The ASCA National ModelA National V

The ASCA National Model
A National Vision
The ASCA National Model establishes a vision of excellence for comprehensive school counseling that is aligned with high standards and high expectations, focused on success for all students and responsive to the emerging needs of students in the 21st century. The Alaska School Counseling Framework (ASCF) is grounded in the ASCA model. This section describes primary features of the model that informed the ASCF.
The ASCA National Model: A Framework for School Counseling Programs (2005) is written to reflect a comprehensive approach to program foundation, delivery, management and accountability. The model provides the mechanism with which school counselors and school counseling teams will design, coordinate, implement, manage and evaluate their programs for students' success. It provides a framework for the program components, the school counselor's role in implementation and the underlying philosophies of leadership, advocacy and systemic change. School counselors switch their emphasis from service-centered for some of the students to program-centered for every student. It not only answers the question, "What do school counselors do?" but requires us to respond to the question, "How are students different as a result of what we do?” ASCA's goal in developing the model is to institutionalize the framework for and process of developing a school counseling program.
A school counseling program is comprehensive in scope, preventative in design and
developmental in nature. School counseling programs are designed to ensure that every student receives the program benefits. Historically, many school counselors spent much of their time responding to the needs of a small percentage of their students, typically the high achieving or high risk. The ASCA National Model: A Framework for School Counseling Programs recommends the majority of the school counselor's time be spent in direct service to all students so that every student receives maximum benefits from the program ( ASCA National Model, 2003)
The ASCA National Model represents what a school counseling program should contain and serves as an organizational tool to identify and prioritize the elements of a quality school counseling program. It describes the program components and serves as a framework for developing and writing a school counseling program. The ASCA National Model guides districts and individual schools in designing, developing, implementing and evaluating a comprehensive, developmental and systematic school counseling program.
The ASCA National Model: A Framework for School Counseling Programs keeps the development of the total student at the forefront of the education movement and forms the needed bridge between counseling and education.

The ASCA National Model
(Brigman & Campbell, 2003; Sink and Stroh 2003; Lapan, Gysbers & Sun, 1997; Lapan, Gysbers & Petroski, 2001). These studies indicate that in schools with more fully implemented Comprehensive Developmental Guidance (CDG) programs, students reported earning higher grades, having better relationships with teachers, and feeling greater satisfaction with school. Students also reported that education is relevant to later life, school is safe, and high school students reported that career and college information was accessible. (McGannon, Carey, Dimmitt, 2005, p. 9) Other studies indicate that counseling programs reduce anxiety and depression among schoolchildren and is a positive factor in promoting social skills (Whiston & Sexton, 1998).
School counselors are in a unique position to review data in schools and identify the gaps that exist in student success. School counselors, using their leadership and advocacy skills, may direct their efforts toward ensuring that appropriate resources and programs are in place to offer each student equitable access to challenging curriculum and a full range of post-secondary opportunities (Framework for K-12 Career Development in Rhode Island Public Schools, 2005).
Defining Characteristics of a Comprehensive Program
The table below identifies and describes defining characteristics of a comprehensive school counseling program based on the ASCA National Model.
