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Transforming the School Counseling Profession,9780131702752
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Transforming the School Counseling Profession

by
Edition:
2nd
ISBN13:

9780131702752

ISBN10:
0131702750
Format:
Hardcover
Pub. Date:
1/1/2007
Publisher(s):
Pearson College Div
List Price: $116.00
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Summary

TRANSFORMING THE SCHOOL COUNSELING PROFESSION, SECOND EDITION BRADLEY T. ERFORD Accountability. Transformation. Achievement. Leading minds in the field share their expertise with the common goal of Transforming the School Counsleing Professon. Discover innovative insights and new perspectives on school couneling from Bradley Erford and the following contributors: Patrick Akos, Deryl Bailey, Stuart Chen-Hayes, Yvette Getch, Sam Gladding, Gary Goodnough, Edwin Herr, Cheryl Holcomb-McCoy, Reese House, Carol Kaffenberger, Vivian Lee, Erin Leff, Lynn Linde, Pat Martin, Debbie Newsome, Spencer Niles, Rachelle Perusse, Elana Rock, Linda Seligman, Amber Throckmorton, Susan Whiston Open this book and find: A guide to ten essential roles filled by professional school counselors. An emphasis on connecting the school counseling program to the mission of the school. Early coverage of outcomes research and its relationship to school counseling interventions and programs. An emphasis on advocacy, professional issues, and multicultural competence. New chapters on creating systematic, data-driven school counseling programs and accountability. Revised material on collaboration, consultation, and parent involvement. Strong coverage of developmental classroom guidance, students with mental/emotional disorders, youth at risk, and students with disabilities. Resources appropriate for introductory counseling courses, professional school counselors, and counselors in training. "...this text is a necessary tool for a school counselor's professional library... I tell my students this is one book they do not want to resell." Tarrell Portman, University of Iowa "This book is one of a kind, and provides invaluable guidance for transforming the school counseling profession." Tovah Sands, California State University, Northridge To view the website that accompanies this text, please go to http://www.prenhall.com/erford

Table of Contents

Transforming the School Counseling Profession
1(12)
Bradley T. Erford
Reese M. House
Patricia J. Martin
The School: The Primary Workplace for School Counselors
2(2)
The Context of Professional School Counseling
2(1)
Inequities and Lack of Access Propel Changes in Schools
2(1)
The Continuing Call for School Reform
2(1)
The Standards and Accountability Movement
2(1)
Connecting School Counseling to School Reform
3(1)
A Call for Change in School Counselor Practice
3(1)
A Call for Change in School Counselor Preparation Programs
4(1)
The ASCA National Model: A Framework for School Counseling Programs
5(3)
Accountability: Making School Counseling Count
8(2)
New Vision Practice
8(1)
What Prevents Professional School Counselors from Changing?
9(1)
A Sense of Urgency Is Propelling Change
9(1)
Living the Transformed Role
10(1)
On Becoming a Professional School Counselor: Your Destiny
11(1)
Summary/Conclusion
12(1)
Activities
12(1)
Historical Roots and Future Issues
13(25)
Edwin L. Herr
Bradley T. Erford
The Rise of Professional School Counseling in the United States
13(3)
The Role of the Professional School Counselor in the 1920s, 1930s, and 1940s
16(5)
Student Personnel Administration
16(1)
Psychologists, Working as Researchers and Clinicians
17(1)
Personnel Work in Industry
17(1)
Social Work
17(1)
Mental Health and Psychiatry
18(1)
Guidance as the Personalization of Education
18(1)
Guidance as the Integration of Education
18(1)
Guidance as the Coordination of Student Personnel Services
18(3)
School Counseling Comes into Its Own: The 1950s and 1960s
21(2)
The National Defense Education Act, 1958--1968
22(1)
The Great Society Legislation of the 1960s
23(1)
The Years of Consolidation and Refinement: The 1970s and Beyond
23(3)
