ASCA Model

Question 1

In an ASCA National Model program, how much of counselor’s time goes to the Delivery component?

Answer 1

80%

Question 2

What document from the ASCA National Model is used to identify and communicate school counseling program priorities to all stakeholders?

Answer 2

Annual Calendar

Question 3

Stanine scores:

Answer 3

Represent 9 statistical units
Are based on a standard bell curve
Have a mean of 5
Have a standard deviation of 2

Question 4

Example of a Career Assessment/Interest Assessment

Answer 4

ASVAB: a standardized test that reveals areas of strength and ability in science, math, and language

Question 5

Criterion-referenced assessment

Answer 5

end of grade exam
end of unit assessments
AP exams

Question 6

What is an example of a norm-referenced exam

Answer 6

SAT

Question 7

The requirement for school counseling program evaluations and school counseling program accountability is discussed in all of the following documents except:

Answer 7

ASCA Mindsets & Behaviors for Student Success

Question 8

It is appropriate for a school counselor to provide counseling to a student as a part of their IEP, but only

Answer 8

on a short-term basis for a specific goal

Question 9

Frank Parsons is the “Father of Guidance” and best know for:

Answer 9

Vocational counseling

Question 10

School program evaluation answers:

Answer 10

How are the students different as a result of the school counseling program?

Question 11

According to ASCA, which of the following is true about the school counselor’s role in educating students with disabilities?

Answer 11

The school counselor’s role is primarily focused on advocating for the legal rights of students with disabilities.

Question 12

Which major component of a comprehensive school counseling program most directly allows a school counselor to demonstrate school-level leadership?

Answer 12

System Support

Question 13

TA state requires all of its students to take an assessment each year that measures mastery of grade-level content standards taught during the year. This type of assessment is best described as a:

Answer 13

Achievement test

Question 14

The counseling theory focused on feelings of inferiority vs. superiority and the birth order of the client is based on whose work?

Answer 14

Alfred Adler

Question 15

The school data profile is a spreadsheet template that school counselors can utilize to track which of the following data points?

Answer 15

Disaggregated achievement data

Question 16

True of False: the ASCA Mindsets & Behaviors for Student Success can be aligned to school and district goals across domains and grade levels.

Answer 16

True

Question 17

Syntax

Answer 17

the arrangement of words and phrases to create well-formed sentences in a language.

Question 18

Semantics

Answer 18

the meaning of a word, phrase, sentence, or text.

Question 19

Pragmatics

Answer 19

Unlike semantics, which focuses on the literal meaning of words, pragmatics focuses on inferred meaning perceived by the speaker and listener, who use manner, place, and time of an utterance to create meaning.

Question 20

phonology

Answer 20

the study of sound patterns and their meanings, both within and across languages. An example of phonology is the study of different sounds and the way they come together to form speech and words - such as the comparison of the sounds of the two “p” sounds in “pop-up.”

Question 21

Identity Moratorium

Answer 21

a status that describes those who are exploring in an attempt to establish an identity but have yet to have made any commitment.

Question 22

Bronfenbrenner’s ecological systems theory

Answer 22

one of the most accepted explanations regarding the influence of social environments on human development. This theory argues that the environment you grow up in affects every facet of your life.

Question 23

Vygotsky’s social development theory

Answer 23

Vygotsky’s social development theory asserts that a child’s cognitive development and learning ability can be guided and mediated by their social interactions. His theory (also called Vygotsky’s Sociocultural theory)

Question 24

Which educational group advocates and supports DAP?

Answer 24

National Association for the Education of Young Children

Question 25

The act which was passed to aid needy students during a time of intense hardship in the 1930s was the:

Answer 25

George-Deen Vocational Education Act

Question 26

The ASCA Mindsets & Behaviors for student success outline standards for student learning that can be addressed through a classroom guidance curriculum. Which component of an ASCA model program includes these standards?

