All school counselors are required, by law, to go through thorough training and achieve professionalism as dictated by the American School Counsellor Association (ASCA). The ASCA allows the counselors to share the same vision in that it expects the professionals to prepare students for their future. The ASCA standards aim to take students through school counseling programs to identify and hence prioritize the special attributes that the students have and that they should be able to demonstrate. Furthermore, the ASCA provides school counselors with the opportunity to change the design and delivery of school counseling programs across the country. One of the main focus areas of the ASCA standards is the ‘ASCA mindsets and behaviors of student success’ which describes the attitudes, knowledge, and skills that every student needs to not only achieve success in school but also be ready to tackle the world career-wise and emotionally. This focus area has been divided into three broad categories; academic development, career development, and personal/social development. This paper lists and discusses sources that comprehensively enumerate on these three categories.
Academic Development
American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Author.
Delegate your assignment to our experts and they will do the rest.
This publication outlines the main areas of academic development that counseling should lay its focus on. Part of the counseling programs is designed to implement strategies that help to maximize the ability of a student to learn. The ASCA national standards for academic development is the section that guides counselors on how they can structure their programs to meet this objective. The academic development guide is divided into three standards; standards A, standard B, and standard C.
Standard A
This standard declares that students need to acquire the skills, knowledge, and attitudes that will enable them to contribute towards not only school but also across one’s life span. The first part of this standard focuses on improving academic self-concept. This part has five main objectives. First, learners need to be able to articulate their feelings of confidence and competence throughout the learning process. This allows them to comfortably interact with those imparting knowledge in them and also not be shy to ask for clarifications whenever needed. Secondly, a learner should be able to stay positive when in the learning environment. To be able to achieve this, tutors should make sure that the learning environment is friendly to the learners and creates a positive mood. Thirdly, learners should be able to be proud of the milestones they make and the work they do. Fourth, learners should understand that learning is not a smooth process and that a lot of downfalls are likely to happen as one goes. Lastly, students have the responsibility of identifying the behaviors and attitudes that will best catapult them towards successful learning.
The second part of the standard gives counselors insights on how to equip learners with the ability to improve their learning. First, the publication indicates that learners are supposed to be taught to apply basic time management skills. Secondly, students are expected to how effort positively impacts learning. Thirdly, it states that learners have to be equipped with essential communication skills to enable them to communicate when they need help. Finally, students are expected to apply different learning styles and knowledge that best suits positive school performance.
The third part of the standard gives tips on how counselors can influence students to achieve success specifically in school. First, students have to be encouraged to be responsible for every action they take. Moreover, they need to be able to work independently as well as collaborate with their mates to achieve a specific goal. Thirdly, learners need not only focus on academic learning but should also develop interests in other areas such as extracurricular activities. Finally, learners need to demonstrate the ability to share knowledge in an understandable and precise manner.
Sink, C. A. (2005). Fostering academic development and learning: Implications and recommendations for middle school counselors. Professional School Counseling , 9 (2), 2156759X0500900201.
Standard B
This publication indicates that standard B acknowledges the fact that children will have a diverse field of academic tuffs that they can pick from. Students are faced with a dilemma coming from the wide range of post-secondary opportunities, including the college they may like to attend. This standard equips counselors with strategies on how to help the students go about this dilemma.
The first part of standard B is dedicated to improving learning. First, the publication indicates that leaners should demonstrate their own motivation to propel themselves towards their maximum potential. Secondly, it encourages programs that improve the critical thinking of learners. Thirdly, the standard advocates for the application of study skills that bring about success. Fourth, the programs put in place by counselors should support other programs by the families, faculty, and peers. Fifth, organization and application of information acquired through academics in paramount. Sixth, the learner is encouraged to become independent and self-directed.
The second part of standard B outlines the plans that help learners to achieve their goals. First, it requires that the counselor should establish academic goals that are challenging for the students in all school levels. To monitor the progress of learners, assessment results should be included in the planning of educational programs. Thirdly, the publication insists on the development of a study plan at the beginning of each academic year to help maximize one’s achievements. Fourth, learners should be aware of their interests and use them to set their goals. Fifth, the decision-making and problem-solving skills acquired should guide the learners on how to measure their progress. Sixth, it should be understood that there is a relationship between success in school and one’s performance in class. Lastly, the interests, achievements, and abilities of learners should guide as they identify the post-secondary options they would like to engage in.