Multicultural Diversity
24(1)
The Latter Decades of the 20th Century
24(2)
Future Issues for the School Counseling Profession
26(3)
Continuing Issues
26(3)
Traditional and Emerging Roles and Practices
29(7)
Realizations Guiding the Transformation of the Professional School Counselor's Role
30(2)
The School Counselor as a Professional
32(1)
The Professional School Counselor as an Agent of Diversity and Multicultural Sensitivity
32(1)
The Professional School Counselor as an Advocate for Academic and Social Justice
33(1)
The Professional School Counselor as a Developmental Classroom Guidance Specialist
33(1)
The Professional School Counselor as a Provider of Individual and Group Counseling Services
33(1)
The Professional School Counselor as a Career Development and Educational Planning Specialist
34(1)
The Professional School Counselor as a School and Community Agency Consultation/Collaboration Specialist
34(1)
The Professional School Counselor as a School Reform and Accountability Expert
35(1)
The Professional School Counselor as a Safe Schools, Violence Prevention, At-Risk Specialist
35(1)
The Professional School Counselor as an Advocate for Students with Special Needs
35(1)
Summary/Conclusion
36(1)
Activities
37(1)
Outcomes Research on School Counseling Interventions and Programs
38(13)
Susan C. Whiston
Is Professional School Counseling Effective?
39(2)
Which Students Benefit from School Counseling Interventions?
41(1)
What Are the Effective Methods for Delivering School Counseling Programs?
42(6)
Guidance Curriculum
43(1)
Individual Student Planning
44(1)
Responsive Services
45(3)
Does a Fully Implemented School Counseling Program Make a Difference?
48(1)
Summary/Conclusion
49(1)
Activities
50(1)
Ethical, Legal, and Professional Issues in School Counseling
51(23)
Lynn Linde
Professional Associations and Credentialing Organizations
52(1)
Ethical Standards and Laws
53(2)
ACA Code of Ethics
54(1)
ASCA Ethical Standards for School Counselors
54(1)
Sources of Information and Guidance
55(5)
The Court System
55(1)
Statutory Law
56(1)
State and Local Agencies
56(4)
Making Decisions
60(1)
Additional Legal Considerations
61(3)
Professional Competence
61(1)
``Can I Be Sued?'' and ``What Is Malpractice?''
62(1)
Subpoenas
63(1)
Confidentiality
64(2)
Limits to Confidentiality
65(1)
Confidentiality and Privileged Communication
66(1)
Minor Consent Laws
66(1)
Records and Personal Notes
67(3)
Educational Records
67(3)
Personal Notes
70(1)
The Health Insurance Portability and Accountability Act (HIPAA) of 1996
70(1)
Child Abuse
70(1)
Suicide
71(1)
Summary/Conclusion
72(2)
Multiculturally Competent School Counselors: Affirming Diversity by Challenging Oppression
74(24)
Cheryl Holcomb-McCoy
Stuart F. Chen-Hayes
Multicultural and Antioppression Terminology
76(4)
Multicultural Counseling
78(1)
Multicultural Competence
79(1)
The Need for Culturally Competent School Counselors
80(1)
Integrating Multicultural and Antioppression Topics in School Counseling Programs
81(6)
Empowerment-Focused Interventions
82(1)
Individual Counseling
83(1)
Group Counseling
83(1)
Consultation
84(1)
Assessment
84(1)
School Counseling/Guidance Curriculum Lessons
85(1)
School Counseling Program Coordination
86(1)
Data Collection and Sharing
86(1)
Case Studies of Professional School Counselors Challenging Oppressions in K-12 Schools
87(1)
Increasing Professional School Counselor Multicultural Competence
88(2)
Investigate One's Own Cultural or Ethnic Heritage
89(1)
Attend Workshops, Seminars, and Conferences on Multicultural and Diversity Issues
89(1)
Join Counseling Organizations Focused on Cultural and Social Justice Equity Competency
89(1)
Read Literature Written by Culturally Diverse Authors
89(1)
Become Familiar with Multicultural Education Literature
90(1)
Professional School Counselor Multicultural Competence Checklist
90(5)
Practice Vignettes
94(1)
Summary/Conclusion
95(1)
Activities
96(2)
Achievement Advocacy for All Students Through Transformative School Counseling Programs
98(23)
Deryl F. Bailey
Yvette Q. Getch
Stuart F. Chen-Hayes
What Are Advocacy and Achievement Advocacy?
