Blog #4: Chapter 5: The ASCA Nationl Model

The ASCA national model in theory is an effective outline of a comprehensive program. In reality, many school counselors are unable to implement the model. In the extreme cases, some school counselors actually have never heard of ASCA. I met a school counselor last week at a private school that was shuffled in house until she landed in the position of college and career counselor. She currently has just begun her graduate work and will complete her program in about five years. She was unaware of what ASCA was. This is certainly an extreme case, but I am finding it more likely that counselors are locked into a pattern of duties and programs that existed before their arrival.

Unfortunately, the school counseling profession is stereotyped and labeled in the eyes of many. The case study of Cadence is a prime example. Many adults have had little to no positive interaction with their school counselors when they were in school, let alone the older generations may not have even had a school counselor. The profession is greatly misunderstood despite a national model. My first thought is to put together a basic fact sheet of "what I am and what I do as your child's school counselor." It should be available at back to school nights, the website, and sent home in parent packets. I also understand why our graduate program has emphasized public speaking in our numerous presentations. I recall about three years ago listening to my son's new school counselor as an incoming high school freshmen. She used "um" and "like" every other word, could not answer one question, and unfortunately, for her she looked all of about 18 years of age. I did not have much confidence in what she may be able to provide for my son over the coming years. Dollarhide and Saginak (2012) quote the National Model in stating that school counselors are to serve as leaders working towards system wide change for the benefit of student success (p. 77). I cannot deny that I will not be shaking in my boots my first year or two as a professional school counselor, but it will be my job not to let others see that fear and it will be my job to understand clearly, what my purpose is as a school counselor. Bottom line, I advocate for each student and partner with them as they face academic, career, and personal/social challenges, events, and decisions.

Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.