Standard C
This standard helps learners to understand the bridge that joins the academic knowledge they attain in school and the outside world which involves work, life at home, and interaction with the community. Unlike the other academic development standards, the publication outlines only one part under standard C. This part relates real-life experiences to school work. According to the publication, the counselor should create in the students the ability to demonstrate a balance between school, leisure activities, extracurricular engagements, and family time. The programs put in by the counselor should also enable the students to seek community experiences that help to enhance school work. Thirdly, the students should know how their studies relate to the work they will potentially do. Fourth, learners should be equipped with an understanding of the importance of obtaining knowledge throughout their lives with the main aim being to achieve their objectives. Fifth, the programs in place should reveal to the students that success in school is only a preparation of the transition that they will make as they become important members of the community. Lastly, the standard hopes to help students understand better that achievements in one’s academic journey shape their career and gets them ready for vocational opportunities.
Career Development
Auger, R. W., Blackhurst, A. E., & Wahl, K. H. (2005). The development of elementary-aged children's career aspirations and expectations. Professional School Counseling , 322-329.
ASCA recognizes that the main agenda of students being in school is for them to transition into the world, work, and become helpful members of society. To do this, they need to be equipped with the necessary knowledge, attitudes, and skills. The national standards, therefore, has set standards that help counselors develop programs that will provide students with the set of required skills. The publication three standards under the career development category; standard A, standard B, and standard C.
Standard A
This standard vouches for programs that will help students gather skills that will enable them to make informed decisions related to their choices of career and also know where their knowledge is best applicable in the world of work. Standard A has three crucial parts.
Part A of this standard seeks to develop an individual’s awareness of the career path they are planning to take. First, it seeks to develop the abilities of students to identify career information, evaluate it, and interpret it precisely. Secondly, counseling professionals are tasked with setting programs that teach students about traditional and non-traditional job opportunities. Thirdly, students need to be aware of their personal abilities, interests, and the things that get them motivated. These can be developed by the counseling professional. Fourth, learners have to be guided on how to work in teams in a cooperative manner that will see them interact well within themselves. Fifth, they need to be taught how to make critical decisions. Moreover, they need to set their own objectives at the beginning of a project. Seventh, planning is a crucial skill that learners need to be taught. Eighth, learners should be able to identify their areas of interest and learn how to pursue these areas confidently. Ninth, as they seek to develop their careers, learners should be taught the importance of having hobbies and developing vocational interests. Lastly, the counselors are tasked with teaching students about the importance of striking a balance between work and leisure.
Part B advocates for ensuring that learners are ready for employment. It gives strategies on how the counselor can tailor the programs to make students ready for the job market. First, the programs need to ensure that students acquire the basic skills that employers seek. Skills such as the ability to work in a team, the ability to organize oneself well, and the problem-solving capability of an individual are fundamental when seeking employment. Secondly, the readiness skills that have been acquired need to be applied by the students as they seek job opportunities. This strategy enables the counselor to impart knowledge on the students on how to go about this. Thirdly, the students need to be taught how they can positively change their workplaces. Fourth, counselors should equip learners with knowledge on the rights that they should enjoy when in their workplaces. The rights come with their responsibilities. Fifth, students should be taught how to write resumes that will put them in a better place in the eyes of their potential employers. Sixth, learners should develop a positive attitude toward learning and working. Seventh, qualities such as integrity, responsibility, effort, punctuality, and dependability should be imparted on the students. Lastly, learners need to know how to manage their tasks and time effectively and efficiently.
Anctil, T. M., Smith, C. K., Schenck, P., & Dahir, C. (2012). Professional school counselors' career development practices and continuing education needs. The Career Development Quarterly , 60 (2), 109-121.
Standard B
This standard requires that students employ the strategies that they acquire during their time as learners to achieve the goals they have set for their careers and be satisfied with themselves. This standard has been divided into two parts. According to this publication, the first part entails how counselors can structure programs that help students acquire information about the careers they desire to be in. First, students need to be able to apply the decision making skills that they have already acquired to plan their careers, select the courses they want to pursue, and transition from school into the job market. Secondly, learners are tasked with the mandate to identify their personal skills and abilities and integrate them into the career choice they make. Counselors should guide them through this course. Thirdly, the students should be equipped with the knowledge on how to plan their career and the process involved. Fourth, they should be aware of how occupations are generally classified. Fifth, they need to be equipped with the knowledge of how they can research resources to obtain information about their careers. Sixth, students should be taught how to take advantage of the internet to access information about their chosen career paths. Moreover, traditional and non-traditional occupations need to be specified for them. Lastly, learners should know how economic changes occur and how they may influence the trends in employment.
The second part of this standard dictates how counselors can help students identify their career objectives. First, learners are to be trained on how they can demonstrate awareness of the training they need to achieve the objectives they have. Secondly, they are supposed to modify their educational plans after continuous assessments with the aim of improving their careers. Thirdly, the students should be able to demonstrate that they can use their employability skills to mentor others. Fourth, the course work selected by learners should be in line with their career choices. Fifth, learners should keep a portfolio of their careers.
