Designing and Leading Comprehensive School Counseling Programs Promoting Student Competence and Meeting Student Needs

by Brown, Duane; Trusty, Jerry G.

• ISBN13: 9780534637248
• ISBN10: 0534637248
• Edition: 1st
• Format: Hardcover
• Copyright: 2004-10-14
• Publisher: Brooks Cole
• More Book Details
• Purchase Benefits

Summary

Learn to effectively organize and evaluate school counseling programs with DESIGNING AND LEADING COMPREHENSIVE SCHOOL COUNSELING PROGRAMS! Based on the guidelines from the American School Counselor Association (ASCA), National Consortium of State Guidance Leadership, and other highly recognized organizations, this counseling text focuses needed attention on the school counselors? role in leadership and advocacy. Each chapter ends with reviews, questions, assignments, and cases that reinforce the concepts presented in the text.

Table of Contents

Introduction to the Design and Leadership of Comprehensive School Counseling Programs	1	(17)
What You Will Learn	1	(1)
Historical Background of Comprehensive School Counseling Programs	1	(2)
National Model Themes	3	(2)
Why the Departure from Tradition?	5	(1)
Key Questions	5	(7)
What's in a name?	5	(1)
Is there a need for a paradigm shift?	6	(1)
Will the profession as a whole support comprehensive school counseling programs?	7	(1)
Will practicing school counselors respond positively to models for comprehensive school counseling programs?	7	(1)
Are comprehensive school counseling programs promising more than they can deliver?	8	(1)
Will comprehensive school counseling programs reduce the amount of time spent in nonguidance duties?	9	(1)
Will school counselors embrace data-driven programs?	9	(1)
Are the prescriptive models robust enough for use in all schools and school districts?	10	(1)
Is aligning the goals of the school counseling program with the school reform movement the best direction for school counseling?	11	(1)
Will the mental health needs of some students go unmet if either the ASCA or CGPM model is fully implemented?	12	(1)
The Promise of Comprehensive School Counseling Programs	12	(1)
The Remainder of the Book	13	(1)
Summary	14	(1)
Review Questions	15	(1)
References	15	(3)
I THE CONTEXT OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
Education Today	18	(28)
What You Will Learn	18	(1)
Introduction	18	(1)
The National Educational Context	19	(1)
Educational Reform: A Brief History	19	(2)
A Manufactured Crisis?	21	(9)
Student Achievement Has Declined in the Last 40 Years: Myth or Fact?	22	(1)
American Schools Are Inferior to Those in Other Industrialized Countries: Myth or Fact?	23	(1)
The United States Spends More Money on Schooling Than Other Countries: Myth or Fact?	23	(2)
Funding of Schools and Achievement Are Not Linked: Myth or Fact?	25	(1)
American Workers Are Not as Productive as Workers in Other Countries, and This Low Performance Can Be Linked Directly to Their Schooling: Myth or Fact?	26	(1)
The Country Is Losing Its Leadership in the Technology Area Because It Has Too Few Scientists: Myth or Fact?	27	(1)
American Teachers Are Poorly Prepared: Myth or Fact?	27	(1)
Textbooks and Other Materials Promote Immorality, and Schools Do Not Teach Values or Morals: Myth or Fact?	28	(1)
Private Schools Are Inherently Superior to Public Schools: Myth or Fact?	28	(1)
Summarizing Myths and Facts: Some Conclusions	29	(1)
Approaches to School Reform	30	(1)
The Achievement Gap: Fact, Not Myth!	31	(1)
Potential Solutions to the Achievement Gap	32	(5)
High-Stakes Testing	37	(4)
Summary	41	(1)
Review Questions	42	(1)
References	43	(3)
Multicultural School Counseling	46	(32)
What You Will Learn	46	(1)
Introduction	46	(2)
Cultural Contexts and Multicultural Counseling in Schools	48	(4)
Multidimensionality	48	(1)
Histories and Cultural Heritages	49	(1)
Counselors Are Cultural Beings	50	(1)
Schools Are Cultural Entities	51	(1)
Counseling and Psychology Are Cultural Entities	51	(1)
Multicultural Counseling Competencies	52	(1)
The ASCA National Standards and Multicultural Counseling Competency	52	(6)
Discrimination and Educational Attainment	54	(1)
