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Praxis Study Group > History/Role of School Counselor > Flashcards

History/Role of School Counselor Flashcards

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1
Q

Benefits of ASCA membership?

A 
School counseling magazines 
Continuing education courses 
Liability insurance 
Networking 
Use ASCA logo on business cards
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2
Q

When did vocational counseling begin as a profession in the US?

A

Early 1900s

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3
Q

How did counseling shift in the 1920s?

A

It became more about personal adjustment

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4
Q

What was “pupil personnel services” and when was it created?

A

Pupil personnel services was a shift in counseling in the 1930s. It focused more heavily on guidance services for students, and it provided more structure to the profession.

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5
Q

What was the federal legislation that impacted school counseling in the 1940s and 1950s?

A

Vocational Educational Act of 1946

National Defense Education Act (NDEA) of 1958

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6
Q

When was ASCA formed?

A

1952

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7
Q

How did counseling change in the 1960s-1980s?

A

People questioned the validity of counseling
Calls to organize the profession around clear goals grew louder
The conversation and debate continued: Should it be about guidance, counseling, or guidance counseling?
This led to development of ASCA national model

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8
Q

When was the ASCA National Model created?

A

2003

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9
Q

When did federal legislation change terminology from guidance to school counselor?

A

2001

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10
Q

What was the purpose of the (original) ASCA National Model?

A

Provided consistency and standardization to school counseling programs across the country. States adopted the National Model from 2003-present.

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11
Q

What was Carl Rogers role in the development school counseling?

A

His “client centered” approach influenced counselors and their way of working with kids in schools.

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12
Q

What is the “Foundation” portion of the ASCA National Model?

A

Create comprehensive programs focused on student outcomes, teach student competencies and are delivered with identified professional competencies.

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13
Q

What is the “Management” portion of the ASCA model?

A

Incorporate organizational assessments and tools that are concrete, clearly delineated and reflective of the school’s needs

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14
Q

What is the “Delivery” portion of the ASCA model?

A

Provide services to students, parents, school staff and the community

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15
Q

What is the “Accountability” portion of the ASCA model?

A

Utilize assessment tools to determine:

  • How students are different because of school counseling program
  • Impact of school counseling on attendance, achievement, behavior, etc.
  • The performance of the school counselor
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16
Q

What are the three forms of student development that the ASCA model focuses on?

A

Academic, Career, and Social/Emotional

17
Q

Appropriate or inappropriate task for school counselor: Provide long-term counseling to address psychological needs of students

A

Inappropriate

18
Q

Appropriate or inappropriate task for school counselor: Computing GPA for students

A

Inappropriate; counselors should analyze that data but not put it into the system

19
Q

Appropriate or inappropriate task for school counselor: protecting student records and information
per state and federal regulations

A

Appropriate

20
Q

Appropriate or inappropriate task for school counselor: Signing passes for students who are tardy or absent

A

Inappropriate – counselors should provide counseling to students who are tardy or absent but not be in charge of writing passes for them.

21
Q

What are three direct services school counselors provide?

A

Instruction
Appraisal and Advisement
Counseling

22
Q

Appropriate or inappropriate task for school counselor: Supervising classrooms or common areas

A

Inappropriate

23
Q

Appropriate or inappropriate task for school counselor: Interpreting student data

A

Appropriate

24
Q

What are some milestones for children ages 2-3?

A
  • HEIGHT AND WEIGHT INCREASE SLOWER THAN IN INFANCY
  • BALANCE IMPROVES
  • PUTS ON AND REMOVES SIMPLE ITEMS OF CLOTHING
  • UNDERSTANDS THE SYMBOLIC FUNCTION OF PHOTOS
  • RECOGNITION MEMORY IS WELL DEVELOPED
  • BEGINS TO COUNT
  • VOCABULARY INCREASES (SPEAKS IN SIMPLE SENTENCES) – DISPLAYS EFFECTIVE CONVERSATIONAL SKILLS.
  • UNDERSTANDS CAUSES, CONSEQUENCES, AND BEHAVIORAL SIGNS OF BASIC EMOTIONS.
  • BEGINS TO DEVELOP SELF-CONCEPT AND SELF-ESTEEM
25
Q

What are some milestones for children ages 3-4?

A
  • RUNNING, JUMPING, HOPPING, THROWING, AND CATCHING; BECOME BETTER COORDINATED
  • GRASPS CONVERSATIONS
  • SORTS FAMILIAR OBJECTS
  • KNOWS THE MEANING OF NUMBERS UP TO 10
  • COINS NEW WORDS BASED ON KNOWN WORDS
  • MASTERS INCREASINGLY COMPLEX GRAMMATICAL STRUCTURES
  • ADJUSTS SPEECH TO FIT THE AGE, SEX, AND SOCIAL STATUS OF LISTENERS
  • DESCRIBES SELF IN TERMS OF OBSERVABLE CHARACTERISTICS AND TYPICAL EMOTIONS AND ATTITUDES
  • RELIES MORE ON LANGUAGE TO EXPRESS EMPATHY
  • FORMS FIRST FRIENDSHIPS (PREFERS SAME-SEX FRIENDS)
  • DISTINGUISHES TRUTHFULNESS FROM LYING
26
Q

What are some milestones for children ages 5-6?

