Creating a Systematic, Data-Driven School Counseling Program
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School counseling programs should be data-driven to continuously improve and sustain their efforts. Counselors must use data to identify problems, determine which to prioritize, and evaluate solutions. This informs decision-making around resource allocation and interventions to best support student achievement and educational attainment. The document outlines several models for data-driven school counseling programs, including the seven step chronological process and the SOARING, M.E.A.S.U.R.E, and EBD frameworks. These provide structures for problem identification, establishing goals and interventions, assessing results and impact, and monitoring progress.
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Narrative therapy slides
Narrative therapy views problems as arising from the stories people tell about their world and aims to help clients develop alternative stories. The therapist acts as a detective to understand the client's experiences and helps the client become the author of their own life by asking questions, exploring exceptions to problems, and facilitating the discovery of new meanings and perspectives through conversation. The goal is not to fix problems but to create shifts in the client's stories that empower them and bring new competence and resolution to difficulties.
Narrative Therapy
Narrative therapy uses stories to help clients understand problems in their lives. The therapist acts as a facilitator who listens without judgment and asks questions to help the client describe their experience in new ways. By exploring exceptions, unique outcomes, and alternative stories, the therapist helps the client "reauthor" their story in a way that opens up new possibilities for the future rather than being defined by past problems. The goal is for the client to see themselves as the expert of their own life rather than being dominated by problems.
Brief counseling approaches- solution focused counseling
Brief counseling approaches have grown in influence in recent years. Solution-focused counseling is a brief counseling approach that was developed in the 1980s and focuses on helping clients access their own strengths and resources to solve problems. The counselor's role is to work collaboratively with the client to explore exceptions to problems and develop solutions. Solution-focused counseling uses techniques like the miracle question, scaling questions, and compliments to help clients envision and work towards solutions instead of just focusing on problems. While it does not consider a comprehensive view of human nature, solution-focused counseling has strengths like being positive, flexible, and emphasizing small behavioral changes, though it may lack focus on client history or insight.
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This book provides detailed descriptions of cognitive behavioral therapy techniques. It aims to fill a gap in training students and practitioners by providing a comprehensive collection of CBT methods in one volume. The book also seeks to address the increasing misapplication of techniques due to a lack of understanding of how to properly implement them. It takes an inclusive approach, including both cognitive and behavioral techniques. The goal is to equip readers with knowledge of the complexities of faithfully applying these evidence-based psychotherapy techniques.
Carl roger’s person centered therapy
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A power point presentation on the client centered therapy. The therapy was developed by Carl Rogers and it focuses on persons rather than problems
Person Centered Therapy
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This document provides an introduction and overview of narrative therapy. It begins by outlining the key learning outcomes, which include identifying background influences of narrative therapy, describing its core concepts, and examining the conceptualization of problems, therapeutic goals, the therapist's role, and interventions used. The core concepts are then defined, such as the view that realities are socially constructed and problems should be externalized. Therapeutic techniques like questioning, externalization, and creating alternative stories are also reviewed. Finally, the evaluation addresses narrative therapy's contributions and limitations.
COUNSELING PROCESS
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When Jenny met with Ms. Wilson, she was quiet and reluctant to open up at first. Ms. Wilson used active listening skills to make Jenny feel comfortable. After a few minutes, Jenny shared that her parents were going through a divorce and it had been difficult at home. She was having trouble focusing on schoolwork with all the arguing.
Ms. Wilson empath
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The document discusses the American School Counselor Association's National Model for School Counseling Programs, which aims to connect school counseling to educational reform movements focusing on student achievement and success. The model has four main components: foundation, delivery system, management system, and accountability. It represents an effort to unify the school counseling profession and address longstanding problems by shifting the focus from entitlement and measuring effort, to performance and measuring outcomes and results for students.
GROUP 50 POWER POINT
The document discusses a study on the challenges of guidance and counseling services at Wa Senior High Technical School in Wa Municipality, Ghana. It aims to assess the prospects of counseling services, examine challenges preventing student participation, and determine ways to enhance counseling's role. Key findings include that the majority of students utilize services for academic support, but many feel shy, distrust counseling, or are unaware of it due to having only one trained female counselor. The study concludes guidance and counseling is important for education but faces challenges at this school like lack of confidentiality and approachability. It recommends appointing a municipal counseling coordinator and employing full-time counselors of both genders.
School counselors and Teachers
School counselors play an important role in student success and achievement. They provide comprehensive counseling programs that improve student achievement and foster academic, career, and personal/social development. School counselors collaborate with teachers, parents, and administrators to promote student achievement. They are trained professionals who address the developmental needs of all students through classroom lessons, individual counseling, and group counseling.
School Counselors and Teachers
School counselors play an important role in student success and achievement. They provide comprehensive counseling programs that improve student achievement and foster students' academic, career, and personal/social development. School counselors collaborate with teachers, parents, and administrators to promote student achievement. They are trained professionals who address students' developmental needs through classroom lessons, individual counseling, and group counseling sessions.
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This document summarizes a study investigating guidance counselors' perceptions of problems facing guidance and counseling services in Nigerian secondary schools. The study surveyed 100 counselors in Nasarawa State. Results showed the top perceived problems were: principals and staff having the wrong idea of counseling; counselors being assigned non-counseling duties; lack of dedicated counseling offices; lack of funds; and lack of training. The study found no significant difference in perceptions based on counselors' gender or experience. It recommends counseling be made a full-time role and counselors receive more training.
