"School counselors should possess the knowledge, abilities, skills and attitudes necessary to plan, organize, implement and evaluate a comprehensive, developmental, results-based school counseling program that aligns with the ASCA National Model" (ASCA, 2012).
Using the ASCA National Model is essential to creating a comprehensive school counseling program in schools because accountability is essential to the future of all school counselors. Schools now need to see data to know that programs and curriculums are actually teaching the students what is supposed to be taught. This is the same for a school counseling program. It is important that all psycho-educational programs, small groups, closing the gap programs, and individual counseling sessions be guided by data that proves that they are effective. Data also helps show us that our counseling program is improving each year and is evolving with the students at the school. The ASCA National Model helps school counselors learn when to collect data and how to interpret the results of each program (ASCA, 2012).
The ASCA National Model has helped people define what a school counselor is, which can be found under the Plans and Programs section. The model also helps define how school counselors should spend their time and which of the areas of their curriculum is most effective at helping the students. The goal of the American School Counselor Association is that schools become focused on equity, not equality (ASCA, 2012). According to Holcomb-McCoy (2007), "equity is an orientation toward doing the right thing by students, which does not mean treating students equally regardless of their different needs." Having an equity focus means matching each student's specific needs. This means school counselors pay attention to each unique trait of students, including culture, race, ethnicity, gender, and socioeconomic status. Professional school counselors need to take these into consideration when determining the needs of his or her students to make sure that each student is expected to achieve at high standards using his or her own individual strenghts (Holcomb-McCoy, 2007). Some students need more help than others, and school counselors need to meet each of these needs, even if not all students are getting them. Having an equality focus would mean that each student gets the exact same services. This means that the individual strengths and weaknesses of each student would not be taken into account. Not all students need every service, so this would not be best for the school or the students. However, this does not mean that equality is a bad thing. It is important to remember that not all students are treated equally from the beginning so equality should be remembered, while equity is focused upon (Holcomb-McCoy, 2007). Therefore, schools need to choose to focus on equity and making sure that every student has the best chance to succeed (ASCA, 2012).
The ASCA National Model was created to help professional school counselors learn how to use their time correctly and not get stuck in areas that are not related to their program. The model is separated into four different areas of their program: foundation, delivery, management, and accountability. The foundation means the foundation of the actual program, which helps provide a person with the basis of the school’s needs. This involves creating a master calendar, working with administration to determine what programs are needed, what the school philosophy is, and the overall goals of the program. The delivery of the program is when the counselor provides guidance programs, individual support, system support, and responsive services. The area of management involves keeping track of one’s use-of-time, working with the administrators and an advisory council to improve the program, and creating action plans. The last part of the model is the accountability piece, which involves using data to determine which programs are working effectively and not working effectively, if the overall program is following the ASCA National Model, and if the counselor is doing his or her job. If a professional school counselor uses the model when creating their program, they should be able to focus their time on the delivery of their program instead of non-program tasks and then use their data to make sure their program is successful (ASCA, 2012).
American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd. ed.). Alexandria, VA: Author.
Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice framework for success. Thousand Oaks, CA: Corwin Press.
The ASCA National Model has helped people define what a school counselor is, which can be found under the Plans and Programs section. The model also helps define how school counselors should spend their time and which of the areas of their curriculum is most effective at helping the students. The goal of the American School Counselor Association is that schools become focused on equity, not equality (ASCA, 2012). According to Holcomb-McCoy (2007), "equity is an orientation toward doing the right thing by students, which does not mean treating students equally regardless of their different needs." Having an equity focus means matching each student's specific needs. This means school counselors pay attention to each unique trait of students, including culture, race, ethnicity, gender, and socioeconomic status. Professional school counselors need to take these into consideration when determining the needs of his or her students to make sure that each student is expected to achieve at high standards using his or her own individual strenghts (Holcomb-McCoy, 2007). Some students need more help than others, and school counselors need to meet each of these needs, even if not all students are getting them. Having an equality focus would mean that each student gets the exact same services. This means that the individual strengths and weaknesses of each student would not be taken into account. Not all students need every service, so this would not be best for the school or the students. However, this does not mean that equality is a bad thing. It is important to remember that not all students are treated equally from the beginning so equality should be remembered, while equity is focused upon (Holcomb-McCoy, 2007). Therefore, schools need to choose to focus on equity and making sure that every student has the best chance to succeed (ASCA, 2012).
The ASCA National Model was created to help professional school counselors learn how to use their time correctly and not get stuck in areas that are not related to their program. The model is separated into four different areas of their program: foundation, delivery, management, and accountability. The foundation means the foundation of the actual program, which helps provide a person with the basis of the school’s needs. This involves creating a master calendar, working with administration to determine what programs are needed, what the school philosophy is, and the overall goals of the program. The delivery of the program is when the counselor provides guidance programs, individual support, system support, and responsive services. The area of management involves keeping track of one’s use-of-time, working with the administrators and an advisory council to improve the program, and creating action plans. The last part of the model is the accountability piece, which involves using data to determine which programs are working effectively and not working effectively, if the overall program is following the ASCA National Model, and if the counselor is doing his or her job. If a professional school counselor uses the model when creating their program, they should be able to focus their time on the delivery of their program instead of non-program tasks and then use their data to make sure their program is successful (ASCA, 2012).
American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd. ed.). Alexandria, VA: Author.
Holcomb-McCoy, C. (2007). School counseling to close the achievement gap: A social justice framework for success. Thousand Oaks, CA: Corwin Press.