SCHOOL COUNSELING COLLABORATIVE MODEL INSTRUCTIONS

You will develop a framework for a School Counseling Collaborative Model as the culminating benchmark assignment for this course, which will integrate learning across all course modules. This is a detailed model that will take considerable time, so you should get started right away and work on this assignment throughout the course.

As you already know, the ASCA National Model is a comprehensive school counseling program model. Imagine that you entered a school where the principal requests that you create a school counseling program that is "collaborative" because he (or she) wants you to team with all stakeholders. Since the ASCA National Model is built upon the skills and attitudes of leadership, advocacy, and collaboration, this is the model that you will want to use as the backbone of your model. So, in essence, think of your model as "the ASCA National COLLABORATIVE Model", ensuring that your framework is inclusive of the ASCA Model components, but focusing even more on collaboration. Component #1 of the rubric sets the stage for this.

Allow you text book and ASCA Handbook to guide your responses to each component of the rubric. In the end, you will have the makings of a collaborative model because the content and processes will be outlined by answering the rubric questions.

The template headings are IDENTICAL to the rubric component headings in title and sequence. Following the the rubric components ensures that you stay focused on the rubric and what is being requested for the assignment. It also aids your instructor in locating the information to ensure it has been covered and you receive credit for covering the required assignment elements.

Textbooks: Erford, B. T. (2015). Transforming the school counseling profession (4th ed.). Boston, MA: Pearson. ISBN: 9780133351897.

American School Counselor Association (2012).ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. ISBN: 9781929289325.

Part 1: Professional Identity

1) Grounded in knowledge of history and trends in the profession, student describes roles and functions of the contemporary professional school counselor in relation to others within and outside of the school in planning and implementing a collaborative model for school counseling.

2) Student demonstrates an understanding of professional credentials, associations, organizations, preparation standards, and the ASCA National Model in advocating for an appropriate professional identity and collaborative program.

3) Student uses specific examples to illustrate the components listed above.

Part 2: Consultation and Collaboration

1) Student describes how consultation and collaboration is used in working with other in the school, community, and family to promote student personal-social, career, and academic development and identifies community resources to aid students and families toward this end. Attach a Word file with a list of 10 resources with contact information to this component in the LiveText Template).

2) Student identifies and describes models of consultation and approaches to collaboration (at least two of each) and identifies the approach used to create their collaborative model for school counseling.

3) Student compares and contrasts consultation and collaboration.

Part 3: Systems- and Academic-Focused

1) Student describes their role as a systems change agent, how this collaborative model aligns with the academic- and systems-focused paradigm for school counseling, identifying strategies for closing the achievement gap and preventing dropping out of school.

2) Student describes specific strategies, programs, and approaches to engage and empower parents and teachers toward the personal-social, career, and academic development on their child(ren) and includes as example of one of these programs by attaching it as a PowerPoint file in this component of the LiveText template.

3) Student discusses the personal significance of this component to future work as a professional school counselor.

Part 4: Advocacy and Leadership

1) Student describes how advocacy and leadership is to be used in this model to promote student learning, social justice, equity, access, attainment, and systemic change, and to empower self-advocacy. Student gives an example of how barriers will be assessed and identifies the advocacy processes and/or changes to educational policy, programs, and practices needed to remove the barrier(s) presented in their example.

2) Student describes characteristics and styles of effective leadership including team building within and outside of the school that promotes student learning. Student briefly identifies the functions of student assistance programs, curriculum, and advisory councils.

3) Student identifies the personal attributes held by school counselors that may be helpful in leadership and advocacy.

Part 5: Ethical and Legal

1) Student identifies legal and ethical (identify specific ethical standards of ASCA and AACC) issues associated with cases related to: a) student expressing suicide ideation, b) suspected child abuse/neglect, and c) incidents of bullying/cyber-bullying. Student provides an example of the use of referral in one of these instances.

2) Student briefly identifies actions he or she plan to take as a part of the collaborative school counseling model in cases of: a) student expresses suicide ideation, b) suspected child abuse/neglect, and c) incident of bullying/cyber-bullying.

3) Student identifies potential issues he or she may experience when faced with issues noted above.

Part 6: Multicultural

1) Student identifies how this collaborative model uses individual, group, family, and community strategies and multicultural competencies to advocate for diverse populations.

2) Student describes how issues of conflict, bias, prejudice, oppression, and discrimination are to be addressed in this collaborative model, and how the models promotes a positive, caring, and safe learning environment. Student identifies strategies to developing one's own cultural self-awareness and competence.

3) Student shares reflections on the significance of multicultural sensitivity to his or her work as a professional school counselor.