Waasdorp, T. E., Fu, R., Perepezko, A. L., & Bradshaw, C. P. (2021). The role of bullying-related policies: Understanding how school staff respond to bullying situations. European Journal of Developmental Psychology, 18(6), 880–895. https://doi.org/10.1080/17405629.2021.1889503

Mostly 5s, a few 4s, and a couple 3s.

The areas where I scored 3s and 4s revolved around lack of experience or knowledge. I gave myself a 4 when talking about state legislation purely because I don't feel the most on top of that subject. The only thing I would need to do to increase this to a 5 would be for me to read it over and study it.

I gave myself a 3 for B-PF 7, g, because I'm sure each school has their own master crisis plan. Yes, I understand the counselor's role in this situation and the expectations of it, but until I have an actual master crisis plan my approach is completely theoretical.

I gave myself 4s throughout most of the planning and assessment questions, specifically the ones directed at implementing and creating plans. I did this only because I have not actually done it, so I am working theoretically again.
Plan of Improvement

Most of my improvement will come from moving my theories into practice, and making sure I stay current and up to date on all legislation and techniques.
Reactions

I should mention that this assessment is a great tool and technique. I never would have thought that this many perspectives go into this field. I had challenged myself and my own thoughts by taking this, I kept thinking, 'but do I really think that?' It was a great way to confirm my own beliefs and become aware of what it is that I need to brush up on.

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

ASCA-One of the main ASCA codes that is the most important is A.1 - Supporting Student Development. I would take this further and support every individual's development by "[f]oster[ing] and affirm[ing] all students [including other individuals] and their identity and psychosocial development" (ASCA, 2022). I feel that this is the ultimate goal of the counselor and the profession. This would be quickly followed by A.5 - Sustaining Healthy Relationships and Managing Boundaries. This is an ethic that I have been applying to my life for a long time, mostly because of past experiences. One way I could ensure this is completed is by "[a]ct to eliminate and/or reduce the potential for harm" (ASCA, 2022). Of course, I would support and adhere to A.7 - Group Work. This outlines the main ethics in performing group sessions and is very important to adhere to, such as "[p]rovide equitable access to participation in groups" (ASCA, 2022).

SOC-All of the topics explained under Maturity and Integrity are important. However, I feel that Awareness and Communication are both very important when working in a group. I would need to "[display] a respectful tone and uses open, honest, and accurate statements in dealing with others" (SOC, 2021). I would also need to "[e]xhibit awareness of and respect for appropriate interpersonal boundaries" (SOC, 2021).
What has made for successful past group experiences:
I worked in Automotive retail for about 10 years. In that time, we would have regular team meetings and group training sessions. These sessions ranged in topics from tire care, sales, and alignment positions, to parts, associated parts, and being able to decode what a client is actually asking for. Many of my peers were ex-mechanics and male, although there was a considerable female presence as well. I remember being quick to get the answers right even though I would keep quiet so my peers would learn the topics. I grew up with mechanics in my family, most of the knowledge shared was self-explanatory or obvious to myself. Even though this makes for a easily assumed successful set of group interactions, it wasn't. I was around mechanics. I was never exposed to cat-calls, but I was frequently told that my appearance made me someone that was easy to talk to. While this statement, and many others, are not necessarily wrong for someone to point out, the context, looks being thrown my way while receiving complements like this and similar to it, spoke a different story. What made these comments even more disturbing was the fact that I received them while near enough to another female that she heard the comment. This made for an awkward work environment, led to obvious distrust from other females, and was sexual harassment. Unfortunately, I did not report these incidents. Being that I grew up around mechanics I developed a really thick skin to this kind of attention. I know that it doesn't make this kind of attention acceptable nor is it something I accept from those close to me. This is not something I allow in my home or from myself, either. It is just the type of group setting I have been subjected to. No, it was not counseling centered. I do not remember having group counseling sessions, ever. In school, all counseling was individual. Any group sessions were in a large group of my entire graduating class or 2-3 classes, examples: DARE or puberty sessions. These groups were so large that many of my peers, and myself, chose to be inactive participants and distractingly entertain ourselves quietly.

What did make these awkward automotive retail meeting great though, was the fact that everyone did learn from them. Sales went up, the store was busy, life was good.

References:  

Asca ethical standards for school counselors. ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA). (2022). https://www.schoolcounselor.org/About-School-Counseling/Ethical-Legal-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1 

Links to an external site.)  

Counseling Student Program Guide. (2021, April). https://academicguides.waldenu.edu/ld.php?content_id=36024919 

 

When looking at the ASCA model, I would say that I am most excited to perform he deliver aspect. I am excited to be able to assist students by delivering instruction, appraisal, advisement, and counseling (ASCA National Model, 2019). I can’t wait to have an office and make it feel like my spot. I would bring students in, listen to them, help them along their way, and cheer small victories with. I can see myself speaking to a group of students, instructing them. I can already see myself doing this.

 

I started substitute teaching. I’m sure I mentioned it before, but it does apply to this specifically. Because of this, I feel as though I have tapped into the vein of current students across all age groups. One thing that I have noticed, students tend to mimic and meet expectations. They react strongly, and usually positively, to firm boundaries and standards of behavior, even with constant reminders. I believe that all students are capable of understanding and demonstrating academic subjects.

As a school counselor, part of my role in advocating for every student will be teaching them how to effectively and accurately advocate for themselves. I would encourage and empower each student by helping them to identify positive strategies and put them into action. I would also help them to identify negative strategies and give them tools to use to overcome harmful automatic thoughts. I would also help students to recognize when a situation calls for help from me, as a school counselor, or another trusted individual.  At that stage, I would work with the student to be a co-advocate for any obstacle.

Ethics guide the work of school counselors by identifying the limits and boundaries that the help bind the profession to helping without prejudice. They are the morals and guiding principals that hold the school counselors accountable.

School counselors empower, encourage, and advocate for and with students by following the moral and ethical standards from ASCA while keeping student success, current, and future well-being the focus.