A
  • STARTS TO LOOSE PRIMARY TEETH
  • TIES SHOES
  • COPIES SOME NUMBERS AND SIMPLE WORDS (LEARNS TO PRINT NAME)
  • IMPROVES THE ABILITY TO DISTINGUISH APPEARANCE FROM REALITY
  • MAGICAL BELIEFS DECLINE
  • GAINS EXECUTIVE FUNCTIONING (PLANNING)
  • IMPROVES: RECOGNITION, RECALL, SCRIPTED MEMORY AND AUTOBIOGRAPHICAL MEMORY
  • UNDERSTANDS HOW LETTERS AND SOUNDS ARE LINKED
  • BY AGE 6 CHILDREN SHOULD HAVE MASTERED APPROXIMATELY 10,000 WORDS
  • IMPROVES IN EMOTIONAL UNDERSTANDING, -INCLUDING THE ABILITY TO INTERPRET, PREDICT, AND INFLUENCE OTHERS’ EMOTIONAL REACTIONS
  • HAS ACQUIRED MORALLY RELEVANT RULES AND BEHAVIORS
27
Q

What are some milestones for children ages 6-8?

A

-PERMANENT TEETH GRADUALLY REPLACE PRIMARY TEETH
-LEGIBILITY OF WRITING INCREASES
-GAMES WITH RULES AND ROUGH-AND-TUMBLE PLAY BECOME COMMON
-THOUGHT BECOMES MORE LOGICAL
INFORMATION and PROCESSING SPEED INCREASES
-GAINS FURTHER EXECUTIVE FUNCTIONING (FLEXIBLE SHIFTING OF ATTENTION, WORKING MEMORY CAPACITY, PLANNING ON MULTISTEP TASKS)
USES MEMORY STRATEGIES (REHEARSAL AND ORGANIZATIONAL)
-MASTER COMPLEX MATHEMATICAL SKILLS
-REACHES COMPREHENSION OF 40,000 WORDS
-WORD DEFINITIONS ARE CONCRETE
-UNDERSTANDING OR IRONY AND SARCASM DEVELOP
SELF-CONCEPT INCREASES (PERSONALITY TRAITS, COMPETENCIES,)
-RESOLVES CONFLICTS MORE EFFECTIVELY
-RECOGNIZES THAT PEOPLE CAN EXPERIENCE MORE THAN ONE EMOTION AT A TIME

28
Q

Milestones for children ages 9-11?

A

-ADOLESCENTS GROWTH SPURT BEGINS (2 YEARS EARLIER IN GIRLS THAN IN BOYS)
-BETTER COORDINATION IN EXECUTING GROSS -MOTOR SKILLS (RUNNING, JUMPING, CATCHING)
SPATIAL REASONING IMPROVES (UNDERSTANDS AND CAN READ MAPS)
-COGNITIVE AND SELF-REGULATION IMPROVES
-GRASPS MULTIPLE MEANINGS OF WORDS
-DISTINGUISHES ABILITY, EFFORT, AND EXTERNAL FACTORS (SUCH AS LUCK)IN ATTRIBUTIONS TO SUCCESS AND FAILURE
-BECOMES MORE KNOWLEDGEABLE ABOUT SOCIALLY EXPECTABLE WAYS TO EXPRESS NEGATIVE EMOTIONS (LINKS MORAL RULES AND SOCIAL CONVENTIONS)
-FRIENDSHIPS BECOME MORE SELECTIVE AND ARE BASED ON MUTUAL TRUST (PEER GROUPS EMERGE)
-BECOMES MORE AWARE OF GENDER STEREOTYPES (GENDER IDENTITY EXPANDS)
-SIBLING RIVALRY TENDS TO INCREASE

29
Q

Milestones for children ages 11-14 (early adolescence)?

A
  • GIRLS REACH PEAK OR GROWTHS SPURT, ADDS MORE BODY FAT THAN MUSCLE, AND BEGINS TO MENSTRUATE.
  • BOYS BEGINS GROWTHS SPURTS, STARTS TO EJACULATE SEMINAL FLUID
  • AWARENESS OF SEXUAL ORIENTATION
  • REACTS MORE STRONGLY TO STRESSFUL EVENTS
  • GAINS DEDUCTIVE REASONING AND SCIENTIFIC REASONING
  • BECOMES MORE SELF-CONSCIOUS AND SELF-FOCUSED
  • MOODINESS AND PARENT-CHILD CONFLICT INCREASE
  • SPENDS LESS TIME WITH PARENTS AND SIBLINGS AND MORE TIME WITH PEERS
  • PEER GROUPS BECOME ORGANIZED INTO SAME SEX CLIQUES (FRIENDSHIPS DECLINE IN NUMBERS.
30
Q

Milestones in children ages 14-16 (middle adolescence)?

