Strengths-Based School Counseling

by Galassi; John P.

• ISBN13: 9780805862492
• ISBN10: 0805862498
• Format: Nonspecific Binding
• Copyright: 2007-05-22
• Publisher: Routledge

Summary

Despite calls for a more preventive and developmental mode of functioning, school counseling has tended to be driven by a reactive and sometimes crisis orientation. Like social workers and school, counseling, and clinical psychologists, school counselors typically function to alleviate deficits, often in a small percentage of the students they serve. Although this orientation has served school counselors well in many instances, it is not empowering, it does not serve all students, and it does not replace those deficits with the type of positive characteristics and abilities that schools are attempting to develop. This is the first book to provide a comprehensive look at the theory, research, and intervention strategies that comprise a strengths-based, developmental approach to school counseling. In keeping with ASCA recommendations, the Strengths-Based School Counseling (SBSC) framework discusses academic, personal/social and career development outcomes forallstudents at the elementary, middle and secondary school levels. Other key features include: Integrative FrameworkSBSC builds upon contemporary research from a variety of areas: school counseling, developmental psychology, school psychology, education, positive psychology, resiliency, and social work. Evidence-Based InterventionsDetailed examples of successful evidence-based interventions and environments are presented at the elementary, middle, and high school levels for each major developmental area (academic, personal/social, and career) identified in ASCA's National Model. Readability and PedagogyBeautifully written, the text includes lists of key points, tables of student strengths, illustrative examples, and student exercises.

Author Biography

John P. Galassi is Professor and Coordinator of School Counseling at The University of North Carolina at Chapel Hill. He is a fellow (Division 17) of the American Psychological Association. He is a former university counselor. His professional and research interests include strengths-based approaches to counseling in schools, interprofessional training, and positive psychology. Visit http://soe.unc.edu/fac_research/profile/galassi.php for more information about Professor Galassi.
Patrick Akos is an assistant professor of School Counseling in the School of Education at The University of North Carolina at Chapel Hill. He is a former college, elementary, and middle school counselor and was recognized in 2004 as the American School Counselor Association’s Counselor Educator of the Year. Dr. Akos’s research focuses on the transition into and out of middle school and Strengths-Based School Counseling (Galassi & Akos, 2006). Currently, his research continues on how school personnel can promote successful transitions and how school counselors can intervene and advocate for optimal development of early adolescents. Visit http://soe.unc.edu/fac_research/profile/akos.php for more information about Professor Akos.

Table of Contents

Preface	p. vii
The Strengths-Based School Counseling Framework	p. 1
Outline	p. 1
Overview	p. 2
Relationship of Strengths-Based School Counseling to Current School Counseling Models	p. 27
Conceptual Foundations of Strengths-Based School Counseling	p. 31
Summary	p. 45
Key Points	p. 46
Implementing the Strengths-Based School Counselor's Role	p. 49
Outline	p. 49
The Traditional Role of the School Counselor	p. 50
The Contemporary Role of the School Counselor	p. 50
The Strengths-Based School Counselor's Role	p. 51
Direct Services and the Strengths-Based School Counselor	p. 57
Indirect Services or System-Level Functions and the Strengths-Based School Counselor	p. 83
Summary	p. 98
Key Points	p. 99
Promoting Academic Development: Basic Principles	p. 103
Outline	p. 103
The Traditional Role of the School Counselor in Academic Development	p. 104
The Contemporary Role of the School Counselor in Academic Development	p. 105
The Strengths-Based School Counselor's Role in Academic Development	p. 107
Academic Strengths to Promote	p. 108
Academic Enablers	p. 129
Strengths-Enhancing Academic Environments	p. 130
Summary	p. 143
Key Points	p. 144
Promoting Academic Development: Interventions	p. 149
Outline	p. 150
Traditional School Counseling Interventions for Academic Development	p. 150
Contemporary School Counseling Interventions for Academic Development	p. 150
Strengths-Based School Counseling Interventions for Academic Development	p. 151
High-Stakes Testing	p. 154
Homework Completion	p. 161
School Transitions	p. 176
Comprehensive School Reform	p. 179
Other Interventions to Build Academic Strengths and Strengths-Enhancing Environments	p. 181
Summary	p. 185
Key Points	p. 186
Promoting Personal and Social Development	p. 191
Outline	p. 191
The Traditional Role of the School Counselor in Personal and Social Development	p. 192
The Contemporary Role of the School Counselor in Personal and Social Development	p. 192
The Strengths-Based School Counselor's Role in Personal and Social Development	p. 193
Personal and Social Strengths to Promote	p. 194
Strengths-Based Interventions to Promote Personal and Social Development	p. 198
Strengths-Enhancing Environments for Positive Personal and Social Development	p. 228
Interventions to Promote Strengths-Enhancing Environments for Personal and Social Development in Elementary and Middle Schools	p. 228
Interventions to Promote Strengths-Enhancing Environments for Personal and Social Development in High Schools	p. 239
Interventions to Promote Strengths-Enhancing Environments for Personal and Social Development over the K-12 Continuum	p. 240
Summary	p. 243
Key Points	p. 244
Promoting Career Development	p. 251
Outline	p. 251
The Traditional Role of the School Counselor in Career Development	p. 252
The Contemporary Role of the School Counselor in Career Development	p. 254
The Strengths-Based School Counselor's Role in Career Development	p. 257
Career Strengths to Promote	p. 257
Interventions to Promote Strength for Career Development	p. 279
Strengths-Enhancing Career Environments	p. 285
Summary	p. 288
Key Points	p. 289
Strengths-Based School Counseling in Perspective	p. 293
Outline	p. 293
Twelve Key Questions about the Strengths-Based School Counseling Framework	p. 294
What's development and why is it a central theme of this framework?	p. 294
Why is SBSC different from or better than the developmental approaches that we already have?	p. 295
If I spend my time on all of the types of advocacy that counselors are supposed to be involved in, how will I have time for anything else?	p. 296
Is SBSC another theory that I am going to have to learn?	p. 297
We just implemented ASCA's National Model, how can we turn around now and implement Strengths-Based School Counseling instead?	p. 298
How does Strengths-Based School Counseling fit with educational reform?	p. 298
In order to do evidence-based practice, won't I have to stop doing something else?	p. 298
How is adopting this framework going to help me deal with my students and all of their discipline problems and crises?	p. 299
So if I am a strengths-based school counselor, do I just forget about reducing disruptive behaviors, attitudes, and emotions in my clients?	p. 299
Is SBSC compatible with the CACREP standards, and do we have to modify our entire curriculum in order to prepare strengths-based counselors?	p. 301
Is the strengths-based framework applicable by other professionals and by counselors in other settings?	p. 302
Does SBSC offer a practical framework to school counselors, or is it passing fad?	p. 303
School Counselor Preparation	p. 305
Outline	p. 305
Historical Influences in School Counselor Education	p. 306
Contemporary School Counselor Preparation Influences	p. 307
Preparing the Strengths-Based School Counselor	p. 309
Integration of Strengths-Based School Counseling in the CACREP Curriculum	p. 310
Summary	p. 323
Key Points	p. 325
References	p. 327
Author Index	p. 361
Subject Index	p. 369
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