Answer 26

Foundation

Question 27

Drafting mission and vision statements for the program with the principal is a part of the ? component

Answer 27

Manage

Question 28

Needs assessment for students and staff has data that can be used in all BUT

Answer 28

Evaluating the previous years program

Question 29

Consulting is considered to be what type of service?

Answer 29

Indirect Student Service

Question 30

FOUNDATION (ASCA)
School counselors create comprehensive school counseling programs that focus on student
outcomes, teach student competencies and are delivered with identified professional competencies.

Answer 30

Program Focus
Student Competencies
Professional Competencies

Question 31

MANAGEMENT (ASCA)
School counselors incorporate organizational assessments and tools that are concrete,
clearly delineated and reflective of the school’s needs. Assessments and tools include:

Answer 31

School counselor competency and school counseling program assessments to selfevaluate areas of strength and improvement for individual skills and program activities
■ Use-of-time assessment to determine the amount of time spent toward the
recommended 80 percent or more of the school counselor’s time to direct and indirect
services with students
■ Annual agreements developed with and approved by administrators at the beginning
of the school year addressing how the school counseling program is organized and what
goals will be accomplished
■ Advisory councils made up of students, parents, teachers, school counselors,
administrators and community members to review and make recommendations about
school counseling program activities and resu
Use of data to measure the results of the program as well as to promote systemic
change within the school system so every student graduates college- and career-ready
■ Curriculum, small-group and closing-the-gap action plans including developmental,
prevention and intervention activities and services that measure the desired student
competencies and the impact on achievement, behavior and attendance
■ Annual and weekly calendars to keep students, parents, teachers and administrators
informed and to encourage active participation in the school counseling program

Question 32

DELIVERY (ASCA)
School counselors provide services to students, parents, school staff and the community in
the following areas:

Answer 32

Direct Student Services
Direct services are in-person interactions between school counselors and students and include the following:
■ School counseling core curriculum: This curriculum consists of structured lessons
designed to help students attain the desired competencies and to provide all students
with the knowledge, attitudes and skills appropriate for their developmental level. The
school counseling core curriculum is delivered throughout the school’s overall
curriculum and is systematically presented by school counselors in collaboration with
other professional educators in K-12 classroom and group activities.
■ Individual student planning: School counselors coordinate ongoing systemic activities
designed to assist students in establishing personal goals and developing future plans.
■ Responsive services: Responsive services are activities designed to meet students’
immediate needs and concerns. Responsive services may include counseling in individual
or small-group settings or crisis response.
Indirect Student Services
Indirect services are provided on behalf of students as a result of the school counselors’ interactions with others including referrals for additional assistance, consultation and collaboration with parents, teachers, other educators and community organizations.

Question 33

ACCOUNTABILITY (ASCA)

Answer 33

To demonstrate the effectiveness of the school counseling program in measurable terms,
school counselors analyze school and school counseling 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 and analyze school counseling program assessments to guide future action and improve future results for all students. The performance of the school counselor is
evaluated on basic standards of practice expected of school counselors implementing a
comprehensive school counseling program.

Question 34

Foundation

Answer 34

Topics Include:
Program Focus
■ Beliefs
■ Vision Statement
■ Mission Statement
■ Program Goals
Student Competencies
■ ASCA Student
Standards
■ Other Student
Standards
Professional
Competencies
■ School Counselor
Professional
Competencies
■ ASCA Ethical
Standards for School
Counselors

Question 35

Management

Answer 35

Assessments
■ School Counselor
Competencies
Assessment
■ School Counseling
Program Assessment
■ Use-of-Time
Assessment
Tools
■ Annual Agreement
■ Advisory Council
■ Use of Data
■ School Data Profile
■ Program Results Data
(Process, Perception
and Outcomes)
■ Curriculum,
Small-Group and
Closing-the-Gap
Action Plans
■ Lesson Plan
■ Calendars

