School Counseling Program Delivery
Dealing with students can be difficult for both teachers and parents. Thus, it is crucial for the school curriculum to incorporate a school counseling program. As a school counselor, there are several models for school counseling that needs to be considered. One of the models to be considered is the behavioural theory which asserts that all the behaviours are learned (Zyromski et al., 2018). When it comes to dealing with students, this model is effective since it enables them to change unwanted behaviours through behaviour modification practices. Rewards can be used to increase the likelihood of good behaviours and punishments to reduce the occurrence of negative behaviours among the students. The other model is the cognitive theory which focuses on student thoughts. The way they think change their behaviours and feelings (Zyromski et al., 2018). This model works by focusing on the current situation of the students rather than their history. This model is very effective for students with mental illnesses and substance abuse disorder. The other model is known as the American School Counselor Association model (ASCA). ASCA combines four themes which include leadership, systemic change, advocacy and collaboration. According to this model, school counsellors are supposed to focus on the four themes to enhance student achievements and change of behaviours.
Among the three models that I have mentioned, ASCA provides a stronger basis by combining components such as foundation, management system, accountability and delivery system. Foundation considers the mission or purpose of the counseling program (Geesa et al., 2019). Delivery systems are areas that counselors work to deliver their programs. These areas include individual student planning, counseling curriculum, system support and responsive services. The management system is the team in charge of school counseling programs. Accountability shows the different behaviours portrayed by the students due to the school counseling program.
Reference
Zyromski, B., Dimmitt, C., Mariani, M., & Griffith, C. (2018). Evidence-based school counseling: Models for integrated practice and school counselor education. Professional School Counseling, 22(1), 2156759X18801847.
Geesa, R. L., Elam, N. P., Mayes, R. D., McConnell, K. R., & McDonald, K. M. (2019). School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model. Journal of Educational Leadership, Policy and Practice, 34, 25.