The client/student empowerment level of the client/student advocacy domain in the ACA advocacy competencies does NOT involve
A. helping students develop a plan for change.
B. teaching students how to self-advocate.
C. assisting students in becoming aware of their situations.
D. acquiring needed resources for students.
Q. 2Successful leaders do all of the following EXCEPT
A. hold themselves accountable for their efforts.
B. gain support.
C. work through resistance.
D. allow others to define their role as a school counselor.
Q. 3Mason and McMahon identified all of the following EXCEPT __________ as key variables in school counselor leadership variations in statewide study of school counselors.
A. age
B. use of the ASCA National Model
C. experience
D. size of the school
Q. 4Professional school counselors need to promote success for all learners, especially
A. poor and working class students.
B. African American, Latino/a and Native American Indian students.
C. students with developmental, intellectual, emotional, physical, and learning disabilities.
D. All of the above.
Q. 5When professional school counselors put __________ at the center of their work, they are invaluable to the mission of all schools.
A. crisis intervention
B. advocacy and leadership
C. school counseling core curriculum lesson development
D. consultation
Q. 6The CAF model includes
A. collaboration.
B. administrators.
C. equality.
D. None of the above.
Q. 7A successful school with 100 of students who qualify for free and reduced lunch with low achievement and opportunity gaps has
A. rigorous coursework open to all students.
B. high levels of parent/guardian involvement.
C. staff with high expectations that all students will learn successfully.
D. All of the above.
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