ASCA SCHOOL COUNSELOR COMPETENCIES

ASCA School Counselor Competencies

Monica Rascoe Pugh
Salem College

ASCA SCHOOL COUNSELOR COMPETENCIES

Abstract
The American School Counselor Association supports school counselors efforts to help
students focus on academic, personal, social and career development so they achieve success in
school and are prepared to lead fulfilling lives as responsible members of society. School
counselors have engaged in many tasks not related to their formal training, which has led to
misconceptions about the role of this profession. However, educational reform initiatives were
created an opportunity for the American School Counselor Association to take a more active role
in defining essential school counselor contributions for improving academic and skill standards.

ASCA SCHOOL COUNSELOR COMPETENCIES

INTRODUCTION
Professional school counselors are uniquely qualified to address all students academic,
career and personal development needs by designing, implementing, evaluating and enhancing a
comprehensive school counseling program that promotes and enhances student success. School
counselors serve a vital role in maximizing student success (Stone, C. B. & Dahir, C. A., 2006).
Through leadership and collaboration, school counselors promote equity and demanding
educational experiences for all students. They support a safe learning environment to safeguard
the human rights of all members of the school community.
School counselors uphold the ethical and professional standards of ASCA and other
applicable professional counseling associations and promote the development of the school
counseling program based on the foundation, delivery, management and accountability areas of
the ASCA National Model. The ASCA National Model was developed as a prototype for
counselors to use in establishing their own comprehensive, developmental school counseling
program. It involves four components: Foundation, Delivery, Management and Accountability.
It also includes the themes of advocacy, systemic change, collaboration, and leadership (ASCA,
2012).
ASCA NATIONAL MODEL COMPONENTS

Foundation
The Foundation component begins the groundwork for a successful program that meets
the needs of all students. It includes the beliefs and philosophy, mission statement, and student
content standards in the academic, career, and personal/social areas. To establish a program
focus, school counselors identify personal beliefs that address how all students will benefit from

ASCA SCHOOL COUNSELOR COMPETENCIES

the school counseling program. Building on these beliefs, school counselors create a vision
statement that defines what the future will look like in regards to the student outcomes.
In addition, school counselors create a mission statement. The mission statement of a
school counseling program explains the purpose and function of the program and identifies how
the school counseling program is an integral component of the academic mission of the school.
(Gysbers & Henderson, 2012). Developing a mission statement will benefit the school counselor
in thinking about the overall direction of the program and how it promotes the goals established
by the school.
Delivery
The Delivery component focuses on the how of the program and explains the activities in
which the school counselor engages in order to make the program available to all students
(Gysbers & Henderson, 2012). The delivery component consists of the school counselor core
curriculum, individual student planning, responsive services, and system support. Each area is
important to the successful implementation of a school counseling program.
School counselors provide services to students, parents, school staff and the community.
The school counseling core curriculum consist of lessons designed to help students gain the
competencies and to provide all students with knowledge and skills. The individual student
planning allows school counselors to coordinate activities designed to assist students in
establishing personal goals and developing plans for their future. Responsive services are the
activities designed to meet students immediate needs and concerns. They may include
counseling in individual small-group settings or crisis response.

ASCA SCHOOL COUNSELOR COMPETENCIES

Management
The Management component is the organizational structure for the school counseling
program and includes tasks such as meeting with advisory council, developing action plans,
monitoring student progress, using data to improve the overall program, and recognizing the
difference between counseling and non-counseling related activities (ASCA, 2012). School
counselors incorporate assessments and tools that are concrete and reflective of the schools
needs.
Some tools and assessments are advisory councils which are made up of students,
parents, teachers, school counselors, administrators and community members to review and
make recommendations about school counseling program activities. Another is the use of data,
which is used to measure the results of the program as well as to promote change within the
school system so every student graduates college and career ready. Annual and weekly
calendars are tools used to keep students, parents, teachers and administrators informed and to
encourage active participation in the school counseling program.
Accountability
The accountability system is linked with the management system. To demonstrate the
effectiveness of the school counseling program in measurable terms, school counselors analyze
school and school program data to determine how students are different as a result of the school
counseling program. School counselors use data to show the impact of the school counseling
program on student achievement, attendance and behavior. Researchers have urged school
counselors to be involved in data collection that reveals how school counselors play an essential
role in academic development at the program, school, classroom, and student levels (Sink,
2005).

