ASCA Model Flashcards

Question

The act which was passed to aid needy students during a time of intense hardship in the 1930s was the:

Answer 1

George-Deen Vocational Education Act

Answer 2

Foundation

Answer 3

Evaluating the previous years program

Answer 4

Indirect Student Service

Answer 5

Program Focus Student Competencies Professional Competencies

Answer 6

School counselor competency and school counseling program assessments to selfevaluate areas of strength and improvement for individual skills and program activities ■ Use-of-time assessment to determine the amount of time spent toward the recommended 80 percent or more of the school counselor’s time to direct and indirect services with students ■ Annual agreements developed with and approved by administrators at the beginning of the school year addressing how the school counseling program is organized and what goals will be accomplished ■ Advisory councils made up of students, parents, teachers, school counselors, administrators and community members to review and make recommendations about school counseling program activities and resu Use of data to measure the results of the program as well as to promote systemic change within the school system so every student graduates college- and career-ready ■ Curriculum, small-group and closing-the-gap action plans including developmental, prevention and intervention activities and services that measure the desired student competencies and the impact on achievement, behavior and attendance ■ Annual and weekly calendars to keep students, parents, teachers and administrators informed and to encourage active participation in the school counseling program

Answer 7

Direct Student Services Direct services are in-person interactions between school counselors and students and include the following: ■ School counseling core curriculum: This curriculum consists of structured lessons designed to help students attain the desired competencies and to provide all students with the knowledge, attitudes and skills appropriate for their developmental level. The school counseling core curriculum is delivered throughout the school’s overall curriculum and is systematically presented by school counselors in collaboration with other professional educators in K-12 classroom and group activities. ■ Individual student planning: School counselors coordinate ongoing systemic activities designed to assist students in establishing personal goals and developing future plans. ■ Responsive services: Responsive services are activities designed to meet students’ immediate needs and concerns. Responsive services may include counseling in individual or small-group settings or crisis response. Indirect Student Services Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations.

Answer 8

To demonstrate the effectiveness of the school counseling program in measurable terms, school counselors analyze school and school counseling program data to determine how students are different as a result of the school counseling program. School counselors use data to show the impact of the school counseling program on student achievement, attendance and behavior and analyze school counseling program assessments to guide future action and improve future results for all students. The performance of the school counselor is evaluated on basic standards of practice expected of school counselors implementing a comprehensive school counseling program.

Answer 9

Topics Include: Program Focus ■ Beliefs ■ Vision Statement ■ Mission Statement ■ Program Goals Student Competencies ■ ASCA Student Standards ■ Other Student Standards Professional Competencies ■ School Counselor Professional Competencies ■ ASCA Ethical Standards for School Counselors

Answer 10

Assessments ■ School Counselor Competencies Assessment ■ School Counseling Program Assessment ■ Use-of-Time Assessment Tools ■ Annual Agreement ■ Advisory Council ■ Use of Data ■ School Data Profile ■ Program Results Data (Process, Perception and Outcomes) ■ Curriculum, Small-Group and Closing-the-Gap Action Plans ■ Lesson Plan ■ Calendars

Answer 11

Annual agreements outline the organization and focus of the school counseling program and are made between each school counselor and the administrator in charge of the school counseling program each school year. These agreements ensure formal discussion between the school counselor and administrator about the alignment of school counseling program goals with the goals of the school and can increase an administrator’s understanding of a comprehensive school counseling program. Each school counselor develops an annual agreement with the administrator. When developing the agreement, it is recommended that the agreement: ■ Is created and signed by the school counselor and supervising administrator within the first two months of school ■ Provides rationale for the school counselor’s use of time based on the school’s data ■ Reflects the school counseling program’s mission and program goals, which align with the school’s mission ■ Lists the school counselor’s specific responsibilities within the school counseling program, such as student caseload and program components or activities ■ Identifies areas for professional development for the school counselor

Answer 12

An advisory council is a representative group of stakeholders selected to review and advise on the implementation of the school counseling program. The council meets at least twice a year and maintains an agenda and minutes for each meeting. Advisory councils assist school counselors by: ■ Advising on program goals ■ Reviewing program results ■ Making recommendations about the school counseling program ■ Advocating and engaging in public relations for the school counseling program ■ Advocating for funding and resources

