Comprehensive School Counseling Programs: K-12 Delivery Systems in Action

For courses in School Counseling An in-depth look at all aspects of creating and managing a comprehensive school counseling program, with a focus on designing systemic programs to serve all students. Accessible and inclusive, this comprehensive guide to K-12 school counseling explores delivery systems and the practical tools professional school counselors need to design, implement, manage, and evaluate comprehensive, developmentally appropriate school counseling programs for all students. Starting from the perspective of “what is a school?” it presents and updates all of the elements of a comprehensive school counseling program, including the holistic, balanced, preventive, and reflective elements, and those integrated with the academic agenda. Aligned with the most current ASCA National Model, ASCA Competencies, and the new 2016 CACREP Standards, this book underlines the professional context of school counseling in the real world of public education. The updated, revised chapters of this new edition written by contemporary experts in the field of school counseling.

Table of Contents:
Brief Table of Contents Chapter 1. The Profession of School Counseling - 1 Chapter 2. Schools as Social Institutions - 20 Chapter 3. Qualities of Comprehensive School Counseling Programs - 35 Chapter 4. The ASCA National Model - 64 Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87 Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System - 110 Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123 Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138 Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156 Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178 Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194 Chapter 12. Ethical, Personal, and Professional Issues - 207 Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223 Appendix B Websites To Consult - 235 References - 239 Index - 278 Detailed Table of Contents Chapter 1 The Profession of School Counseling 1 Overview of This Text 2 Professional competencies of school counselors 2 External Tests of Professional Competencies 3 Personal Qualities of a school counselor 5 Creativity and Imagination 5 Flexibility 5 Courage and Belief 5 Passion 6 Commitment to Diversity and Social Justice 6 Philosophies of Counseling 7 Philosophies of Education 8 Philosophies of School Counseling 10 Guidance/Careers Emphasis 11 Mental Health Emphasis 12 Developmental Guidance 12 Comprehensive School Counseling Programs (CSCP) 13 ASCA Role Statement and National Standards 13 ASCA School Counselor Competencies 14 ASCA National Model 15 Introduction to Models for CSCPs 15 Developmental Guidance and Counseling 15 The Essential Services Model 16 The Results-Based Student Support Program Model 16 The Strategic Comprehensive Model 16 Strengths-Based School Counseling 17 A Social Justice Approach to Comprehensive School Counseling 17 The Domains/Activities/Partners Model 17 Conclusion 19 Chapter 2 Schools as Social Institutions 20 What Makes Effective Schools? 21 Effective Schools 21 How Do We Know That a School Is Effective? 23 Effective Relationships within Educational Communities 28 School Counselor as Coordinator 29 Definition of Coordination 29 Coordination (and Leadership) in School Counseling 30 Closing the Gap and Monitoring Achievement, Equity, and Access 30 Academic Coordination 30 Services Coordination 32 Conclusion 33 Chapter 3 Qualities of Comprehensive School Counseling Programs 35 Comprehensive School Counseling Programs 36 CSCPs are Holistic 37 Academic Development 37 Career Development 40 Social and Emotional Development 45 CSCPs are Systemic 48 Social Systems: Family, Peers, School, Community, and Culture 49 Systemic Change and Multisystemic Interventions 53 CSCPs are Balanced 55 Balanced Counselor Activities 56 CSCPs are Preventive 56 Prevention, Intervention, and Treatment 58 CSCPs are Integrated 59 CSCPs are Reflective 60 Reflection on the Quality of Program and Counselor Performance 61 Chapter 4 The ASCA National Model 64 The Professionalization of School Counseling 65 The ASCA National Model 66 Overview of the Model 66 The Themes: Leadership, Advocacy, Collaboration, and Systemic Change 67 Leadership 68 Advocacy 69 Collaboration 69 Systemic Change 70 The Elements of the ASCA National Model: Foundation, Management, Delivery, and Accountability 71 Foundation 71 Management System 75 Delivery System 79 Accountability System 83 The Flow 85 Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87 Leadership, Advocacy, and Collaboration in a CSCP 87 Leadership: School Counselor as Leader 88 Formal and Informal Power Structures 90 Definition of Traditional Leadership, Transformative Leadership, and Transformational Leadership 91 Participatory Leadership and Distributed Leadership 93 Myths