January 4, 2023

View this pdf?from ACSA and explain?why having a CSCP is so helpful to

Directions:

View this pdf from ACSA and explain why having a CSCP is so helpful to counselors and the school system they serve. Also add what you read in Chapters 1& 2. https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_ComprehensivePrograms.pdf

A 1-2 Page paper with proper APA format will be fine.

I have attached powerpoints over chapter 1 and 2.

W W W . S C H O O L C O U N S E L O R . O R G

[ 64 ]

The School Counselor and School Counseling Programs (Adopted 1988; revised 1993, 1997, 2005, 2012, 2017)

The American School Counselor Association (ASCA) Position School counselors design and deliver school counseling programs that improve a range of student learning and behavioral outcomes (Carey & Dimmitt, 2012). These programs are comprehensive in scope, preventive in design and developmental in nature. “The ASCA National Model: A Framework for School Counseling Programs” (ASCA, 2019a) outlines the components of a school counseling program. The ASCA National Model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.

The Rationale The school counseling program is an integral component of the school’s mission. Informed by student data and based on the ASCA National Model, school counseling programs are provided by a state-credentialed school counselor and:

• are delivered to all students systematically • include a developmentally appropriate curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success

• close achievement and opportunity gaps • result in improved student achievement, attendance and discipline

Effective school counseling programs are a collaborative effort between the school counselor, families, community stakeholders and other educators to create an environment resulting in a positive impact on student achievement. Education professionals, including school counselors, value and respond to the diversity and individual differences in our societies and communities in culturally sensitive and responsive ways. School counseling programs in both the brick-and-mortar and virtual settings ensure equitable access to opportunities and rigorous curriculum for all students to participate fully in the educational process.

One study found that schools designated as Recognized ASCA Model Program (RAMP) schools had significantly higher schoolwide proficiency rates in English as compared with the control schools (Wilkerson, Perusse, & Hughes, 2013). This same study also found four-year longitudinal results indicating a significant positive difference between RAMP-designated elementary schools and their control schools in math. “Findings provide support for the impact of comprehensive, data- driven, accountable school counseling programs at the elementary level…” (Wilkerson et al., 2013, p. 172).

According to Lapan (2012), “When highly trained, professional school counselors deliver ASCA National Model comprehensive school counseling program services, students receive measurable benefit” (p. 88).

The School Counselor’s Role School counselors focus their skills, time and energy on direct and indirect services to students. To achieve maximum program effectiveness, ASCA recommends a student-to-school-counselor ratio of 250:1. Although ratios vary across states, school districts and even grade levels, the growing body of research as summarized by Carey and Martin (2015) supports that implementation of school counseling programs positively affects outcome data (e.g., student achievement and discipline referrals) at all grade levels.

ASCA also recommends that school counselors spend 80 percent or more of their time in direct and indirect services to students. These direct and indirect activities should come from the ASCA National Model rather than inappropriate duties assigned to school counselors as listed in the ASCA National Model Executive Summary (2019b). The 20 percent or less of the school counselor’s time should be focused on program planning and school support including:

• Reviewing school data • Developing annual student outcome goals • Creating classroom, group and closing the gap action plans • Reporting results of action plans to the school community • Discussing the priorities of the school counseling program in the annual administrative conference

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Duties that fall outside of the school counselor framework as described in the ASCA National Model should be limited and performed by other school staff to support a school’s smooth operation and allow school counselors to continue to focus on students’ academic, career and social/emotional needs. Fair-share responsibilities should not preclude implementing and managing a school counseling program.

School counselors participate as members of the educational team and use the skills of leadership, advocacy and collaboration to promote systemic change as appropriate. The framework of a school counseling program consists of the following four components: define, manage, deliver and assess. See “The ASCA National Model: A Framework for School Counseling Programs” for more detailed information.

DEFINE Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their school counseling program to improve student outcomes.

Student Standards • ASCA Mindsets & Behaviors for Student Success: K–12 College- and Career-Readiness for Every Student

Professional Standards • ASCA Ethical Standards for School Counselors • ASCA School Counselor Professional Standards & Competencies

MANAGE To be delivered effectively, the school counseling program must be efficiently and effec tively managed. The ASCA National Model provides school counselors with the following program focus and planning tools to guide the design and implementation of a school counseling program that gets results.

