ASCA National Model – American School Counselor Association

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**ASCA National Model – American School Counselor Association**

Latest Episodes:

ASCA National Model Fourth Edition Changes: Define Jun 26, 2019

Show notes

Learn about changes in the fourth edition of the ASCA National Model.
Define section (1:20)

ASCA National Model Fourth Edition Changes: Intro Jun 26, 2019

Show notes

Learn about changes in the fourth edition of the ASCA National Model (6:00).

Psycho-educational Groups in Schools Apr 17, 2019

Show notes

Psycho-educational counseling groups are an amazing tool to teach children the skills they need to thrive. Walk away with a blueprint for planning and facilitating psycho-educational groups. Learn strategies and activities you can use before, during and after your own group sessions. Download handouts.

Learning objectives:
After attending this webinar, you will be able to:
1. Summarize the characteristics, advantages and limitations of psycho-educational groups.
2. Apply critical steps in the planning stage of facilitating a psycho-educational group.

Speaker: Stephanie Lerner, School Counselor, Del Valle Independent School District, Austin, Texas

Original air date: April 16, 2019

Purchase accompanying CEU quiz to earn 0.1 CEUs/1 Contact Hour for this webinar.

The School Counselor’s Role is a Safe and Supportive School Apr 01, 2019

Show notes

Hear from school counselors and administrators about how school counselors support safe, supportive schools.

Support Underrepresented Students’ Academic Rigor Mar 06, 2019

Show notes

High school students from historically marginalized populations are underrepresented and underserved in academically rigorous coursework. As leaders, collaborators and advocates, school counselors are uniquely positioned to promote and enhance access and equity for all students, including those from underrepresented populations. Understand students’ experiences of barriers and protective factors and how school counselors can be bridges for underrepresented students’ access to and persistence in academic rigor. Download accompanying handouts here.

Learning Objectives:

After viewing this webinar you should be able to:

1) Identify possible barriers and protective factors related to underrepresented student populations and academic rigor.

2) Discuss school counselors’ roles in promoting access and equity in academic rigor.

3) Identify ways to support underrepresented students’ access to and persistence in academic rigor in your school counseling program and school.

Presenter:

Nancy Chae is a doctoral student in Counselor Education & Supervision at William & Mary. Previously, she was a school counselor for six years in Baltimore, Md., and has additional experiences in school counseling curriculum development, high school admissions and International Baccalaureate programming. She currently supervises master’s-level counseling students and also serves as a teaching intern for master’s level counseling courses.

Original air date: March 6, 2019

Support Safe and Healthy Schools for LGBTQ Students Mar 01, 2019

Show notes

Learn ways school counselors can create safer and more supportive learning environments for LGBTQ students. Hear about the latest findings from “Supporting Safe and Healthy Schools” and what school counselors, psychologists and social workers can do to support LGBTQ youth and the barriers they face in supporting them. Walk away with resources and best practices to improve school-based mental health supports for LGBTQ students. Download accompanying handouts here.

Learning objectives:

After viewing this webinar you should be able to:

Discuss how school counselors can be prepared to support LGBTQ students, what their actual practice is and what barriers they face in implementing these practices.
Explain the importance of LGBTQ-specific mental health supports for students.
Identify strategies and resources for creating safer and more supportive learning environments for LGBTQ students.

Presenters:

Becca Mui is the education manager at GLSEN, a nonprofit organization focused on LGBTQ support in K–12 schools. In her role, Mui creates resources, oversees GLSEN’s professional development program and supports educators and administrators in creating LGBTQ-integrated schools. Mui received her master’s degree in education from Bank Street College in New York and worked for 10 years as an elementary teacher, equity and inclusion director and LGBTQ coordinator.

Caitlin Clark, Ph.D., is a research associate at GLSEN, a nonprofit organization focused on LGBTQ support in K–12 schools. As a member of the research team, Clark contributes to GLSEN’s various original research, including the National School Climate Survey, manages the Local School Climate Survey and provides research assistance to GLSEN staff and constituents. Clark received her doctorate at the University of Texas at Austin, where her research focused on the development of prejudice and discrimination in young children, specifically the development of heterosexism.

Original air date: Feb. 27, 2019

Help Students Build Social Learning, Self-Management & Communication Connections Feb 20, 2019

Show notes

Explore the school counselor’s role in developing and implementing an approaches to learning course in collaboration with administration and other school personnel focused on academic and social/emotional development. Hear how you can take your current work and apply it in small groups or classroom lessons. Download accompanying handouts here.

