SC Comps
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| 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
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
laniegg
Popular Miscellaneous sets