Characteristic Definition
Results-based A results-­‐based program “is designed to guarantee that all students acquire the competencies to become successful in school and to make a successful transition from school to higher education, to employment or to a combination of higher education and work.” (Johnson & Johnson, 2003, p. 181)
Standards-based The standards address program content and the knowledge, attitudes, and skill competencies that all students will develop as a result of participating in a school counseling program. (Campbell & Dahir, 1997, p. 3)
Data-driven The National Model is based on the Comprehensive Developmental Guidance program model, with an increased focus on both accountability and the use of data to make decisions and to increase student achievement ...With the advent of NCLB (2001), school counselors have to work much harder to show that the work they are doing is helping school systems to meet the mandates established by this legislation. School counselors are now responsible for demonstrating their accountability just as teachers and administrators are. (McGannon, Carey & Dimmitt, 2005, pp. 5, 9)

The ASCA National Model

Characteristic Definition
Developmental Provides developmentally appropriate instruction and services in three domains: academic, career, and personal/social. “They are developmental in that guidance activities are conducted on a regular, planned, and systematic basis to assist students to achieve competencies. Although immediate and crisis needs of students are to be met, a major focus of a developmental program is to provide all students with experiences to help them grow and develop.” (Gysbers & Henderson, 2000, p. 26)
Comprehensive Guidance programs are comprehensive in that a full range of activities and services, such as assessment, information, consultation, counseling, referral, placement, follow-up, and follow-through, are provided. (Gysbers & Henderson, 2000. p. 26)
School Counseling Program An integrated system of counseling activities and services that are systematically provided to students.
School counseling is a program with characteristics similar to other programs in education: “student competencies; activities and processes to assist students in achieving these competencies; professionally certified personnel; materials and resources; and program, personnel, and results evaluation.” (Gysbers & Henderson, 2000, p. 26)

[Source: Rhode Island Framework for Comprehensive K-12 School Counseling Programs, 2005, p. 2]
Four Essential Components
The ASCA model is divided into four components, with critical sub-components to be implemented as part of comprehensive school counseling programs. The graphic below displays the components and sub-components, along with emphasizing four characteristics of the 21st century school counselor: a) advocacy, b) leadership, c) collaboration and d) systemic change (ASCA, 2005). The ASCA National Model is a primary source document for the K-12 school counseling profession.


The ASCA National Model
Using Standards to Improve Student Success
Education in Alaska’s public schools, with proficiency-based high school diploma system, is structured around standards that represent content knowledge and applied learning skills. These standards are defined clearly in grade level expectations (GLEs) for reading, writing, mathematics, and science. Other content areas have national and state standards, including Employability Standards for Alaskan students. Standards guide curriculum, instruction and assessment. Standards for a comprehensive school counseling program do the same.
The National Standards for School Counseling Programs (ASCA, 1997) established goals, competencies, expectations, experiences and support systems for all students. The standards focus on what all students, from pre-kindergarten through grade twelve, should know, understand, and be able to do to enhance their individual development. They clarify the relationship of school counseling to the educational system, and address the contributions of school counseling to student success.
The National Standards provide a framework for developing the content and writing of a school counseling program and are the foundation for the ASCA National Model (2003). The nine National Standards, three in each area of academic, career and personal/social development, are considered to be the essential foundation for the content for school counseling programs
(Campbell & Dahir, 1997).
Student competencies define the knowledge, attitudes, and skills students should obtain and demonstrate in academic, career, and personal/social success as a result of participating in a standards-based school counseling program. Since the purpose of the counseling program is to help students succeed in school and in life, it is important for school counselors to identify student competencies that support the goals of school improvement. Some school districts select specific student competencies from the ASCA national standards and competencies and align these with the district’s mission for education and with the academic learning standards. Competencies can also be developed from needs assessments, advisory committee discussions, school improvement team goals, teacher observations, and relevant school data, all of which are sources of information to decide what students need to know and be able to do (Framework for K-12 Career Development in Rhode Island Public Schools, 2005).