Learning Objectives:

After viewing this webinar you should be able to:

Discuss how the approaches to learning course focuses on social, communication, self-management, research and thinking skills.
Explain how to use the ASCA National Model to advocate for a skill-based course or lessons.
Describe how school counselors can implement and integrate an approaches to learning course or small group in collaboration with others in their school buildings.

Presenters:

Valerie Hardy is in her second year as principal of Mary Ellen Henderson Middle School, Falls Church, Va. Prior to serving in this role, she served as an elementary assistant principal and special education teacher. Hardy spent the majority of her career as a school counselor, director of school counseling and school counseling specialist supporting school counselors in a large school district in Virginia.

Rory Dippold, Ph.D., is in his second year as assistant principal of Mary Ellen Henderson Middle School, Falls Church, Va. Prior to serving in this role, he taught social studies for 14 years. He earned his doctorate from George Mason University in educational psychology, focusing on self-regulation learning in classroom settings.

Tara Filmyeris in her third year as a school counselor at Mary Ellen Henderson Middle School, Falls Church, Va., and has been a middle school counselor in Northern Virginia for more than 10 years. She is also a licensed professional counselor and has worked with children and adolescents in various settings.

Original air date: Feb. 7, 2019

Peer Intervention: A Tier 1 Strategy Feb 20, 2019

Show notes

Peer helping has been well-researched as an effective method for helping at-risk students as a Tier 1 support strategy. Researchers discovered that establishing a peer program promotes developmental assets in youth, shows effectiveness in reducing at-risk behavior in youth, leads to reductions in alcohol use and tobacco use more than teacher-led programs, shows a decline in fighting, fosters desirable learning and behavioral change and shows effectiveness in developing a thriving community. Participants will hear from a student in a peer leadership program who will share experiences, involvement and why peer leaders are an asset to the school environment. Download accompanying handout here.

Learning objectives:
After viewing this webinar, you should be able to:
1. Examine how peer programs can be established whether using advisory program, peer program standards and/or a well-researched curriculum.
2. Design a peer-helping program plan that follows the National Association of Peer Program Professionals programmatic standards and ASCA student standards.
3. Discuss the school counselor’s role in implementing a peer-support program designed as a Tier 1 intervention.
4. Learn about sample activities to engage the school community in social/emotional awareness.

Presenters:

Monica Seeley, Graduation Specialist and Peer Leader Coordinator, Heritage High School, Conyers, Ga.
Cynthia Morton, Learning Support Specialist and District Peer Facilitation Director, Rockdale Virtual Campus, Conyers, Ga.

Original air date: Jan. 17, 2019

Strengthen School-Family Partnership with Latino Families Feb 18, 2019

Show notes

When families are engaged in their children’s education, academic achievement increases. What does parent engagement mean for Latino families and how does this differ from what schools expect? Latino families often face obstacles to school involvement such as language barriers, parental education levels, work demands, and cultural norms. However, school counselors can support the educational outcomes and la educación of our students by strengthening school-family partnerships with Latino families. Learn strategies and best practices to engage Latino families to increase student achievement and school/community collaboration. Download accompanying handouts here.

Learning objectives:

After attending this session, you should be able to:

Identify ways to address the barriers Latino families face in school involvement.
List key strategies to improve family/school collaboration with Latino families through your school counseling program.
Discuss the importance of empowering Latino families to become advocates for their children’s education.

Presenter: Lezya Weglarz

Original air date: Feb. 18, 2019

Enhance Intrinsic Motivation to Change and Achieve Feb 12, 2019

Show notes

As educators, we want to know how to enhance students’ intrinsic motivation to change and achieve in the academic, career, and social/emotional domains. Receive an introduction to two evidence-based practices: motivational interviewing strategies and the trans-theoretical model of change. Walk away with skills and resources to elaborate, affirm, reflect and summarize change talk into your practice. Download accompanying handouts.

Learning objectives:
After viewing this webinar you should be able to:
1. Discuss fundamental conditions necessary to elicit change talk.
2. Use the style and spirit of listening required to motivate students to change and achieve.
3. Ask open-ended questions to elicit willing to change talk, able to change talk and ready to change talk.
4. Affirm, reflect, and summarize change talk.

Presenters:
Gene Eakin, Instructor, Oregon State University
Kathy Biles, School Counselor Program Coordinator, Oregon State University, Cascades Campus

Original air date: Feb. 11, 2019