Question 36

ANNUAL AGREEMENT

Answer 36

Annual agreements outline the organization and focus of the school counseling program
and are made between each school counselor and the administrator in charge of the school
counseling program each school year. These agreements ensure formal discussion between
the school counselor and administrator about the alignment of school counseling program
goals with the goals of the school and can increase an administrator’s understanding of a
comprehensive school counseling program. Each school counselor develops an annual
agreement with the administrator.
When developing the agreement, it is recommended that the agreement:
■ Is created and signed by the school counselor and supervising administrator within the
first two months of school
■ Provides rationale for the school counselor’s use of time based on the school’s data
■ Reflects the school counseling program’s mission and program goals, which align with
the school’s mission
■ Lists the school counselor’s specific responsibilities within the school counseling
program, such as student caseload and program components or activities
■ Identifies areas for professional development for the school counselor

Question 37

ADVISORY COUNCIL

Answer 37

An advisory council is a representative group of stakeholders selected to review and advise
on the implementation of the school counseling program. The council meets at least twice a
year and maintains an agenda and minutes for each meeting.
Advisory councils assist school counselors by:
■ Advising on program goals
■ Reviewing program results
■ Making recommendations about the school counseling program
■ Advocating and engaging in public relations for the school counseling program
■ Advocating for funding and resources

Question 38

SCHOOL DATA PROFILE

Answer 38

Achievement Data
Achievement data measure students’ academic progress. Achievement data fields include:
■ Promotion and retention rates
■ Graduation rates
■ Drop-out rates
■ Standardized test data (e.g., state exams, SAT/ACT scores)
■ Grade-point averages
■ At or above grade/achievement level in reading, math, etc.
■ Passing all classes
■ Completion of specific academic programs (e.g., academic honors, college prep, etc.)
Behavioral Data
Behavioral data measure those fields the literature has shown to be correlated to academic
achievement. These data fields include:
■ Discipline referrals
■ Suspension rates
■ Alcohol, tobacco and other drug violations
■ Attendance rates
■ Course enrollment patterns
■ Post-secondary education attendance rates
■ Parent or guardian involvement
■ Participation in extracurricular activities
■ Homework completion rates

Question 39

PROGRAM RESULTS DATA

Answer 39

School counselors use data not only to identify areas of concern but also to show the
school counseling program has attained goals and made a difference for students (Dimmitt,
Carey & Hatch, 2007). To document how students are different as a result of the school
counseling program, school counselors collect and analyze process, perception and outcome data and include them in program activity results reports.

Question 40

Process data

Answer 40

Process data: Process data answer the question, “What did you do for whom?” and provide evidence that an event occurred. These data describe the way the activities are conducted and how many students were affected by the activity.
Examples:
Eight fourth-grade students participated in a study skills
group that met six times for 45 minutes
■ 450 ninth-graders completed an individual learning plan
■ 38 parents attended the middle school orientation meeting

Question 41

Perception data

Answer 41

Perception data: Perception data answer the question, “What do people think they know,
believe or can do?” These data can be collected through surveys such as pre-post tests, needs
assessments, program evaluation surveys or feedback surveys measuring self-reports of:
■ Attainment of competencies
■ Changes in attitudes and beliefs
■ Perceived gains in knowledge
Examples:
Pre-Post Given before and after an intervention to determine
knowledge gained or to measure a change in perspective
Needs Assessment Given to students or stakeholders to gather their perception
of student or program needs
Program/Activity
Evaluation
Given after an intervention or activity to gather participants’
opinions about the value of the intervention or activity
Opinion Survey Given to students or stakeholders to understand their perceptions of the school counseling program or activities
Achievement of
Competencies
■ 100 percent of ninth-graders understand graduation
requirements and have completed a graduation plan
■ 100 percent of sixth-graders can identify three career
interests
Changes in Attitudes
or Beliefs
■ 93 percent of fourth-graders believe fighting is not an
appropriate method of solving problems
■ 69 percent of all students report feeling safe at school
■ 90 percent of the parents report benefiting from a
presentation on college entrance requirements
Gains in Knowledge ■ 89 percent of ninth-graders demonstrate knowledge of
promotion requirements
■ 92 percent of all students can identify the early warning
signs of violence

