📒 Asca National Model by American School Counselor Association

Genre : Education
Publisher : Amer School Counseling Assn
ISBN_10 : 1929289324
Copyright Year : 2012
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File Download : 161
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In this book you will learn: Ways to lead, advocate and collaborate for achievement and success for all students. How to craft a vision statement, fine-tune your program focus and enhance the learning process for all students. Steps to determine the amount of time you currently spend in direct and indirect student services and various activities throughout the day and how to work with your administrator to get approval for the proper mix. Details about school counselor competencies and program assessments,helping you evaluate your skills and your programs effectiveness. How to measure program results and promote systemic change within the school system so every student graduates college-and career ready. Ways to analyze your current data, learn what its telling you and act on your schools needs. Methods for demonstrating how students a re different as a result of what you do.

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Genre : Educational counseling
Publisher :
ISBN_10 : 1929289022
Copyright Year : 2005
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File Download : 138
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📒 Asca National Model by American School Counselor Association

Genre : Educational counseling
Publisher :
ISBN_10 : 1929289596
Copyright Year : 2019
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File Download : 152
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"The ASCA National Model reflects a comprehensive approach to the design, implementation and assessment of a school counseling program that improves student success. The publication defines the school counselor's role in implementation of a school counseling program and provides step-by-step tools to build each componenet of your school counseling program, including defining, managing, delivering and assessing. This fourth edition reflects current education practices, aligns with the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student and the ASCA professional standards & competencies and assists school counselors in developing an examplary school counseling program"-[P. 4], Cover.

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📒 Asca National Model Implementation Guide by American School Counselor Association

Genre : Educational counseling
Publisher :
ISBN_10 : 192928960X
Copyright Year : 2019
File Format : All Formats
File Download : 156
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This is a supplement to the ASCA National Model and is designed to provide further insight in to implementing a comprehensive school counseling program.

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Genre :
Publisher :
ISBN_10 : OCLC:654960010
Copyright Year : 2004
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File Download :
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Implementation of the American School Counseling Association National Model: Readiness Level of Mississippi School Districts Based on School Counselor Perceptions Abstract The researcher examined school counselors? perceptions of the readiness level of school districts in Mississippi to implement the American School Counseling Association (ASCA) National Model. The researcher also addressed certain school and counselor characteristics that could be predictors of this level of readiness. The predictor variables included grade level of counselor?s school (elementary, middle, high school/vocational), number of years of counseling experience, years of experience as a classroom teacher, student-to-counselor ratio, age, race, and level of education (M.S., Ed. S., Ph. D.). The dependent variable was the school counselor?s perceived level of readiness of the school district based on their overall scores on the ASCA National Model District Readiness Survey. The researcher also examined the perceived readiness level of school districts in the State of Mississippi in each of the 7 ASCA National Model readiness indicators (i. e., community support, leadership, guidance curriculum, school counselors? beliefs and attitudes, school counselors? skills, district resources, and staffing/time use). Based on mean scores for the seven readiness indicators on the ASCA National Model District Readiness Survey, school counselors perceived two indicators as being ready to implement the ASCA National Model: School Counselors? Beliefs and Attitudes and School Counselors? Skills. School counselors perceived three indicators as being minimally ready: Community Support, Leadership, and Guidance Curriculum. School counselors perceived two indicators as being not ready to implement the ASCA National Model: District Resources and Staffing/Time Use. Based on school counselor perceptions, the?overall? readiness level of Mississippi school districts to implement the ASCA National Model is a minimal lev.

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Genre :
Publisher :
ISBN_10 : OCLC:892874279
Copyright Year : 2014
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File Download : 128
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The researcher examined school counselors' and administrator's perceptions of the readiness level to implement the American School Counseling Association (ASCA) National Model. The researcher evaluated the differences in perceived readiness, between counselors and administrators, across in each of the 7 ASCA National Model District Readiness Survey indicators (i.e., community support, leadership, guidance curriculum, school counselor' beliefs and attitudes, school counselors' skills, district resources, and staffing/time use). The researcher also addressed certain school and position characteristics that could be predictors of the readiness level. The predictor variables included: highest degree of education, age, student-to-counselor ratio, years of total experience in schools, years of counseling and/or administrative experience, gender, ethnicity, grade level of school, and school role. The research provided evidence that school counselors perceived their district to be ready in the areas of School Counselors' Skills, and School Counselors' Beliefs and Attitudes indicators. The areas where school counselors indicated they perceived their school district as minimally ready were Leadership, Community Support, and Guidance Curriculum. In the areas of Staffing/Time Use and District Resources, school counselors reported perceiving their school district as being not ready. School administrators perceived their district to be ready in the areas of Community Support, Leadership, Guidance Curriculum, School Counselors' Beliefs and Attitudes, and School Counselors' Skills indicators. The areas where school administrators indicated they perceived their school district as minimally ready were Staffing/Time Use and District Resources. There were no areas in which administrators reported perceiving their school district as being not ready. Based on school counselor perceptions, the "overall" readiness level of their district was minimally ready to implement the ASCA National Model. Based on school administrator perceptions, the "overall" readiness level of their district was ready to implement the ASCA National Model. The school counselor and administrator perceptions were significantly different across all 7 readiness factors of the ASCA National Model District Readiness Survey. The classification of school counselors and administrator was determined to account for 30.4% of the variance in the overall perception of district readiness level to implement the ASCA National Model.