about Leadership 94 Personal Qualities of Effective Leaders 94 Leadership Roles and Skills 95 A Process Model of Leadership 96 Advocacy: School Counselor as Advocate 96 Definition of Advocacy 96 Advocacy for Systemic Issues: Social Justice 97 Collaboration: School Counselors as Collaborators 98 Critical Resources to Support School and Community Partnerships: The School Counselor’s Role* 98 Systemic Change: School Counselor as Systemic Change Agent 100 Transformative Leadership, Accountability Leadership, and Systemic Change 101 Leadership, Advocacy, and Collaboration: Examples and Issues 102 Leadership, Advocacy, and Collaboration with Students 102 Leadership, Advocacy, and Collaboration with Parents 103 Leadership, Advocacy, and Collaboration with School Colleagues 103 Leadership, Advocacy, and Collaboration with Community Colleagues 108 Chapter 6 Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System 110 Foundation system 111 What Do Students Need? 112 Student Competencies 113 Professional Competencies 113 Management system 114 The Advisory Board 115 Tools 116 Accountability System 116 What Are Data? 117 Program Evaluation 118 Disseminating Results 121 Chapter 7 Delivery of Your Comprehensive School Counseling Program 123 Delivery Models 124 Various Models of Delivery systems 125 The Developmental Guidance and Counseling Model 126 Strengths-Based School Counseling 129 A Social Justice Approach to Comprehensive School Counseling 130 The ASCA National Model 131 The Domains/Activities/Partners Model 132 Chapter 8 Delivery System: Counseling Activities in the DAP Model 138 Counseling Activities 139 The School Counselor as Counselor 140 Misconceptions of Counseling 140 Prevention, Intervention, and Treatment: When to Counsel and When to Refer 141 Crisis Intervention and Suicide Prevention 142 Multiculturally Appropriate Counseling 144 Developmentally Appropriate Counseling 145 Legal and Ethical Considerations 146 Assessment within the Counseling Process 147 Individual Planning 148 Individual Counseling 148 Using Creative Strategies and Multiple Intelligences in Counseling 149 Group Counseling 150 Structured (Psychoeducational) Versus Process Groups 150 Implications and Considerations of Group Counseling 151 Peer Facilitators 152 Counseling with Adult Partners 153 Systems Thinking: Families, Schools, and Communities 153 Selection of Counseling as an Intervention 154 Chapter 9 Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model 156 School Counselor as Educator 157 Educating Students for Healthy Development 158 ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum 159 Assessing for Barriers to Learning 159 Educating Using Multicultural Insights 160 Steps for Designing Learning Experiences 160 Step 1: Intent 160 Step 2: Instructional Purpose 161 Step 3: Mindset, Behavior, and/or Competencies Addressed 161 Step 4: Learning Objectives 162 Step 5: Instructional Methods and Multiple Intelligences 162 Step 6: Materials Needed 162 Step 7: Procedure 163 Step 8: Evaluation: Process Data, Perception Data, Outcomes Data 163 Step 9: Follow-Up 163 Integrating the Curriculum Using Multiple Intelligences 164 Delivering the Curriculum 169 Teaching Strategies and Lesson Planning 169 Learning Communities and Classroom Management 171 Positive Behavior Support (PBS) 172 Educating Adult Stakeholders 173 Educating Adult Partners: Considerations 174 Chapter 10 Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model 178 Consultation Definition of Consultation 180 Generic Process Model of Consultation 181 Prescription Mode 182 Provision Mode 182 Initiation Mode 183 Collaboration Mode 183 Mediation Mode 183 Multicultural Considerations Increasing Multicultural Competency 184 Consideration of Social, Cultural, and Educational Context 184 Mindfulness of School-Specific Social Justice Issues 184 Promotion of Fair Collaboration Among Educational Stakeholders 184 Consultation with Student Partners 185 Consultation with Adult Partners 186 Client-Centered Case Consultation 187 Program-Centered Administrative Consultation 187 Consultee-Centered Administrative Consultation 188 Consultee-Centered Case Consultation 188 Consulting With Parents and Caregivers 190 Consulting With School Colleagues 190 Consulting With Community Colleagues 191 General Issues: Overcoming Common Challenges in Consultation 191 Chapter 11 A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School 194 Recognized ASCA Model Program (RAMP) 194 The RAMP Application Process 195 RAMP Development and Outcomes 195 A RAMP-Designated Middle School Program 197 Illustrating the RAMP Process: Components of the BMS Program 198 Foundation 198 Management and Accountability 198 Delivery 199 Becoming a RAMP Program Over Time 204 Chapter 12 Ethical, Personal, and Professional Issues 207 School Counseling and Ethics 208 The School Counseling Codes of Ethics 209 Legal Issues 