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Running Head: COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
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COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
How Effective is the Comprehensive School Counseling Programs in School?
Sophia Henry
American Public University
Abstract
In this research paper there will be a discussion on how effective school counseling programs are in school. The reason this topic is being researched is because questions have come up asking whether or not school counseling programs are helping the students and what is the role of the school counselor. According to the American School Counseling Association (ASCA) ?A Comprehensive school counseling program is, driven by student data and based on standards in academic, career and personal/social
The most important question asked in this article is why does evaluation matter in school counseling? One of the reasons why evaluation is so important in school counseling is because when you evaluate an intervention program you can see how you are making a difference for the students. The school counselor has a professional responsibility to show that what is being done in the program is effective. Also, it is important to evaluate school counseling programs because key stakeholders like parents, administrators, and school board can help justify the reasoning for resources for the school counseling program. The need to evaluate school counseling programs is even more important today as it was many years ago. Collaboration and teamwork will make evaluation more doable. Evaluation of local school?s intervention programs matters to the parents, administrators, and members of that community. The article goes into detail about what evaluation is and how it is not the same as research. School counselors can have an intervention or a program put in place at their school. They can evaluate an intervention and a program and see what the outcome is. There are many different types of evaluation. There are formative, implementation and outcome evaluation. The article expresses how important partnering and collaboration is with the school counselors and stakeholders. Partnering with the teachers and parents at the school can help lessen the workload for the school counselor. This review is important because it discusses how evaluation is important in a school counseling program. Evaluating and holding a school counseling program accountable is one step in being able to determine the effects the program have on the students and the school. The more counselors are able to show that their program is effective the more funding and
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).
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).
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
The compressive school programs are driven by student data and are based on academic, career, and personal/ social development. The programs are collaborating between the counselor, parents, and many other educators to create an environment that promotes student excellences (ASCA, 2016). A productive school counselor will focus on their skills, time and energy on direct and indirect services to all students. Therefore, to achieve those goals, the ASCA recommends that a school counselor should not have more than 250 students and that 80 percent or more of a counselor’s time in direct and indirect services. As a result, we will focus on the delivery of those services.
It is my goal to become a school counselor in a local high school. As a school counselor, it is also important to try and understand the different experiences that children go through in order to get through to them. After studying the different counseling theories, I have discovered that each theory is valid and there are ideas and techniques that I would use out of each of them. However, there are some theories more than others that I would use to guide me daily as a school counselor. Modern day counseling is equipped with a wide variety of therapies, techniques and approaches. The purpose of this essay is to compare and contrast three approaches of therapy. Also in this essay the views of the person and the Therapeutic process will be discussed. The three models that are going to be compared are Adlerian, Cognitive Behavioral Therapy (CBT), and Solution Focused Brief therapy (SFBT). This essay is going to highlight the similarities and differences of the models and their main focus, and how the three models will help the clients choose goals that best fit their environment and resources. The main goal of using these models is to help people.
Middle school marks a very exciting, yet challenging time for many students, parents, and teachers. During this time period students are exploring their interests, moving deeply into their studies, taking on more responsibilities, and trying to find their personal identities. Most importantly, this is a time where students turn from their parents and seek advice and approval from their peers. Because many adolescents are emotionally sensitive and vulnerable during this stage of development, their heavy reliance on peers for acceptance and approval makes them more susceptible to emotional damage. For that reason, school counselors plays an essential role in the lives of their students. Gonkawon Strother and Sheree Leonard, middle school counselors at Thurgood Marshall Middle School in Temple Hills, Maryland understands the importance of their role. Gonkawon Strother, the primary counselor for sixth and seventh grade students, has been a counselor for five years. His colleague, Sheree Leonard, has been a professional school counselor for three years. Leonard primarily
The comprehensive school counseling program is a program designed to provide all students with an equal opportunity to obtain their education. To be comprehensive, a school counseling program must be holistic, systemic, balanced, proactive, infused into the academic curriculum and reflective ( Dollarhide & Sagnik, 2012). Comprehensive school counseling programs are critical to students success. Each CSCP must be established based off of the schools mission. The CSCP must be well organized, comprehensive as well as systemically implemented. It is accountable through evaluations. The CSCP must also be reflective and infused into the academic curriculum. It is prevention and intervention focused. The focus of the CSCP is on the domains: academic development, social/personal development and career development. Academic development is the area of learning for the students. The career development is the area of learning to work- jobs to careers. The personal/social development is the area where the students learn to live and function daily.
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions. To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
He has done various contributions to the field of psychology in terms of doing numerous research, publishing articles and authoring books in the field of psychology. It is evident that most of his books including Assessment for Counselors and Research and Evaluation in Counseling have played a major role in setting up standards of evaluating school counselors. In this book, Erford addresses some of the guidelines that ought to be strictly followed in the assessment for school counselors. He touches on the professional standards that schools and states ought to consider in their assessment and evaluation of their school counselors. Some of the specific standards that he presents in his book include the conduct of the counselor, the report from his or her supervisors, and the feedback from their
As a school counselor, it is important to be knowledgeable about children and adolescents developmental level in order to choose the appropriate intervention. Vernon (2009) mentions in the text that "counselors must also consider developmental factors in conceptualizing problems, in designing or selecting age-appropriate assessment instruments, and in developing interventions that take into account the child's developmental capabilities" (p. 5). The effect that the developmental levels have on the choice of internvention is that it depends on children and adolescents situtation in terms of physical, cognitive, social and emotional factors. When it comes to those factors, School counselors need to be mindful that children and adolescents
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...
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
At the mere age of 8 I immigrated to the United State with my parents, being the oldest child I have always empathized with my parent's struggles and conflicts. However it wasn’t until my teens that I started noticing with every conflict every fights, with every insults and my family crumpled a bit more. However coming from a culturally tabooed nation like Bangladesh asking for help or counseling was always out of the question. It was always my believe that when one hits rock bottom the only thing they can do is crawl to the top. At our lowest we find ourselves discover our true calling, in many ways for me that’s mental health counseling. As a human I have personally experienced my greatest downfall when I became homeless with my mother and
One aspect I found striking was the role of advice giving in counseling. Prior to this class, I knew that counselors did not typically give opinions or advice to lead a client in a certain direction. What I did not know was the entire reasoning behind this. A counselor might avoid giving advice so that a client learns to make his/her own decisions, does not become dependent on the counselor, and to ensure that a client will not later blame the counselor if the counselor’s advice did not turn out well. In this context, I have a better appreciation and understanding of why therapists refrain from telling the client what to do.