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Author:   Marguerite Ohrtman ,  Erika Heltner
Publisher:   Rowman & Littlefield
Imprint:   Rowman & Littlefield
Dimensions:   Width: 15.60cm , Height: 1.60cm , Length: 22.90cm
Weight:   0.318kg
ISBN:  

9781538118047

ISBN 10:   1538118041
Pages:   208
Publication Date:   17 July 2019
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Part I: Humanist Theory Chapter 1: Elementary: LiamLiam is a new student and is struggling to make new friends in his first grade classroom. He was a strong student prior to moving mid-year, but now is struggling to focus and is refusing at times to do any work. The school counselor tried to connect with Liam using a person-centered humanistic approach, where he focuses on building's Liam's sense of self. Chapter 2: Middle School: SarahThe school counselor explores the need of a middle school aged girl with generalized anxiety. By exploring the therapeutic relationship and resistance, the counselor works with the student to identify healthy coping strategies and approaches to managing her anxiety in a school setting. 3. Chapter 3: High School: DeeDee A fourteen year old girl, DeeDee, from a minority population struggles with conflict resolution. A critical look at a school counselor's role in understanding and navigating a different culture, this case discusses the importance of person-centered counseling strategies and self-awareness in the counseling process. Part II: Adlerian Theory 4. Chapter 4: Elementary: Xavier Elementary school is hard for 4th grader, Xavier, who is constantly in trouble due to his high level of energy in the classroom and lack of respect for classroom rules. He is referred to his school counselor to develop energy managing skills; however the school counselor utilizes an Adlerian approach to help the child and teacher celebrate his cultural norms, while finding success in the classroom setting. 5. Chapter 5: Middle School: Parker An 8th grader, Parker, has identified as LGBTQ to their school counselor. With the support from Parker's parents and family, Parker would like to work on enhancing the middle school climate for other LGBTQ students. The school counselor works with Parker with an Adlerian lens to promote a positive school culture for all students. 6. Chapter 6: High School: Graham A young freshmen in high school struggles with the school setting, although he is extremely bright and verbal. He is failing classes, struggles with friendships, and does not have support at home. The school counselor works with Graham on his anger management, ADHD, and developing social skills to utilize his strengths with Adlerian counseling. Part III: Reality Choice Theory 7. Chapter 7: Elementary: Mia An anxious second grade student, Mia, is referred by her parents to her school counselor for nail biting and avoiding school. Mia struggles with large groups and school triggers these responses. The school counselor works with Mia and her family to develop relaxation and breathing techniques. By helping her meet her physiological needs, the school counselor is helping Mia control her own reality. 8. Chapter 8: Middle School: Mason and Alexander Two 7th grade boys, Mason and Alexander, are sent to the school counselor's office for fighting during lunch time. The counselor works to better understand the situation and lack of understanding between the two young men. With a reality choice theoretical perspective, the school counselor teaches Mason and Alexander basic counseling skills so that they can better understand each other and develop a positive partnership. 9. Chapter 9: High School: Zoey Zoey storms into her school counselors office, upset that her parents are pressuring her to go to their alma mater for college. She is frustrated and feels that she is not being given the autonomy she is deserved. The school counselor works to help Zoey advocate for herself and develop strategies to gain back the freedom she is lacking. Part IV: Family Systems Theory 10. Chapter 10: Elementary: Olivia An elementary child in 2nd grade challenges her school counselor as she struggles with communicating with school staff. Olivia would bark or twirp, but would refuse to communicate verbally with words. As her verbal skills developed, her behaviors became more aggressive that often endangered others and herself. Over two years, the school counselor worked with Olivia and her family support to find resources to meet her varying needs. 11. Chapter 11: Middle School: Mikaela Mikaela is in 6th grade, and she is referred to her counselor when her parents discover that she's been sending revealing photos to older men. The counselor works to understand the client's family system and uses a psychoanalytic lens to help her client establish appropriate boundaries as she moves through a highly dynamic developmental phase in her life. 12. Chapter 12: High School: Jamal Jamal was an advanced student in a high school setting. Following a sports injury, Jamal was diagnosed with a Traumatic Brain Injury and developed new personality traits that negatively impacted his relationships and schoolwork. Jamal's school counselor worked closely with his parents and guardians with a Family Systems approach to navigate the challenges of his diagnosis and to come to the terms of Jamal's changed future. Part V: Cognitive Behavior Theory 13. Chapter 13: Elementary: Kendra Kendra is constantly removed from her third grade classroom for being disruptive and for aggressive behaviors to her classroom teacher. Kendra struggles to identify her triggers and developmentally, she is still learning that her thoughts and behaviors are connected. The school counselor helps Kendra focus on her cognitions and their connections to her behaviors through CBT interventions. 14: Chapter 14: Middle School: Hailey The middle school counselor receives an angry voicemail from Hailey's mother, who declares that her daughter is being bullied at school and via Snapchat. Hailey's mother accuses the school of doing nothing to put a stop to the bullying and threatens a lawsuit. When the counselor meets with Hailey, she uncovers a history of relational aggression between Hailey's group of girlfriends and works to educate the girls on how to communicate more effectively and resolve conflicts more compassionately. The counselor focuses on Existential and Cognitive Behavioral strategies in her counseling sessions with Hailey. 15. Chapter 15: High School: Kyle An eleventh grader, Kyle is in danger of not graduating, but he remains unmotivated to engage in his education and planning for his future. The counselor uses strategies based in Person-centered and Cognitive Behavioral theories to meet the needs of this student.