ASCA SCHOOL COUNSELOR COMPETENCIES

THEORY ASSOCIATION
A theory provides a counselor with a framework that they can use to explore the
counseling process, the clients problems and to measure progress. Theories have functions in
counseling. They help counselors evaluate both old and new approaches to the process of
counseling. They assist counselors in effective modifications of clients behaviors, cognitions,
emotional functioning, and interpersonal relationships. Theories give counselors guidelines by
which to work. They force counselors to examine relationships they would otherwise overlook.
Counseling Theory
School counselors should possess the knowledge, abilities, skills and attitudes needed to
plan, organize and implement a results-based school counseling program. There are theoretical
perspectives that are associated with the ASCA National Model. School counselors must have a
foundation. They should have a belief and vision of the school counseling program. They
should incorporate philosophies and theories, as well as trends in education. Human
development theories should affect student success. School counselors should have management
skills that are data-driven in making decisions. They should organize theories to facilitate
support, collaboration and change for the client.
When understanding theories, it is helpful to understand the role and purpose of theory.
Theory can be described as a group of laws or relationship that explain a discipline. Theories are
based on rules and should be clear. Theories differ in events that they attempt to predict. To be
of use a theory has to be tested and confirmed. Not only must experience show that a theory is
valid or effective, but it has to be effective in bringing about change in behavior. A good theory
suggests ways to understand clients and techniques to help them function better (Truscott, 2010).

ASCA SCHOOL COUNSELOR COMPETENCIES

When theories are used, concepts can be organized in ways to help improve the lives of
individuals. Theory is the most powerful tool that counselors have to use in helping troubled
clients.
Leadership Theory
School counselors can act as powerful allies in changes with the school by focusing on
helping students access and be successful in more rigorous academic standards. The school
counselor as part of the principals educational team, has a vital role to play in supporting
academic achievement by acting as a proactive leader and advocate for student success. The
current movement by the American School Counseling Association to establish school
counseling standards is furthering the effort to bring counselors to the heart of the educational
reform movement (Dahir, 1997). School counselors exercise leadership through increased
collaboration and interventions with those significant people in the lives of students, teachers,
administrators, family members and people in the community (Cooper & Sheffield, 1994).
Learning Theory
A learning theory is an attempt to describe how people learn. They help school
counselors to understand the process of learning. Learning theories have two main values. One
is providing vocabulary and framework for understanding the examples of learning that we
observe. The other is suggesting where to look for solutions to problems. Theories help to
understand how learning occurs, which factors influence it, and when to apply different
theoretical concepts in educational situations (Schunk, 2012). The theories do not give solutions,
but they direct attention to those variables that are crucial in finding solutions.

ASCA SCHOOL COUNSELOR COMPETENCIES

Human Growth and Development Theory

A lot of what school counselors do is created on guidelines dictated by human growth
and development. School counselors use their knowledge of student developmental stages to
help overall student achievement. The basics of human growth and development can be thought
of as the foundation for understanding students and the creation of counseling programs.

CONCLUSION
The school counseling profession of todays world is dynamically different than its
historical beginnings. Contemporary issues, education, structure, challenges, and students
provide a complex framework for the profession. Todays school counselor is essential to the
success of both the school and the student body. School counselors are guided by the same
principles which guide all counselors. The American School Counselors Association Code of
Ethics provides a comprehensive review of the ethical guidelines for school counselors (ASCA
Code of Ethics, 2010). These guidelines cover a wide range of issues including responsibility to
students, confidentiality, counseling plans, referrals, technology, and maintenance of standards.
The themes of leadership, advocacy, collaboration, and systemic change are linked
throughout the ASCA National Model to emphasize the essential work school counselors
perform in promoting achievement for all students (ASCA, 2005). Each of the components and
themes is important to integrating a successful school counseling program.

ASCA SCHOOL COUNSELOR COMPETENCIES

REFERENCES
American School Counselor Association (2010). Ethical standards for school counselors.
http://asca2.timberlakepublishing.com//files/EthicalStandards2010.pdf
American School Counselor Association. (2005). The ASCA National Model: A framework
for school counseling programs. Alexandria, VA: Author.
American School Counselor Association. (2012). The ASCA National Model: A framework
for school counseling programs. Alexandria, VA: Author.
Cooper, D. E., & S. B. Sheffield. The Principal-Counselor Relationship in a Quality High
School. Quality Leadership and the Professional School Counselor. Alexandria,
Virgina: American Counseling Association, 1994.
Dahir, Carol. Supporting a Nation of Learners: The Development of National Standards for
School Counseling Programs, 1997:7.
Gysbers, N. C., & Henderson, P. (2012). Developing and managing your school guidance and
Counseling program (5th ed.). Alexandria, VA: American Counseling Association.
Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th Edition). Boston,
MA: Peason Education, Inc.
Sink, C. A. (2005). Comprehensive school counseling programs and academic achievement-A
Rejoinder to Brown and Trusty. Professional School Counseling, 9, 9-12.
Stone, C. B. & Dahir, C. A. (2006). The transformed school counselor. Boston, MA: Houghton
Mifflin Company.
Truscott, D. (2010). Becoming an effective psychotherapist: Adopting a theory of
psychotherapy thats right for you and your client. Washington, DC: American
Psychological Assocation.