ASCA National Model for ASCA National Model for CounselingCounseling

Glenna “Missy” Bradford Glenna “Missy” Bradford TollesonTolleson

Submitted as Requirement Submitted as Requirement SC543/91SU2006SC543/91SU2006

All this will not be finished in All this will not be finished in the first one hundred days. the first one hundred days. Nor will it be finished in the Nor will it be finished in the first thousand days, nor in first thousand days, nor in

the life of this administration, the life of this administration, nor even in our lifetime on nor even in our lifetime on

this planet! this planet! But let us begin.But let us begin. -John F. Kennedy-John F. Kennedy

What is ASCA National What is ASCA National Model?Model?

• A framework for school counseling A framework for school counseling programs.programs.

• A cooperative effort between A cooperative effort between school, home, and community to school, home, and community to benefit students.benefit students.

• An attempt to answer NCLB An attempt to answer NCLB requirements.requirements.

Why?Why?

• People have often wondered what is it People have often wondered what is it that school counselors do?that school counselors do?

• The ASCA National Model is an attempt The ASCA National Model is an attempt to prompt people to ask the question to prompt people to ask the question “How are students different because of “How are students different because of the school counseling program?”the school counseling program?”

• Provide a logical, systematic approach Provide a logical, systematic approach to school counseling.to school counseling.

• A guide for states to develop their own A guide for states to develop their own models. models.

The ASCA National Model The ASCA National Model Will:Will:

• Establish the school counseling program Establish the school counseling program as an integral component of the as an integral component of the academic mission of the school.academic mission of the school.

• Ensure every student has equitable Ensure every student has equitable access to the program.access to the program.

• Identify and deliver the knowledge and Identify and deliver the knowledge and skills all students should acquire.skills all students should acquire.

• Ensure the school counseling program is Ensure the school counseling program is comprehensive in design and is comprehensive in design and is delivered systematically to all students. delivered systematically to all students.

Historical Problems Affecting Historical Problems Affecting School CounselingSchool Counseling

• Lack of legitimization.Lack of legitimization.• Lack of consistent identify.Lack of consistent identify.• Limited or no involvement in reform Limited or no involvement in reform

movements.movements.• Variation in roles from state to state Variation in roles from state to state

and site to site.and site to site.• Non-school counselor Non-school counselor

responsibilities.responsibilities.

Historical ProblemsHistorical Problems

• Previous failed attempts due to no Previous failed attempts due to no unity.unity.

• Lack of basic philosophy.Lack of basic philosophy.• Insufficient student access and Insufficient student access and

inadequate guidance for some inadequate guidance for some students.students.

• Lack of counselor accountability.Lack of counselor accountability.• Failure to utilize other resources.Failure to utilize other resources.

The SolutionThe Solution

Four Target AreasFour Target Areas

•FoundationsFoundations•AccountabilityAccountability•Delivery SystemDelivery System•Management SystemsManagement Systems

FoundationsFoundations

• The foundation determines how The foundation determines how EVERY student will benefit from EVERY student will benefit from school counseling.school counseling.

• Beliefs and PhilosophyBeliefs and Philosophy• MissionMission• ASCA National Standards in three ASCA National Standards in three

domains. domains.

The Three DomainsThe Three Domains

•Academic AchievementAcademic Achievement•Career PlanningCareer Planning•Personal/Social Personal/Social

DevelopmentDevelopment

DeliveryDelivery

• The activities, interactions, and methods to The activities, interactions, and methods to deliver the counseling program.deliver the counseling program.

• Guidance curriculum is developed through Guidance curriculum is developed through structured developmental lessons through structured developmental lessons through systemic interaction with K-12 students.systemic interaction with K-12 students.

• Individual student planning – Designed to Individual student planning – Designed to assist students in establishing individual assist students in establishing individual goals and developing future plans.goals and developing future plans.

Delivery (Con’t)Delivery (Con’t)

• Responsive Services – Traditional Responsive Services – Traditional role of the school counselor, usually role of the school counselor, usually initiated by life events requiring initiated by life events requiring counseling, consultation, referral, counseling, consultation, referral, peer helping, or information.peer helping, or information.

