ASCA Based Comprehensive Counseling Program Model as an Influential Factor on Student Success

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Abstract: The relationship between having a counseling program based on the ASCA national model and overall student success is examined. Three main goals of this study are to: (a) examine student achievement as measured by . . . . to determine if it is increased in schools that use a more fully implemented program based on the ASCA model, (b) examine if the comprehensive program is reaching all students regardless of gender, race/ethnicity, social-economic status (SES), etc. and (c) examine if there is a link between positive school climate and a more fully implemented program based on the ASCA model.well stated - Phase I - Problem Identification: School counselors work toward promoting students academically, personally/socially and in their future career. It is the role of the counselor to work with students and teachers to create a better learning environment for everyone in the school setting. Unfortunately with budget cut backs and limited monetary resources counselors are feeling the pressure more than ever to prove their worth to the administration. Showing accountability is now a must for any school counselor. Myrick (2003), defines being accountable as “being responsible for one’s actions and contributions, especially in terms of objectives, procedures and results” (p. 174). It involves setting goals and figuring out what to do to meet those goals. The counselor must collect data and the information surrounding that data must be reported to support the work that the counselor is engaged in. With the need for counselors to prove the value of their position the American School Counselor Association (ASCA) developed a comprehensive school counseling model. This model is designed to be developmentally approp... ... middle of paper ... ...enefits to students of an ASCA based program. Also it would be good to keep in mind that the language of this section should be easily understandable for other researchers, counselors, and educators looking to continue on to the next steps in this line of research. Works Cited Lapan, R. T., Gysbers, N. C., & Sun, Y. (1997). The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evaluation study. Journal of Counseling and Development, 75, 292-302. Myrick, R. D. (2003). Accountability: Counselors count. Professional School Counseling, 6(3), 174-179. Sink, C. & Yilk-Downer, A. (2001). School counselor’s perceptions of comprehensice guidance counseling programs: A national survey. Professional School Counseling, 4(4), 278. Retrieved December 12, 2008, from Professional Development Collection database.
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