Respond to all 6 students discussion 100 word minimum

Due Sunday May 14, 2023

Must Read: 

**Please write response as a direct response to the classmate. Please don’t write the response addressing the student as a third person. Correct way to response…… 

***Example: Hi James I agree with you and so on….. 

****Example: Please DO NOT say According to Ashley. Because we’re supposed to respond directly to the student.

*****PLEASE RESPOND IN DEPTH

‘

*******Practicum II*********

—->Response 1- Amelia

How do you approach writing letters of recommendation?

Last month I heard of position that was opening in the summer at the district that is for interns. They position is to help in enrollment services making, completing student enrollments. I immediately thought about one student that attends one of the school sites I help support. She is a great student who is also a student athlete. She helps coach the boys on my sons travel ball team. She will be graduating this year and attending a great college to play softball and track. When I told her about the job, she was happy to apply, I asked her for her resume and since she has already turned 18, I asked her for a copy of her grades and transcripts. I used the information on her resume to talk about her experience in customer service and I also talked about her community service she has provided at her school, with the travel ball team, her church and other activities she participated in. When writing letters for students for scholarships or jobs this is information, I always ask for, I also ask their parents if they have any additional information since students will sometimes forget to mention information that could be really useful and supportive in these letters. 

—->Response 2- Robert

My “aha” moment from the week. 

The area of that has become clearer for me this week, revolves around my gaining an improved understanding of the meaning of a SOAP note. My School Psychologist has discussed this type of note in the past and I felt I had somewhat of an understanding. Know I realize I did not. The format for simple note uses S-statement O-observation A-assessment P-plan. This time when we reviewed this subject matter for some reason I believed it resonated at a different level, perhaps the repetition of this subject. She has discussed this with me in the past. This time we did a role play in discussing the counseling scenario, and then she provided me with a template. We did not stop there we discussed in more detail of what each of the above sections stands for and what material from the counseling session goes in each section. The part that became clearer was how the section of the P-plan. She was able to explain and give clear examples of what the plan can include or would be relevant in this portion of the plan. She explained to me how this gives a clear-cut breakdown of what steps of the conversation or counseling explains; in a systematic manner for who may be reviewing this note such as in court by an attorney. 

*****Professionalism and Ethics*****

—->Response 3- Jacqueline

Resources such as CASC, the California Association of School Counselors, give “a set of standards for the school counseling profession,” which are “intended to address a number of problems resulting from unclear expectations of school counselors, including counseling time being diverted to administrative tasks, poor quality evaluations (…), and poorly structured and incoherent counseling programs” (Look & Garcia, 2022). This way, we have support as school counselors to be able to stick to our appropriate roles. Getting this kind of advocacy and leadership affirmation is very helpful, or we might find ourselves deviating too far from what we should be doing and not sure how to get out of that kind of situation.

Bills and other policies are passed and updated to give us this support. There was one on pupil services with educational counseling that was analyzed by Debbie Look ED and Javier Garcia ED. They noted that “research points to the effectiveness of school counselors in supporting students in many ways. Without updating the California Education Code, these positive outcomes fall short if school counselors are not utilized in schools or in ways commensurate with their training and areas of expertise” (Look & Garcia, 2022). That just continues to back up how we really shouldn’t be assigned other tasks and that we should make it clear what our roles are for all we work with. Honestly sometimes, they just don’t have a clear understanding of what a school counselor does. However, simply telling people doesn’t always work. Therefore, having resources like CASC makes it more credible and official.

There are also laws, policies, and other organizations that ensure we can do what we do best with as little push back as possible. Title IX, for example, is a federal anti-discrimination law. This helps us protect our student clients and respect their self expression and identity even when others, like their parents, don’t want to. It’s our job to keep the students safe. With policies like this, even if a parent goes to the principal or district, we have everything in writing as well as school attorneys to come to our aid. (Kierstead, 2022). Basically if anything comes up to threaten what we do and how we do it, we probably have a safety net or advocacy team in place. Even just with the California Department of Education, or CDE, they specifically say we “are authorized to provide education counseling services in grades kindergarten through fourteen as a part of a team of School-Based MEntal Health Professionals” (Look & Garcia, 2022). Within this protective umbrella, we are credentialed to “develop, plan, implement, and evaluate a school counseling and guidance program that includes academic, career, personal, and social development” (Look & Garcia, 2022). It even says that we are district-approved and that we can extend our knowledge and training to other staff and parents. (Look & Garcia, 2022). I feel like that covers the various areas of our job and am glad we have all of these resources to support us so that we can continue to provide our services and help youth.

—->Response 4- Annabel

How do resources such as CASC affirm leadership and advocacy for School Counselors/you?

