Professional school counselors are responsible for designing and delivering comprehensive school counseling programs that promote the academic, career, and personal/social success of all students. The American School Counselor Association's (ASCA) National Model (2012) provides a framework for the development of these programs. This model guides professional school counselors' efforts in creating and implementing their school counseling programs based on four major components: Foundation, Management, Delivery, and Accountability. Professional school counselors must also possess the knowledge, attitudes, and skills outlined by the ASCA School Counselor Competencies. These competencies are necessary for school counselors to implement and uphold comprehensive school counseling programs that align with the ASCA National Model in order to enact positive, withstanding, systemic change in their schools.
If you're thinking "I don't have time to read an entire book on school counseling programs. Give me the quick version!" Well, you're really missing out, but if you insist... |
So... why exactly does all this "comprehensive school counseling stuff" matter?
I'm gad you asked! Here are just a few of the many benefits of having a comprehensive school counseling program:
I'm gad you asked! Here are just a few of the many benefits of having a comprehensive school counseling program:
- Elementary students are more likely to have higher overall academic achievement achievement, better attendance rates, and fewer discipline referrals (Wilkerson, Pérusse, & Hughes, 2013).
- High school students are more likely to have higher test scores, graduate high school college-and-career-ready, and move on to pursue and complete college as well as many non-traditional vocational programs (Carey, Harrington, Martin, & Stevenson, 2012).
- Students receive more benefits and experience greater improvements in achievement when the comprehensive school counseling program is more fully implemented (Duarte & Hatch, 2015; Lapan, 2012).
References:
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.
Carey, J., Harrington, K., Martin, I., & Stevenson, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in Utah high schools. Professional School Counseling, 16(2), 89-99.
Duarte, D., & Hatch, T. (2015). Successful implementation of a federally funded violence prevention elementary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
Lapan, R. T. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16(2), 84-88.
Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis or RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.
American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.
Carey, J., Harrington, K., Martin, I., & Stevenson, D. (2012). A statewide evaluation of the outcomes of the implementation of ASCA National Model school counseling programs in Utah high schools. Professional School Counseling, 16(2), 89-99.
Duarte, D., & Hatch, T. (2015). Successful implementation of a federally funded violence prevention elementary school counseling program: Results bring sustainability. Professional School Counseling, 18(1), 71-81.
Lapan, R. T. (2012). Comprehensive school counseling programs: In some schools for some students but not in all schools for all students. Professional School Counseling, 16(2), 84-88.
Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis or RAMP versus non-RAMP schools. Professional School Counseling, 16(3), 172-184.