A
  • GIRLS COMPLETE GROWTH SPURTS
  • BOYS REACH PEAK OF GROWTH SPURTS, VOICES DEEPEN, ADD MUSCLE WHILE BODY FAT DECLINES, AND MOTOR PERFORMANCE IMPROVES.
  • MAY BE SEXUALLY ACTIVE
  • IMPROVES EXECUTIVE FUNCTIONING (METACOGNITION, SELF-REGULATION)
  • BECOMES LESS SELF-CONSCIOUS AND SELF-FOCUSED
  • IMPROVES DECISION MAKING SKILLS
  • INCREASINGLY EMPHASIZES IDEAL RECIPROCITY AND SOCIETAL LAWS AS THE BASIS FOR RESOLVING MORAL DILEMMAS.
  • MIXED SEX CLIQUES BECOME COMMON
  • BEGINS TO START DATING
31
Q

Milestones for adults ages 18-30?

A
  • ATHLETIC SKILLS THAT REQUIRE SPEED OF LIMB MOVEMENT, ENDURANCE AND ARM-HAND STEADINESS PEAK (THEN DECLINE)
  • DECLINES IN TOUCH SENSITIVITY, CARDIOVASCULAR AND RESPIRATORY CAPACITY, IMMUNE SYSTEM FUNCTIONING, AND SKIN ELASTICITY BEGINS.
  • GRADUAL WEIGHT GAIN BEGINS (CONTINUES THROUGH MIDDLE ADULT HOOD)
  • SEXUAL ACTIVITY INCREASES
  • DUALISTIC THINKING DECLINES IN FAVOR OF REALISTIC THINKING (COLLEGE EDUCATED ADULTS)
  • NARROWS VOCATIONAL OPTIONS
  • GAINS COGNITIVE – AFFECTIVE COMPLEXITY
  • DEVELOPS EXPERTISE (ENHANCES PROBLEM SOLVING)
  • MAY INCREASE IN CREATIVITY
  • FORMS A MORE COMPLEX SELF CONCEPT
  • LEAVES THE PARENTAL HOME PERMANENTLY (CAREER OR HIGHER EDUCATION)
  • STRIVES TO MAKE A LONG TERM, INTIMATE CONNECTION WITH A PARTNER
32
Q

Milestones for 30-40 year olds?

A
  • DECLINES IN VISION AND HEARING
  • REPRODUCTIVE CAPACITY DECLINES (WOMEN)
  • FERTILITY PROBLEMS INCREASE
  • SEMEN VOLUME AND SPERM MOTILITY DECREASE (MEN)
  • HAIR BEGINS TO GRAY AND THIN
  • SEXUAL ACTIVITY DECLINES
  • CONTINUES TO DEVELOP EXPERTISE IN CHOSEN CAREER FIELD
  • CREATIVE ACCOMPLISHMENT OFTEN PEAKS
  • MAY COHABITATE, MARRY AND BECOME PARENTS
  • INCREASINGLY ESTABLISHES A NICHE IN SOCIETY THROUGH FAMILY, OCCUPATIONAL, AND COMMUNITY COMMITMENTS
33
Q

Milestones for 50-65 year-olds?

A
  • EYES LOSE THE CAPACITY TO ADJUST TO OBJECTS AT VARYING DISTANCES
  • HEARING LOSS GRADUALLY EXTENDS TO ALL FREQUENCIES (REMAINS GREATEST FOR HIGH FREQUENCIES)
  • SKIN CONTINUES TO WRINKLE AND SAG
  • MENOPAUSE OCCURS (WOMEN)
  • INABILITY TO OBTAIN AN ERECTION
  • LOSS OF BONE MASS CONTINUES
  • HEIGHT BEGINS TO DROP (COLLAPSE OF DISKS IN THE SPINAL COLUMN)
  • EMOTIONAL SUPPORT AND PRACTICAL ASSISTANCE OF AGING PARENTS INCREASE.
  • MAY RETIRE
34
Q

Development in late adulthood (age 80+)?

A
  • MOBILITY DIMINISHES AS MUSCLE AND BONE STRENGTH AND JOINT FLEXIBILITY DECLINE
  • FLUID INTELLIGENCE DECLINE FURTHER; CRYSTALLIZED INTELLIGENCE DECLINES (MODESTLY)
  • MAY DEVELOP GEROTRANCEDENCE ( A COSMIC PERSPECTIVE DIRECTED BEYOND THE SELF)
  • RELATIONSHIPS WITH ADULT CHILDREN BECOME MORE IMPORTANT
  • FREQUENCY AND VARIETY OF LEISURE AND VOLUNTEER ACTIVITIES MAY DECLINE.

Praxis Study Group (5 decks)

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