The school counseling program centers on the positive attributes of children and assists in developing their strengths. The identified competencies are organized developmentally and sequentially by school level and/or grade level and serve as a sequence of strategies and
a

Hasil (Bahasa Indonesia) 1:

Model Nasional ASCAVisi NasionalModel Nasional ASCA menetapkan visi keunggulan untuk sekolah komprehensif konseling yang sejajar dengan standar tinggi dan harapan yang tinggi, terfokus pada keberhasilan untuk semua siswa dan responsif terhadap kebutuhan negara berkembang siswa di abad 21. Alaska sekolah konseling kerangka (ASCF) didasarkan pada ASCA model. Bagian ini menjelaskan fitur utama dari model yang diberitahu ASCF.Model ASCA Nasional: Sebuah kerangka untuk program konseling sekolah (2005) ditulis untuk mencerminkan pendekatan komprehensif untuk program foundation, pengiriman, pengelolaan dan akuntabilitas. Model ini menyediakan mekanisme dengan mana konselor sekolah dan penyuluhan tim akan desain, mengkoordinasikan, melaksanakan, mengelola dan mengevaluasi program mereka untuk keberhasilan siswa sekolah. Menyediakan kerangka kerja untuk komponen program, konselor sekolah peran dalam implementasi dan filosofi dasar kepemimpinan, advokasi dan perubahan sistemik. Konselor sekolah beralih penekanan mereka dari berpusat pada layanan untuk beberapa siswa berpusat pada program untuk setiap siswa. Itu tidak hanya menjawab pertanyaan, "Apa Apakah sekolah konselor lakukan?" tetapi memerlukan kita untuk menanggapi pertanyaan, "Bagaimana Apakah siswa berbeda sebagai akibat dari apa yang kita lakukan?" Tujuan ASCA's dalam mengembangkan model adalah untuk melembagakan dan kerangka proses pengembangan program penyuluhan sekolah.A school counseling program is comprehensive in scope, preventative in design anddevelopmental in nature. School counseling programs are designed to ensure that every student receives the program benefits. Historically, many school counselors spent much of their time responding to the needs of a small percentage of their students, typically the high achieving or high risk. The ASCA National Model: A Framework for School Counseling Programs recommends the majority of the school counselor's time be spent in direct service to all students so that every student receives maximum benefits from the program ( ASCA National Model, 2003)The ASCA National Model represents what a school counseling program should contain and serves as an organizational tool to identify and prioritize the elements of a quality school counseling program. It describes the program components and serves as a framework for developing and writing a school counseling program. The ASCA National Model guides districts and individual schools in designing, developing, implementing and evaluating a comprehensive, developmental and systematic school counseling program.The ASCA National Model: A Framework for School Counseling Programs keeps the development of the total student at the forefront of the education movement and forms the needed bridge between counseling and education. The ASCA National Model(Brigman & Campbell, 2003; Sink and Stroh 2003; Lapan, Gysbers & Sun, 1997; Lapan, Gysbers & Petroski, 2001). These studies indicate that in schools with more fully implemented Comprehensive Developmental Guidance (CDG) programs, students reported earning higher grades, having better relationships with teachers, and feeling greater satisfaction with school. Students also reported that education is relevant to later life, school is safe, and high school students reported that career and college information was accessible. (McGannon, Carey, Dimmitt, 2005, p. 9) Other studies indicate that counseling programs reduce anxiety and depression among schoolchildren and is a positive factor in promoting social skills (Whiston & Sexton, 1998).School counselors are in a unique position to review data in schools and identify the gaps that exist in student success. School counselors, using their leadership and advocacy skills, may direct their efforts toward ensuring that appropriate resources and programs are in place to offer each student equitable access to challenging curriculum and a full range of post-secondary opportunities (Framework for K-12 Career Development in Rhode Island Public Schools, 2005).Defining Characteristics of a Comprehensive ProgramThe table below identifies and describes defining characteristics of a comprehensive school counseling program based on the ASCA National Model.Characteristic DefinitionResults-based A results-­‐based program “is designed to guarantee that all students acquire the competencies to become successful in school and to make a successful transition from school to higher education, to employment or to a combination of higher education and work.” (Johnson & Johnson, 2003, p. 181)Standards-based The standards address program content and the knowledge, attitudes, and skill competencies that all students will develop as a result of participating in a school counseling program. (Campbell & Dahir, 1997, p. 3)Data-driven The National Model is based on the Comprehensive Developmental Guidance program model, with an increased focus on both accountability and the use of data to make decisions and to increase student achievement ...With the advent of NCLB (2001), school counselors have to work