School Counseling for the Twenty-First Century

by Baker, Stanley B.; Gerler, Edwin R.

• ISBN13: 9780130494856
• ISBN10: 0130494852
• Edition: 4th
• Format: Paperback
• Copyright: 2008-01-01
• Publisher: Pearson College Div

Summary

This comprehensive book takes a balanced approach to presenting the full range of competencies required of professional school counselors. It examines the role of the counselor in today's schools, highlighting the need for counselors to be able to help students learn to function in a society characterized by rapid change, the use of technology, and a global economy. Coverage is built around eleven key competencies, which are carefully tied to three of the most important current initiatives in the school counseling field. Unique to the text is its position as the foundation for theSchool Counseling Activities Network (www.scan21st.com), which brings graduate students, professors, and practicing school counselors together through the Internet. All components of the book are integrated with this Web site. For future school counselors.

Table of Contents

CHAPTER 1 Emergence of the School Counseling Profession	1	(34)
Introduction	2	(1)
Professionals With Mixed Allegiances	3	(6)
Ascribing Professional Status to School Counselors	3	(1)
Competing Professional Loyalties	4	(5)
The Importance of Teaching Experience	9	(1)
Historical Overview	10	(19)
Pioneers	10	(1)
Vocational Guidance Movement	11	(1)
Psychometric Movement	11	(1)
Mental Health Movement	12	(1)
Emergence of a School Guidance Profession	12	(3)
After the Boom	15	(2)
Challenges	17	(3)
Responding to the Challenges	20	(9)
How School Counselors Enhance the Academic Mission of the School	29	(1)
How School Counselors Use Networking Technology	29	(2)
Introduction to the Website for School Counseling for the Twenty-First Century	31	(1)
Suggested Activities	31	(1)
References	31	(4)
CHAPTER 2 A Balanced Approach to School Counseling	35	(21)
Introduction	36	(2)
What Is a Balanced Approach?	38	(1)
A Proposal for Achieving Balance	39	(6)
Managing Intervention Demands	39	(3)
Programming for Prevention	42	(2)
Going Upstream	44	(1)
Ingredients of a Balanced School Counseling Program	45	(3)
Prevention	45	(1)
Intervention	46	(1)
Conclusion	47	(1)
Examples of Balanced Programs	48	(3)
Essential Guidance Program, Wake County, North Carolina	48	(2)
Comprehensive Guidance Plan, Waynesboro, Pennsylvania	50	(1)
Direct and Indirect Programming	51	(1)
Beneficiaries of a Balanced Program	52	(2)
Summary	54	(1)
Suggested Activities	55	(1)
References	55	(1)
CHAPTER 3 Legal and Ethical Responsibilities in School Counseling	56	(34)
The Importance of Legal and Ethical Responsibilities in School Counseling	57	(3)
Legal Concepts	57	(1)
Governmental Regulations	58	(2)
Ethical Standards	60	(1)
The Importance of Legal and Ethical Responsibilities in a Balanced School Counseling Program	60	(1)
Pertinent Legal Codes and Concepts	60	(12)
Federal Legislation	60	(3)
Legal Concepts	63	(9)
Ethical Responsibilities	72	(10)
American Counseling Association Standards	72	(3)
American School Counselor Association Ethical Standards	75	(1)
Avoiding Ethical Violations	75	(3)
Ethical Multicultural Counseling	78	(1)
Making Good Ethical Decisions	79	(3)
Keeping Good Student Records: A Merging of Legal and Ethical Codes	82	(3)
FERPA and Codes of Ethics	82	(1)
Developing a Systematic Plan for Collection, Maintenance, and Dissemination of School Records	83	(1)
Implementing a Record-Keeping System	83	(1)
Sources of Ethics Consultation	84	(1)
Suggested Activities	85	(2)
References	87	(3)
CHAPTER 4 Prevention Programming in School Counseling	90	(26)
Demand for Prevention Programming in Schools	91	(5)
Prevention Programming Focused on Enhancing Skills	93	(1)
Prevention Programming Focused on Enhancing Academic Performance	94	(1)
Prevention Programming Designed to Counter Cultural Oppression	95	(1)
Prevention Programming Within the School Curriculum	96	(1)
Basic Ingredients of Prevention Programming	96	(3)
Point of View	96	(1)
Formalizing and Specifying Prevention Programming	97	(2)
Basic Competencies in Prevention Programming	99	(6)
Planning	99	(2)
Delivering	101	(1)
Lesson Plan for an Anxiety Management Program	101	(3)
Transferring	104	(1)
Evaluating	104	(1)
Examples of Prevention Programming	105	(6)
Overview of Sample Programs	105	(1)
Helping Students to Become Self-Regulated Learners	106	(1)
Teaching Coping Skills	107	(1)
Prejudice Prevention	108	(1)
Conflict Resolution	108	(1)
Comprehensive Developmental Guidance	109	(1)
A Model Substance Abuse Prevention Program	110	(1)
Prevention Programming in the Wake County Essential Guidance Program	111	(1)
