What is more important than planning, designing, and implementing a comprehensive school counseling program? To ensure the program is aligned with the ASCA’s National Model for School Counseling Program. How is that accomplished? By implementing a program audit during the early stages of the designing phase of the program and then annually thereafter. The program audit guides future program actions and ensures student needs are met (ASCA, 2005). The program audit, provided by the American School Counselor Association, serves to set the standard for the school counseling program. The program assessment aligns with the four components of the ASCA National Model and serves as an instrument for analyzing each component (ASCA, 2012). By using all the components of the audit, strengths and areas of improvement of the programs are determined and goals for the following year are created (ASCA, 2005). Program Audit Components The first component in the program audit is the foundation of the program. Foundation covers the beliefs and philosophy of the program, the mission of the school counseling programs, the domains and goals of the programs, and the ASCA national standards and competencies (ASCA, 2005). Foundation addresses the components that drive every school counseling program. The foundation “serves as the solid ground upon which the rest of the comprehensive school counseling program is built” (ASCA, 2012, p. 21). The second component in the program audit is the delivery system. The delivery system includes the guidance curriculum, individual student planning, responsive services, and the system support (ASCA, 2005). This component focuses on the method of implementing the school counseling program to students. ... ... middle of paper ... ...ssessing the program’s future and abilities to reach the chosen goals. The results provided by the program audit drive the program goals, training, and behavior for the following school year (ASCA, 2012). Professional school counselors, as well as administrators, want the best for their students and strive to meet all student needs. Implementing a program audit each year helps ensure the programs in place are successful and show progressive growth trends each year. The student body will thrive from the favorable actions of the educational team. Works Cited ASCA. (2005). The ASCA national model: A framework for school counseling programs (Second ed.). Alexandria, VA: American School Counselor Association. ASCA. (2012). The ASCA national model: A framework for school counseling programs (Third ed.). Alexandria, VA: American School Counselor Association.
CACREP was found in 1981 by the American Personal Guidance Associations (Brief Orientation). The purpose of its creation was to oversee accreditation of counseling and related educational programs. Since 1981, CACREP has focused on revising every 7-year basis, revision committee are charged to examine the standards for areas of potential redundancy, lists within standards, and over-prescriptiveness (Urosky, 2013). Though CACREP has overcome milestones, it still encounters the challenges
Royse, David, Thyer, Bruce A., and Padgett, Deborah K.. "Chapter 6." Program Evaluation: An …..Introduction. 5th ed. Belmont, CA: Thomson, (2006): 141-150
There are 20 speciality divisions within the ACA, which allow for counselors to gain professional development opportunities, networking, and resources to enhance professional interest and practice (Remely & Herlihy, 2016). Therefore, being a part of a speciality division allows for individuals to maximize their potential as a professional helper by utilizing tools and resources that meet the diverse needs we face in the counseling professional. For example, since I am enrolled in a Masters in School Counseling degree and am an aspiring school counselor, it would be a great benefit for me to join the American School Counseling Association (ASCA) along with my ACA
Although there is value in group counseling at school, some of the problems that surface include scheduling issues, teacher resistance, and ethical concerns as well (Pérusse, 2009). Leading group counseling requires highly specialized skills (Pérusse, 2009). It is important for the counselors to have a solid foundation in group counseling theory and practice to be effective (Pérusse, 2009). As with individual counseling, counselors in this setting struggle with issues of confidentiality from parents wanting to know details of what was said but also with the issue of other students breaking confidentiality outside of group (Crespi, 2009).
In this paper, it will be explored the meaning behind the ASCA national model, its importance, and how it will shape the counselors to be. As a counselor in training, it was understood the ASCA national model is a guideline for professional school counselors to be more productive and sufficient in the workplace. Therefore, as a trainee it is vital to grasp and implement these four components: foundation, management system, delivery system, and accountability.