Question 42

Outcome data

Answer 42

Outcome data: Although it is important to keep track of process and perception data so
interventions can be replicated or improved, these data alone are not sufficient to evaluate
the effectiveness of interventions. Outcome data show the impact of an activity or program
and answer the question, “So what?”
Outcome data provide data provide school counselors with the opportunity to discuss the
extent to which the program has had a positive impact on students’ ability to utilize their
knowledge, attitudes and skills to effect improvement in achievement and behavior. These
data are collected from multiple sources and include fields such as promotion rates, attendance rates, number of discipline referrals, grade-point averages, student graduation rates,
etc. Examples of outcome data for behavior change include:
Achievement
Outcome Data
■ Graduation rate improved from 79 percent to 86 percent.
■ Identified ninth-graders increased GPA from 2.0 to 3.4
between first and final marking period.
■ Fourth-graders improved state math score from 69 to 73.
Attendance
Outcome Data
■ Average attendance increased from 88 percent to 91
percent.
■ Identified students decreased average number of days
absent from 15 to 8 during final marking period.
Behavioral
Outcome Data
■ Discipline referrals decreased by 30 percent for students
with four or more referrals.
■ Number of students referred for discipline decreased by 15
percent by the end of the school year.

Question 43

Action Plans

Answer 43

To efficiently and effectively deliver the school counseling program, there must be a plan
detailing how the school counselor intends to achieve the desired results (Johnson & Johnson, 2001). Action plans are utilized within three areas: school counseling curriculum,
small groups and closing-the-gap activities.
The templates of all three types of action plan are similar and contain the following information:
■ Goals to be addressed
■ Domain(s), standard(s) and competencies, which are consistent with school and program
goals
■ Description of school counseling activities to be delivered
■ Title of any packaged or created curriculum that will be used
■ Timeline for completion of activities
■ Name of person(s) responsible for each activity
■ Methods of evaluating school success using process, perception and outcome data
■ Expected results for students stated in terms of what will be demonstrated by the student

Question 44

Closing-the-Gap Action Plan

Answer 44

The closing-the-gap action plan template serves as a guide to address academic or behavioral discrepancies that exist between student groups. These discrepancies, often referred to
as gaps, are identified through the review of disaggregated data, and school counselors develop detailed action plans indicating activities and resources leveraged to close the gaps.
Closing-the-gap activities often change from year to year based on student needs as demonstrated in the school’s data. The template (see p. 71) assists school counselors in the design, implementation and documentation of closing-the-gap action plans.

Question 45

Annual calendar

Answer 45

School counselors use the annual calendar to identify and communicate school counseling
program priorities. The school counseling program has one annual calendar that includes
all major school counseling activities delivered or coordinated by the school counselor(s).
The annual calendar can increase visibility of the school counseling program and provide
focus on events or activities of value for the students, parents and staff.

Question 46

Delivery System

Answer 46

Topics Include:
Direct Student Services
■ School Counseling
Core Curriculum
■ Individual Student
Planning
■ Responsive Services
Indirect Student
Services
■ Referrals
■ Consultation
■ Collaboration

Question 47

Accountability

Answer 47

Topics Include:
Data Analysis
■ School Data Profile
Analysis
■ Use-of-Time Analysis
Program Results
■ Curriculum Results
Analysis
■ Small-Group Results
Analysis
■ Closing-the-Gap
Results Analysis
Evaluation and
Improvement
■ School Counselor
Competencies
Assessment Analysis
■ Program Assessment
Analysis
■ School Counselor
Performance
Appraisal

