Need help rewording 3 discussion board post.  I am retaking a class and unable to use the discussion board post that I used previously.  I need to have the discussion board post re-worded to look like new post.  I need discussion board 1 tonight by 11 and the others 2  I can wait for 7 days.  edce661reworddiscussions.docxDiscussion Board 1
You are an elementary school counselor and you just found out that the principal has created a
task force within your school to help identify and develop strategies to close the achievement
gap. You, the only school counselor in your school, were not approached about serving on this
voluntary committee. How would you convince your principal that you could be of significant
value as a member of the task force team? Be sure to describe and advocate for the following in
your original posting: New vision roles of educator and counselor, and how these roles related to
important others (e.g., teachers, the school psychologist, school social workers, school
administrators). New vision-focused professional school counselor identity The ASCA Model
and Standards Professional Organizations and advanced voluntary credentials What ethical
issues need to be considered pertaining to Advocacy
In the wake of finding out about a task force team that had been assembled inside of my school that is
fundamental intention is to diminish the achievement gap, I would first talk with the principal to examine
his/her reason that the school counselor was not considered for the group. I feel that this action would be
the first appropriate step to understand the goals of the principle regarding the team. Once I have
conversed with the principal I would ask that he/she consider adding me, the professional school
counselor, to the team. I would clarify that my preparation and training would permit me to be an
extraordinary advantage for the group. I would likewise clarify that my insight, data, and assets would be
of awesome support to the team. While meeting with principal I would discuss the transforming school
counseling initiative that is taking place in which the professional school counselor’s mission is to
implement systematic, comprehensive, and developmental school counseling programs that removes
barriers to education, career, and social/personal development for the entire student body (Erford, 2015).
I believe discussing how the ASCA National Model could be of great use for developing a program that
could significantly reduce the achievement gap and provide evidence based research with data showing
how programs implemented with this model can significantly impact achievement (Hartline & Cobia,
2012). Providing the school principal with the appropriate data from assessments could possibly address
the needs in the achievement gap. This comprehensive counseling program would be able to address
issues in all three domains of academic, career, and social/personal development. Furthermore, I would
provide an outline of a counseling program that follows the ASCA National Model, showing the
foundation, including the program mission statement that would align with the school’s mission statement
as well as that of their task force; management and delivery, including the services that will be used as
well as the dates and times; and accountability to show how the program’s outcomes are measured by
actual data from the program (ASCA, 2012).
Describing the counseling program not as an individual program but a systemic one, I can explain
how the ASCA National Model uses collaboration and consultation with all of the stakeholders, including
teachers and administration. I would urge the principal and other members of the team to become allies
with the school counselor and use all resources possible to help close the achievement gap. Using
counselors as educators in classroom guidance can be a great resource for providing support with the
students as well as educating the teachers on most effective, evidence based practices to use in their
classrooms to help motivate students can all be beneficial. Additionally, professional school counselors
who have been to CACREP accredited institutions have been widely educated in multicultural issues and
topics and can be great advocates for the students.
As the only school counselor for this elementary school, I would inform the principal that my
involvement on this task force and implementation of a comprehensive counseling program that follows
the ASCA National Model and works in collaboration with the rest of the task force and school could
provide significant impacts on lowering the achievement gap within our school.
American School Counseling Association. (2012). ASCA national model: a framework for school
counseling. (3rd Ed.). Alexandria, VA: American School Counselor Association.
Erford, B. T. (2015). Transforming the school counseling profession. (5th Ed.).
Boston, MA: Pearson Education,
Hartline, J. & Cobia, D. (2012). School counselors: closing achievement gaps and writing results
reports. Professional School Counselor. 16(1), 71-79.
Discussion 2
You are a high school counselor. Maria is a 12th grade student who has just moved to the U.S.
from Spain because her parents passed away. She is living with her cousin, who is currently on
free and reduced lunch. Your school has a very small Hispanic population, and you have little
experience with Hispanic students. Maria knows very little English, yet she is required to be a
part of the mainstreamed classes because an “English as a Second Language” class is not
available. Maria is also pregnant. In fact, there has been a recent increase in teenage pregnancy at
your high school. Please cover all the points/questions noted below in your original posting. As
Maria’s professional school counselor, how would you assist her with issues that have personal,
emotional, developmental, cultural, and spiritual/religious ramifications? Specifically identify
strategies, programs, and practices that advocate for social justice and academic success for
Maria. Identify how you would use collaboration and consultation to work with students,
teachers, parents, and community agencies to reduce the recent increase in teenage pregnancy at
your school. Briefly, compare and contrast the 3 models of consultation presented in the Erford
text, and identify the model that you would apply to address the issue of teenage pregnancy in
your school and why? What are the ethical and legal considerations in this case?
Maria comes to her new school with some complex needs while facing a lot of adversity.
First and foremost the school counselor is ethically bound to advocate for Maria and ensure she
receives needed services in a “inclusive and culturally responsible language” (ASCA, 2010, p.6).
The counselor is also bound to provide appropriate referrals within the community for
specialized resources (ASCA, 2010). In Maria’s case, both of these ethical responsibilities are
Social Justice counseling is promoting equality “ and the well-bing of culturally diverse
persons” (Erford, 2015) and in this particular case, Maria. As I identify strategies, programs and
practices for Maria I would want to follow the framework provided in the Erford text. Prior to
beginning any counseling, I would want to eliminate any language barrier. Interpreters should be
used until the school counselor and student can effectively communicate together in the same
language (Clemente, Collison, 2000). Through empowerment counseling, I would encourage
Maria to identify a problem in which she would like to work on. It is through this empowerment
counseling that one would hope to address some of Maria’s personal and emotional concerns
such as grief. We want to equip her with the necessary skills and strategies so that she can begin
to problem solve on her own. Secondly, we would need to consult with her guardian. In speaking
with the guardian, it would be important to find out if they even know of the pregnancy and if
they do what type of support can they provide. Then the school counselor needs to connect with
the community supports. This would include making sure Maria has proper pre-natal care that is
subsidized, spiritual support from a local or support groups for pregnant teens that are Spanish
speaking within her community. Lastly the school counselor needs to advocate for Maria’s
academic needs. Since the English language is a big struggle, the school counselor needs to
advocate for ESL classes or some other service to improve her English. Her peers could also
benefit from core curriculum that deals with multicultural issues (Erford, 2015).
