What did you learn
from this assignment?
I feel there is still much to learn about ASCA's National
Model especially in implementation as it is aligned with a specific school. However,
what I took most from this assignment was the collaboration in developing the comprehensive
program. Collaboration is a key component of a successful school counseling
program. Of course, I feel I understand the four elements of the model more
than I did 15 weeks ago (especially the delivery and accountability) as well as
the flow of the model, but the themes keep sounding in my head. Only through
effective leadership, advocacy, and collaboration can systemic change occur for
the benefit of all students.
What is the
biggest barrier to implementing a CSCP?
The existing school system is what I see to be the
biggest barrier to implementing a CSCP. For instance, I recently shadowed an
elementary school counselor that was balancing duties between two schools. His
job mainly consists of managing IEP's. He conducts classroom guidance lessons
twice a year and as needed. There are two small groups that he runs for fourth
and fifth graders and does little individual counseling. Although, I sensed
that he would like it to be different, he is at the mercy of the
administration's expectations. Perhaps if he were younger, (he is retiring this
year) he may be interested in slowly affecting change. Traditional programs are
difficult to break or change because the system has become comfortable. I
believe that until they are provided with data showing its lack of
effectiveness then no one is interested in what the change might look like. They
need to see the data-driven results to understand what positive effect the
counselor could have on student achievement if change were allowed.
What are three
practical pieces that can be applicable to your practicum?
Although I am unsure of the perspective of the district,
an advisory council would be a piece of the CSCP that I would like to see
utilized. In addition, the lesson plans we developed and found will be
beneficial as I hope to encourage classroom guidance lessons at the secondary
level. Being creative is one of my fortes, but I also acknowledge the necessity
of having what we do be evidenced-based. Therefore, another practical piece to
apply in practicum will be the pre and post tests for guidance lessons and
small groups.
What do you feel
about your overall preparation to implement this program?
I believe Nate had shared, ' I'm still not sure what we
did.' To some degree, I concur. Fifteen weeks ago, this project seemed
incomprehensible. Now, I have to say that I am comfortable with the design of
the model and feel more at ease with the idea of implementing the program. I
know when it is time to do so there very well will be hiccups, but that with a
cohesive team, barriers are surmountable.
Listen to the
Voices:
Dahir, Burnham, and Stone's (2009) findings did not
surprise me especially after reading the various research articles this
semester. However, one finding did. The
authors found that middle school counselors reported higher results for
involvement in personal/social and academic development. I had expected that
the elementary level would have scored higher in at least the personal/social
component. It has been my understanding that elementary school counselors are
much more likely to conduct classroom guidance lessons and focus on the
personal/social domain. I see now this is not always true. Middle school
counselors are proactively emphasizing the personal/social components of the
ASCA National Model, sometimes more than the elementary level.
Dahir, C. A., Burnham, J. J., and Stone, C. (2009).
Listen to the voices: School counselors and comprehensive school counseling
programs. Professional School Counseling,
12(3), 182-192.
No comments:
Post a Comment