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OverviewThe content of this book looks at the history and fundamentals of classroom guidance, how these activities meet CACREP and ASCA standards, how and why activities should be aligned to the larger academic curriculum and state/national teaching standards, recommendations on how to develop and assess classroom guidance units, a sampling of units and lessons, techniques in managing the classroom, and outcome research and trends. Full Product DetailsAuthor: Jolie Ziomek-DaiglePublisher: SAGE Publications Inc Imprint: SAGE Publications Inc Dimensions: Width: 18.70cm , Height: 1.50cm , Length: 23.10cm Weight: 0.580kg ISBN: 9781483316482ISBN 10: 1483316483 Pages: 344 Publication Date: 05 November 2015 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsPart I: The Specialty of School Counseling and Classroom Guidance as a Delivery Service Chapter 1: History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle A Rich History Counseling Today Classroom Guidance as a Delivery Service Professional Identity of School Counselors Chapter 2: The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle Attending to the Needs of K–12 Students in Three Developmental Domains Part II: Developmental and Contextual Considerations for Classroom Guidance Chapter 3: The Elementary School - Jolie Ziomek-Daigle and Christy W. Land Elementary School Students Strengths and Challenges of Elementary School Students Comprehensive School Counseling Programs at the Elementary Level What Is an Elementary School Like? Chapter 4: The Middle School - Sam Steen, Joy Rose, Kristin Avina, and Dana Jenkins Adolescent Development The Middle School - Sam Steen, Joy Rose, Kristin Avina, Dana Jenkins Classroom Guidance Programming: The Essential Component of Comprehensive School Counseling Programs in Middle School Benefits of Classroom Guidance Planning Classroom Guidance Reflective Case Illustrations Chapter 5: The High School - Melinda M. Gibbons and Amber N. Hughes Selling Classroom Guidance Developmental and Contextual Considerations Strengths and Challenges of Working with High School Students Cultural Considerations Career Development Considerations Part III: Planning, Execution, and Evaluation of Classroom Guidance Chapter 6: Needs Assessment and Unit/Lesson Design - Clare Merlin and Andrew J. Knoblich School Counseling Core Curriculum Needs Assessments Identifying Standards Developing a Unit Writing Objectives Developing Classroom Guidance Lessons Preparation and Organization Conclusion Chapter 7: Delivery, Evaluation, Analysis, and Reporting - Amy W. Upton Presenting Classroom Guidance Programming Data Collection Reporting to Stakeholders Counselor Performance Appraisal ASCA School Counselor Performance Appraisal as it Related to Classroom Guidance Programming Chapter 8: Facilitation Skills and Classroom Management - Natoya Hill Haskins Group Counseling Skills in Classroom Guidance Programming Basic Counseling Skills in Classroom Guidance Respect, Genuineness, Empathy, and Unconditional Positive Regard Integrating Your Theoretical Orientation The Basics of Teaching and Managing Technology in the Classroom Ethics in Classroom Guidance Part IV: Other Considerations in Classroom Guidance Chapter 9: School Counselor as Active Collaborator - Christopher Janson and Sophie Maxis Counselor Consultant Integration into Broader Academic Curriculum School Counselors and Multi-Tiered Systems of Support (MTSS) Common Core Curriculum Counselor in Leadership Roles Professional Learning Communities Homeroom Advisory Programs Extending Learning and Leadership from School Staff to the Community Marketing Comprehensive School Guidance Programs Chapter 10: Outcome Research and Future Directions of Classroom Guidance - E. C. M. Mason, Stephanie Eberts, and Lauren Stern Wynne Results of Effective Classroom Guidance Programming Prevention Rather than Intervention Teacher and Counselor Accountability College- and Career-Readiness Focus Components of College and Career Readiness Diversity and Social Justice Virtual Education/Schools and the Online Environment History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle The Elementary School - Jolie Ziomek-Daigle, Christy Land The High School - Melinda Gibbobs, Amber Hughes Needs Assessment and Unit/Lesson Design - Clare Merlin, Andrew Knoblich Delivery, Evaluation, Analysis, and Reporting - Amy Upton Facilitation Skills and Classroom Management - Natoya Hill Haskins School Counselor as Active Collaborator - Chris Janson, Sophie Maxis Outcome Research and Future Directions of Classroom Guidance - Erin Mason, Stephanie Eberts, Lauren WynneReviewsFinally, a text that thoroughly covers the topic of classroom guidance - an effective tool for every school counselor at every school level. --Tiffany Bates Finally, a text that thoroughly covers the topic of classroom guidance - an effective tool for every school counselor at every school level. -- Tiffany Bates School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes is an indispensible text for all students training for the profession of school counseling. This text provides comprehensive information for school counselors as they deliver classroom guidance to all students. With the diverse students in our schools, novice school counselors often struggle with responsibilities such as classroom management, lesson plan development, and evaluating student learning outcomes. Ziomek-Daigle provides comprehensive information surrounding these areas and includes discussion questions and exercises to facilitate concept application to various learning styles, the Common Core Curriculum, and other current initiatives. -- Jeannine Studer Author InformationJolie Ziomek-Daigle, Ph.D., LPC , graduated with a M.S. in Guidance and Counseling from Loyola University- New Orleans in 1997. While completing her graduate coursework, she was employed as a psychiatric technician at DePaul/Tulane Behavioral Heath Center and worked with acute and inpatient children and adolescents. In 1998, Dr. Daigle became employed with New Orleans Public Schools and worked as a school counselor at a secondary career academy. In her final year of employment with New Orleans Public Schools (2004-2005), she worked as an elementary school counselor. In 2002, Dr. Daigle began doctoral studies at the University of New Orleans. She graduated in 2005 with a doctoral degree in Counselor Education and Supervision with a minor in School Counseling and emphasis in play therapy. Additionally, in 2005, she accepted a position as an Assistant Professor in the School Counseling program at the University of Georgia. In 2011, she was promoted to Associate Professor with Tenure and assumed coordination of the M.Ed. program in School Counseling. She has published extensively on remediation and retention issues in counselor education, the clinical development of school counselors, school-based counseling interventions, and school-based play therapy services in the following journals: Journal of Counseling and Development, Professional School Counseling, Guidance and Counselling, Middle School Journal, the Family Journal, among others. Dr. Daigle teaches the clinical core courses such as interpersonal skills, counseling children and adolescents, psychodiagnosis, play therapy, and internship. Currently, Dr. Daigle serves in role of Professor-In Residence for Northeast Georgia Regional Sharing Agency (NE GA RESA) and Rutland Academy, which is the area’s educational therapeutic school site. In this position, Dr. Daigle coordinators a two semester service-learning program, provides supervision to master’s and doctoral students who are practicing on site, and expands the therapeutic model through grants and contracts. She is the 2014 recipient of the 2014 Association for Counselor Education and Supervision (ACES) Counseling Vision and Innovation award and currently a service-learning fellow at the University of Georgia. Tab Content 6Author Website:Countries AvailableAll regions |
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