Developing and Managing Your School Guidance and Counseling Program

The fifth edition of this bestseller expands and extends Gysbers and Henderson’s acclaimed five-phase model of planning, designing, implementing, evaluating, and enhancing Pre-K–12 guidance and counseling programs. This enduring, influential textbook has been fully updated to reflect current theory and practice, including knowledge gained through various state and local adaptations of the model since publication of the last edition. Exciting additions to this new edition are increased attention to diversity and the range of issues that students present, counselor accountability, and the roles and responsibilities of district- and building-level guidance and counseling leaders in an increasingly complex educational environment. An abundant array of examples, sample forms, job descriptions, evaluation surveys, flyers, letters, and procedures used by various states and school districts clearly illustrate each step of program development. At the end of each chapter, a new feature called “Your Progress Check” functions as a tracking tool for growth at each stage of the change process. *Requests for digital versions from ACA can be found on www.wiley.com.  *To purchase print copies, please visit the ACA website  *Reproduction requests for material from books published by ACA should be directed to permissions@counseling.org.

Table of Contents:
Preface vii Acknowledgments xiii About the Authors xv Part I Planning Chapter 1 Evolution of Comprehensive Guidance and Counseling Programs: From Position to Services to Program 3 Chapter 2 A Comprehensive School Guidance and Counseling Program: Getting Organized to Get There From Where You Are 39 Chapter 3 A Comprehensive Guidance and Counseling Program: Theoretical Foundations and Organizational Structure 57 Chapter 4 Assessing Your Current Guidance and Counseling Program 91 Part II Designing Chapter 5 Designing Your Comprehensive Guidance and Counseling Program 139 Chapter 6 Planning Your Transition to a Comprehensive Guidance and Counseling Program 187 Part III Implementing Chapter 7 Making Your Transition to a Comprehensive Guidance and Counseling Program 223 Chapter 8 Managing Your New Program 267 Chapter 9 Ensuring School Counselor Competency 305 Part IV Evaluating Chapter 10 Evaluating Your Comprehensive Guidance and Counseling Program, Its Personnel, and Its Results 353 Part V Enhancing Chapter 11 Enhancing Your Comprehensive Guidance and Counseling Program on the Basis of Needs and Evaluation Data 381 Appendixes A. American School Counselor Association Ethical Standards for School Counselors 405 B. Guidelines and Template for Conducting an Annual Time–Task Analysis 419 C. Guidance Program Evaluation Surveys 431 D. Sample Board of Education Policies for Referrals and for Student Guidance and Counseling Programs 439 E. Sample Job Descriptions 445 F. Procedures for Helping Students Manage Personal Crises 453 G. Impact of Program Balance and Ratio on Program Implementation 457 H. Multicultural Counseling Competencies 463 I. A Procedure for Addressing Parental Concerns 467 J. Presenting . . . Your Professional School Counselor 469 K. Reassignment of Nonguidance Duties 473 L. Sample Activity Plan Formats 477 M. Descriptors Related to Evaluation Categories 483 N. Observation Forms for Counseling, Consultation, and Referral Skills 497 O. Standards for a Guidance Program Audit 501 P. Sample Memo Regarding Major Changes and New Program Recommendations 511 Index 513

About the Author :
Norman C. Gysbers, PhD, is a Curators’ Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia. Patricia Henderson, EdD, is a former director of guidance at the Northside Independent School District in San Antonio, Texas.