much harder to show that the work they are doing is helping school systems to meet the mandates established by this legislation. School counselors are now responsible for demonstrating their accountability just as teachers and administrators are. (McGannon, Carey & Dimmitt, 2005, pp. 5, 9) The ASCA National ModelCharacteristic DefinitionDevelopmental Provides developmentally appropriate instruction and services in three domains: academic, career, and personal/social. “They are developmental in that guidance activities are conducted on a regular, planned, and systematic basis to assist students to achieve competencies. Although immediate and crisis needs of students are to be met, a major focus of a developmental program is to provide all students with experiences to help them grow and develop.” (Gysbers & Henderson, 2000, p. 26)Comprehensive Guidance programs are comprehensive in that a full range of activities and services, such as assessment, information, consultation, counseling, referral, placement, follow-up, and follow-through, are provided. (Gysbers & Henderson, 2000. p. 26)School Counseling Program An integrated system of counseling activities and services that are systematically provided to students.School counseling is a program with characteristics similar to other programs in education: “student competencies; activities and processes to assist students in achieving these competencies; professionally certified personnel; materials and resources; and program, personnel, and results evaluation.” (Gysbers & Henderson, 2000, p. 26)[Source: Rhode Island Framework for Comprehensive K-12 School Counseling Programs, 2005, p. 2]Four Essential ComponentsThe ASCA model is divided into four components, with critical sub-components to be implemented as part of comprehensive school counseling programs. The graphic below displays the components and sub-components, along with emphasizing four characteristics of the 21st century school counselor: a) advocacy, b) leadership, c) collaboration and d) systemic change (ASCA, 2005). The ASCA National Model is a primary source document for the K-12 school counseling profession. The ASCA National ModelUsing Standards to Improve Student SuccessEducation in Alaska’s public schools, with proficiency-based high school diploma system, is structured around standards that represent content knowledge and applied learning skills. These standards are defined clearly in grade level expectations (GLEs) for reading, writing, mathematics, and science. Other content areas have national and state standards, including Employability Standards for Alaskan students. Standards guide curriculum, instruction and assessment. Standards for a comprehensive school counseling program do the same.The National Standards for School Counseling Programs (ASCA, 1997) established goals, competencies, expectations, experiences and support systems for all students. The standards focus on what all students, from pre-kindergarten through grade twelve, should know, understand, and be able to do to enhance their individual development. They clarify the relationship of school counseling to the educational system, and address the contributions of school counseling to student success.The National Standards provide a framework for developing the content and writing of a school counseling program and are the foundation for the ASCA National Model (2003). The nine National Standards, three in each area of academic, career and personal/social development, are considered to be the essential foundation for the content for school counseling programs(Campbell & Dahir, 1997).Student competencies define the knowledge, attitudes, and skills students should obtain and demonstrate in academic, career, and personal/social success as a result of participating in a standards-based school counseling program. Since the purpose of the counseling program is to help students succeed in school and in life, it is important for school counselors to identify student competencies that support the goals of school improvement. Some school districts select specific student competencies from the ASCA national standards and competencies and align these with the district’s mission for education and with the academic learning standards. Competencies can also be developed from needs assessments, advisory committee discussions, school improvement team goals, teacher observations, and relevant school data, all of which are sources of information to decide what students need to know and be able to do (Framework for K-12 Career Development in Rhode Island Public Schools, 2005).The school counseling program centers on the positive attributes of children and assists in developing their strengths. The identified competencies are organized developmentally and sequentially by school level and/or grade level and serve as a sequence of strategies anda

Hasil (Bahasa Indonesia) 2:

The ASCA Nasional Model
A Nasional Visi
yang ASCA Nasional Model menetapkan visi keunggulan untuk konseling sekolah komprehensif yang selaras dengan standar yang tinggi dan harapan yang tinggi, fokus pada keberhasilan bagi semua siswa dan responsif terhadap kebutuhan yang muncul dari siswa di abad ke-21. Alaska Konseling Sekolah Framework (ASCF) didasarkan pada model ASCA. Bagian ini menjelaskan fitur utama dari model yang menginformasikan ASCF tersebut.
