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SC Comps
| Question | Answer |
|---|---|
| Tarasof (1976) | duty to warn potential victims (involve administrators/law enforcement to notify parents) |
| NCLB (2002)-(Title IV) | Creating/maintaining educational environments that are safe, drug-free, conducive to learning. A safe and respectful school climate is a mandate for all students. |
| Title IX (enacted by Congress in 1972) | school districts are liable in cases where harassment is so severe and pervasive that it denies equal access to education-affects a student's education or creates a hostile or abusive educational environment (barring sex discrimination/harassment). |
| In Loco Parentis | Responsibility to act as a parent with respect to the care, supervision, and discipline of a child. Relationship shall extend to all activities connected with the school program and may be exercised at any time for the safety and supervision of the pupils |
| IDEA (Individuals with Disabilities Act) (2004) | Protects the educational rights of students with disabilities to have a free and appropriate public education; |
| Ethical Principles (5) | • Autonomy: Promote student's ability to choose own direction. School counselor fosters maximum self-determination. • Beneficence: Promote good for others (growth and development of student) • Non-maleficence: Avoiding doing harm: refraining from action |
| Approaches to the problem (6) | • individual or group counseling • consultation with parents, teachers and other educators • referrals to other school support services or community resources • peer helping • psycho-education • intervention and advocacy at the systemic level |
| A.1. | Responsibilities to Students • A. have a primary obligation to students • B. concerned with educational, academic, career, personal, and social needs and encourage maximum development of every student. • C. respect student's values, beliefs & cultural |
| A.2 | Confidentiality • A. Disclosure includes the limits of confidentiality in a developmentally appropriate manner. • C. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prev |
| A.3 | Academic, Career/College/Post-Secondary Access & Personal/Social Counseling Plans • A. working jointly with all students to develop personal/social, academic, and career goals. • B. Ensure equitable academic, career, post-secondary access and personal/s |
| A.5 | Appropriate Referrals • A. make referrals when necessary...and inform parents/students of applicable resources... • B. make necessary referrals when the counseling needs are beyond the individual school counselor's education and training (scope of educa |
| A.7 | Danger to Self or Others • A. inform parents/guardians and/or appropriate authorities when a student poses a danger to self or others. This is to be done after careful deliberation and consultation with other counseling professionals. |
| D.1 | Responsibilities to the school • A. Support and protect students' best interest against any infringement of their educational program • B. inform appropriate officials, in accordance with school policy, of conditions that may be potentially disruptive o |
| FERPA (1974) (Family Educational Rights and Privacy Act) | Federal law that applies to all schools that receive federal funding. Governs educational records/dictates how all written information regarding student will be handled/disseminated for the protection of student/family. |
| Qualified Privilege- | information should not be conveyed to other teachers or administrators unless the motive and purpose is to assist and enhance the educational opportunities of the pupil. |
| STEPS (9) | 1. Define the problem Emotionally/Intellectually 2. Apply the ASCA/ACA Ethical Codes and the Law 3. Consider the students' chronological and developmental levels 4. Consider the Setting, Parental Rights and Minors' Rights 5. Apply the Moral Principals |
| Research design | quantitative methods and one-group-time series design to measure change over time within one group |
| Data collection (methods) | • Students-pre/post survey • Teachers- Halfway questionnaire • Document review- existing educational records |
| Data Analysis | • I will run a paired sample T-test to measure change over time for the summative objectives. ______________ (measurement) for students who participated in program. • For the midpoint teacher questionnaires I will be using a measure of central tendency |
| Internal Threats (4) | o Attrition- Students participating in the program drop out during the program. • Control: Giving students incentives throughout the program to reduce the possibilities of student dropping out or over-enroll your study. o Multiple Treatment Effects- St |
| External Threat | Our evaluation is not designed to assess the generalizability of the program to other schools, but rather to assess the success of the program within our school. |
| B.1 | Parent Rights and Responsibilities • A. collaborative relationship with parents/students to facilitate students' maximum development. • C. sensitive to diversity |
| B.2 | Parents/Guardians & Confidentiality • B. School counselor collaborates with students parents/guardians to extent possible |
| ASCA model (national model) | comprehensive in scope, preventive in design, and developmental in nature. It fosters the student's maximum achievement in the academic, career, personal/social development. School counselors are leaders, advocates, and system change agent. |
| SFT (Brief Solution Focused Therapy) | Shifts the focus away from the problem to information about attempted solutions, helping clients increase their options. The only solutions that will work are those generated by the client. |
| SFT (Solution Focused Therapy) Techniques | *Focuses on the actions the client can take * Listen to the client and convey an understanding of the struggle to the client. * Miracle question * Scaling (0-10) * Exceptions questions (what is it like when the problem is not happening) |
| Person Centered (Carl Rogers) | Focus is the relationship between the client and the counselor. This relationship is used to foster client's growth. * Unconditional positive regard. (support without conditions) * Empathetic understanding * Congruence (transparency) |
| Person Centered Techniques | Relationship helps produce change desired by client. * Excellent communication skills * take a journey of discovery with the client * Self disclosure -appropriate * Necessary and sufficient conditions for change * Congruence and genuineness * Uncon |
| School Counselor's Role (ASCA, 2005) | -Maximize the development of ALL students by uniquely addressing all students' academic, personal/social, and career development needs -Designing, implementing, evaluating, and enhancing a comprehensive school counseling program that promotes and enhances |
| Helms (1995) Racial Id Model (5) | 1. Conformity - Over value and idealize white culture. Desire to assimilate reinforced at school. Encourage research into own culture. 2. Dissonance - Try to understand previous conformity and view of white superiority. no experience of belonging to a cu |
| Helms (1995) White Id Model (6) | 1. Contact - Unaware of what white culture is. Ignore differences. Will try to taker on different group ids. Help understand privilege and differences. 2. Disintegration - Guilt about privilege and social inequity. Interpersonal struggles - not liking wh |
| (Wiley) (1992) Women's Id Model (5) | 1. Passive Acceptance - Accept trad. Sex roles and expectations. Belief that men superior. Explore roles and expectations and how impact them 2. Revelation - Triggered by crisis - open questioning. Men viewed negatively. Help connect with other women. 3 |
| (Cass) (1979) Homosexual Id Development | 1. Id Confusion - Questioning of sexual orientation and previous beliefs of heterosexuality. Confusion between what feels and thinks. Research into sexuality and nature of prejudice. 2. ID Comparision - Open up to possibility that might be gay, but does |
| Erikson (1968) Learning Development Model | -8 stages of id and psychosocial development. -External factors impact on personality development -Must pass through each during life time |
| Erikson Stage 4 (School Age 6 to 12) | Competence/latency Industry Vs Inferiority Must dev sense of industry through dev of skills, competence and work ethics School centrally important as world expands beyond home. |
| Erikson Stage 5 (Adolescence Age 13-18) | Fidelity Identity Vs Role Confusion -Success at this stage depends on successful development of personal identity -Need to balance id and morality with need for social interaction and acceptance - need to mesh the two -Will develop strong affiliations |
Created by:
laniegg
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