Growth in Knowledge and Skills Using the ASCA National Model
Throughout my school counseling training and internship experience, I have experienced significant growth in both knowledge and practical skills, particularly in relation to the ASCA National Model. This model has provided the foundation for understanding how to structure, deliver, and evaluate a comprehensive school counseling program that improves outcomes for all students.
Early in my training, I understood the framework of the ASCA National Model in theory. However, through my internship experience, instructor feedback, and hands-on learning, I began to internalize and apply the model’s components in real school settings—especially the Accountability and Delivery systems.
🔹 Identifying ASCA Student Standards and Addressing Gaps
One area of my development has been in identifying the ASCA Mindsets & Behaviors for Student Success that directly support student achievement, attendance, and behavior. With guidance from my site supervisor and coursework, I learned to analyze school data to determine achievement gaps and student needs.
For example, I helped develop a small-group counseling initiative focused on social-emotional learning for students struggling with peer conflict. I used ASCA’s Mindset M1 ("Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being") and Behavior Standard B-SMS 7 ("Demonstrate effective coping skills when faced with a problem") to shape session objectives and outcomes.
In addition to small groups, I participated in a closing-the-gap action plan focused on increasing academic performance among 9th grade students with multiple Ds and Fs. I collected baseline data, collaborated with teachers and parents, and helped facilitate academic support sessions. Through these experiences, I recognized how intentional alignment with ASCA standards drives meaningful results.
🔹 Using Evidence-Based Counseling Strategies
Another area of growth has been my increased ability to use evidence-based counseling strategies in both prevention and intervention work. Initially, I was unsure how to select techniques that were developmentally appropriate and supported by research. After receiving instructor and supervisor feedback, I practiced and implemented a variety of methods, such as:
Cognitive-behavioral techniques for managing test anxiety and negative self-talk
Solution-focused brief counseling to support short-term goal setting
Mindfulness strategies to increase self-regulation in students with behavioral concerns
These tools proved especially effective in both one-on-one sessions and small group settings. I also collaborated with school staff and used indirect services such as consultation and referrals to connect students with additional resources when needed.
🔹 Personal Reflection and Professional Growth
The feedback from my instructors emphasized the importance of being intentional in how I align counseling services with ASCA standards and student data. Through supervision, reflection, and practice, I have grown from simply applying techniques to critically evaluating how each activity contributes to student outcomes.
I now feel more confident in my ability to:
Use data to drive decision-making
Plan and implement direct and indirect services
Select and apply developmentally appropriate, research-based strategies
Act as a collaborative advocate for student success
This journey has been both humbling and empowering. As I continue developing as a school counselor, I am committed to applying the ASCA National Model with fidelity to ensure equitable outcomes for all students.