Prevention Programming in the Waynesboro Comprehensive Guidance Plan	112	(1)
Prevention Programming to Achieve Prevention and Developmental Goals: The Challenge	113	(1)
Suggested Activities	113	(1)
References	114	(2)
CHAPTER 5 Counseling in Schools	116	(36)
Demand for School Counseling Interventions	117	(4)
Personal Problems	118	(2)
Social Problems	120	(1)
Basic Ingredients of Counseling Interventions	121	(4)
Point of View	121	(2)
Foundations	123	(1)
Developmental Perspective	123	(2)
The Nature of School Counseling Interventions	125	(1)
Basic Competencies for Counseling Interventions	126	(18)
Identifying and Clarifying Problem Situations and Unused Opportunities	127	(1)
Hopes for the Future Become Realistic Goals	128	(3)
Action Strategies for Reaching Goals	131	(12)
Organizing the Counseling Process	143	(1)
Basics of Responding to Client Aversion to Counseling	144	(2)
Reluctance	144	(1)
Resistance	145	(1)
Basic Termination Skills	146	(1)
Counseling Interventions in the Wake County Essential Guidance Program	147	(1)
Counseling Interventions in the Waynesboro Comprehensive Guidance Plan	147	(1)
Suggested Activities	148	(1)
References	148	(4)
CHAPTER 6 Consulting in School Counseling	152	(24)
Demand for Consulting in School Counseling	153	(3)
Basic Ingredients of Consulting in School Counseling	156	(3)
School Counselor Consulting Modes	151	(7)
School Counselor Consulting Steps or Stages	158	(1)
Basic Competencies for Consulting in School Counseling	159	(13)
Identifying and Clarifying the Problem Situations	159	(3)
Understanding the Situation and Setting Goals	162	(1)
Basic Action Strategies for Consulting in School Counseling	162	(6)
Examples of Consulting in School Counseling	168	(4)
School Counselor Consultation in the Wake County Essential Guidance Program	172	(1)
School Counselor Consultation in the Waynesboro Comprehensive Guidance Plan	172	(1)
Consultation: A Natural Function for School Counselors	173	(1)
Suggested Activities	173	(1)
References	174	(2)
CHAPTER 7 Referring and Coordinating In School Counseling	176	(25)
Demand for Referral and Coordination in School Counseling	177	(1)
School Counselor-Initiated Referrals	178	(3)
Point of View	178	(3)
Foundations	181	(1)
Basic Competencies for School Counselor-Initiated Referrals	181	(9)
Identifying and Clarifying the Problem	181	(1)
Setting Goals Based on Understanding the Problem	181	(2)
Implementing Constructive Action Strategies	183	(7)
Manifestations of School Counselor-Initiated Referring and Coordinating	190	(4)
The School Counselor as a Referral Service Coordinator	190	(2)
School Counselors and Student Assistance Programs	192	(2)
Referrals to School Counselors	194	(5)
Referrals From Other Professionals and Parents	194	(3)
Referrals From Students	197	(2)
Suggested Activities	199	(1)
References	199	(2)
CHAPTER 8 Helping Students Acquire and Process Information	201	(24)
Demand for Information	203	(2)
Basic Ingredients of Information Disseminating and Processing	205	(2)
Understanding the Information Needs of Student Clients	205	(1)
Versatility	206	(1)
Basic Competencies in Information Disseminating and Processing	207	(11)
Finding and Acquiring Useful Information	207	(1)
Organizing and Storing Information	208	(1)
Disseminating Information	209	(9)
Helping Children and Adolescents Process Information	218	(3)
Concluding Comments About School Counselors as Information Disseminators	221	(1)
Suggested Activities	221	(1)
References	222	(3)
CHAPTER 9 Providing Transition Assistance in School Counseling	225	(24)
Demand for Helping Students Make Transitions	226	(2)
Basic Ingredients of Helping Students Make Transitions	228	(4)
Understanding the Transition Needs of Students	228	(1)
Coordinating Transition-Enhancing Activities	229	(3)
Basic Competencies for the Home-to-School and School-to-School Transitions	232	(3)
Understanding the Advantages and Disadvantages of Optional Transition Enhancement Approaches	232	(1)
Being Aware of the Developmental Tasks Faced by Children and Adolescents	233	(1)
Knowing Specific Transition Strategies and Being Able to Implement Them	233	(2)
Basic Competencies for the School-to-Work Transition	235	(11)
Helping Students Understand the Contingencies of the Process	235	(1)
Helping Students Acquire the Requisite Skills	236	(6)
Making Students Aware of Useful Self-Help Resources	242	(1)
Communicating Successfully With Placement Personnel	243	(1)
Providing Comprehensive Direct Transitions From School to Work	243	(3)
Concluding Comments About Enhancing Transitions	246	(1)
Suggested Activities	246	(1)
References	247	(2)
CHAPTER 10 Assessment in School Counseling	249	(36)
Demand for Assessment in School Counseling	250	(6)
