FTCE School Counseling 018 flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Zone of proximal development

Vygotsky's term for the range of tasks a learner can complete with adult or peer scaffolding but not yet independently; instruction is most effective inside this zone.

Erikson industry vs. inferiority

The psychosocial crisis of roughly ages 6 to 12, resolved through competence in school, peers, and tasks; repeated failure or criticism can produce feelings of inferiority.

Concrete operational stage

Piaget's stage from about 7 to 11 years in which children master conservation, classification, and reversibility but still struggle with abstract and hypothetical reasoning.

Identity moratorium

Marcia's identity status describing active exploration of options without a firm commitment yet; common in adolescence and often a healthy precursor to identity achievement.

Self-efficacy

Bandura's construct: a person's belief about their capability to succeed at a specific task, which influences effort, persistence, and choice of activities.

Maslow's hierarchy

Needs ordered from physiological and safety through belonging and esteem to self-actualization; lower needs generally must be met before higher growth needs drive behavior.

ASCA National Model components

Four interrelated parts: Define, Manage, Deliver, and Assess. Together they describe how a comprehensive school counseling program is designed, delivered, and evaluated for results.

Direct vs. indirect services

Direct services include instruction, appraisal, and counseling delivered to students; indirect services include referrals, consultation, and collaboration delivered on students' behalf.

Annual agreement

A yearly written agreement with the administrator that defines the counselor's role, program priorities, use of time, and supervision, and helps limit non-counseling duties.

Closing-the-gap action plan

A data-driven plan that names a specific achievement, opportunity, or attainment gap, states the baseline and target, describes the intervention, and specifies how results are measured.

Advisory council

A representative group of students, parents, teachers, administrators, and community members that reviews program goals and results at least twice yearly.

Use-of-time calculation

The percentage of counselor work time spent in direct and indirect student services versus program planning and non-counseling duties; the recommended target is 80 percent or more in services.

Scope and sequence

A planned progression of student competencies in academic, career, and social/emotional domains across grade levels that organizes classroom lessons and group counseling.

Solution-focused counseling

A brief approach emphasizing goals, exceptions to the problem, scaling questions, and the miracle question rather than analyzing the history or causes of the difficulty.

Group stage: storming

The second stage of group development, marked by conflict, testing of norms, and jockeying for power; the leader models and enforces respectful norms to move the group forward.

Triadic consultation

A consultation model involving three parties: the consultant (counselor), the consultee (teacher or parent), and the client (student), with the consultee delivering the intervention.

Confidentiality limits

The exceptions that must be disclosed at the start of counseling: danger to self or others, suspected abuse or neglect, and legal or court requirements.

Small-group counseling criteria

Groups suit students with shared developmental concerns such as study skills, grief, or anger regulation; they are not appropriate for acute crisis or severe impairment.

Referral decision rule

When a concern exceeds the counselor's role or competence, such as medical, psychiatric, or ongoing therapy needs, the counselor refers to an outside provider while remaining the school support.

Scaling question

A solution-focused technique asking a student to rate a problem or goal on a numeric scale, then identify small steps that would move the rating higher.

Reliability vs. validity

Reliability is consistency of scores across occasions or items; validity is whether the instrument measures what it claims for a specific use. Reliability is necessary but not sufficient.

Standard error of measurement

An estimate of the typical variation in an individual's observed score due to measurement error; used to build confidence intervals around a reported score.

Percentile rank

The percentage of the norm group scoring at or below a given score; it is not the percentage of items answered correctly.

T-score

A standard score with a mean of 50 and standard deviation of 10, often used in behavior rating scales and personality inventories.

Stanine

A standard score dividing the norm group into nine units, with a mean of 5, standard deviation near 2, and a range from 1 to 9.

Criterion-referenced test

An assessment that compares a student's performance to a defined standard or mastery level rather than to the performance of other students.

Data disaggregation

Breaking schoolwide data into subgroups such as race, gender, disability, income, or English-learner status to reveal gaps that aggregate averages conceal.

Results vs. process evaluation

Process evaluation checks whether an intervention was delivered as planned; results evaluation checks whether student outcomes actually changed after the intervention.

FERPA

A federal law giving parents and eligible students rights to inspect and amend education records and restricting disclosure without consent, with exceptions such as directory information.

Mandatory reporting

School personnel must report suspected child abuse or neglect to the designated state authority; the counselor reports rather than investigates or verifies the allegation first.

Dual relationship

A situation in which the counselor holds another significant role with a student or family, such as relative, employer, or close friend, which can compromise objectivity and must be avoided or disclosed.

Informed consent in schools

Explaining the purpose, techniques, limits of confidentiality, and alternatives in developmentally appropriate language; for minors, obtain assent and involve parents consistent with law and policy.