Answer 13

Achievement Data Achievement data measure students’ academic progress. Achievement data fields include: ■ Promotion and retention rates ■ Graduation rates ■ Drop-out rates ■ Standardized test data (e.g., state exams, SAT/ACT scores) ■ Grade-point averages ■ At or above grade/achievement level in reading, math, etc. ■ Passing all classes ■ Completion of specific academic programs (e.g., academic honors, college prep, etc.) Behavioral Data Behavioral data measure those fields the literature has shown to be correlated to academic achievement. These data fields include: ■ Discipline referrals ■ Suspension rates ■ Alcohol, tobacco and other drug violations ■ Attendance rates ■ Course enrollment patterns ■ Post-secondary education attendance rates ■ Parent or guardian involvement ■ Participation in extracurricular activities ■ Homework completion rates

Answer 14

School counselors use data not only to identify areas of concern but also to show the school counseling program has attained goals and made a difference for students (Dimmitt, Carey & Hatch, 2007). To document how students are different as a result of the school counseling program, school counselors collect and analyze process, perception and outcome data and include them in program activity results reports.

Answer 15

Process data: Process data answer the question, “What did you do for whom?” and provide evidence that an event occurred. These data describe the way the activities are conducted and how many students were affected by the activity. Examples: Eight fourth-grade students participated in a study skills group that met six times for 45 minutes ■ 450 ninth-graders completed an individual learning plan ■ 38 parents attended the middle school orientation meeting

Answer 16

Perception data: Perception data answer the question, “What do people think they know, believe or can do?” These data can be collected through surveys such as pre-post tests, needs assessments, program evaluation surveys or feedback surveys measuring self-reports of: ■ Attainment of competencies ■ Changes in attitudes and beliefs ■ Perceived gains in knowledge Examples: Pre-Post Given before and after an intervention to determine knowledge gained or to measure a change in perspective Needs Assessment Given to students or stakeholders to gather their perception of student or program needs Program/Activity Evaluation Given after an intervention or activity to gather participants’ opinions about the value of the intervention or activity Opinion Survey Given to students or stakeholders to understand their perceptions of the school counseling program or activities Achievement of Competencies ■ 100 percent of ninth-graders understand graduation requirements and have completed a graduation plan ■ 100 percent of sixth-graders can identify three career interests Changes in Attitudes or Beliefs ■ 93 percent of fourth-graders believe fighting is not an appropriate method of solving problems ■ 69 percent of all students report feeling safe at school ■ 90 percent of the parents report benefiting from a presentation on college entrance requirements Gains in Knowledge ■ 89 percent of ninth-graders demonstrate knowledge of promotion requirements ■ 92 percent of all students can identify the early warning signs of violence

Answer 17

Outcome data: Although it is important to keep track of process and perception data so interventions can be replicated or improved, these data alone are not sufficient to evaluate the effectiveness of interventions. Outcome data show the impact of an activity or program and answer the question, “So what?” Outcome data provide data provide school counselors with the opportunity to discuss the extent to which the program has had a positive impact on students’ ability to utilize their knowledge, attitudes and skills to effect improvement in achievement and behavior. These data are collected from multiple sources and include fields such as promotion rates, attendance rates, number of discipline referrals, grade-point averages, student graduation rates, etc. Examples of outcome data for behavior change include: Achievement Outcome Data ■ Graduation rate improved from 79 percent to 86 percent. ■ Identified ninth-graders increased GPA from 2.0 to 3.4 between first and final marking period. ■ Fourth-graders improved state math score from 69 to 73. Attendance Outcome Data ■ Average attendance increased from 88 percent to 91 percent. ■ Identified students decreased average number of days absent from 15 to 8 during final marking period. Behavioral Outcome Data ■ Discipline referrals decreased by 30 percent for students with four or more referrals. ■ Number of students referred for discipline decreased by 15 percent by the end of the school year.