Question 48

Adolf Adler

Answer 48

Adler developed the first holistic theory of personality, psychopathology, and psychotherapy that was intimately connected to a humanistic philosophy of living.
Inferiority

Question 49

Erik Erikson

Answer 49

Erikson maintained that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis which could have a positive or negative outcome for personality development.
Psychosocial Theory

Question 50

Erich Fromm

Answer 50

Erich Fromm (1800-1980) was a German-American psychoanalyst, associated with the Frankfurt School, who emphasized the role that culture plays in the development of personality. He advocated psychoanalysis as a tool for curing cultural problems and thus reducing mental illness.

Question 51

Piaget

Answer 51

Jean Piaget’s theory of cognitive development suggests that children move through four different stages of learning. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.1 Piaget’s stages are:

Sensorimotor stage: Birth to 2 years
Preoperational stage: Ages 2 to 7
Concrete operational stage: Ages 7 to 11
Formal operational stage: Ages 12 and up

Question 52

aptitude test

Answer 52

aptitude test, examination that attempts to determine and measure a person’s ability to acquire, through future training, some specific set of skills (intellectual, motor, and so on)

Question 53

Yalom’s Group Therapy stages

Answer 53

Stage 1. Forming; the orientation phase. The leader is most active in this stage. Universal norms are discussed such as confidentiality, attendance, and rules of communication and participation are addressed. This is the stage that discusses the time frame/termination of the group.
Stage 2. Storming; the transition phase. Anxiety, ambiguity, and conflict become prevalent as group members test and act-out behaviors to define themselves and the group norms. This stage creates an interpersonal climate where members should feel free to disagree with each other.
Stage 3. Norming; the cohesiveness phase. Members develop group-specific standards (cohesiveness) and therapeutic alliance forms such as disapproving late-arriving members, or the level of anger/conflict that will be tolerated.
Stage 4. Working; the performing phase. During this stage, individual growth and team productivity, and effectiveness occur. Members experiment with new ideas or behaviors and egalitarianism develops.
Stage 5. Adjourning; the termination phase. The closure for the group as a whole or the individual that left. The primary task is to discuss and review actual outcomes and achievements, explore feelings of what worked (and what didn’t), and any feelings of loss. Introducing new concerns or initiatives is not appropriate.

Question 54

Mindmapping (SFBT)

Answer 54

Mind mapping is a visual thinking tool that helps structure information. It helps clients to better analyze, comprehend, and generate new ideas in areas they might not have been automatically self-generated. Having it on paper gives them a reference point for future goal setting as well.

Question 55

SFBT Questions

Answer 55

1. Miracle Question
   Here is a clear example of how to administer the miracle question. It should be delivered deliberately. When done so, it allows the client to imagine the miracle occurring.

“Now, I want to ask you a strange question. Suppose that while you are sleeping tonight and the entire house is quiet, a miracle happens. The miracle is that the problem which brought you here is solved. However, because you are sleeping, you don’t know that the miracle has happened. So, when you wake up tomorrow morning, what will be different that will tell you that a miracle has happened and the problem which brought you here is solved?” (de Shazer, 1988)

2. Presupposing change questions
   A practitioner of solution-focused therapy asks questions in an approach derived way.

Here are a few examples of presupposing change questions:

“What stopped complete disaster from occurring?”
“How did you avoid falling apart.”
“What kept you from unraveling?”

3. Exception Questions
   Examples of exception questions include:
4. Tell me about times when you don’t get angry.
5. Tell me about times you felt the happiest.
6. When was the last time that you feel you had a better day?
7. Was there ever a time when you felt happy in your relationship?
8. What was it about that day that made it a better day?
9. Can you think of a time when the problem was not present in your life?
10. Scaling Questions
    These are questions that allow a client to rate their experience. They also allow for a client to evaluate their motivation to change their experience. Scaling questions allow for a practitioner to add a follow-up question that is in the positive as well.

