EDCE 661 Comprehensive School Counseling.docx - Component#1...

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Component #1: ASCA National Model Themes edit title Edit Student describes how each of the four themes of leadership, advocacy, collaboration, and systemic change are incorporated into the professional functioning of a school counselor and the framework of the ASCA National Model. The four themes envelop the identity, roles, and functions of a school counselor. Specifically, school counselors demonstrate the four themes most clearly through the foundation, management, delivery and accountability systems (). Leadership: School counselors demonstrate and incorporate leadership skills through linking community and schools and promoting student achievement ( ASCA,2012). To be an effective school counselor that advocates for systemic change leadership is an essential skill (ASCA, 2012). School counseling comprehensive programs work for the academic, career, and personal/social achievement of all students (ASCA,2012). Leadership components of the ASCA National Model defines four leadership contexts: Structural leadership, Human resource leadership, Political leadership, Symbolic relationship. School counselors organize professional developments and program lessons alligned with the promotion of student achievement (ASCA, 2012). Regularly utilizes data and evaluates the effectiveness of interventions and effectiveness of the counseling program. Participates on school and district commitees to advocate for students programs and resources (ASCA, 2012). Advocacy: School counselors advocate for students on the micro and macro level as an agent of change. One of the important functions of a school counselor includes implementing strategies that empowers all students and tackeles external barriers. On the Micro level data is an essential piece in advoctaing for all students. PSC'c asses the need for direct interventions and identify a plan of action, they collaborate with stakeholders to address problems and work together in implementing a plan, in utilizing the data they are able to identify systemetic problems and adress barriers affecting those students mostly affected. On the macro level they collaborate with the community, school committees, and advisory counsil and discuss issues regarding human dignity (ASCA, 2012).

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