Erford explained 3 types of consultation, triadic-dependent, collaborative- dependent and collaborative –
interdependent. What sets them apart from each other is how the consultant and consultee interact with each other.
In the triadic-dependent model the consultee looks to the consultant as the expert and relies on them for problem
solving. The consultant helps bring about change in the consultee. In the collaborative-dependent model the
consultant is still the problem-solving expert but they create a partnership with the consultee. Through this
partnership mutual goals and plans are developed and the consultee is responsible for implementing said plan. This
model is typically used for client-focused consultation (Eford, 2015). Collaborative-interdependent is used for more
complex problems that are “multicasual and multicontextual” (Eford, 2015) such as teen pregnancy. In dealing with
teen pregnancy using the collaborative-interdependent model family members, community members, school
personnel and other professionals would collaborate together. Nobody is viewed as the expert, rather they are all
sharing their knowledge, goal setting together and planning interventions. In the matter of teen pregnancy, the group
needs to look at proactive interventions seeking to decrease the teenage pregnancy rate (sex education,
contraception) and reactive supports. This could involve group counseling, help with medical appointments, lifeskill building or help with day-care.
American School Counselor Association (2010) Ethical standards for school counselors.
Retrieved from
Clemente, R., & Collison, B. (2000). The relationships among counselors, ESL teachers, and
students. Professional School Counseling, 3(5), 339-348. Retrieved from
Erford, B. (2015). Transforming the school counseling profession (4th ed.). Upper Saddle River,
N.J.: Pearson Merrill/Prentice Hall.
Discussion 3
You are a middle school counselor in a public school setting. Susan is a 15-year-old at your
school, and she has come to you describing her plan to commit suicide. She tells you but
explains that you cannot tell anybody because, if her parents find out, she will be abused. She
says she wants to commit suicide because she is being bullied by other girls at the school
because for being a lesbian. What ethical, legal, and professional issues are involved in Susan’s
case? Compare and contrast the ACA, ASCA, and AACA ethical codes, identifying the
differences and similarities. Then, identify those that you are applying to Susan’s case identify
the legal issues involved in Susan’s case. identify other professional, spiritual, and cultural issues
that need to be addressed in Susan’s case. Specifically describe the actions that you would take
to address all the issues that need to be addressed in order to help Susan, describe how you might
integrate biblical principles related to this case and in this secular setting, and describe the impact
of your own religious beliefs and values
As a professional school counselor you are faced with any different cases that may
cause you to make ethical decisions. Because of this, it is imperative that you adhere to
standards set forth by professional organizations. One of those organizations would be
the American Counseling Association (ACA). The ACA has developed a standard set of
ethical constructs known as the ACA Code of Ethics, in which all professional
counselors (regardless of content area) are expected to abide by. According to Erford,
the ACA has recently made some revisions to the code of ethics by infusing
multicultural and diversity issues into the framework (Erford, 2015). In addition to the
incorporation of multicultural and diversity issues, the ACA has redirected the use of the
term “family” and replaced is with “support network” in efforts to indicate that family for
many students extend beyond those that are related to them (Erford p. 149, 2015). The
American School Counselor Association (ASCA) has also developed a set of standards
for professional use. These standards are especially designed for the professional
school counselor. The ASCA Ethical Standards for School Counselors (2010) are
similar to the ethical standards of ACA in that they stress confidentiality, professional
competence, collaboration with other professionals, and ethical decision making. One
thing that sets them apart is that ASCA is that it’s ethical standards “are meant to guide
the ethical practice of school counselors, provide self-appraisal and evaluation
information by peers, and inform stakeholders of responsible counselor behavior”
(Erford p. 153, 2015).
As it pertains to Susan’s case, there are several of these standards that should be
applied. Section B from ACA and element A from ASCA are most important. These
ethical codes identify the importance of the counselor/client (student) relationship and
the boundaries of confidentiality. It is important that Susan understands that the
information that she shares with her school counselor will remain confidential to a
certain extent. She must understand that as a minor, her parents have a right to be
notified about the counseling that is taking place (Erford, 2015). She must also
understand that counselors are obligated to report any information that potentially
harmful to her and/or others. In this case the counselor would need to refer Susan to an
outside resource to help guide her as it pertains to her suicidal thoughts. In addition to
these elements, the corresponding elements of both the ACA and ASCA standards that
focus on ethical decision making are key components to aiding Susan in her situation.
As stated before, professional school counselors will be faced with issues that will
cause them to have to make ethical decisions.
In dealing with Susan’s situation it is important that the school counselor takes into
consideration her thought process and spirituality. According to Kimble and
Schellenberg, spirituality is an “individual’s essence of being in relation to nature and
the universe and one’s personal search for meaning” (Kimble p. 77, 2013). This will give
the professional school counselor an insight on how Susan identifies with the world
around her and why she is experiencing these problems.
Kimbel, T. M., PhD., & Schellenberg, Rita, PhD, LPC,N.C.S.C., A.C.S. (2013).
COUNSELORS. Professional School
Counseling, 17(1), 76-85.
Erford, B.T. (2015). Transforming the school counseling profession. Upper Saddle
River, NJ: Pearson

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