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VoluMe 16, nuMBer 1 asca 71SCHOOL COUNSELORS .docx
VoluMe 16, nuMBer 1 | asca 71
SCHOOL
COUNSELORS:
CLOSING ACHIEVEMENt
GAPS ANd
wRItING RESULtS
REPORtS
Charged with closing the achievement gap
for marginalized students, school counselors
need to be able to identify gaps, develop
interventions, evaluate effectiveness, and
share results. This study examined100
summary results reports submitted by school
counselors after having received four days
of training on the ASCA National Model.
Findings indicate that school counselors
were able to identify gaps and develop
interventions but needed additional training
to evaluate outcomes and report findings.
Charged with closing the achievement gap for underserved and marginalized students, today’s professional school counselors must demonstrate that their school counseling program is making a difference and closing gaps in achievement (American School Counselor Associa-tion [ASCA], 2012; Educa-tion Trust, 2003). School counselors are aware that not all students have the same
resources; therefore, they must
analyze data to discover inequities,
develop programs or interventions to
address these inequities, and measure
their results to determine the effective-
ness of the programs or interventions
(ASCA, 2012). By documenting how
the school counseling program is help-
ing to narrow the achievement gap
with school counseling interventions,
school counselors are moving “from
the periphery of the school’s mission
to a position where the educational
community views [school counselors]
as critical to student success” (ASCA,
2005, p. 53).
School counselors must receive
training in order to implement
data-driven comprehensive school
counseling programs (Dimmit,
Carey & Hatch, 2007). Wilkerson
and Eschbach (2009) found that
graduate students in school counsel-
ing programs perceived themselves
as better prepared to implement the
ASCA National Model (ASCA, 2012)
after receiving training developed by
the Education Trust. School coun-
selors need to receive training on the
ASCA National Model just as teach-
ers receive professional development
when new concepts are introduced
(Dahir, Burnham, & Stone, 2009).
Although comprehensive developmen-
tal programs were first implemented
in the 1970s, the data skills needed to
Julie hartline is a school counseling and
advisement consultant with Cobb County
School District. E-mail [email protected]
cobbk12.org debra C. Cobia is associate
dean of the College of Education,
University of West Georgia, Carrollton, Ga.
http://crossmark.crossref.org/dialog/?doi=10.1177%2F2156759X1201600109&domain=pdf&date_stamp=2018-02-15
72 asca | Professional school counseling
implement a comprehensive program
are not taught in all school counselor
education programs. Consequently, the
need exists for training and opportuni-
ties for professional development for
practicing school counselors in the
understanding and implementation
of a comprehensive s.
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
All Of My Java Codes With A Sample Output.docx
Contains All of the Java Programs from Beginning to the Advanced Concepts that I had Practiced While Learning Java
办理阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书原版一模一样
原版一模一样【微信：741003700 】【阿卡迪亚大学毕业证（uvic毕业证）本科文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Switching Careers Slides - JoyceMSullivan SocMediaFin - 2024Jun11.pdf
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
原版一模一样【微信：741003700 】【美国旧金山州立大学毕业证学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版美国西北大学毕业证(NWU毕业证书)学历如何办理
原版办理【微信号:BYZS866】【美国西北大学毕业证(NWU毕业证书)】【微信号:BYZS866】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号BYZS866】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号BYZS866】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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Creating a Systematic, Data-Driven School Counseling Program
- 1. Creating a Systematic, Data- Driven School Counseling Program Prepared by: Jonah Lea P. Añes Annabelle F. Tatulo
- 2. Data supports, or drives, the ongoing improvement and sustainability of school counseling program. Data-driven school counseling programs is a programs or driven or informed by the data they generate. Results from data provoke conversations and inform decision making for moving the school counseling program forward in the name of student achievement and educational attainment.
- 3. Isaacs (2003) conveyed the following passionately: • Measurement in education is meant to communication information about problems or their solutions, about making consistent decisions about student’s performance and learning • What discrepant performance or problems might be • Which problems to solve when faced with many • How to solve them • How to allocate fiscal and human resources
- 4. These decisions affect the professional life of all educators and the lives of the children and families counselors serve. Thus, if these critical decisions are being made based on data, it is in every school counselor’s interest to have arsenal of skills in collecting manipulating, analyzing, presenting and evaluating data.
- 5. Counselors must become data-driven decision-makers and thus transform school counseling programs into responsive interventions based on information.
- 6. The following are the models available that provide structures and frameworks for evaluating school counseling programs. The seven step chronological process Describing the problem Generating vision data Committing to Identifying where and how to intervene Selecting interventions Evaluating interventions Monitoring problem data
- 7. Data-Driven Accountability Model Model Steps SOARING (Gilchrist,2006) S-Standards O-Objectives A-Assessment R-Results I-Impact N-Network G-Guide M.E.A.S.U.R.E (Stone and Dahir, 2003) M-Mission E-Elements A-Analyze S-Stakeholders-Unite R-Reanalyze, reflect E-Educate EBD (Dimmitt, Carey and Hatch , 2007) 1. Problem description: knowing what need to be addressed 2. Outcome Research Use: knowing what is likely to work 3. Intervention Evaluation : knowing if the intervention made a difference
- 11. THE END . . .