210 Ethical Decision-Making Process 211 Case Scenario: 211 Common Legal/Ethical Problem 212 Confidentiality 212 Rights of Parents and Informed Consent 213 Defining the “Client”: Conflict of Interest Between Student and School 214 Counselor Competence 215 Clinical Notes and Records 216 Online Counseling and the Use of Technology 216 Diversity and Values 217 Equity and Access 218 Professional Liability, Insurance, and Certification 219 Responding to Legal Action 220 Resources and Recommendations for School Counselors 220 Personal Mental Health: Seeking Balance 221 Finding Your Center 222 Doing Your Best, Then Letting Go 222 Stress Management Strategies 223 Professional Health: Being Realistic 226 Professional Identity 226 Portfolios 226 Supervision 227 Colleague Consultation and Networking 228 Lifelong Continuing Education 229 Professional Associations 229 Evidence-Based Action Research 230 Receiving Mentoring and Mentoring Others 230 Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model 233 Appendix B Websites To Consult 235 References 239 Index 278

About the Author :
Colette T. Dollarhide, Associate Professor of Counselor Education at The Ohio State University, earned her master’s and doctorate degrees in counseling and educational psychology from the University of Nevada, Reno. She earned her bachelor’s degree in political science from California State University at Fullerton. She has been a counselor since 1988 and a counselor educator since 1995. For the past 15 years, Dr. Dollarhide’s teaching and research focus has specialized in school counseling at the master’s and doctoral levels, but she has also taught career counseling, college student development, theories and techniques of counseling, foundations of school counseling, special issues in school counseling (at elementary, middle, and secondary school levels), counseling through play, ethics, consultation, supervision, group counseling, pedagogy in counselor education, and practice and internships. Her research agenda includes school counseling leadership, professional identity, social justice, and counseling pedagogy, and Dr. Dollarhide has published and presented papers at international, national and state conferences. Her professional service includes President of C-AHEAD (now AHC), eight years as a reviewer for Counselor Education and Supervision (CES), coeditor for a first-ever CES special section on school counselor supervision, four years as a reviewer for Journal of Counseling and Development (JCD), and Editor of the Journal of Humanistic Counseling. Dr. Kelli Saginak, Ed.D., NCC, lives with her family in Oshkosh, Wisconsin. Her career has served the field of counseling and education, as a teacher, counselor, prevention specialist, and consultant. Kelli is an advocate for young people and strives to educate, train, and inspire professional counselors to serve today’s youth, as leaders, advocates, and agents of systemic change. Her passion for youth inspires her writing, scholarship, and teaching in the areas of school counseling, counseling process, counseling with children and adolescents, lifespan development, and addictions counseling. Kelli presents on a variety of counseling-related topics and has co-authored several publications, such as: School Counseling in the Secondary School: A Comprehensive Process and Program and most recently, the 3rd edition of Comprehensive School Counseling Programs: K-12 Delivery Systems in Action.

Review :
From reviews of the text: "For me, the key strengths of the text are many. I like the writing style, which is informal and informative. It is accessible to students at the graduate level and engaging for them to read. Also, I like the use of Reflection Moments and Case Studies for each chapter. Since I teach online, I use many of these as Discussion Board topics, which allow students to interact with each other while reflecting on the main points of the chapter. Finally, the focus on the ASCA National Model is essential. This is the standard of our profession and should be the focal point of any textbook on school counseling. The authors do an effective job of weaving the National Model throughout the text, demonstrating for students how integral it is in the life of school counselors." -David Dietrich, University of TN at Martin "The 'Case Study' at the beginning of each chapter not only makes the students aware of current issues but, unlike other texts, it confronts very challenging issues that "are not talked about." Excellently written case studies... The text covers many of the "everything-I-wanted-to-know-about-school-counseling' questions that new counselors often have. With other texts, I need to use supplemental materials for these necessary conversations... In my mind, this is the leading textbook on Foundational knowledge for school counseling." -Chris Helgestad, Adler Graduate School