Answer 18

To efficiently and effectively deliver the school counseling program, there must be a plan detailing how the school counselor intends to achieve the desired results (Johnson & Johnson, 2001). Action plans are utilized within three areas: school counseling curriculum, small groups and closing-the-gap activities. The templates of all three types of action plan are similar and contain the following information: ■ Goals to be addressed ■ Domain(s), standard(s) and competencies, which are consistent with school and program goals ■ Description of school counseling activities to be delivered ■ Title of any packaged or created curriculum that will be used ■ Timeline for completion of activities ■ Name of person(s) responsible for each activity ■ Methods of evaluating school success using process, perception and outcome data ■ Expected results for students stated in terms of what will be demonstrated by the student

Answer 19

The closing-the-gap action plan template serves as a guide to address academic or behavioral discrepancies that exist between student groups. These discrepancies, often referred to as gaps, are identified through the review of disaggregated data, and school counselors develop detailed action plans indicating activities and resources leveraged to close the gaps. Closing-the-gap activities often change from year to year based on student needs as demonstrated in the school’s data. The template (see p. 71) assists school counselors in the design, implementation and documentation of closing-the-gap action plans.

Answer 20

School counselors use the annual calendar to identify and communicate school counseling program priorities. The school counseling program has one annual calendar that includes all major school counseling activities delivered or coordinated by the school counselor(s). The annual calendar can increase visibility of the school counseling program and provide focus on events or activities of value for the students, parents and staff.

Answer 21

Topics Include: Direct Student Services ■ School Counseling Core Curriculum ■ Individual Student Planning ■ Responsive Services Indirect Student Services ■ Referrals ■ Consultation ■ Collaboration

Answer 22

Topics Include: Data Analysis ■ School Data Profile Analysis ■ Use-of-Time Analysis Program Results ■ Curriculum Results Analysis ■ Small-Group Results Analysis ■ Closing-the-Gap Results Analysis Evaluation and Improvement ■ School Counselor Competencies Assessment Analysis ■ Program Assessment Analysis ■ School Counselor Performance Appraisal

Answer 23

Adler developed the first holistic theory of personality, psychopathology, and psychotherapy that was intimately connected to a humanistic philosophy of living. Inferiority

Answer 24

Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development. Psychosocial Theory

Answer 25

Erich Fromm (1800-1980) was a German-American psychoanalyst, associated with the Frankfurt School, who emphasized the role that culture plays in the development of personality. He advocated psychoanalysis as a tool for curing cultural problems and thus reducing mental illness.

Answer 26

Jean Piaget's theory of cognitive development suggests that children move through four different stages of learning. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.1 Piaget's stages are: Sensorimotor stage: Birth to 2 years Preoperational stage: Ages 2 to 7 Concrete operational stage: Ages 7 to 11 Formal operational stage: Ages 12 and up

Answer 27

aptitude test, examination that attempts to determine and measure a person's ability to acquire, through future training, some specific set of skills (intellectual, motor, and so on)

Answer 28

Stage 1. Forming; the orientation phase. The leader is most active in this stage. Universal norms are discussed such as confidentiality, attendance, and rules of communication and participation are addressed. This is the stage that discusses the time frame/termination of the group. Stage 2. Storming; the transition phase. Anxiety, ambiguity, and conflict become prevalent as group members test and act-out behaviors to define themselves and the group norms. This stage creates an interpersonal climate where members should feel free to disagree with each other. Stage 3. Norming; the cohesiveness phase. Members develop group-specific standards (cohesiveness) and therapeutic alliance forms such as disapproving late-arriving members, or the level of anger/conflict that will be tolerated. Stage 4. Working; the performing phase. During this stage, individual growth and team productivity, and effectiveness occur. Members experiment with new ideas or behaviors and egalitarianism develops. Stage 5. Adjourning; the termination phase. The closure for the group as a whole or the individual that left. The primary task is to discuss and review actual outcomes and achievements, explore feelings of what worked (and what didn’t), and any feelings of loss. Introducing new concerns or initiatives is not appropriate.

Answer 29

Mind mapping is a visual thinking tool that helps structure information. It helps clients to better analyze, comprehend, and generate new ideas in areas they might not have been automatically self-generated. Having it on paper gives them a reference point for future goal setting as well.