In many aspects, the role of the school counselor is not well defined in the view of others in the school system to the outside community agencies.  For many a school counselor might just be a guidance counselor or the one that just is there to make up course schedules.  The CASC is a resource that advocates for the school counselor’s role to be well-defined and supports the indirect and direct services provided as such.  As a school counselor, I want to be able to advocate for my students (pupils) as its intended to be. CASC advocates for school counselors by defining their role.   According to the Naylor Association management software. CASC The California Association of School Counselors, the CA Education Code 49600 defines the school counseling profession as specialists in child and adolescent development, school counselors coordinate the objectives, strategies, and activities of a comprehensive counseling program, and they serve as representatives on district school guidance teams, such as school attendance review boards.  According to Welcome to the Committee on Education, the bill urges for school counseling services to be according to what ASCA defines the role of a school counselor to be.  It amends the definition of “educational counseling” as specialized services provided by a school counselor possessing a valid credential with a specialization in pupil personnel services (PPS) who directly counsels pupils and implements equitable school programs and services that support pupils in their academic development, social-emotional development, and college and career readiness. We need to provide indirect and direct services.   Direct services, including individual counseling, group counseling, risk assessment, crisis response, and instructional services, including mental health, behavioral, academic, and postsecondary educational services; and ii) Indirect services, including positive school climate strategies, teacher and parent consultations, and referrals to public and private community services.  Refer students to other resources within the school or to community services.  To be able to change the language to the need of the plan, implement, and evaluate comprehensive school counseling program.  Work and communicate with all stakeholders involved and the pupils’ caregivers. 

In addition, we as school counselors need to assist students to meet the academic requirements for secondary and post-secondary services in various settings.  The most recent change in my district is following the CASC issued in 2009, set of standards to the school counseling profession.  authorized to provide education counseling services in grades kindergarten through fourteen as a part of a team of School-Based Mental Health Professionals (SBMHP). These professionals include counselors, social workers, psychologists, and child welfare and attendance workers. As part of a multidisciplinary team, school counselors collaborate as a unified and cohesive component of the larger school system to meet the learning and developmental needs of all students. School counselors are required to have a PPS Credential with a specialization in School Counseling.   My site supervisor at the elementary school is a Multi-Tiered. 

******Social and Emotional*******

—->Response 5- Amelia

How will this resource provide guidance for designing lesson planning and resources for supporting social emotional learning?

Looking at this toolkit it is easy to read and the way that it breaks down the SEL Competency levels is going to be helpful when planning classroom lessons and groups.  This toolkit helps support the MTSS model, Tier one: Interventions and lessons provided to all students, examole class room lessons, Tier 2 which can be groups of students who might need impulse control interventions and lessons and then Tier 3 for students who need more one on one (not long term) support. Example can be a student who recently experienced loss in their life.   The breakdown of grade spans also helps with making sure the lessons are age and grade appropriate. The “additional resources ” links that are also broken into three separate groups is also helpful. I selected the middle school resources, since that this the grade span I am doing my practicum in currently and overall, that is whereas a district as whole we are having the most behavior issues currently. I liked that not only was it middle school specific but also broke it down further into sections; elf-Awareness, Self- Management, Social Awareness, Relationship skills and Responsible Decision Making. Since I see that students are not making responsible decisions I looked further into the Responsible Decision- Making section. I like how it proved games, videos, and mini lesson. Since I want to start my internship hours in an elementary school, I will be looking at the lessons in this toolkit to plan and deliver lessons for those grade levels. 

—->Response 6- Kayla

This toolkit can support school counselors in implementing SEL practices through curriculum, activities, instructional methods, and school climate efforts. SEL is not a program in and of itself; rather, it is an evidence-based approach to adolescent programming. It has been demonstrated that giving young people the chance to develop their social and emotional skills reduces problem behavior and increases school engagement, achievement, attendance, and positive social behaviors. With the use of the toolkit, school counselors can provide their students with materials that will enable them to better understand and control their feelings, ideas, impulses, and behaviors, establish and maintain healthy relationships, and make the most of life by making wise choices and working toward worthwhile objectives. As adult role models, school counselors must exhibit kindness, respect, emotional regulation, the ability to form positive relationships, and all other SEL principles. Particularly when faced with difficult situations that could affect how they model their SEL expectations to students, educators can practice mindfulness and other positive thinking activities to model essential SEL routines. As a school counselor my lesson plan design might include three components – (1) direct instruction of SEL lesson or activity, (2) opportunities for students to practice what was introduced, and (3) a wrap up session where students will obtain feedback from the school counselor as well as time to individually reflect on what they learned.