Program Focus • Beliefs • Vision Statement • Mission Statement

Program Planning • School Data Summary • Annual Student Outcome Goals • Action Plans

• Classroom and Group • Closing the Gap

• Lesson Plans • Annual Administrative Conference • Use of Time • Calendars

• Annual • Weekly

• Advisory Council

DELIVER School counselors deliver a school counseling program in collaboration with students, families, school staff and community stakeholders. The ASCA National Model (2019) and the ASCA National Model Implementation Guide (2019d) have specific details and examples about each of the following areas:

Direct Services With Students Direct services are face-to-face or virtual interactions between school counselors and students and include the following: • Instruction • Appraisal and Advisement • Counseling

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Indirect Services for Students Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including: • Consultation • Collaboration • Referrals

ASSESS To achieve the best results for students, school counselors regularly assess their program to: • determine its effectiveness • inform improvements to their school counseling program design and delivery • show how students are different as a result of the school counseling program

Annually a qualified administer completes the school counselor performance appraisal to evaluate the school counselor’s overall performance. Appraisal documents are often developed in alignment with state or district guidelines and may appear in a variety of frameworks selected by state and district leaders.

Essential components of performance appraisal include evidence of: • Design of a school counseling program • Data-informed annual goals along with the measured impact of direct services delivery • Data-informed classroom, small-group and closing-the-gap activities and interventions • Calendars reflecting appropriate use of time aligned with ASCA National Model recommendation of 80% of time in

direct and indirect services to students • Collection and analysis of results data from classroom, small-group and closing-the-gap activities and interventions

Summary School counselors in both the brick-and-mortar and virtual/online environments develop and deliver school counseling programs supporting and promoting student achievement and standardizing the measurement of program effectiveness. As outlined in the ASCA National Model (2019a), these programs include a systematic and planned program delivery involving all students and enhancing the learning process. The school counseling program is supported by appropriate resources and implemented by a credentialed school counselor. The ASCA National Model brings school counselors together with one vision and one voice, which creates unity and focus toward improving student achievement and supporting student development.

References American School Counselor Association. (2019a). ASCA National Model: A framework for school counseling programs (4th ed.). Alexandria, VA: Author.

American School Counselor Association. (2019b). ASCA National Model: Executive summary. Alexandria, VA: Author. Retrieved from https://schoolcounselor.org/Ascanationalmodel/media/ANM-templates/ANMExecSumm.pdf

American School Counselor Association. (2019c). ASCA school counselor professional standards & competencies. Alexandria, VA: Author. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

American School Counselor Association. (2019d). ASCA National Model implementation guide: Foundation, management and accountability. Alexandria, VA: Author.

Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling, 16(2), 146-153. doi: 10.5330/PSC.n.2012-16.146

Carey, J. C., & Martin, I. (2015). A review of the major school counseling policy studies in the United States: 2000-2014. Amherst, MA: The Ronald H. Fredrickson Center for School Counseling Outcome Research and Evaluation.

Lapan, R. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16(2), 84-88.

Wilkerson, K., Perusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.

T1.5

Redesigning School Counseling

School Counseling Benefits

SAMPLE

BENEFITS FOR STUDENTS

1. School counseling helps students master defined student standards in the area of academic development.

2. School counseling helps students master defined student standards in the area of career development.

3. School counseling helps students master defined student standards in the area of personal-social development.

4. School counseling helps students develop the self-knowledge required to help them make educational and career decisions.

5. School counseling helps students explore the world around them including labor market trends, career opportunities, and educational options.

6. School counseling helps students make long-term and short term plans for their future based on their educational and career goals.

7. School counseling helps students understand the relationship between their successes in school today, workforce readiness, and their future standard of living.

8. School counseling helps students successfully address personal and/or social issues that are interfering with learning.

BENEFITS FOR TEACHERS

1. School counseling helps teachers work with students who are motivated by their understanding of the relationship between school success, workforce readiness, and their future standard of living.

2. School counseling helps teachers work with students who show personal management, social skills, and learning strategies required for academic success.

3. School counseling helps teachers partner with parents and community members in conveying high expectations to students.

4. School counseling helps teachers understand real-world applications for academic content taught at school.

BENEFITS FOR ADMINISTRATORS

1. School counseling helps administrators have a common language for discussing students' educational, career and personal-social development; student assistance needs, and the school counseling program.

2. School counseling helps administrators evaluate students’ future plans, academic engagement, career interest and other choices foundational to academic success.

3. School counseling supports administrator’s efforts to:

· Engage students in learning

· Engage struggling students in extra help programs

· Increase attendance

· Decrease disruptive student behavior

· Parents who lack sound parenting skills

BENEFITS FOR PARENTS

1. School counseling helps parents assist their children with . . .

· Developing meaningful academic and career plans

· Day-to-day choices that support their future plans

· High school course selection decisions

· Postsecondary and financial aid decisions.