Answer 30

1. Miracle Question Here is a clear example of how to administer the miracle question. It should be delivered deliberately. When done so, it allows the client to imagine the miracle occurring. “Now, I want to ask you a strange question. Suppose that while you are sleeping tonight and the entire house is quiet, a miracle happens. The miracle is that the problem which brought you here is solved. However, because you are sleeping, you don’t know that the miracle has happened. So, when you wake up tomorrow morning, what will be different that will tell you that a miracle has happened and the problem which brought you here is solved?” (de Shazer, 1988) 2. Presupposing change questions A practitioner of solution-focused therapy asks questions in an approach derived way. Here are a few examples of presupposing change questions: “What stopped complete disaster from occurring?” “How did you avoid falling apart.” “What kept you from unraveling?” 3. Exception Questions Examples of exception questions include: 1. Tell me about times when you don’t get angry. 2. Tell me about times you felt the happiest. 3. When was the last time that you feel you had a better day? 4. Was there ever a time when you felt happy in your relationship? 5. What was it about that day that made it a better day? 6. Can you think of a time when the problem was not present in your life? 4. Scaling Questions These are questions that allow a client to rate their experience. They also allow for a client to evaluate their motivation to change their experience. Scaling questions allow for a practitioner to add a follow-up question that is in the positive as well. An example of a scaling question: “On a scale of 1-10, with 10 representing the best it can be and one the worst, where would you say you are today?” A follow-up question: “ Why a four and not a five?” Questions like these allow the client to explore the positive, as well as their commitment to the changes that need to occur. 5. Coping Questions These types of questions open clients up to their resiliency. Clients are experts in their life experience. Helping them see what works, allows them to grow from a place of strength. “How have you managed so far?” “What have you done to stay afloat?” “What is working?”

Answer 31

4 Activities & Exercises A short selection of exercises which can be used 1. Solution-focused art therapy/ letter writing A powerful in-session task is to request a client to draw or write about one of the following, as part of art therapy: a picture of their miracle something the client does well a day when everything went well. What was different about that day? a special person in their life 2. Strengths Finders Have a client focus on a time when they felt their strongest. Ask them to highlight what strengths were present when things were going well. This can be an illuminating activity that helps clients focus on the strengths they already have inside of them. A variation of this task is to have a client ask people who are important in their lives to tell them how they view the client’s strengths. Collecting strengths from another’s perspective can be very illuminating and helpful in bringing a client into a strength perspective. 3. Solution Mind Mapping A creative way to guide a client into a brainstorm of solutions is by mind mapping. Have the miracle at the center of the mind map. From the center, have a client create branches of solutions to make that miracle happen. By exploring solution options, a client will self-generate and be more connected to the outcome. 4. Experiment Journals Encourage clients to do experiments in real-life settings concerning the presenting problem. Have the client keep track of what works from an approach perspective. Reassure the client that a variety of experiments is a helpful approach.

Answer 32

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Answer 33

The key principle behind CBT is that your thought patterns affect your emotions, which, in turn, can affect your behaviors.

Answer 34

4. Journaling and thought records Writing is a time-honored way of getting in touch with your own thoughts. Your therapist may ask you to list negative thoughts that occurred to you between sessions, as well as positive thoughts you can choose instead. Another writing exercise is to keep track of the new thoughts and new behaviors you put into practice since the last session. Putting it in writing can help you see how far you’ve come. 5. Activity scheduling and behavior activation If there’s an activity you tend to put off or avoid due to fear or anxiety, getting it on your calendar can help. Once the burden of decision is gone, you may be more likely to follow through. Activity scheduling can help establish good habits and provide ample opportunity to put what you’ve learned into practice. Relaxation and stress reduction techniques In CBT, you may be taught some progressive relaxation techniques, such as: deep breathing exercises muscle relaxation imagery You’ll learn practical skills to help lower stress and increase your sense of control. This can be helpful in dealing with phobias, social anxieties, and other stressors. 8. Role playing Role playing can help you work through different behaviors in potentially difficult situations. Playing out possible scenarios can lessen fear and can be used for: improving problem solving skills gaining familiarity and confidence in certain situations practicing social skills assertiveness training improving communication skills 9. Successive approximation This involves taking tasks that seem overwhelming and breaking them into smaller, more achievable steps. Each successive step builds upon the previous steps so you gain confidence as you go, bit by bit.

Answer 35

It can also help with: learning to manage powerful emotions like anger, fear, or sadness dealing with grief managing symptoms or preventing mental illness relapses coping with physical health problems conflict resolution improving communication skills assertiveness training

Answer 36

Checklists of students' mindsets and behaviors with regard to targeted skills

ASCA Model Flashcards

(61 cards)