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ASCA National Model

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Lauren Gonzalez

on 21 July 2014

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Transcript of ASCA National Model

Why is it important?
The goal of a comprehensive, developmental school counseling program is to promote student achievement.
Assures that all students have equal opportunities and access to rigorous curriculum that will allow for them to graduate from high school career and college ready (ASCA, 2012; The Education Trust, 2009).

How to Make it Successful...
Provide developmental prevention and intervention programs
Collaborate with stakeholders
Measure student and program growth
Consider the changes in society, education and how these affect every student's need to acquire academic, career and social-emotional development (Dahir & Stone, 2012).
Role of the School Counselor
Minimum of a Master's Degree in School Counseling
State certification/license
ASCA Standards

The Professional School Counselor's Role
maximizing student success through leadership, advocacy and collaboration
creating mission statement supporting school's mission
promoting student academic, career and social-emotional growth (ASCA, 2008)
The ASCA National Model
Delivery Systems
" A school counseling program is comprehensive in scope, preventative in design, and developmental in nature" (Florida Department of Education, 2010, p.6)
American Counseling Association, American School Counselor Association & National Education Association. (2008).
Who are school counselors?
American School Counselor Association (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: ASCA.
American School Counselor Association. (2009).
The role of the professional school counselor.
Dahir, C. & Stone, C. (2012). The transformed school counselor (2rd ed.). Belmont, CA: Brooks/Cole.
The Education Trust. (2009).
The new vision for school counseling.
Comprehensive and Developmental Counseling Program!
ASCA National Model
Foundations of School Counseling
Anna Kalinowska and Lauren Gonzalez
Summer II 2014

School counselors create, execute and manage counseling programs based on student academics, career and social-emotional development, through: Program focus, Students Competencies, and Professional Competencies (ACA, ASCA, & NEA, 2008).

Delivery Systems

Individual Student Planning

Responsive Services
individual or group counseling
consultation with parents
peer helping

System Support
continual personal and professional development
Management Systems

create academic plan for students

help students develop skills

prevention, intervention services

use of data
Data Analysis
Identifies student needs and school and community trends
Evaluates program effectiveness

Program Results
Focused program
Effective interventions
Responsive program

Evaluation and Improvement
Self-analysis of school counselor and program, evaluation of performance and program review
Guide future of the program
American School Counseling Association
Implement skills, incorporate preventative learning opportunities, and provide knowledge and skills to promote success in the areas of: academic, career, and social-emotional development experiances (Dahir & Stone, 2012).
"Help students overcome barriers to learning" (ASCA, 2012, p. xi).
To advocate and work for students to create a school culture that is optimal for learning (ASCA, 2012).

Guidance was introduced by Jesse Davis in 1898 (Brewer, as cited by Stone & Dahir, 2012).
Frank Parson integrates vocational guidance with his concerns for society's failures (Schmidt, as cited by Stone & Dahir, 2012).
Assessment begins to appear in high schools to measure intelligence and counceling begins to adjust programs to match students with careers (Stone & Dahir, 2012).

No Child Left Behind: accountability driven education

Shift focus from the role of school counselor position to the impact of school counseling on students and their achievements- "how are students different as a result of the school counseling program?" (ASCA, 2003)

"All students" perspective

Develop programs to support student developmental growth and academic achievement


Goals of PSC
provide education and prevention services
identify students' academic, career and social-emotional needs
work with teachers, parents and community to create an atmosphere in which students can learn
implement a comprehensive, developmental school counseling program
1940's and 1950's
Carl Roger's introduces the client-centered theory.
George Barden Act of 1946 provides support for guidance with funding.
In the 1950's the American School Counseling Association (ASCA) became a component of the American Personel and Guidance Association.
National Defense Education Act (NDEA) of 1958 increases funding for education to continue to be competitive in math and science.
Counselors are expected to provide theraputic interventions that support academic success, that may be impeded by personal problems.
(Stone & Dahir, 2012)
1960s and 1970s
Increased funding allowed for counselors to enter elementary and middle schools in the 1960's.
GIlbert Wrenn draws attention to the importance of focusing on students individual, developmental needs vs. remediation and crisis interventions.
1970's a comprehensive program is emphasized.
(Dahir & Stone, 2012)
1980s to Today
Discussion of the counselor's role continued to be discussed, although comprehensive programs continued.
Development and growth of counseling was caused by ASCA's publication of the National Model in 2003.
(Dahir & Stone, 2012)

ASCA National Model

Indirect: System support, referrals, collaborations, consultation
Direct: Individual Student Planning, Crisis Response, School Counseling and Guidance, Curriculum.
Developmental Model
Direct: individual counseling, small group counseling, large group guidance
Indirect: consultation, coordination, peer facilitator programs
structured lessons design to help students achieve desired competencies, develop skills and knowledge appropriate for their developmental level

Individual Student Plannin
School Counseling Curriculum
Responsive Services
individual or group counseling
consultation with parents
peer helping
Individual Student Planning
Responsive Services
individual and group counseling
consultations with parents and teachers
peer helping
System Support
personal and professional development
promoting school counseling at the local, state, and national levels
helping students to establish personal goals for the future
80% of counselor's time should be used for direct and indirect services
"How are students different as a result of the school counseling program?" (Johnson & Johnson, as cited by Dahir & Stone, 2012).
follow comprehensive guidance curriculum
Full transcript