2. School counseling programs help parents provide accurate information for their children about careers, postsecondary options, financial aid, and academic choices in grades K-12 that impact students’ future.

3. School counseling programs help parents utilize school and community resources in guiding their children.

BENEFITS FOR THE LOCAL ECONOMY

1. School counseling programs help the local economy by encouraging students to . . .

· Take rigorous academic and technical courses that support their career interest.

· Enroll in courses and programs where they develop sound “habits of mind” such as the ability to gather and analyze data, apply concepts between disciplines, and make decisions.

· Establish sound “soft skills” such as responsibility (attendance, punctuality), leadership, team-work and the ability to work with authority.

2. School counseling programs help the local economy by enabling employers to:

· Convey the degree of academic rigor required for their future workforce to educators

· Convey to real-world applications for academic concepts to teachers

· Provide work-site learning opportunities for students such as internships and job shadowing

3. School counselors help the local economy by teaching students:

· Find careers that meet their career interests, aptitudes and preferences

· Determine what level of academic preparation is required by employers for jobs of interest

· Find potential jobs using electronic media

· Develop a career network

· Prepare a resume

· Interview

· Connect with job placement services in the community

Comprehensive School Counseling Programs: K-12 Delivery Systems in Action Third Edition Colette T. Dollarhide and Kelli A. Saginak

Chapter 1

The Profession of School Counseling

Developed by:

Kelli Saginak, Amy Taake, & Anna Girdauskas
University of Wisconsin, Oshkosh

Publisher to insert

cover image here

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Competencies of School Counselors

Provide counseling through prevention and intervention

Advocate for diversity and equity in education

Use diverse multicultural perspectives in counseling

Understand barriers to learning and the causes/effects of them

Understand how to help students find their strengths and support resilience

Use data

Know legal and ethical standards of counseling

Design, evaluate, and implement developmental school counseling programs

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Professional Skills of School Counselors

Individual and Small-Group Counseling
Individual, group, and classroom developmental curriculum
Multicultural counseling issues
Assist students with transitions
Techniques of prevention or early intervention of mental health issues

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Tests of Professional Competencies

Entry Level
Prerequisites for state licensure/certification
Praxis in School Guidance and Counseling
Mid-Level
Comprehensive documentation and skill reflection
National Counselor Exam (NCE)
Become a Nationally Certified Counselor (NCC) and Nationally Certified School Counselor (NCSC) by the National Board of Certified Counselors (NBCC)

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

How do schools define the “best” professionals?

Teaching experiences is not a predictor of a counselor’s success
Challenges for both former teachers and non-teachers alike in professional development
Teachers: Relinquish old credibility, power, and assumptions about education
Non-Teachers: Learn about the school environment and culture, various stressors placed on educators, and how to negotiate with teachers

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

How do schools define the “best” professionals?

Both former teachers and non-teachers can gain professional development through experiences within the school
Teachers: Shadow a school counselor to learn more about the counselor’s role
Non-Teachers: Work as a teacher’s aide in a classroom or substitute teach

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Personal Qualities of School Counselors

Creativity and Imagination

Flexibility

Courage and Belief

Passion

Commitment to Diversity and Social Justice

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Philosophies of Counseling

Counseling is a helping relationship
Counselor engages client in activities specifically chosen for their individual healing, growth, and development
Counseling is a unique profession
Commonalities are apparent with other disciplines, but has a unique focus on development issues, interpersonal and intrapersonal relationships, and therapeutic approaches
Counseling is both an art and a science
Being knowledgeable about various theoretical approaches and therapeutic techniques, as well as listening to their inner voice is crucial

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Philosophies of Education

Traditional Philosophy
Focus on subject matter, mastery of content, and preservation of the existing national cultural heritage
Progressive Philosophy
Focus on the child, active learning, recognition of students’ individual differences, relating school to real life, the mission to address health, vocational, social, and community issues, and an agenda to transform the national cultural heritage
Each philosophy has significant strengths and weaknesses

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Philosophies of School Counseling

Development of school counseling is linked to development of secondary education
Guidance/Career Emphasis
Two “creators” of school counseling:
Jesse B. Davis- designed lessons to help students develop character, avoid problem behaviors, and relate vocational interests to curriculum subjects
Frank Parsons- “Father of Guidance,” said vocational guidance should be provided by trained professionals in all public schools
Focus on careers as the outcome of schooling
Criticized to be too narrow and restrictive