• Systems Support – Administration Systems Support – Administration and management of the organized and management of the organized program.program.

Management SystemManagement System

• Organizational process to ensure Organizational process to ensure the program is to ensure the the program is to ensure the program is organized, concrete, program is organized, concrete, and clearly outlined.and clearly outlined.

• AgreementsAgreements• Advisory CouncilAdvisory Council• Use of dataUse of data

Management SystemManagement System

• Action Plans outlining how results will be Action Plans outlining how results will be achieved to includeachieved to include::

• Competencies addressedCompetencies addressed• Description of the activityDescription of the activity• Data driving the decision to address the Data driving the decision to address the

competencycompetency• Timeline for activityTimeline for activity• Responsibility of deliveryResponsibility of delivery• Means of evaluating student performanceMeans of evaluating student performance• Expected results for studentsExpected results for students

Management System Management System (Con’t)(Con’t)

• Use of timeUse of time– ASCA National Model recommends ASCA National Model recommends

counselors spend 80% of time in counselors spend 80% of time in direct contact with students.direct contact with students.

• Use of calendarsUse of calendars– Ensures planning as well as keeping Ensures planning as well as keeping

everyone involved informed.everyone involved informed.

AccountabilityAccountability

• Measures the effectiveness of the Measures the effectiveness of the programs in measurable terms with the programs in measurable terms with the following:following:– Results report to share with stake holders to Results report to share with stake holders to

ensure programs accountability.ensure programs accountability.– School Counselor Performance Standards School Counselor Performance Standards

serve as a basis for counselor evaluation as serve as a basis for counselor evaluation as well as self-evaluation.well as self-evaluation.

– Program Audit – To evaluate and guide Program Audit – To evaluate and guide program goals.program goals.

Non-Counselor DutiesNon-Counselor Duties

• The program refutes the counselor The program refutes the counselor performing duties that really shouldn’t performing duties that really shouldn’t belong to the counselor.belong to the counselor.

• Counselors often are forced to perform Counselors often are forced to perform non-counselor duties including:non-counselor duties including:• Master schedule dutiesMaster schedule duties• Testing coordinatorsTesting coordinators• DisciplinariansDisciplinarians• Classroom coverageClassroom coverage• Clerical dutiesClerical duties

Survey for Model Survey for Model ReadinessReadiness

• Take a survey to see if you are Take a survey to see if you are ready for the ASCA National Model ready for the ASCA National Model using the following website:using the following website:– www.umass.edu/schoolcounseling/www.umass.edu/schoolcounseling/

readiness_survey.htmreadiness_survey.htm

ReferencesReferences

• American School Counselor Association (2003). ASCA American School Counselor Association (2003). ASCA National Model: A Framework for School Counseling National Model: A Framework for School Counseling Programs (2Programs (2ndnd). Alexandria, VA: Author.). Alexandria, VA: Author.

• Bowers, J., Hatch, T. & Giddis-Schwallie (2001). The brain Bowers, J., Hatch, T. & Giddis-Schwallie (2001). The brain storm. ASCA School Counselor, 17-19storm. ASCA School Counselor, 17-19

• Brown, D. & Trusty, J. (2005). Brown, D. & Trusty, J. (2005). The ASCA National Model, accountability, and establishing causal links between school counselors' activities and student outcomes: a reply to sink. Professional School Counseling. Retrieved from http://www.findarticles.com/[/articles/mi_mOKOC/is_1_9/ai

_n15777277, 2006.

ReferencesReferences

• University of Massachusetts (2000). Online survey: University of Massachusetts (2000). Online survey: Center for School Counseling Outcome Research. Center for School Counseling Outcome Research. Retrieved June 30. 2006 from Retrieved June 30. 2006 from www.mass.edu/schoolcounseling/readiness _survey.htmwww.mass.edu/schoolcounseling/readiness _survey.htm..