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Assessment And Testing In Counseling Paper

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Historical Perspectives concerning the nature and meaning of assessment and testing in counseling
The practice of assessment involves the process of gathering information for the purpose of identifying, analyzing, evaluating, and addressing, issues, problems, and environments of participants in a counseling relationship. In most sessions, assessment is used when a counselor wants to identifying complications, plan on how to intervene, valuing and understand the needs of their clients, and informing clients and other involved stakeholders. For the purpose of this paper, an assessment will be regarded as a key instrument applicable in all counseling elements. Thus, assessment plays a major role irrespective of the counseling setting such as in schools, private sector, agencies, and in most r healthcare settings. Moreover, it goes beyond the implementation of identified measures by involving practices such as identifying the problem, engagements, and actions intended to help people, as well as groups so they can make …show more content…

The ASCA underlines the role of the school counselor through the parameters of the prevailing standards in the curriculum, in addition to the expertise and proficiencies that counselors require so that they can effectively implement the curriculum. Moreover, terminologies have been updated in the current Framework with the intention of capturing the active changes being seen in the field, for instance, modern practices and trends for active school counselors. Thus, these new standards are reflective of the national, regional, state, and organizational perception on education. To this end, school counselors must; include all students, demonstrate their responsibility as student advocates, and show a level of accountability for improving student learning (Whiston,

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Phase One (Sessions 1 through 3) • The session 1 and 2 consists of the assessment of the client’s clinical problems and background information. Questions relate to her clinical problems, including (a) the nature of her problems (depression and difficulty with making decisions), (b) reason of seeking psychotherapy, and (c) previous attempts to deal with the problems. For the background information, the client’s histories are assessed in the areas of intimate/family relationship, educational/vocational activities, past history of psychological treatment, and physical condition. Session 3 primarily consists on the further functional assessment around her coping skills (e.g., avoidance) in the areas of interpersonal relationships. Phase Two

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The client will explain how many times that they have thought about committing suicide, and if they have a support system in place when trying situations happen. This assessment helps the counselor in developing a safety process.

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Accept employment to position in which he or she qualifies for by education, training, and national professional credentials. Furthermore, all school counselors are responsible to maintain a psychical and mental self-care, wellness and engage in personal and professional growth. A school counselor can become run down if he or she does participate self-care. These activities can include in running, watching TV, reading a book, and other enjoyable activities. For example, a counselor in the High School stated the numerous ways, he or she provides self-care.

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Chapter 32 Assessment and Interviewing Heather J. Walter and David R. DeMaso It is estimated that 20% of children living in the United States experience a mental illness in a given year, at a cost of nearly $14 billion. In children, mental illness is more prevalent than leukemia, diabetes, and AIDS combined; far more money is spent on mental disorders than on any other childhood illness, including asthma, trauma, upper respiratory infections, and infectious diseases. Although nearly 1 in 5 youths suffers from a psychiatric disorder, 75-85% do not receive specialty mental health services.

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She has been a school counselor for 15 years. Before becoming a school counselor, she was a social worker who had grown tired of the social work field, but wanted to remain connected to the field somehow. Mrs. Dickson made the decision to return to college to obtain her MA in counseling, which is the minimum requirement for her school. She works alongside two other high school counselors, and she shares an office suite with an assistant principal. Mrs. Dickson believes the counselor-student ratio for her school is 250:1.

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In order for this situation to be over, school counselors can promote a school-wide climate that encourages all students to prepare for postsecondary education by advocating for college

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The nature and meaning of assessment and testing in counseling from a historical perspective, was that testing was used in China in the early 2200. Testing was used to determine government jobs. In order to work for the government, applicants had to take a test if they score high they were able to go to the next step for the hiring procedure. The test required the person to have a lot of knowledge in order for them to score high.

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School counselors provide information and support to students of all ages. They also help students make great choices

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Counselor Definition: I’m interested in pursuing the Master of Science in School Counseling program to obtain licensure as a school counselor. Becoming a licensed school counselor would allow me to encourage the students I work with to succeed in terms of their academic, social, and emotional development. I am sure that I will be able to have a beneficial influence on their life. As a school counselor, I would be able to encourage students during trying moments and support them in realizing their full potential. It would also allow me to use my passion for mental health awareness in children and young adults in a varied and inclusive school community and a more equitable learning environment.

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1. The mission of the school counseling program is to assist all student achieve to the best of his or her ability personally/socially, academically, and vocationally through comprehensive and developmentally appropriate program(s) to be productive citizens, community members, and lifelong learners. This is a collaborative and multi-tiered support approach involving students, parents, faculty and staff, and community learners as stakeholders in the success of our students. 2.

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When I decided to train to become a professional school counselor, I knew I had a long road ahead. I am trained to be a teacher, a special education teacher to be specific, and though I will be able to use much of my past experience as a classroom teacher in my school counseling practice, I am aware that I will also need to see my students in a new way, a more holistic way. I will need to focus not only on what works in the classroom, but what works in order to motivate and support the students with whom I meet. It is essential for me to determine what will drive me, inspire me to be the best school counselor for both my school and students, therefore, I must determine my professional philosophy of education and school counseling and develop my beliefs, vision and mission statements.

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In today’s failing school system something has to be done to improve student performance and motivation. One method that has great potential for doing this is paying students for good performance and grades. It will give the students incentive to do better, it will teach students to work harder to achieve these good grades, and it will teach the students that there are rewards for making good choices in life. Other people believe that if you bribe or motivate kids with money for good grades then that kid will automatically expect rewards for everything that he or she does. Diane Ravitch argues that students in India, Korea, and Japan spend thousands of dollars and attend after school classes to boost their chances for college admission (1).

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Before one must speak of how counselors impact students and their future decisions, one must have a grander scheme of something none as the counselor ratio. The ratio was establish as the ideal number of students to one counselor which stands at 250 students for one counselors. However due to increased population nationally schools have become overcrowded and these ratios can not be reached. A survey conducted by the ASCA as of 2015 the average student to counselor ratio stands at “ 482-to-1 in 2014-15, compared with 491-to-1 the previous year. Although the national average has decreased, it’s still nearly twice ASCA’s recommended ratio of 250 students per school counselor.

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