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Philosophies of School Counseling

Mental Health Emphasis
Started by writings from John Dewey and Carl Rogers
John Dewey’s Writings
Focused more on student-centered, progressive view of education
Carl Rogers’ Writings

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Philosophies of School Counseling

Focused more holistically on the relationship between guidance counselors and students
Use of term School Counseling started being used in high schools in 1950s
Emphasis of the role of as a mental health provider of the school
Increased advocacy for developmental goals

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Philosophies of School Counseling

Developmental Guidance
Movement of School Counseling into middle and elementary schools in 1960s and 70s
Awareness of the need to prevent problems by providing educational activities within the classroom

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Comprehensive School Counseling Programs (CSCP)

There is no absolute way to define school counseling
American School Counselor Association (ASCA) National Model
Articulates the philosophy and mission of program and implements a comprehensive delivery system
Teaching life skills and prevention programing in classrooms
Individual planning
Intervention counseling for individuals and groups of students

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Comprehensive School Counseling Programs (CSCP)

Made up of 4 components
Foundation
Delivery Systems
Management Systems
Accountability

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Developmental Guidance and Counseling
Grounded in Developmental Theory
Focuses on developmental learning behaviors, tasks, skills, and experiences necessary for success in school and life
Interventions consist of six basic strategies:
Individual Counseling
Small-Group Counseling
Large-Group Guidance
Peer Facilitator Training and Projects
Consultation
Coordination with Guidance Services

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Essential Services Model
Based on Trait-Factor approach
Evolved from differential psychology and studies on measurement of human traits and the environment
Focuses around the concepts of counseling, consulting, coordinating, and appraising

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Results-Based Student Support Program Model
Focuses on all students achieving identified educational, career, and personal/social competencies for success in school and beyond
Asks the question:
“How are students different as a result of the school counseling program?”
Teaming
School Counselors lead in development of support teams to aid students in successful outcomes
Support teams include counselors, parents, school personnel, social workers, psychologists, nurses, and specialists

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Strategic Comprehensive Model
Gives counselors flexibility to deliver programs based on specific factors including:
Level of Expertise
Availability of Resources
Characteristics of the Student Body and Community
Programs “for all” can fall short with providing specific interventions and services to students, such as:
Special Education
Gifted and Talented
At-Risk
Other various diverse populations of students

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Strengths-Based School Counseling
Shift from deficit-oriented to empowering and positive orientations of working with students
Attends to increasing developmental assets and promoting strengths and resiliency
Foundation rests on 6 principles:
Promote Evidence-Based Student Strengths

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Promote Evidence-Based, Strengths-Enhancing Education Environments
Promote Context-Based Development for All Students
Emphasize Promotion over Remediation and Prevention
Emphasize Evidence-Based Interventions and Practice
Emphasize Promotion-Oriented Developmental Advocacy at the School-Building level

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Social Justice Approach
Response to specific needs in today’s schools that potentially go unnoticed unless consciously included in the framework of a comprehensive school counseling program
Six key elements (the 6 C’s) are used to target closing achievement gaps and confronting inequities within schools:
Counseling Intervention and Planning

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Consultation
Connecting Schools, Families, and Communities
Collecting and Utilizing Data
Challenging Bias
Coordinating Student Services and Support

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Domains/Activities/Partners Model
School Counselors create a comprehensive delivery system that meets the requirements for an ASCA National Model Program
Domains refer to the 3 focal points of student growth
Academic

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

Models of CSCPs

Career
Personal/Social Development
Activities capture major activities within the National Model
Partners refer to the 4 major groups whose needs must be met in the model:
Students
Parents/Caregivers
Colleagues in the Schools
Colleagues in the Community

Comprehensive School Counseling Programs: K-12 Delivery Systems in Action Third Edition Colette T. Dollarhide and Kelli A. Saginak

Chapter 2
SCHOOLS AS SOCIAL INSTITUTIONS

Developed by:

Kelli Saginak, Amy Taake, & Anna Girdauskas
University of Wisconsin, Oshkosh

Publisher to insert

cover image here

Comprehensive School Counseling Programs, 3e Dollarhide and Saginak

What Makes Effective Schools?

The counselors have a responsibility to help all stakeholders understand youth development, the complementary processes of learning and teaching, and the qualities of excellent schools
Education Professionals are accountable to parents/guardians and the school board
Communities must be willing to fund excellent schools
Schools must be willi

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View this pdf?from ACSA and explain?why having a CSCP is so helpful to

Redesigning School Counseling

School Counseling Benefits

SAMPLE

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