101(1)
History of Social Advocacy
101(1)
The Importance of Advocacy: Challenging the Barriers
102(2)
Who Needs an Advocate and Why?
104(11)
Students Need Academic Achievement Advocates
104(1)
African American, Latino/a, Native American, and Low-Income Students Need Advocates
105(2)
Empowering Students with Achievement Advocacy Skills
107(3)
Empowering Parents and Guardians with Achievement Advocacy Skills
110(1)
Empowering Educators with Achievement Advocacy Skills
111(2)
Empowering School Systems for Achievement Advocacy
113(1)
Empowering Community Stakeholders with Achievement Advocacy Skills
114(1)
Publicizing the Professional School Counseling Program's Role as Achievement Advocate for All Students
115(4)
From Gatekeepers of the Status Quo to Promoting Advocacy for Systemic Change and Leadership in Schools
116(1)
Savvy Ways to Send the Message of Professional School Counseling Programs as Achievement Advocates
117(2)
Summary/Conclusion
119(1)
Case Study
120(1)
Creating a Systemic, Data-Driven School Counseling Program
121(21)
Vivian V. Lee
Gary E. Goodnough
A New Vision of School Counseling: Program Definition
122(5)
Commitment to Social Justice
123(1)
Mission of the Program
123(1)
Systemic Assessment
124(1)
Goals
125(1)
Program Integration
126(1)
Structure/Delivery
127(1)
Outcomes/Results
127(1)
Professional Foundations
127(4)
The Transformed Role of the School Counselor
127(1)
Ethical and Legal Directives
128(1)
Policies, Ethical Codes, and Legal Mandates
129(1)
District and School Policies
130(1)
Theoretical Foundations
131(2)
Content of the School Counseling Program
133(1)
Planning the School Counseling Program
134(1)
Strategic Planning and Program Development
134(1)
Creating a Calendar
134(1)
Delivery---Implementation at Multiple Levels of Programmatic Intervention
135(4)
Schoolwide
137(1)
Grade Level
137(1)
Classroom
138(1)
Group
138(1)
Individual
138(1)
Family
138(1)
Community
139(1)
Evaluating the Systemic Data-Driven School Counseling Program
139(1)
Implications for Professional School Counselors
140(1)
Summary/Conclusion
141(1)
Activities
141(1)
Developmental Classroom Guidance
142(26)
Gary E. Goodnough
Rachelle Perusse
Bradley T. Erford
The Scope and Responsibility of the Professional School Counselor as Developmental Classroom Guidance Specialist
143(1)
The Effect of Classroom Guidance on Student Development
143(1)
Developmental Theory
144(1)
Role of the Professional School Counselor in Delivering the Curriculum
145(2)
Setting Up and Managing a Classroom Environment
147(4)
Arranging the Classroom
147(2)
Working with the Classroom Teacher's Rules
149(1)
Preventing Discipline Issues in the Classroom
149(1)
Managing Disruptive Behaviors as a Counselor in the Classroom
150(1)
Crafting a Curriculum
151(2)
Creating Units and Lessons
153(2)
Scope and Sequence
153(1)
Conceptualizing a Unit
154(1)
Learning Considerations for Planning Units and Lessons
155(3)
Learning Objectives
157(1)
Constructing Developmental Lessons and Activities
158(2)
Introducing Lessons
159(1)
Developmental Activities
159(1)
Conclusion, Assessment, and Follow-up
160(7)
Summary/Conclusion
167(1)
