Transforming the School Counseling Profession

by Erford, Bradley T.

• ISBN13: 9780131702752
• ISBN10: 0131702750
• Edition: 2nd
• Format: Hardcover
• Copyright: 2007-01-01
• Publisher: Pearson College Div

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