Working Toward Educational Equity	55	(1)
Working With Families and Communities	56	(2)
Basic Framework	58	(4)
Opportunity	58	(1)
Familiarity	59	(1)
Values	60	(1)
Applying the Basic Framework	61	(1)
Identity Development Models	62	(5)
Basic Description of Identity Development Models	63	(1)
Identity Development and Schools	64	(1)
Identity Development and Work with Individuals	65	(2)
Relationships Among Diverse Groups in Schools	67	(4)
Explanation of the Model	68	(3)
Summary	71	(1)
Review Questions	72	(1)
References	72	(6)
II LEADERSHIP AND MANAGEMENT OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
Models for Comprehensive School Counseling Programs	78	(29)
What You Will Learn	78	(1)
Introduction	78	(1)
Background	79	(1)
Conceptualizing Comprehensive School Counseling Programs: Factors to Consider	79	(22)
A Historical Approach: The Essential Services Model	80	(3)
A Prescriptive Model for School Counseling Programs: The Comprehensive Guidance Program Model (CGPM)	83	(3)
The ASCA Model: Prescriptive Model II	86	(3)
A Strategic Comprehensive Model (SCM) for School Counseling Programs	89	(12)
Empirical Support for Comprehensive School Counseling Programs	101	(3)
Summary	104	(1)
Review Questions	104	(1)
References	105	(2)
Organizing Comprehensive School Counseling Programs	107	(45)
What You Will Learn	107	(1)
Introduction	107	(1)
Models of Organizational Change	108	(3)
Power-Coercive Change	108	(1)
The Rational Approach to Change	108	(1)
The Normative--Re-educative Approach to Change	109	(1)
Planned Change and the Program Design	110	(1)
The School as a System	111	(8)
Student Learning Exercise 5.1	114	(5)
Student Learning Exercise 5.2	119	(1)
Designing Comprehensive School Counseling Programs	119	(1)
Preliminary Planning: Some Details	120	(9)
Formation of Advisory and Steering Committees	122	(1)
Development of a Mission Statement and Program Philosophy	122	(2)
Assessing Students' Needs and Environmental Concerns	124	(5)
The Results of Three Needs Assessments	129	(4)
Styxx Elementary School	129	(1)
Jewel Middle School	130	(2)
U2 High School	132	(1)
Assessing Students' Environments	133	(2)
Writing Program Objectives	135	(2)
The Who in School Counseling Program Objectives	135	(1)
Scheduling Events in the School Counseling Program: The When	136	(1)
The Where of the Counseling Program: Facilities	136	(1)
Principles of Writing Objectives	137	(4)
A Final Word About Writing Objectives	139	(2)
Preparing for Evaluation	141	(1)
Summary	141	(1)
Review Questions	142	(1)
References	142	(3)
Appendix: Needs Assessment Instruments	145	(7)
Instrument 1	145	(1)
Instrument 2	146	(1)
Instrument 3	147	(2)
Instrument 4	149	(1)
Instrument 5	150	(2)
Factors Influencing School Counselors' Roles and Internal Relationships	152	(23)
What You Will Learn	152	(1)
Introduction	152	(2)
Illustration: A Role Dilemma	154	(1)
Potential Aspects of the School Counselor's Role Defined	155	(4)
Direct Helping Strategies	156	(1)
Indirect Strategies	157	(2)
How Do School Counselors Spend Their Time?	159	(1)
Factors That May Influence Role Taking Among School Counselors	160	(10)
Professional Organizations' Impact on Individuals and the School Counseling Program	160	(1)
Authoritative Counselor Educators and Others	161	(1)
Role Senders	161	(1)
The Counselor-Pupil Ratio, Availability of Pupil Support Personnel, and Clerical Support	162	(3)
Availability and Accessibility of Community Resources	165	(1)
Counselors' Skills and Preferences	166	(1)
The Efficiency and Effectiveness of the Techniques and Strategies School Counselors Use	166	(1)
Union Agreements	167	(1)
School Reform and Competition for Students' Time	168	(1)
Putting It All Together	169	(1)
Assigning Counselors' Roles When More Than One Counselor Is Involved	170	(1)
Competition for the School Counselors' Role	171	(1)
Marketing the School Counselor's Role	172	(1)
Summary	172	(1)
Review Questions	172	(1)
References	173	(2)
Evaluation, Accountability, and Data-Driven Programs	175	(31)
What You Will Learn	175	(1)
Introduction	175	(2)
The Popularity of Evaluation	177	(1)
Why Evaluation Is Necessary	177	(1)