I received the pleasure of interviewing two school counselors, Mrs. Jean Harmon and Mr. Devon Herrick. I was excited about interviewing school counselors within the Chicago land area. Despite many negativities spoken about the Chicago Public School (CPS) system, I desire to work within CPS. I’ve heard many pros and cons of working at a selective enrollment school, compared to a public charter school. By interviewing these two individuals, I assumed that I would get a snapshot of a potential work day for a school counselor. Mrs. Harmon is a school counselor at King College Preparatory high school. Mr. Herrick is a personal counselor at Urban Prep Charter Academy- Bronzeville campus. It was interesting in learning about the daily responsibilities,
What will be the goals of counseling and what intervention strategies are used to accomplish those goals?
Whiston, S.C. & T.L. Sexton, “A review of school counseling outcome research: implications for practice”. Journal of Counseling and Development. Fall 1998. Volume 76
Monitor effectiveness “As a counselor taking reasonable steps to seek supervision and improve when necessary.” (B. Schauland, personal communication, November 11,
Overall management of the counseling process must be accompanied by enforcement accountability. This is because accountability has a very important role in guidance and counseling services in schools (Gysbers, 1995; Gysbers & Handerson, 2006). Cobia and Handerson (2007) explains that accountability is a counselor attempt to demonstrate to users and stakeholders about what they have done to improve the academic success of students. Enforcement of accountability can only be done if the counselor implement evaluation of counseling programs that have been implemented (Cobia & Handerson, 2003; Sink, 2009). Based on the evaluation, the counselor can assess the effectiveness of counseling programs that have been implemented.
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
She stated that there were a lot more to it, but only wanted to name a few. She also said that it is important to keep everything confidential between her and the students because that is how trusts are built. To her, being a school counselor is not only a career, but a person that is building relationships with her students in order to have better understanding on how to help them go through their problems together. Conversely, she will always remain professional; however, it saddens her that occasionally she has to keep her own opinions to herself because it can violate the code of ethics. She stated that in the beginning of her career it was harder; however, now it has become a habit of her to remain professional yet open-minded at the same time.
This peer helper program is designed to address the crisis of children violence both victims and perpetrators. It is a system that allows students to assist one another. Everyone benefits in the program to tackle this imperative issue. In the ASCA 2008 Position Statement, Peer-helping programs are implanted to enhance the effectiveness of school counseling programs by increasing outreach and the expansion of available services (ASCA, 2008). In other words, it is critical to implement a program that will be an impact for not only the students but also the school and the community. The program will be research based and have a focus on data-driven decision-making.
Counselors have large shoes to fill. They not only administer assessments, but are also involved in group counseling, individual counseling, and have to plan and implement comprehensive school guidance programs. A counselor must know and be competent in all realms of their position. School counselors work with all children, including children with disabilities in various settings within the school (Villalba, Latus, Hamilton, & Kendrick (2005 p 449). As stated by the Individuals with Disabilities Education Act (IDEA), school counseling services must be made available to all students in special education programs as part of their right to a Free and Appropriate Public Education (FAPE) (Bowen & Glenn, 1998; Clark, 1998). School counselors are to take on this role in the educational and personal-social well being of students in special education programs. Federal law does require that children, who receive special education services, and do not display appropriate behavior have a Functional Behavior Assessment (FBA) team (Villalba, Latus, Hamilton, & Kendrick (2005) p 449). This team constructs a BIP. Since counselors should be active on the FBA team, there is a need here that must be addressed because this article defines a lack of knowledge present with practicing counselors. With that, counselors do receive relevant training throughout their program. There are only so many classes and hours of instruction that the pre-counselors receive. The curriculum that is generated encompasses what counselors need, but could their be a few gaps and missing pieces? This study was conducted to determine counselors awareness, knowledge, and role in the Functional Behavioral Assessment (FBA) process (Villalba, Latus, Hamilton, & Ken...
on the school. When schools offer counseling it shows the students that the school is