unique. What are some ways you would modify the lesson plan to align with your creativity, knowledge of the ASCA National Model, and skillset?

Collaboration with teachers and administrators is vital for establishing accountability in counseling programs (Walden University, 2019). How I would modify lesson plans would be to do creative arts assignments to get students to express themselves through art. I also would start the lesson with a brief mindfulness exercise, such as deep breathing or guided imagery, to help students center themselves. This supports emotional regulation and aligns with the ASCA's focus on mental health. I would also connect with the community to have guest speakers come share the experiences and provide support and empathy. 

References

• American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

  
  

American School Counselor Association. (2023). The school counselor and school counseling programs  Links to an external site.. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-School-Counseling Program

• Young, A., & Kaffenberger, C. (2018). School counseling professional development: Assessing the use of data to inform school counseling services. Links to an external site.

•  Professional School Counseling, 19(1), 46–56.

• Walden University (Producer). (2019). Ariel Harrison: Accountability [Video file]. Baltimore, MD: Author.