Designing the Evaluation Program	178	(1)
Three Evaluation Models	179	(2)
Quantitative Evaluations Strategies	181	(15)
Preexperimental and Experimental Designs	181	(6)
Descriptive Designs	187	(9)
Qualitative Evaluation Designs	196	(5)
Case Studies	197	(3)
Ethnography	200	(1)
Mixed Evaluation Models	201	(1)
Using Data as a Basis for Accountability, Public Relations, and Advocacy	202	(1)
Summary	203	(1)
Review Questions	204	(1)
References	204	(2)
Leadership in Comprehensive School Counseling Programs	206	(21)
What You Will Learn	206	(1)
Introduction	206	(1)
Four Approaches to Leadership	207	(1)
Common Misperceptions Regarding Leadership	208	(1)
Leadership Roles	209	(1)
Power in the Context of School Counseling Programs	210	(5)
Student Learning Exercise 8.1	212	(2)
Student Learning Exercise 8.2	214	(1)
A Look at Leadership Development	215	(9)
Student Learning Exercise 8.3	221	(3)
Summary	224	(1)
Review Questions	224	(1)
References	225	(2)
The Management and Leadership Skills of Effective Program Leaders	227	(37)
What You Will Learn	227	(1)
Introduction	227	(1)
Leader and Program Titles	228	(6)
An Alternative Organizational Hierarchy	230	(2)
A Workable Alternative to Program Management	232	(2)
The Skilled School Counseling Program Leader	234	(4)
Staffing and Supervising Personnel	234	(4)
Clinical and Developmental Supervision	238	(1)
Negotiation	239	(2)
Data-Based Decision Making	241	(4)
Coping with Resistance	245	(1)
Team Building	246	(5)
Step 1: Hiring and Orienting a Team Building Consultant	247	(1)
Step 2: Initiating Team Building	248	(1)
Step 3: Assessing Cohesiveness and Values Sharing	248	(1)
Step 4: Brainstorming the Program's Problems, Goal Setting, and Strategy Selection	249	(1)
Step 5: Skills Development and Action Taking	250	(1)
Step 6: Follow-Up	250	(1)
Budgeting	251	(8)
Housing the School Counseling Program	253	(3)
Technical Considerations for Building School Counseling Facilities	256	(3)
Publicizing the School Counseling Program	259	(2)
Summary	261	(1)
Review Exercises and Questions	262	(1)
References	262	(2)
Advocacy Competencies and the Advocacy Process	264	(22)
What You Will Learn	264	(1)
Introduction	264	(3)
Becoming an Advocate	267	(10)
Developing Advocacy Dispositions	269	(1)
Developing Advocacy Knowledge	270	(2)
Developing Advocacy Skills	272	(5)
Advocacy Models	277	(5)
Svec's Model	277	(1)
Eriksen's Model	278	(2)
The Model Described by Fiedler	280	(2)
Best Practices in the Advocacy Process	282	(1)
Summary	282	(1)
Review Questions	283	(1)
References	283	(3)
III THE COMPONENTS OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
Responsive Services	286	(48)
What You Will Learn	286	(1)
Introduction	286	(1)
Individual Counseling, Small Group Counseling, and Conflict Resolution	287	(5)
Individual Counseling Described	287	(2)
Small Group Counseling Described	289	(1)
Comparison of Individual Counseling and Small Group Counseling	289	(2)
Conflict Resolution Described	291	(1)
Effective Theoretical Approaches for Individual and Small Group Counseling in Schools	292	(10)
Important Characteristics of Counseling Theories and Models	292	(5)
Analysis of Common Theories and Models	297	(5)
A Model for Effective Conflict Resolution	302	(4)
Implementing the Model	304	(2)
Responding to Students' Needs Arising From Crisis Situations	306	(8)
Developing Crisis Response Plans	306	(3)
Implementing Crisis Response Plans	309	(2)
Crisis Counseling	311	(3)
Referral	314	(3)
Referral Resources	314	(1)
Referral Cautions	315	(1)
Establishing Referral Procedures	316	(1)
Consultation and Collaboration	317	(5)
Conceptualizing Consultation and Collaboration	317	(1)
Consultation in Practice	318	(4)
Peer Facilitation	322	(6)
The Benefits of Peer Facilitation Programs	322	(1)
The Scope of Peer Facilitation Programs	323	(1)
Leadership of Peer Facilitator Programs	324	(1)
Designing and Implementing Peer Facilitation Programs	325	(1)
Evaluation of Peer Facilitation Programs	326	(2)
Summary	328	(1)
Review Questions	329	(1)
References	330	(4)
Educational and Career Planning	334	(31)
What You Will Learn	334	(1)
Introduction	334	(2)