The ASCA Nasional Model: Sebuah Kerangka School Programs Konseling (2005) ditulis untuk mencerminkan pendekatan yang komprehensif untuk program yayasan, pengiriman, manajemen dan akuntabilitas. Model ini menyediakan mekanisme dengan yang konselor sekolah dan tim konseling sekolah akan merancang, mengkoordinasikan, melaksanakan, mengelola dan mengevaluasi program-program mereka untuk sukses siswa. Ini menyediakan kerangka kerja untuk komponen program, peran konselor sekolah dalam pelaksanaan dan filosofi yang mendasari kepemimpinan, advokasi dan perubahan sistemik. Konselor sekolah beralih penekanan mereka dari beberapa siswa yang berpusat pelayanan kepada program berpusat untuk setiap siswa. Ini tidak hanya menjawab pertanyaan, "Apa yang konselor sekolah lakukan?" tapi mengharuskan kita untuk menanggapi pertanyaan, "Bagaimana siswa yang berbeda sebagai hasil dari apa yang kita lakukan?" Tujuan ASCA dalam mengembangkan model adalah untuk melembagakan kerangka kerja untuk dan proses pengembangan program konseling sekolah.
Sebuah program konseling sekolah komprehensif dalam lingkup, pencegahan dalam desain dan
pengembangan dalam program konseling sekolah alam. dirancang untuk memastikan bahwa setiap siswa menerima manfaat Program. Secara historis, banyak konselor sekolah menghabiskan banyak waktu mereka merespon kebutuhan sebagian kecil siswa mereka, biasanya tinggi mencapai atau risiko tinggi The ASCA Nasional Model:. Sebuah Kerangka Sekolah Konseling Program merekomendasikan sebagian besar waktu konselor sekolah dihabiskan dalam pelayanan langsung kepada semua siswa sehingga setiap siswa menerima manfaat maksimal dari program (ASCA Nasional Model, 2003)
The ASCA Model Nasional mewakili apa program konseling sekolah harus berisi dan berfungsi sebagai alat organisasi untuk mengidentifikasi dan memprioritaskan elemen dari program konseling sekolah berkualitas. Ini menggambarkan komponen program dan berfungsi sebagai kerangka kerja untuk mengembangkan dan menulis sebuah program konseling sekolah. The ASCA Nasional Model membimbing kabupaten dan sekolah individu dalam merancang, mengembangkan, melaksanakan dan mengevaluasi program konseling sekolah yang komprehensif, perkembangan dan sistematis.
