• A guide with guidelines that is made by the ASCA to help school counselors get on board under one umbrella to maintain professionalism. As well as, help provide ways to assist all children in multiple ways

2) School Counselors Scope of Practice

• Support all students in each needed area. Short term goal of providing individual and group counseling in a K - 12 school setting. Long term use their knowledge to provide coping skills and programs, interventions, monitoring academic progress, and collaboration.

3) Academic Development

• Competencies that allows SC to get the max out of each child's learning abilities.

4) Career Development

• Helps assist students for the transition from school to the real world, to the real world to career/job readiness.

5)Social/Emotional Development

• Learning how to deal and handle our emotions when it comes to life in general, life problems and our peers.

6) ASCA Mindset & Behaviors

• Describes how the students should think and how they should behave in order to be successful with academics, career, and college.

7) ASCA Ethical Standards for School Counselors

• Standards that are outlined (rules) that make being a SC safe and successful. As well as maintaining professionalism. Ensuring that SC's are equipped and knowledgeable when it comes to assisting students and families.

8)ASCA School Counselors Professional Standards

• An outlines the mindset and behaviors school counselors need to ensure they meet the demands of a school counselor as well as needs of pre K - 12 grade students.

9) School Counseling Direct Service

• In person services rendered by the SC, gaining knowledge in house in many ways for all students.

10) School Counseling Indirect Services

• Outside services that assist the students provided through the SC allowing students to explore and enhance achievement, promote equity, and access for all students.

The vision as a school counselor is to provide a safe space for all children to freely express, process, and overcome any obstacles that may try to hinder students from competing in a global community: academically, professionally, and socially/emotionally. 

• As a school counselors we are the voice that the students hear and run to for answers when the teachers cannot. Understand that when we have these meeting, we know what our children peek potential is and was to incorporate such things are: giving them B.A.R. Bring some (B)ackground information, (A)ctions that need to be taken, and (R)esults that we are hoping for in the end. You must make it presentable with goals that make things realistic not only to the admin, teacher, and students but parents as well. Also, when reaching out to our community leaders we are able to explain to the and show them that we can depend on our future leaders. Lastly, being able to have the data to prove to our stakeholders that they are capable and willing.

• Program Assessment

To seek improvement within the program

• Annual Results Reports

To ensure school counseling programs are assessed for effectiveness and to inform decisions related to program improvement.

• School Counselor Assessment and Appraisal

To evaluate the school counselor’s overall performance.

Review the Elementary, Middle School, and High School Lesson Plans and Results Reports in the Learning Resources. Select one plan and report and answer the following questions:

• Identify your selected Lesson Plan and Result Report level.

- High School & Classroom & Small Group

• 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 selected mindset and model matched the lesson plan very well because it allows school counselors to explore different ways to see and analyze how rectify the disciplinary issue and why it is happening. It is also an eye opener for children to prevent situations to make and prevent disciplinary actions. If students do not show improvement, the counselor should refer then to an outside source for additional services.

•  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 both align well to me; I do not see why they would not because they are focusing on the importance and understanding healthy and correct ways to express their feelings without getting in trouble or causing trouble.

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

- Yes, because it is a way for the counselor to better understanding, what is going without singling anyone out and what the counselor need to implement to get the situation fixed.

• 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?

- Being able to catch certain early can give all parties hope to see a decrease in social/emotional responses. Being able to actually show and put in the time shows that the counselor cares and gives hope for the future.

• 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?
  

 - I would find different ways to ask the questions because everyone is not culturally competent on expressing emotions. I would cater more to understanding what is the reason behind the reaction.

2) Grief is tricky for myself so I would hard time talking about grief in general. I would eventually get over it but I would struggled with it at first.