Activities
167(1)
Counseling Individuals and Groups in School
168(27)
Debbie W. Newsome
Samuel T. Gladding
Individual Counseling in Schools
169(1)
Counseling in Schools Defined
169(2)
Developmental Considerations
171(3)
Early Childhood
171(2)
Middle Childhood
173(1)
Adolescence
173(1)
A Counseling Model for Children and Adolescents
174(9)
Building a Counseling Relationship
174(3)
Assessing Specific Counseling Needs
177(2)
Designing and Implementing Interventions
179(1)
Conducting Evaluation and Closure
180(1)
Solution-Focused Brief Counseling
181(2)
Group Counseling in Schools
183(10)
Types of Groups
183(3)
Setting Up Groups in Schools
186(4)
Conducting Group Work
190(3)
Summary/Conclusion
193(1)
Activities
194(1)
Promoting Educational and Career Planning in Schools
195(16)
Patrick Akos
Spencer G. Niles
Background for Educational and Career Planning Interventions in Schools
195(1)
Education and Career Planning Today
196(1)
Implementing Systematic and Well-Coordinated Educational and Career Planning Programs
197(2)
Elementary School
199(2)
Career Development Guidelines in Elementary School
200(1)
Middle or Junior High School
201(1)
Career Development Guidelines in Middle or Junior High School
202(1)
High School
202(3)
Career Development Guidelines in High School
205(1)
Multicultural Implications
205(4)
Developing Life-Role Readiness and Salience
206(3)
Summary/Conclusion
209(1)
Activities
210(1)
Consultation, Collaboration, and Parent Involvement
211(25)
Bradley T. Erford
The Counselor as Consultant: Case Examples
212(1)
Background
213(1)
Consultation Models
213(8)
Triadic-Dependent
213(3)
Collaborative-Dependent
216(2)
Collaborative-Interdependent
218(3)
Consultation Process
221(5)
Step 1: Entering the System
221(1)
Step 2: Joining the System
222(2)
Step 3: Initiating Problem Solving
224(1)
Step 4: Framing Change
225(1)
Step 5: Evaluating Change
226(1)
Step 6: Facilitating Closure
226(1)
School Consultation and Collaboration with Diverse Populations
226(2)
Collaborative Consultation: Reaching Out to the Broader Community
228(1)
Involving Parents in Education
228(1)
School Outreach and Changing Family Needs
229(3)
Communicating Effectively with Parents and Guardians
232(2)
Summary/Conclusion
234(1)
Activities
235(1)
Accountability
236(43)
Bradley T. Erford
The SCPAC
237(2)
Composition
237(1)
Role of the SCPAC
238(1)
Needs Assessment
239(9)
Data-Driven Needs Assessment
239(2)
Perceptions-Based Needs Assessments
241(7)
Accountability: Evaluating Programs and Assessing Outcomes
248(12)
Program Evaluation
249(1)
Service Assessment
249(1)
Results or Outcomes Evaluation
250(8)
Performance Appraisal
258(2)
Managing a Schoolwide Testing Program
260(16)
Summary/Conclusion
276(1)
Activities
277(2)
Counseling Youth at Risk
279(25)
Bradley T. Erford
Debbie W. Newsome
Elana Rock
The Changing Needs of Students and Families
279(2)
Who Are Youth at Risk?
281(1)
Problems Categorizing At-Risk Youth
282(1)
Approaches to Working with At-Risk Youth
282(1)
Demographics and Risk
283(1)
Working with All Youth
284(1)
Systems Failures: Who Is to Blame?
285(1)
Why Haven't Needs of At-Risk Students Been Addressed?
