Blog 7

   
        When reading the case study at the beginning of chapter 7, I can see how the counselors seem daunted by the “extra work that they needed to do to prove that their interventions and programs were effective. I feel as though sometimes when you are told you must change the way you are doing something, the initial reaction is how and with what time. Throughout the course this semester, we have talked in great length about how important having data to back up why as counselors we do things. It seems only natural that we would need to include the who, what, where, when and why's to programs implemented into a school system already existing. The way the ASCA National Model is developed should make the process of collected data and showing evidence towards a program working or not working, easier for all involved.

          Something that stuck out while reading this chapter was this statement, " often discussion regarding data can provoke a range of feelings that might uncover biases, racial attitudes, and even denial about what the data is suggesting", (Dollarhide& Saginak, 2012, pg. 111). It brings me to think about something that is so very important in becoming a school counselor and that is having self-awareness. Awareness of your own biases and limitations of knowledge in specific areas. Knowing what we need to improve upon and change is important and based on evidence and data, it is how we know we are being accountable as school counselors and creating an environment where all stakeholders involved can have a positive impact on the students in the schools we are working at. Using the resources and community of school counselors is important to providing a network of knowledge and experiences that can benefit all school counselors, those that are new and those that have been counselors for many years. Something that I feel is important to accountability is closing the gap between those counselors that were not trained on the ASCA National Model, and school counselors that are graduating with in the last couple of years. A trend that comes to mind when we were interviewing the counselors was the lack of knowledge of what school counselors actually do and how they go about doing it along with the age gap between counselors.

      I really liked the idea of action research, evaluating one’s own work, and sometimes when a counselor is trying something new, there isn't always going to be the necessary evidence to back up the program initially, and that is okay, evaluating what you have already done and are trying to do and pulling from different areas of research can generate the data needed to prove why you are choosing to create a specific program or activity. This is something that I am encountering while figuring out what my school competency program is going to look like over the next two semesters. I can understand how important data is and how it ties into all the areas of the ASCA National model, with the delivery system, management and domains.


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