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Student Performance Evaluation Criteria and Procedures
Background Information
The student to be evaluated is a high school student from an alcoholic family. The student is thus at risk for substance and chemical abuse given that he is coming from the setting where the drugs are abused. The student comes from an African American family and lives in a neighborhood where substance abuse is common.
The developmental stage of the student
According to the psychosocial development theory developed by Erik Erikson, the student is at the Identity vs Role confusion stage. The adolescence stage is where the student develops a sense of self and explores his independence (Cherry, 2021). During this stage, the student is transiting from childhood to adulthood and may feel insecure as he tries to fit into society. Given that he comes from a drug-prone neighborhood and is also from an alcoholic family, he may tend to get quickly into drug and substance abuse. Therefore, the student’s identity, which entails beliefs, values, relationships, and memories, is shaped in this stage (Cherry, 2021). The student’s identity will give him a uniqueness, psychosocial development, and self-sameness. Without proper identity development, the student will quickly get confused and enter into drug abuse. Confusion will thus lead to unawareness, relationship drifting, and feeling of disappointment which will not be very encouraging to the student’s life.
Challenges and Strengths of the student
One of the student’s challenges is growing up in a drug-prone neighborhood. Another challenge is that he comes from an alcoholic family. Additionally, the student faces the challenge of adolescence and a sense of self-awareness. He is in a stage where he may enter into the circle of drug abuse if not shaped well character-wise. The student’s strength is that he is well-driven and performs well in class and extracurricular activities. The student is also respectful and listens to the teachers and the counselors.
Transition
The student is transiting from childhood into adulthood. Stanley Hall, a psychologist, defined this stage as a “period of storm and stress” (Sharma, 2015). The stage is critical to the student’s life in developing goals and what he wishes to achieve in life. During this transition period, this student is craving support and encouragement from peer groups and caretakers; thus, it is crucial to help him through this stage.
Presenting Concern
The student is at risk because he comes from an alcoholic family, lives in a high crime and drug area, and is also in the adolescence stage where he is seeking the approval of others.
Counseling experience with the student
The student has come for counseling for some time, and directive and non-directive techniques have been used to guide him. Through interviews with the student, I have understood the place he is coming from, and I have prescribed him ways to cope with the environmental conditions he is faced with every time. I have also used eclectic counseling, where directive and non-directive procedures seemed to work better for the benefit of the student.
Student Goals
ASCA Student Standards are used to monitor the student’s growth and development. The programs based on counseling also build excellent ways in which the student can be added to reach the highest potential (American School Counselor Association, 2021). The student’s goals will be to develop self-confidence, belief in his abilities to succeed amidst challenging situations, set the whole self, and develop a sense of respect, acceptance, support, and inclusion for others and self. The student aims to perform better in class and better his grades.
An Action Plan
The action plan comprising five stages will be used to assist the student. The first stage will involve building a relationship with the student. This is the initial stage in the process of counseling, where the counselor understands the real problem affecting the client. In this case, I will be able to form a strong relationship with the student for accessible and better communication during the counseling process. This stage will also help me as a counselor prepare ways to help the student effectively navigate the stage (Sutton, 2021). Additionally, the stage also helps establish communication channels during counseling.
The second stage is an in-depth assessment of the problem. In this stage, I will explain to the student the possible challenges he may pass through during the transition period. I will also explain the possible causes and effects of drug abuse during the transition stage. We will also identify the possible reasons which can make the students start using drugs during the period. I expect the students to identify and share some common reasons that can make them use such drugs. The information will help me give him the best advice on avoiding such. Possible causes will be the availability of drugs in the neighborhood, peer pressure, and lack of family involvement (Shin et al., 2018). The history of family addiction and idleness also put students at risk of using drugs. I will treat the information I get from the student with confidentiality.
The third stage will be setting a goal of action. I will work together with the student to set a realistic goal at this stage. Such will help him avoid using drugs during the stage of transition. The plans will help the student better understand the harmful effects of drugs. Having a better understanding of the same will help the student avoid using drugs.
The fourth stage will be counseling intervention. I will assign activities to help the student avoid drugs in this stage. One of the activities will be a group discussion with peers. In the talks, they will be able to discuss the real issues on the use of drugs and their effects. I will also assign the student the activity of talking to the class teacher and parent about the consequences of using drugs. They will help the student understand the issue of using drugs more and ways to avoid the abuse of drugs.
The last stage will be an evaluation of the results. This stage will help the student evaluate the information we have been sharing and how it has helped in the fight against the use of drugs. The student will also be able to set new goals depending on the information gotten from the counseling session.
References
American School Counselor Association (2021). ASCA Student Standards; Mindsets and Behaviors for Student Success. Alexandria, VA: Author.
Cherry. (2021, July 18). How people develop an identity or cope with role confusion. VerywellMind. https://www.verywellmind.com/identity-versus-confusion-2795735
Sharma. (2015, April 30). Stages of development of psychology. Psychology Discussion – Discuss Anything About Psychology. https://www.psychologydiscussion.net/psychology/stages-of-development-of-psychology-of-people-at-different-ages-from-infancy-to-old-age/732
Jeremy Sutton. (2021, July 1). Defining the counseling process and its stages. PositivePsychology.com. https://positivepsychology.com/counseling-process/
Shin, S. H., McDonald, S. E., & Conley, D. (2018). Patterns of adverse childhood experiences and substance use among young adults: A latent class analysis. Addictive behaviors, 78, 187
You have a start here, but modifications should be made before this section is submitted with Part II.
Background information should be more detailed. Who do they live with? What is the student’s name? Where do they live? Culture? Age? etc..
Transition- As I stated in class, the transition should be more than getting older, or moving to the next level in school. What is an unexpected transition that the student might be going through? Change in family
structure, etc..
Counseling Skills- need to be more specific and include ASCA Ethical Standards (I posted on Moodle)
At-Risk- What puts your student at the level of needing a Crisis Intervention Plan? Yes, there are concerns you would keep an eye on, but for a Crisis Intervention Plan there would be a more significant event that would require a higher level of service.
Goals- You did not write any goals for this student. You need to write at least three SMART goals aligned to ASCA M&B. The ASCA M&B are on Moodle along with the Goal slides we reviewed in class.

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