Overview

ComprehensiveSchoolCounseling, 1/e   Colette T. Dollarhide, The Ohio State University Kelli A. Saginak, Universityof Wisconsin—Oshkosh This accessible new guide to school counseling, K-12, provides both a comprehensive exploration of delivery systems and the practical tools that prospective counselors need to design and implement appropriate counseling programs for all students.  With links to ASCA Competencies and CACREP Standards in virtually every chapter, Comprehensive School Counseling underlines the professional context of school counseling, and the model that the authors have created–DAP–offers a framework for delivery in the real world of public education.     Here’s what your colleagues are saying about this book:   “[This text] is more comprehensive than any other school counseling text that I have found thus far.” Dr. Pat Schwallie-Giddis, George Washington University   “[After] reviewing this text, I have decided to adopt it! I found the material…up-to-date and well organized. I was especially pleased with the way that the text engaged the reader; I found myself actually enjoying the material as I read.” Dr. Laurie A. Carlson, Colorado State University   “I will adopt it as soon as it becomes available. I’ve been waiting for just such a text.”  Dr. Tracy C. Leinbaugh, Ohio University

Full Product Details

Author:   Colette T. Dollarhide ,  Kelli A. Saginak
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 24.20cm , Height: 2.20cm , Length: 17.80cm
Weight:   0.708kg
ISBN:  

9780205404414

ISBN 10:   0205404413
Pages:   400
Publication Date:   26 April 2007
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780137051991
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Out of stock  

