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
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