The ASCA Nasional Model: Sebuah Kerangka Sekolah Konseling Program terus perkembangan dari total mahasiswa di garis depan gerakan pendidikan dan membentuk dibutuhkan jembatan antara konseling dan pendidikan. The ASCA Model Nasional (Brigman & Campbell, 2003; Sink dan Stroh 2003; Lapan, Gysbers & Sun, 1997; Lapan, Gysbers & Petroski, 2001). Studi ini menunjukkan bahwa di sekolah dengan menerapkan lebih lengkap Komprehensif Developmental Bimbingan (CDG) program, siswa melaporkan mendapatkan nilai yang lebih tinggi, memiliki hubungan yang lebih baik dengan guru, dan merasa kepuasan yang lebih besar dengan sekolah. Siswa juga melaporkan bahwa pendidikan relevan dengan kehidupan selanjutnya, sekolah aman, dan siswa SMA melaporkan bahwa informasi karir dan kuliah diakses. (McGannon, Carey, Dimmitt, 2005, hal. 9) Penelitian lain menunjukkan bahwa program konseling mengurangi kecemasan dan depresi di kalangan anak-anak sekolah dan merupakan faktor positif dalam mempromosikan keterampilan sosial (Whiston & Sexton, 1998). Konselor sekolah berada dalam posisi yang unik untuk meninjau data di sekolah dan mengidentifikasi kesenjangan yang ada di keberhasilan siswa. Konselor sekolah, menggunakan kepemimpinan dan advokasi keterampilan mereka, mungkin mengarahkan upaya mereka ke arah memastikan bahwa sumber daya dan program yang tepat berada di tempat untuk menawarkan setiap siswa akses yang adil ke kurikulum yang menantang dan berbagai peluang pasca-sekolah menengah (Kerangka Pengembangan K-12 Karir . di Rhode Island Sekolah Umum, 2005) Karakteristik Mendefinisikan dari Program Komprehensif. Tabel di bawah ini mengidentifikasi dan menjelaskan mendefinisikan karakteristik dari program konseling sekolah komprehensif berdasarkan National Model ASCA Karakteristik Definisi Hasil berbasis A hasil - program berbasis "dirancang untuk menjamin bahwa semua siswa memperoleh kompetensi untuk menjadi sukses di sekolah dan untuk membuat transisi yang sukses dari sekolah ke pendidikan yang lebih tinggi, untuk pekerjaan atau kombinasi pendidikan tinggi dan bekerja. "(hal. 181 Johnson & Johnson, 2003) Standar berbasis Alamat standar isi program dan kompetensi pengetahuan, sikap, dan keterampilan yang semua siswa akan berkembang sebagai hasil dari berpartisipasi dalam program konseling sekolah. (Campbell & Dahir, 1997, hal. 3) Data-driven Nasional Model didasarkan pada model Program Komprehensif Pembangunan Bimbingan, dengan meningkatkan fokus pada kedua akuntabilitas dan penggunaan data untuk membuat keputusan dan untuk meningkatkan prestasi siswa ... Dengan munculnya NCLB (2001), konselor sekolah harus bekerja lebih keras untuk menunjukkan bahwa pekerjaan yang mereka lakukan adalah membantu sistem sekolah untuk memenuhi mandat yang ditetapkan oleh undang-undang ini. Konselor sekolah yang sekarang bertanggung jawab untuk menunjukkan akuntabilitas mereka hanya sebagai guru dan administrator. (McGannon, Carey & Dimmitt 2005, pp 5, 9.) The ASCA Nasional Model Definisi Karakteristik Perkembangan Menyediakan instruksi dan jasa sesuai dengan tahapan perkembangan dalam tiga domain: akademik, karir, dan pribadi / sosial. "Mereka perkembangan dalam kegiatan bimbingan dilakukan secara teratur, terencana, dan sistematis untuk membantu siswa untuk mencapai kompetensi. Meskipun kebutuhan mendesak dan krisis siswa harus dipenuhi, fokus utama dari program pembangunan adalah untuk memberikan semua siswa dengan pengalaman untuk membantu mereka tumbuh dan berkembang. "(Gysbers & Henderson, 2000, hal. 26) program komprehensif Bimbingan yang komprehensif dalam berbagai kegiatan dan layanan, seperti penilaian, informasi, konsultasi, konseling, rujukan, penempatan, tindak lanjut, dan tindak lanjut, disediakan. (Gysbers & Henderson, 2000. p 26.) Program Konseling Sekolah Sebuah sistem