Table of Contents

I. INTRODUCTION 1. The Profession of School Counseling Overview of This Book Professional Competencies and Personal Qualities of School Counselors External Tests of Professional Competence Philosophies of Counseling Philosophies of Education Philosophies of School Counseling Guidance / Careers Emphasis Mental Health Emphasis Developmental Guidance Comprehensive School Counseling School Counseling across Elementary, Middle, and Secondary Schools: An Overview 2. School: Social Institutions What Makes Effective Schools? Effective Schools How Do We Know that a School is Effective? Effective Relationships within Educational Communities Adelman and Taylor Model of Collaboration Leadership Role to Close the Gap and Monitor Achievement, Equity, and Access II. COMPREHENSIVESCHOOLCOUNSELING PROGRAMS 3. Six Qualities of ComprehensiveSchoolCounseling Programs, Part 1 CSCPs are Holistic Academic Development Career Development Personal/Social Development CSCPs are Systemic Issues: Community, Culture, School, Family, Peers Prototypes: Developmental Assets Multisystemic Interventions 4. Six Qualities of ComprehensiveSchoolCounseling Programs, Part 2 Six Qualities for Comprehensive School Counseling Programs Revisited CSCPs Are Balanced Issues Prototype: Balanced Counselor Activities CSCPs are Proactive Issues: Prototype: Prevention, Intervention, and Treatment CSCPs are Integrated with the Academic Program Issues Prototype: Curricular and Programmatic Integration CSCPs are Reflective Issues Prototype: Reflection on Quality of Program and Counselor Performance III. THE FORM OF COMPREHENSIVESCHOOLCOUNSELING PROGRAMS: THE ASCA NATIONAL MODEL AND MODELS OF DELIVERY SYSTEMS 5. The ASCA National Model The Professionalization Of School Counseling The ASCA National Model Overview The Themes: Leadership, Advocacy, Collaboration, and Systemic Change The Elements Foundation Delivery System Management System Accountability System 6. Models of Delivery Systems The Essential Services Model The Developmental Guidance and Counseling Model Results-Based Program Delivery Model The Domains/Activities/Partners Model Overview Domains (Academic, Career, and Personal/Social Development) Activities (Counseling, Educating and Advocacy, Consulting, And Leadership and Coordination) Partners (Students, Parents, Colleagues in the School, and Colleagues in the Community) IV. THE ACTIVITIES WITHIN COMPREHENSIVESCHOOLCOUNSELING PROGRAMS 7. Counseling For All Partners Counseling with Students Misconceptions of Counseling Developmentally Appropriate Counseling Prevention, Intervention, and Treatment: When to Counsel and When to Refer Functioning as a Professional, Ethical Counselor Individual Counseling Using Multiple Intelligences in Counseling Group Counseling Structured vs. Process Groups Advantages and Disadvantages of Group Counseling Peer Facilitators Assessment in the Counseling Process Counseling with Adult Partners Systems Thinking: Families, Schools, and Communities Selection of Counseling as an Intervention 8. Educating And Advocacy For All Partners Definition: Educating and Advocating Educating and Advocating with Students: Healthy Development Student Competencies Designing Learning Experiences for the Developmental Curriculum Intent Instructional Purpose Learning Objectives Instructional Methods and Multiple Intelligences Materials Needed Procedure Evaluation Integrating the Curriculum Using Multiple Intelligences Delivering the Curriculum Teaching Strategies and Lesson Planning Classroom Management Positive Behavior Support Educating and Advocating with Adult Partners: Healthy Systems Educating Adult Partners: Issues Educating Adult Partners: Considerations 9. Consultation With All Partners Introduction to Consultation A Definition of Consultation Generic Process Model of Consultation Consulting with Students On Academic Development On Career Development On Personal/Social Development Consulting with Adult Partners Consulting with Parents Consulting with School Colleagues Consulting with Community Colleagues General Issues: Expertise and Resistance 10. Leadership and Coordination With All Partners School Counselor as Leader Definition of Leadership Myths of Leadership Personal Qualities of Effective Leaders Professional Practices and Skills of Effective Leaders A Process Model of Leadership School Counselor as Coordinator Definition of Coordination Accountability Advisory Council: Meetings and Accountability Leadership and Coordination: Examples and Issues Leadership and Coordination with Students Leadership and Coordination with Parents Leadership and Coordination with School Colleagues Leadership and Coordination with Community Colleagues V. THE ASCA NATIONAL MODEL IN ACTION: COMPREHENSIVE SCHOOL COUNSELING PROGRAMS (CSCP) 11. The ASCA National Model in the Elementary School By Charles Lindsey, PhD., University of Wisconsin, Oshkosh 12. The ASCA National Model in the Middle School By Phyllis Robertson, PhD, Western Carolina University 13. The ASCA National Model in the High School By Robert Urofsky, PhD, Clemson University VI. DEVELOPING A K-12 PERSPECTIVE ON PROFESSIONAL ISSUES 14. Moral, Ethical and Legal Issues School Counseling and Ethics The Moral Vision of Counseling: Our Values The Ethics of the Profession Codes of Ethics Legal Issues Moral/Ethical Decision-making Process Common Legal/Ethical Problems Confidentiality Rights of Parents and Informed Consent Defining the Client : Conflict of Interest between Student and School Counselor Competence Clinical Notes Online Counseling and the Use of Technology Diversity and Values Professional Liability, Insurance, and Certification Responding to Legal Action Resources and Recommendations for School Counselors 15. Emerging Issues For Schools And Students With Robert Urofsky, PhD, Clemson University Mental Health Needs of Students Crisis Counseling Self-Destructive Behaviors Multiculturalism and Diversity Poverty Spirituality Educational Reform Gender and Schools Technology Accountability and Data Alternative Sources of Funding 16. Personal and Professional Issues Personal Mental Health: The Search For Balance Finding Your Center Doing Your Best, Then Letting Go Stress Management Strategies Professional Health Professional Identity Portfolios Supervision Colleague Consultation and Networking Lifelong Continuing Education Professional Associations Action Research Being Mentored and Mentoring Others APPENDICES: A. ASCA Ethical Standards for School Counselors B. ASCA National Standards for Student Academic, Career, and Personal/Social Development C. School Counselor Performance Standards (ASCA) D. Program Goals for Adult Partners of the DAP Model

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