American School Counselor Association. (2019). ASCA national model: A framework for school counseling programs.
● Preface
● Introduction
● Executive Summary
Who are School Counselors?
PART B-Terminology is everything when it comes to understanding the role of a school counselor. Before the 21st century, counseling, guidance, and school counseling were not properly defined in schools. Some believed that this meant academics, others careers, and still others socio-emotional health. Still, others believed that a holistic approach needed to be taken. Today, we understand that not every school needs the same mix of academic, career, and socio/emotional support. Therefore, we must use data-driven decision-making to support the individual school counseling plan we will create for the school within which we work. In other words, there is not just one template for all schools.
● Define the terms guidance, guidance and counseling, and school counseling from the perspective of academic achievement, careers and social/emotional (mental health).
● Address how you will assess the need for each in a particular school. This could include such issues as culture, SES, performance assessments, etc.
● Address how you will know if your program is working or will need modifications. Use the template provided for this assignment. Cite all sources you use to address this assignment.
Assessing the Need for Each Domain in a Particular School
The ASCA National Model requires a comprehensive school counseling program (CSCP) to be customized and based on data-driven decision-making to identify specific student needs. This is achieved through a School Data Profile and a Student Needs Assessment that disaggregate data by factors like culture, socioeconomic status (SES), and race to reveal specific gaps.
| Domain | Assessment Data Sources | Example of Gap/Need Identified |
| Academic | Performance Assessments (standardized test scores, GPA, graduation rates, course enrollment in rigorous classes), Attendance Data, Achievement-Related Data (discipline referrals). | Disaggregated data shows students from low-SES backgrounds are significantly underrepresented in advanced placement (AP) courses. |
| Career | Student Surveys (on postsecondary plans, career interests, perceived relevance of school to future), Post-Graduation Follow-up Data, College Application/FAFSA Completion Rates. | Students report low career self-efficacy or lack of knowledge regarding local vocational training opportunities. |
| Social/Emotional | Behavior Data (discipline/suspension rates), Perception Data (surveys measuring student mindsets, sense of belonging, and safety), Mental Health Screening Data (e.g., universal screeners). | A school-wide survey indicates a high percentage of students of color feel unsafe or targeted, or a specific grade level reports a significant increase in stress/anxiety. |
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Assessing Program Effectiveness and Guiding Modifications
Program effectiveness is determined in the Assess component of the ASCA National Model by asking: "How are students different as a result of the school counseling program?"
Sample Answer
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The ASCA National Model (2019) clarifies the comprehensive, data-driven role of the modern school counselor, distinguishing it from historical models. The framework emphasizes a systematic program that ensures equitable access and focuses on student outcomes in three domains.
Defining Terminology: Guidance, Guidance and Counseling, and School Counseling
The American School Counselor Association (ASCA) views the terms "guidance" and "guidance and counseling" as largely outdated or as components within the broader, modern definition of "school counseling."