terpadu dari kegiatan konseling dan pelayanan yang sistematis diberikan kepada siswa. Konseling sekolah adalah program yang memiliki karakteristik serupa dengan program lain di bidang pendidikan: "kompetensi siswa; kegiatan dan proses untuk membantu siswa dalam mencapai kompetensi tersebut; personil profesional bersertifikat; bahan dan sumber daya; dan Program, personil, dan hasil evaluasi "(Gysbers & Henderson, 2000, hal 26.). [Sumber: Kerangka Pulau Rhode untuk Komprehensif K-12 Sekolah Konseling Program, 2005, hal. 2] Empat Komponen penting Model ASCA dibagi menjadi empat komponen, dengan sub-komponen penting untuk dilaksanakan sebagai bagian dari program konseling sekolah komprehensif. Gambar di bawah ini menampilkan komponen dan sub-komponen, bersama dengan menekankan empat karakteristik dari konselor sekolah abad ke-21: a) advokasi, b) kepemimpinan, c) kolaborasi dan d) perubahan sistemik (ASCA, 2005). The ASCA Nasional Model adalah dokumen sumber utama untuk K-12 profesi konseling sekolah. The ASCA Nasional Model Menggunakan Standar untuk Meningkatkan Mahasiswa Sukses Pendidikan di sekolah umum Alaska, dengan sistem ijazah sekolah tinggi berbasis kemampuan, terstruktur sekitar standar yang mewakili konten pengetahuan dan keterampilan belajar diterapkan. Standar-standar ini didefinisikan dengan jelas ekspektasi tingkat kelas (GLES) untuk membaca, menulis, matematika, dan ilmu pengetahuan. Daerah konten lainnya memiliki standar nasional dan negara bagian, termasuk Employability Standar untuk siswa Alaska. Standar panduan kurikulum, instruksi dan penilaian. Standar untuk program konseling sekolah yang komprehensif melakukan hal yang sama. Standar Nasional Sekolah Konseling Program (ASCA, 1997) didirikan tujuan, kompetensi, harapan, pengalaman dan sistem dukungan untuk semua siswa. Standar fokus pada apa yang semua siswa, dari pra-TK sampai kelas dua belas, harus tahu, mengerti, dan dapat lakukan untuk meningkatkan pengembangan individu mereka. Mereka memperjelas hubungan konseling sekolah dengan sistem pendidikan, dan mengatasi kontribusi dari konseling sekolah untuk keberhasilan siswa. Standar Nasional menyediakan kerangka kerja untuk mengembangkan konten dan penulisan program konseling sekolah dan merupakan dasar untuk National Model ASCA ( 2003). Sembilan Standar Nasional, tiga di masing-masing wilayah akademik, karir dan pengembangan pribadi / sosial, yang dianggap sebagai landasan penting untuk konten untuk program konseling sekolah (Campbell & Dahir, 1997). Kompetensi siswa mendefinisikan pengetahuan, sikap, dan keterampilan siswa harus mendapatkan dan menunjukkan di akademik, karir, dan pribadi / keberhasilan sosial sebagai akibat dari berpartisipasi dalam program konseling sekolah berbasis standar. Karena tujuan dari program konseling adalah untuk membantu siswa berhasil di sekolah dan dalam kehidupan, penting bagi konselor sekolah untuk mengidentifikasi kompetensi siswa yang mendukung tujuan perbaikan sekolah. Beberapa kabupaten sekolah memilih kompetensi siswa dari standar nasional ASCA dan kompetensi dan menyelaraskan ini dengan misi kabupaten untuk pendidikan dan dengan standar pembelajaran akademis. Kompetensi juga dapat dikembangkan dari penilaian kebutuhan, diskusi komite penasihat, tujuan tim perbaikan sekolah, pengamatan guru, dan data sekolah yang relevan, yang semuanya merupakan sumber informasi untuk memutuskan apa yang perlu siswa untuk mengetahui dan dapat melakukan (Kerangka K- 12 Pengembangan Karir di Rhode Island Sekolah Umum, 2005). The konseling sekolah pusat program pada atribut positif dari anak-anak dan membantu dalam mengembangkan kekuatan mereka. Kompetensi yang diidentifikasi diatur perkembangan dan berurutan oleh tingkat sekolah dan / atau tingkat kelas dan melayani sebagai urutan strategi dan sebuah