An example of a scaling question:
“On a scale of 1-10, with 10 representing the best it can be and one the worst, where would you say you are today?”

A follow-up question:
“ Why a four and not a five?”

Questions like these allow the client to explore the positive, as well as their commitment to the changes that need to occur.

5. Coping Questions
   These types of questions open clients up to their resiliency. Clients are experts in their life experience. Helping them see what works, allows them to grow from a place of strength.

“How have you managed so far?”
“What have you done to stay afloat?”
“What is working?”

Question 56

SFBT Activities

Answer 56

4 Activities & Exercises
A short selection of exercises which can be used

1. Solution-focused art therapy/ letter writing
   A powerful in-session task is to request a client to draw or write about one of the following, as part of art therapy:

a picture of their miracle
something the client does well
a day when everything went well. What was different about that day?
a special person in their life
2. Strengths Finders
Have a client focus on a time when they felt their strongest. Ask them to highlight what strengths were present when things were going well. This can be an illuminating activity that helps clients focus on the strengths they already have inside of them.

A variation of this task is to have a client ask people who are important in their lives to tell them how they view the client’s strengths. Collecting strengths from another’s perspective can be very illuminating and helpful in bringing a client into a strength perspective.

3. Solution Mind Mapping
   A creative way to guide a client into a brainstorm of solutions is by mind mapping. Have the miracle at the center of the mind map. From the center, have a client create branches of solutions to make that miracle happen. By exploring solution options, a client will self-generate and be more connected to the outcome.
4. Experiment Journals
   Encourage clients to do experiments in real-life settings concerning the presenting problem. Have the client keep track of what works from an approach perspective. Reassure the client that a variety of experiments is a helpful approach.

Question 57

SFBT Techniques website

Answer 57

chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.louisianabelieves.com/docs/counselor-toolbox-resources/top-10-solution-focused-counseling-techniques.pdf?sfvrsn=0

Question 58

CBT

Answer 58

The key principle behind CBT is that your thought patterns affect your emotions, which, in turn, can affect your behaviors.

Question 59

CBT activities for school environment

Answer 59

4. Journaling and thought records
   Writing is a time-honored way of getting in touch with your own thoughts.

Your therapist may ask you to list negative thoughts that occurred to you between sessions, as well as positive thoughts you can choose instead.

Another writing exercise is to keep track of the new thoughts and new behaviors you put into practice since the last session. Putting it in writing can help you see how far you’ve come.

5. Activity scheduling and behavior activation
   If there’s an activity you tend to put off or avoid due to fear or anxiety, getting it on your calendar can help. Once the burden of decision is gone, you may be more likely to follow through.

Activity scheduling can help establish good habits and provide ample opportunity to put what you’ve learned into practice.
Relaxation and stress reduction techniques
In CBT, you may be taught some progressive relaxation techniques, such as:

deep breathing exercises
muscle relaxation
imagery
You’ll learn practical skills to help lower stress and increase your sense of control. This can be helpful in dealing with phobias, social anxieties, and other stressors.

8. Role playing
   Role playing can help you work through different behaviors in potentially difficult situations. Playing out possible scenarios can lessen fear and can be used for:

improving problem solving skills
gaining familiarity and confidence in certain situations
practicing social skills
assertiveness training
improving communication skills
9. Successive approximation
This involves taking tasks that seem overwhelming and breaking them into smaller, more achievable steps. Each successive step builds upon the previous steps so you gain confidence as you go, bit by bit.

Question 60

CBT can help with

Answer 60

It can also help with:

learning to manage powerful emotions like anger, fear, or sadness
dealing with grief
managing symptoms or preventing mental illness relapses
coping with physical health problems
conflict resolution
improving communication skills
assertiveness training

Question 61

What is a good way to evaluate program effectiveness in achieving goals?

Answer 61

Checklists of students’ mindsets and behaviors with regard to targeted skills