Blog 4

To have a chapter fully devoted to explaining the ASCA National Model definitely helped me to understand the requirements of the pre-practicum portfolio. The case study reminded me of some experiences I have had when I made the decision to pursue a school counseling graduate program. I know that many individuals in this class know that I had previously attended another graduate program, but relations between my mentor and my own personal thoughts made me know that this was not a career I wished to pursue.

Three of the themes of the ASCA National Model all hit on events that had occurred in my life even before I began this graduate program.

Leadership - as a lab manager at my old grad school, I was depended on to conduct numerous experiments and collect data while also training undergraduate students interested in being a research assistant in experiment protocol.

Advocacy - I was also able to establish the first LGBTQIA Graduate Organization offered at my old school. As a member of the LGBT community, I worked to develop a constitution that was approved by the graduate student senate and was able to have funding allocated to the group by the university.

Collaborating - even here at Millersville University as a part-time graduate assistant for the library, I was able to be recognized on a presentation due to my the time taken for research...and my knowledge on how to create statistical maps.

And, I can only hope that my experience with these three themes will help me to become experienced and proficient in systemic change.

The article also hit upon topics that I found incredibly important as qualities needed in a school counselor. The role of a school counselor is to serve all students (Galassi, Griffin,  and Akos, 2008). This is a major concept I will hold when I begin this profession. Just reading over the examples given throughout the articles reminded me of my work as a "Big" for Big Brothers, Big Sisters in Philadelphia and the volunteering I did at the Boys and Girls Club in downtown Lancaster I did during last semester into the summer. Working within a school system does not guarantee that every student will be the same, unless you actively search to work within that type of environment. I know that many of us have already taken multicultural counseling, and it is imperative that we gain multicultural competence. I also appreciated the discussion on utilizing a strengths based focus to school counseling. I, personally, find it advantageous to not degrade students and emphasize negativity when the potential to excel and prosper could easily be having a school counselor that cares about the students.

Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.

Galassi, J. P., Griffin, D., & Akos, P. (2008). Strengths-based school counseling and the asca national model. Professional School Counseling, 12(2), 176-181.