Basic Ingredients of Assessment in School Counseling	256	(6)
Assessment for Enhancing Student Development	257	(1)
Assessment for Diagnosing Student Status	258	(1)
External Assessment Expectations	259	(1)
Assessment for Classification, Placement, and Curriculum Evaluation	260	(1)
Leadership in Promoting Responsible Use of Standardized Tests in Assessment	261	(1)
Competencies for Basic School Counseling Assessment	262	(20)
Knowledge About Principles of Measurement	262	(3)
Knowledge About Standardized Tests	265	(4)
Knowledge About Nonstandardized Assessment Strategies	269	(2)
Knowledge About Managing School Testing Programs	271	(2)
Knowledge About Assessment Issues	273	(3)
Knowledge About Selecting and Administering Assessment Instruments	276	(1)
Knowledge About Communicating Assessment Information Accurately	277	(5)
Knowledge About Ethical Responsibilities in the Assessment Process	282	(1)
Suggested Activities	282	(1)
References	283	(2)
CHAPTER 11 Advocacy in School Counseling	285	(26)
The Legacy of Advocacy	286	(2)
Challenges of the New Millennium	288	(2)
A Closer Look at Advocacy	290	(4)
The School Counselor as an Advocate: A Case Study	293	(1)
Challenges Associated With Advocacy	293	(1)
Competencies for Advocacy in School Counseling	294	(2)
Advocating on Behalf of Clients	294	(2)
Advocating for Clients to Work in Their Own Behalf	296	(1)
Examples of Advocacy in School Counseling	296	(11)
Empowering Her to Be All That She Can Be	297	(1)
An Advocate in the School for the Family	298	(1)
A Proactive Effort to Expand the Range of Possibilities	299	(1)
Advocacy for Sexual Minority Youths	300	(2)
Bully Busting Advocates for Violence Prevention/Intervention	302	(1)
Achieving Professional Identity: Advocating for the School Counseling Profession	303	(4)
Suggested Activities	307	(1)
References	307	(4)
CHAPTER 12 Leadership and Collaboration in School Counseling	311	(10)
Demand for Leadership and Collaboration in School Counseling	312	(1)
Basic Ingredients of Leadership and Collaboration in School Counseling	313	(1)
Competencies in Basic Leadership and Collaboration in School Counseling	314	(2)
Examples of Leadership and Collaboration by School Counselors	316	(2)
Transforming the School Culture: An Example of Leadership	316	(1)
School-Based Clinicians: An Example of Collaboration	317	(1)
School Counselors as Leaders and Collaborators	318	(1)
Suggested Activities	319	(1)
References	319	(2)
CHAPTER 13 Accountability in School Counseling	321	(31)
Demand for Accountability in School Counseling	322	(4)
Evaluation	322	(1)
Accountability	323	(3)
Ingredients of the Accountability Function	326	(3)
Convenient and Efficient Evaluation	327	(1)
Comprehensive Accountability Data	327	(1)
Understandable and Informative Accountability Data	328	(1)
Constructive Use of Accountability Data	329	(1)
Competencies for Basic Accountability in School Counseling	329	(17)
Assessing Consumer Needs	329	(3)
Assessing the Final Effects of One's Efforts: Summative Evaluation	332	(4)
Assessing the Intermediate Effects of One's Efforts: Formative Evaluation	336	(1)
Assessing Satisfaction	337	(3)
Assessing Cost-Effectiveness	340	(2)
Presenting Evaluation Data Successfully	342	(2)
Assembling Accountability Data: A Portfolio	344	(1)
A Plan for Implementing Accountability Activities	345	(1)
Accountability as a Means of Enhancing Public Relations	346	(1)
Accountability: A Special Challenge for School Counselors	346	(2)
An Alternative: External Reviews	348	(1)
A Case Study: Protecting a School Counseling Program	348	(1)
Suggested Activities	349	(1)
References	350	(2)
CHAPTER 14 Beyond the Training Program: A School Counseling Career	352	(25)
Counselors in Schools	353	(1)
Challenges to the Professional Identity of School Counselors	354	(16)
You Never Told Us About ...	354	(1)
Dealing With Responsibility for Noncounseling Functions	355	(9)
Keeping Motivated	364	(5)
Keeping Current	369	(1)
Beyond the Present: What Does the Future Hold for School Counselors?	370	(4)
Suggested Activities	374	(1)
References	374	(3)
APPENDIX A: Key Components of the National Standards for School Counseling Programs: American School Counselor Association	377	(6)
APPENDIX B: Lesson Outlines for "Succeeding in School Online"	383	(3)
APPENDIX C: American Counseling Association Code of Ethics and Standards of Practice	386	(18)
APPENDIX D: Ethical Standards for School Counselors: American School Counselor Association	404	(6)
APPENDIX E: Multicultural Counseling Standards	410	(3)
APPENDIX F: Opinion Surveys Developed by Counselors in the State College, Pennsylvania, Area School District	413	(14)
APPENDIX G: Erie Data Cards	427	(4)
Author Index	431	(6)
Subject Index	437

