New Model, New Momentum

One year ago, I was writing an article for the KSCA School Counselor about transitions, new beginnings and new approaches. The same themes are appropriate for this article. I am beyond thankful for the opportunity counselors in Kansas afforded me this past year; serving as president of KSCA has been an honor and privilege, particularly during this transitional year. The reorganization into KSCA1 has been addressed with grace, dedication and professionalism of school counselors throughout the state. Please know that your KSCA executive board and I appreciate the support expressed to us as we worked to advance our organization and profession and support the professional growth and development of every KSCA member, now at a record number! The 2019–2020 KSCA president, Alicia Jackson, is an incredible counselor and leader. No doubt KSCA will continue to grow and thrive under her leadership.
 
More exciting changes impacting Kansas counselors this academic year include the introduction of the recently published fourth edition of the ASCA National Model: A Framework for School Counseling Programs. The framework was revised with updated language, reflects recent educational trends and is informed by research. If you have not reviewed the fourth edition of the ASCA National Model, please do so ASAP! The model provides a framework for planning, designing, implementing and evaluating effective counseling programs. Implementing a comprehensive school counseling program reflects both “your professional identity and your dedication to the delivery of a program that makes a difference in your students’ lives” (ASCA, 2019, p. 5).
 
The four components of the ASCA National Model are now Define, Manage, Deliver and Assess. The four themes of leadership, advocacy, collaboration and systemic change are woven within the graphic of the model to symbolize how they are integral to the successful implementation of a school counseling program. In this time of school redesign and transitions in the school counseling profession, these themes must become positive attributes embedded in our core.
 
School counselors recognize the critical need for P–12 comprehensive counseling programs with a 250:1 ratio in all schools. School counselors understand students’ needs and the importance of all students having access to an elementary, middle and high school counselor. Unfortunately, this is not universally known, and we cannot afford to keep it to ourselves. We must educate, advocate, and showcase our school counseling programs and the evidence and data that demonstrate the effectiveness of comprehensive programs. If you are still gathering your program data, share the national research on effective comprehensive programs. The fourth edition of the ASCA National Model and the Implementation Guide aligned with the revised model provide templates of lesson plans, calendars, forms, needs assessments and reports.
 
Finally, ASCA has also updated the 2007 School Counselor Competencies. The ASCA (2019) School Counselor Professional Standards & Competencies frame the knowledge, attitudes and competencies needed for a school counselor “to meet the rigorous demands of the profession and the needs of the P–12 students” (p. 12). I look forward to the 2019–20 academic year watching Kansas school counselors thrive to meet the rigorous demands of our profession and the changes that abound in our state.
 
Contact Dr. Judy Hughey, KSCA past president, at jhughey@ksu.edu.