Reviews

This text offers a refreshing approach to sharing the voices and experiences of school counselors working with today's diverse children and adolescents. Each case study is grounded in a theoretical orientation that drives the reader to consider the purpose behind the interventions and strategies applied in a real-world setting. This must-read book provides readers, especially school counselors-in-training, with the opportunity to bridge theory and practice and can foster rich and lively discussions at any stage of a counselor's professional growth and development. -- Elizabeth Villares, Florida Atlantic University Contemporary Case Studies in School Counseling is a text worth incorporating into any school counseling masters/specialist program, particularly in a theories or practice course. Through detailed case studies, the authors describe current challenges that school counseling practitioners can and will face. Each is then followed by discussion questions that can assist the counseling student or practitioner in thoughtful reflection. -- Melissa Mariani, Florida Atlantic University This outstanding book for school counselors focuses on the counseling application of each theory, with clear examples of real-life case studies and personal reflections of the authors who lived these cases, detailing their struggles and triumphs. It is a must-read for school counseling students before entering their field experiences and for professional school counselors who would like to feel more confident in their counseling work. -- Colette Dollarhide, EdD, The Ohio State University

Author Information

Dr. Marguerite Ohrtman is the director of School Counseling and Clinical Training in the Counseling and Student Personnel Program at the University of Minnesota. She is a former classroom teacher and school counselor, and is a licensed professional counselor in the State of Minnesota. Dr. Ohrtman teaches graduate-level school counseling trainees in courses such as Introduction to School Counseling, Practicum/Internship, Crisis in the School, Career, and Child and Adolescent Counseling. In addition, she serves as the vice president of Post-Secondary Institutions on the Minnesota School Counseling Association Board. Erika Heltner, M.Ed. is a practicing school counselor at Sunrise Park Middle School in White Bear Lake, Minnesota. She worked for eleven years as a secondary Language Arts teacher and has worked for eight years as a school counselor at the elementary, middle and high school level. In her experience as a teacher and a counselor, she has worked with diverse populations across urban and suburban settings on topics ranging from anxiety to depression to relational aggression. In addition, Erika has experience supervising counselor trainees and working as an intervention specialist in the school settings. Ms. Helter has also developed and presented many presentations and professional development for teachers, staff, and fellow school counselors.

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