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Genre : Educational counseling
Publisher :
ISBN_10 : 1124652248
Copyright Year : 2011
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File Download : 180
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This case study and research was concluded as a Master's Thesis and examines how school counselors in American international schools, in particular the American International School of Budapest (AISB), have knowledge and make use of the American School Counselor Association's National Model: A Framework For School Counseling Programs. AISB was selected for study because the author is employed at the school, and the counseling program does not currently use a comprehensive guidance counseling program, such as the National Model. This thesis is designed to measure counselors' familiarity with and incorporation of the major components of the National Model, including a results-based evaluation, program audit and performance appraisal guide. Barriers and opportunities for implementing the National Model are also examined.

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Genre :
Publisher :
ISBN_10 : 0355932776
Copyright Year : 2018
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File Download : 94
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School counselors in the 21st century have changed the way society understands the profession in both theory and practice. The focal point of the American School Counselor Association’s (ASCA) National Model is for school counselors to promote student success by reducing the existing achievement gap found among students of color, poor students, or underachieving students and their more advantaged peers (ASCA, 2005). However, little data is available on the activities of school counselors and the percentage of African American students in urban schools. The purpose of my study was to explore the relationship between the frequency of activities performed by school counselors as defined in the ASCA National Model and the percentage of African American students in urban schools. I used a known validated instrument, the School Counselor Activity Rating Scale (SCARS) which measures the frequency with which school counselors perform activities recommended by the ASCA National Model (Scarborough, 2005). My results showed that many of the participants were Caucasian (56%) and women (91%). The average age of the participants in my study was 37 years old. While a plurality of the participants (41%) worked in high schools, the other participants were employed evenly in the other three settings of elementary, middle/jr., or other/combination. I discovered that in terms of years employed as a school counselor in their current setting, most of the participants (71%) had been in their current school fewer than five years in an urban school. Most of the counselors (69%) had obtained a master’s degree in school counseling from a program accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). School counselors working in schools with various ranges of African American students took part in my study. The average school counselor that responded to my study had (48%) Africa American students in their schools. School counselors working in urban schools implement many of the activities recommended by the ASCA National Model on a frequent basis. I conducted Pearson correlations to identify a relationship between school counselor activities and the percentage of African American students in schools. The results show no significant relationship between school counselors’ activities and the percentage of African American students. Practicing school counselors as well as administrators in urban schools can gain insight from the results of my study.

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Genre : Psychology
Publisher : Routledge
ISBN_10 : 9781317653349
Copyright Year : 2015-05-01
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File Download : 278
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A Guide to Practicum and Internship for School Counselors-in-Training, 2nd ed, covers all aspects of the practicum and internship experience, from the initial contact with supervisors to detailed descriptions of students’ different roles. Readers will gain both an awareness of the school culture and the understanding needed to develop an individualized philosophy of school counseling. Specific topics covered include popular counseling theories used by school counselors, strategies for working with special populations of students, understanding the school counselor's role in utilizing the 2012 National Model of the American School Counselor Association (ASCA) including the inherent elements and themes, putting the ASCA ethical standards into practice, and administration of day-to-day tasks. Each chapter contains activities, case studies, worksheets, and images to facilitate understanding, and all material presented is consistent with both the accreditation standards of the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) and the school counselor standards identified by the ASCA.

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Genre : Education
Publisher : Corwin Press
ISBN_10 : 9781544342092
Copyright Year : 2019-05-14
File Format : All Formats
File Download : 384
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School counseling that makes a difference—for all students! As an secondary school counselor, you’re implementing a comprehensive program for all students. This hands-on guide takes you step by step through the creation and implementation of high-quality Tier 1 system of supports, with a focus on prevention education through core curriculum classroom lessons and schoolwide activities. Features include: The school counselor’s role in Multi-Tier Multi-Domain System of Supports Specific examples to help with design, implementation, and evaluation Guidance for selecting curriculum and developing lesson plans and action plans Alignment with ASCA National Model and ASCA Mindsets and Behaviors Numerous charts, graphs, and images to demonstrate concepts

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