The importance of ASCA National Model Crosswalking Tools in guidance curriculums First and foremost the ASCA National Crosswalking Tool have sections that primarily focuses on the key components of an exemplary school counselor performance and accountability model for structuring a comprehensive guidance program. The ASCA National Model Crosswalking Tools can be used to develop the appropriate scope and sequence for a guidance curriculum.When implementing this tool correctly in a school system, there are major influences that can be utilized in helping students. In the paragraphs below I will describe key points of how it will improve student learning, foster student development of career awareness, and students will acquire self knowledge to enhance their personal and social development. This tool is useful and effective when applied in state education agencies and is most effective tool for students to transition throughout their academic settings. The ASCA National Crosswalking Tool will improve student learning by assess the student's intrinsic factors on their drive to learn. This tool will help the counselor see if the student requires implementations of other faculty members, tutors, or a range of other interventions to become successful in their academics. In the article titled The Developmental Assets and ASCA's National Standards: A Crosswalk Review, they reflected to state that “Both movements emphasize a shift away from deficit-focused, reactionary, The Developmental Assets and ASCA's National Standards: A Crosswalk Review and crisis oriented services for some students to outcomes based, comprehensive, and developmental programming for all students”(Stevens, 2010). By using this tool you and the student can d... ... middle of paper ... ... and every one of their students to become successful during their school career and preparing them for their future endeavors. References: Martin, Ian; Carey, John; DeCoster, Karen. (2009, June 1). A national study of the current status of state school counseling models The Free Library. (2009). Retrieved January 14, 2011 from http://www.thefreelibrary.com/A national study of the current status of state school counseling-a0201850610. Stevens, H., (2010, April 1).The Developmental Assets and ASCA's National Standards: A Crosswalk Review,Scranton, PA. retrieved January 15, 2011.http://www. faqsorg/periodicals/201004/2018215351.html Strickland, Cindy A. (2007, June 1). Differentiating classroom guidance The Free Library. (2007). Retrieved January 14, 2011 from http://www.thefreelibrary.com/Differentiating classroom guidance.-a0165780641
ASCA. (2005). The ASCA national model: A framework for school counseling programs (Second ed.). Alexandria, VA: American School Counselor Association.
The ASCA National Model. (n.d.). Newport News Public Schools. Retrieved June 5, 2014, from http://sbo.nn.k12.va.us/guidance/document
As a leader candidate, I can understand the challenges and multiplicity of complications that administrators must face each day. However, I will not accept any remote possibility that the students must be affected by some flaws of the school organization. We all as leaders, must be strategic with people, time, and money to guide our students towards an academic success.
Lanier, S.H., Mott, J.M., Ready, D.J., Sutherland, R.J., & Williams, W. (2012). A Pilot Study of
School counselors must recognize that there are certain ethical codes they cannot depart from. Practicing within the boundaries of their professionalism, education, training, and supervision, will enable counselors to be accurate in their practices. ACA’s ethical code C.2.a., Herlihy & Corey (2015), p. 68, explains how counselors need to keep their boundaries of competence. A clear example of this practice is shown as follows.
Toombs, R. J., Ducher, G., Shepherd, J. A., & Souza, M. J. (2012). The impact of recent
Thorsen, C. A., Koven, A., Pattee, D., Watson, D. C., & Collier, A. (2011). The story of
Lin, E. T., Dumigan, M. N., Dwyer, M. D. Good, A. M., & Honey, C. R. (2013). Assessing the
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Weiss PhD, Michael J., Wagner PhD, Sheldon, and Goldberg, Susan. Drawing the Line. New York: Warner Books, 2006. Print.
Balfe, M., Doyle, F., Smith, D., Sreenan, S., Conroy, R., & Brugha, R. (2013). Dealing with the
As I explained above, I have spent all my life in school and I value education because of the messages that I received while growing up. If it was possible to spend my whole life going to school I would. When I realized that I had a passion for education, I started to consider the possible career choices and found school counseling to align with my goals. I noticed that I enjoyed working with youth but I didn’t really have the passion to teach in front of a classroom all day. As I began to look into how I could work with youths in an educational setting, I learned that school counselors have a huge impact on the educational success of a student. I saw how much impact outside factors contributed to a child desire to learn and excel in school. Therefore, I wanted to work closely with children to help them deal with the factors that stand in their way of them being able to truly learn and do well in school. If I can help a student remove barriers that stands in their way, then I will be able to give that child an opportunity to enjoy school and eventually love it as much as I
Plecas, D., McCormick, A. V., Levine, J., Neal, P., & Cohen, I. M. (2011). Evidence-based
The school counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development. The knowledge, understanding, and skill in these domains are developed through classroom instruction, assessments, consultation, counseling, coordination, and collaboration. For example, in assessment, school counselors may use a variety of personality and vocational assessment methods to help students explore vocation needs and interests. The classroom guidance lessons are designed to be preventive and include self-management and self-monitoring skills. The responsive services component of the school counselor's role provides individual and/or small group counseling for students. For example, if a student's behavior is interfering with his or her achievement, the counselor will observe that student in a class; provide consultation to teachers and other personnel to develop (with the student) a plan to address the behavioral issues, and then work together to implement the plan. They also help by providing consultation services to family members.
Rosser, J, Lynch, P., Cuddihy, L., Gentile, D., Klonsky, J., & Merrel, R. (2007). The impact of