School Counseling Model Paper

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Recommended: Roles and responsibilities of school counselors

The purpose of school counseling is to provide students, teachers, families and the community knowledge on how to offer support to students and create an environment for academic achievement (ASCA, n.d.-c, p. 1). School counseling programs consist of four components found by the American School Counselor Association (ASCA) National Model: foundation, management, delivery and accountability (ASCA, n.d.-c, p. 1). Foundation is the basis or the “what” of a school counseling program and focuses on the student and professional competencies (Erford, 2015b, p. 30). The management component is the “when,” “why,” and “on what authority” of a school counseling program (Erford, 2015b, p. 36). The following are some factors of the management component: …show more content…

16). Students may require assistance whether academically or personally and school counselors should be open to discussing any issues the students may be facing at that time. School counselors are the soul of a school because they accept challenges and provide not only assistance to students, but to other educators and the community as well. Academically, school counselors help guide students through their school years and point the students in the right direction in regards to what courses are best suited for their educational …show more content…

When a community can be united with the school, students’ have better opportunities. For instance, the community can offer students’ with employment or the chance to interview a member of the community for a possible future career. The community can provide assistance to the school if the school’s having a fundraiser or even a sporting event where volunteers are needed. A relationship with the community can enable numerous opportunities to for the school. The collaboration with social workers can assist in school counselors become successful because it supports students and their families to obtain essential services (Trolley, 2011, p.

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