The Importance of Educational and Career Planning	336	(7)
Adelman's Study	337	(1)
The LTED Model	338	(5)
Guidelines for Effective Educational and Career Planning	343	(18)
Adults' Advice	343	(3)
Student Engagement	346	(3)
Educational and Career Assessment	349	(9)
Student Education/Career Plans	358	(3)
Summary	361	(1)
Review Questions	361	(1)
References	362	(3)
The Guidance Curriculum	365	(24)
What You Will Learn	365	(1)
Introduction	365	(1)
Developing the Guidance Curriculum	366	(5)
Characteristics of Effective Guidance Curricula	366	(2)
Benefits of Effective Guidance Curricula	368	(1)
Developing Guidance Curricula	369	(2)
Effective Delivery of the Guidance Curriculum	371	(15)
Developing Good Guidance Objectives	372	(2)
Designing Effective Guidance Lessons and Units	374	(3)
Effectively Teaching Guidance Lessons and Units	377	(4)
Evaluating Guidance	381	(3)
Guidance Lesson Plans	384	(2)
Summary	386	(1)
Review Questions	386	(1)
References	387	(2)
IV TECHNOLOGY AND THE FUTURE OF SCHOOL COUNSELING PROGRAMS
Using Technology to Strengthen School Counseling Programs	389	(24)
What You Will Learn	389	(1)
Introduction	389	(1)
Access to Technology	390	(1)
Professionals' Perceptions and Uses of Technology	391	(3)
School Counselors' Perceptions and Uses	391	(1)
Teachers' Perceptions and Uses	392	(2)
Using Internet Resources	394	(6)
Internet Cautions	394	(2)
Evaluating Internet Resources	396	(2)
Internet Resources for Students	398	(1)
Internet Resources for School Counselors	399	(1)
Using Technology to Deliver Services	400	(2)
Using Technology for Communication	402	(3)
Developing and Maintaining School Counseling Program Web Sites	402	(2)
Using the School's Intranet and the Internet for Communication	404	(1)
Using Technology for Managing Programs	405	(5)
Administrative Software	405	(1)
SCAATAP	406	(4)
Summary	410	(1)
Review Questions	411	(1)
References	412	(1)
The Future of Comprehensive School Counseling Programs and the Profession	413	(22)
What You Will Learn	413	(1)
Questions, Questions	414	(1)
The Views of Experts	414	(15)
Will school counseling undergo rapid change in the near future as school counselors adopt comprehensive school counseling programs?	415	(1)
Ultimately, will fully implemented comprehensive school counseling programs be shown to improve academic achievement?	415	(1)
Will school counseling programs become data driven?	416	(2)
Will comprehensive school counseling programs move to an indirect service model?	418	(3)
Will school counselors embrace a leadership role?	421	(1)
Will social advocacy become central to school counselors' roles?	422	(1)
Will technology free school counselors from the drudgery of paperwork and routine tasks?	422	(1)
Will school counselors become important factors in closing the achievement gap?	423	(2)
Will school counselors serve all students?	425	(1)
Will counselor education programs reorient their training to meet the perceived needs of school counselors who will work in what many hope will be transformed comprehensive programs?	426	(2)
Will the ASCA and Missouri models be changed in response to criticism?	428	(1)
Some Additional Questions and Predictions	429	(2)
Will principals and superintendents accept the concept of school counselors managing their own programs?	429	(1)
Will the adoption of either the ASCA or Missouri models accomplish the objective of making school counseling a recognized integral part of the school?	430	(1)
Will data-based practices become available to school counselors?	430	(1)
Will an increase in the number of comprehensive school counseling programs enhance recognition of the importance of school counseling and thus advance the profession, or will the school reform movement result in a diminution of school counseling?	431	(1)
Summary	431	(1)
Review Questions	432	(1)
References	432	(3)
A The ASCA National Model: A Framework for School Counseling Programs	435	(13)
B The ASCA National Standards: Competencies and Indicators	448	(7)
C The ASCA National Standards: Developmental Crosswalking Tool	455	(8)
D The ASCA National Standards: Curriculum Crosswalking Tool	463	(8)
Index	471