I-A: Knowledge
ASCA’s position statement, The Professional School Counselor and School Counseling Preparation Programs, states that school counselors should articulate and demonstrate an understanding of:
I-A-1. The organizational structure and governance of the American educational system as well as cultural, political and social influences on current educational practices
I-A-2. The organizational structure and qualities of an effective school counseling program that aligns with the ASCA National Model
I-A-3. Impediments to student learning and use of advocacy and data-driven school counseling practices to act effectively in closing the achievement/opportunity gap
I-A-4. Leadership principles and theories
I-A-5. Individual counseling, group counseling and classroom guidance programs ensuring equitable access to resources that promote academic achievement; personal, social and emotional development; and career development including the identification of appropriate post-secondary education for every student
I-A-6. Collaborations with stakeholders such as parents and guardians, teachers, administrators and community leaders to create learning environments that promote educational equity and success for every student
I-A-7. Legal, ethical and professional issues in pre-K–12 schools
I-A-8. Developmental theory, learning theories, social justice theory, multiculturalism, counseling theories and career counseling theories
I-A-9. The continuum of mental health services, including prevention and intervention strategies to enhance student success
ASCA’s position statement, The Professional School Counselor and School Counseling Preparation Programs, states that school counselors should articulate and demonstrate an understanding of:
I-A-1. The organizational structure and governance of the American educational system as well as cultural, political and social influences on current educational practices
I-A-2. The organizational structure and qualities of an effective school counseling program that aligns with the ASCA National Model
I-A-3. Impediments to student learning and use of advocacy and data-driven school counseling practices to act effectively in closing the achievement/opportunity gap
I-A-4. Leadership principles and theories
I-A-5. Individual counseling, group counseling and classroom guidance programs ensuring equitable access to resources that promote academic achievement; personal, social and emotional development; and career development including the identification of appropriate post-secondary education for every student
I-A-6. Collaborations with stakeholders such as parents and guardians, teachers, administrators and community leaders to create learning environments that promote educational equity and success for every student
I-A-7. Legal, ethical and professional issues in pre-K–12 schools
I-A-8. Developmental theory, learning theories, social justice theory, multiculturalism, counseling theories and career counseling theories
I-A-9. The continuum of mental health services, including prevention and intervention strategies to enhance student success