285(1)
Policy Implications
286(1)
Working with Specific At-Risk Populations
287(13)
Responding to Crisis Situations
287(2)
Suicide
289(2)
Violence and Threat Assessment
291(4)
Substance Abuse
295(2)
Grief Work and Children from Changing Families
297(2)
Dropout Prevention
299(1)
Recommendations for Professional School Counselors: Generating Effective Programs
300(2)
Summary/Conclusion
302(1)
Activities
303(1)
Conflict Resolution and Peer Mediation in Schools
304(14)
Vivian V. Lee
Amber Throckmorton
Violence Among Today's Youth
305(1)
Conflict Resolution and Peer Mediation Programs
306(1)
Concepts and Constructs
306(3)
Understanding Conflict
307(1)
Types of Conflict
307(1)
Conflict Resolution in the Larger School Structure
308(1)
Multicultural Implications
309(1)
Conflict Resolution Program Format
309(4)
Process Curriculum Approach
310(1)
Mediation Program Approach
310(1)
Peaceable Classroom Approach
310(1)
Peaceable School Approach
311(1)
Examples of Effective Conflict Resolution Programs
312(1)
Program Development
313(2)
Assessing Climate
313(1)
Systemic Change
314(1)
Diversity Considerations in Recruitment, Selection, and Training of Peer Mediators
314(1)
Program Implementation
315(2)
Training for Program Coordinators
316(1)
Student Access To Services
316(1)
Research on Conflict Resolution and Peer Mediation Programs
316(1)
Program Evaluation
317(1)
Summary/Conclusion
317(1)
Activities
317(1)
The Professional School Counselor and Students with Disabilities
318(33)
Elana Rock
Erin H. Leff
Poor Outcomes for Students with Disabilities
318(1)
Serving Students with Disabilities
319(2)
Federal Legislation
321(7)
IDEIA
322(2)
Section 504 and the ADA
324(3)
FERPA
327(1)
Related Services for Students with Disabilities Under IDEIA and Section 504
328(1)
Counseling Services
329(1)
Parent Counseling and Training
329(1)
Rehabilitation Counseling Services
329(1)
Transition Services Under IDEIA 2004
329(2)
Providing Services to Support Students with Disabilities
331(16)
Multidisciplinary Team Responsibilities
331(11)
Individualized Transition Program Planning
342(1)
Secondary Transition Programming
343(4)
Information About the Special Education Process and the Right of Appeal
347(1)
General Issues for Professional School Counselors Serving Students with Disabilities
348(1)
Cultural Considerations
348(1)
Summary/Conclusion
349(1)
Activities
350(1)
Helping Students with Mental and Emotional Disorders
351(33)
Carol J. Kaffenberger
Linda Seligman
Prevalence of Mental Disorders and Mental Health Issues in Children and Adolescents
352(1)
Factors Contributing to High Incidence of Emotional Disturbance
352(1)
The Professional School Counselor's Role
353(2)
Barriers to Providing Mental Health Services in Schools
354(1)
Current and Future Trends in the Way Services Are Provided
354(1)
What Professional School Counselors Need to Know About Mental and Emotional Disorders
355(3)
Diagnosis and Treatment Planning
357(1)
Mental Disorders Usually First Diagnosed in Infants, Children, and Adolescents
358(16)
Mental Retardation
358(2)
Learning Motor Skills, and Communication Disorders
360(2)
Pervasive Developmental Disorders
362(2)
Attention-Deficit Disorders and Disruptive Behavior Disorders
364(3)
Eating Disorders in Children and Adolescents
367(2)
The Disorders
369(2)
Elimination Disorders: Encopresis and Enuresis
371(1)
Separation Anxiety Disorder
372(1)
Selective Mutism
373(1)
Reactive Attachment Disorder
373(1)
Other Disorders Diagnosed in Children and Adolescents
374(8)
Mood Disorders
375(1)
Substance-Related Disorders
376(2)
Psychotic Disorders
378(1)
Obsessive-Compulsive Disorder
379(1)
Posttraumatic Stress Disorder
379(2)
Generalized Anxiety Disorder
381(1)
Adjustment Disorders
382(1)
Summary/Conclusion
382(1)
Further Readings
383(1)
Activities
383(1)
Appendix A ACA Code of Ethics 384(29)
Appendix B ASCA Code of Ethics 413(7)
Appendix C National Standards for School Counseling Programs 420(7)
Appendix D ASCA/AACE Competencies in Assessment and Evaluation for School Counselors 427(4)
References 431(40)
Name Index 471(12)
Subject Index 483


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