Excerpts

The foundation for the fourth edition ofSchool Counseling for the Twenty-First Centurywas built for us in the late 1960s and early 1970s when--as a high school counselor (Stan Baker) in Janesville, Wisconsin, and as an elementary school counselor (Ed Gerler) in Millville, Pennsylvania--we experienced the daily challenges of working with students, teachers, and parents. Racial upheaval and the Vietnam War created the headlines of that era and changed the lives of us all. Affective Education and Career Education were among the tasks mandated for school counselors of that time. Memories linger of carrying a large video camera, with cords dragging along the floor of a barn, to record a career education lesson on the work of a dairy farmer. Technology has evolved, but cultural, racial, and international tensions continue in our twenty-first century world. School counselors have new mandates and new technologies to apply, but face many of the same challenges that existed when we began our work in Janesville and Millville. Educators across the world need to prepare a diverse citizenry to function cooperatively in a high-tech, competitive, global economy and to be well-adjusted enough to cope with its changes and challenges. The fourth edition ofSchool Counseling for the Twenty-First Centurytakes advantage of ever-changing computer and Internet technology to prepare school counselors for helping students meet the (new and old) academic, social, psychological, and economic challenges of a complex, diverse world. This new edition of our book features online lessons that help professors and graduate students to reflect on the content of each chapter. The online lessons also encourage professors, graduate students, and practitioners to generate ideas for an emerging School Counseling Activities Network (SCAN)--www.scan2lst.com--an Internet site devoted to the invention of online materials and strategies for helping young people meet some of the challenges they face. In association with the book and online lessons, SCAN is designed to bring the graduate school classroom and the practice of school counseling into closer harmony. The content ofSchool Counseling for the Twenty-First Centuryhas evolved in the following ways. A new opening chapter introduces readers to the school counseling profession. The introduction in chapter 1 highlights three current initiatives that may influence the school counseling profession: the American School Counselor Association's National Model for School Counseling Programs, the Education Trust's National School Counselor Training Initiative, and the School-Community Collaboration Model. The remainder of the book presents competencies for school counselors within the context of these initiatives, with a new emphasis on competencies in advocacy, leadership, and collaboration. Chapter 2 explores a balanced approach to school counseling, whic4s the book's theme. Chapter 3 examines the legal and ethical responsibilities of school counselors. Chapters 4 through 13 focus on important competencies for school counselors in the following areas: prevention, individual and group counseling, consulting, referral and coordination, disseminating information, helping students make transitions, assessment, advocacy, leadership, and accountability. The final chapter helps counselors reflect on their futures as professional counselors in schools. Each chapter begins with a vignette--bringing the work of school counselors to life--to motivate serious study of subject matter important to counseling in schools. Equally compelling are the many counseling examples and activities, presented in the text and in the online assignments, that make conceptual material understandable and relevant to school counseling practice. Our schools need excellent counseling programs. The school counseling profession is challenged to define and enunci