Standard C
This standard provides counselors with directions on how they can help students understand the relationship between the job market and personal qualities, training, and education. The standard has been divided into two parts. The first part shows how counselors can put together programs that help students acquire the knowledge they need to achieve their career objectives. To begin with, students are tasked with knowing how educational achievement is related to success in their careers.
Personal/Social Development
Villalba, J. A., Akos, P., Keeter, K., & Ames, A. (2007). Promoting Latino Student Achievement and Development Through the ASCA National Model®. Professional School Counseling , 10 (5), 2156759X0701000503.
The third domain on the ASCA guides school counselors on how they can develop the personal and social competencies of students. As students go through school and get into adulthood, they experience social and personal growth. Growing the right way is crucial for every individual. This publication highlights standards for personal/social development that counselors can use to impart growth into children. There are three standards that have been set; standard A, standard B, and standard C.
Standard A
This standard defines how students can develop self-respect and learn how to respect others by acquiring knowledge, personal skills, and attitudes that help achieve this. The standard has two parts. The first part deals which the acquisition of knowledge of oneself. First, it dictates that learners should treat themselves with positive attitudes since they are all unique. Secondly, they should identify values and beliefs that are positive and that make them stand out. Third, students should learn the process used to set goals. Fourth, they should come to terms with the fact that change is inevitable and is essential for growth. Fifth, students are supposed to learn how to identify feelings and the right way to express them. Sixth, a clear distinction should be drawn between appropriate and inappropriate behavior. Seventh, students need to accept that people have their personal boundaries which ought to be respected. Eighth, counselors should teach the learners about the need for self-control and how essential it is for career growth. Ninth, students should be taught how to work with other people in teams. Lastly, learners should understand and appreciate the fact that family roles are changing.
The second part outlines the importance of interpersonal skills to learners as they walk towards their careers. First, it acknowledges that everyone has rights. Secondly, it compels learners to respect the different view perspectives of individuals. Third, it teaches learners to respect the differences that individuals have. Fourth, encourages students to accommodate cultural diversity. Fifth, it teaches about the importance of having good communication skills. Sixth, it insists on how people should make friends and learn to keep them.
Hatch, T., & Chen-Hayes, S. F. (2008). School counselor beliefs about ASCA national model school counseling program components using the SCPCS. Professional School Counseling , 12 (1), 2156759X0801200104.
Standard B
The publication outlines the second standard of the third domain which deals with enabling students to set their goals and make wise decisions. This standard has a single part that encompasses all the details on self-knowledge application. First, it outlines how problem-solving and decision-making models can be used. Secondly, it indicates that all decisions have consequences. Third, it enables the learner to identify alternative solutions to any possible problem. Fourth, it equips students with mechanisms on how to handle problems. Fifth, it shows the appropriate moments during which problem-solving skills are applied. Moreover, it enables the students to identify when they are facing peer pressure and shows then how to rub it off. Finally, the standard dictates for the learners on methods they can use to come up with an action plan and also set goals that are achievable.
Standard C
This standard opens up students to the fact that they will need survival and safety skills in the world. The standard has one part that dictates how students can acquire personal safety skills. First, students are encouraged to always know their personal information and details of an emergency contact. Secondly, it encourages students to learn about laws, the rights and responsibilities of citizens, and the rules that govern the areas that they stay in. Thirdly, learners are taught about personal contact, what type of contact is appropriate and what type is not. Fourth, students are taught how they can set their boundaries and how to let people know when their privacy is being intruded on. Fifth, the standard acknowledges that there are situations in which an individual requires professional help whereas in others, the person needs peer help. The standard helps learners to distinguish between the two situations. Sixth, learners are pointed to people and resources within the school and the community that can help them with their personal problems. Moreover, students are taught how to handle pressure from their peers. Finally, the students are taught how to come with life events.
References
American School Counselor Association (2004). ASCA National Standards for Students. Alexandria, VA: Author.
Anctil, T. M., Smith, C. K., Schenck, P., & Dahir, C. (2012). Professional school counselors' career development practices and continuing education needs. The Career Development Quarterly , 60 (2), 109-121.
Auger, R. W., Blackhurst, A. E., & Wahl, K. H. (2005). The development of elementary-aged children's career aspirations and expectations. Professional School Counseling , 322-329.*
Hatch, T., & Chen-Hayes, S. F. (2008). School counselor beliefs about ASCA national model school counseling program components using the SCPCS. Professional School Counseling , 12 (1), 2156759X0801200104.
Sink, C. A. (2005). Fostering academic development and learning: Implications and recommendations for middle school counselors. Professional School Counseling , 9 (2), 2156759X0500900201.
Villalba, J. A., Akos, P., Keeter, K., & Ames, A. (2007). Promoting Latino Student Achievement and Development Through the ASCA National Model®. Professional School Counseling , 10 (5), 2156759X0701000503.
