Comprehensive School Counseling Programs: K-12 Delivery Systems In Action

Paperback | February 18, 2016

byColette T. Dollarhide, Kelli A. Saginak

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An in-depth look at all aspects of creating and managing a comprehensive school counseling program, with a focus on designing systemic programs to serve all students.

Accessible and inclusive, this comprehensive guide to K-12 school counseling explores delivery systems and the practical tools professional school counselors need to design, implement, manage, and evaluate comprehensive, developmentally appropriate school counseling programs for all students. Starting from the perspective of “what is a school?” it presents and updates all of the elements of a comprehensive school counseling program, including the holistic, balanced, preventive, and reflective elements, and those integrated with the academic agenda. Aligned with the most current ASCA National Model, ASCA Competencies, and new 2016 CACREP Standards, Comprehensive School Counseling Programs underlines the professional context of school counseling in the real world of public education. The updated, revised chapters of this new edition written by contemporary experts in the field of school counseling.

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From the Publisher

An in-depth look at all aspects of creating and managing a comprehensive school counseling program, with a focus on designing systemic programs to serve all students. Accessible and inclusive, this comprehensive guide to K-12 school counseling explores delivery systems and the practical tools professional school counselors need to d...

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From reviews of the text:   “For me, the key strengths of the text are many.  I like the writing style, which is informal and informative.  It is accessible to students at the graduate level and engaging for them to read.  Also, I like the use of Reflection Moments and Case Studies for each chapter.  Since I teach online, I u...

Colette T. Dollarhide, Associate Professor of Counselor Education at The Ohio State University, earned her master’s and doctorate degrees in counseling and educational psychology from the University of Nevada, Reno. She earned her bachelor’s degree in political science from California State University at Fullerton. She has been a coun...
Format:PaperbackDimensions:304 pages, 10.1 × 8 × 0.6 inPublished:February 18, 2016Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0133905217

ISBN - 13:9780133905212

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Table of Contents

Brief Table of Contents 

Chapter 1. The Profession of School Counseling - 1

Chapter 2. Schools as Social Institutions - 20

Chapter 3. Qualities of Comprehensive School Counseling Programs - 35

Chapter 4. The ASCA National Model - 64

Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87

Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP  Foundation System Management System - 110

Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123                        

Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138

Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156

Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178

Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194

Chapter 12. Ethical, Personal, and Professional Issues - 207

Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223

Appendix B Websites To Consult - 235

References - 239

Index - 278


Detailed Table of Contents 

 

Chapter 1 The Profession of School Counseling 1

Overview of This Text 2

Professional competencies of school counselors         2

    External Tests of Professional Competencies 3

Personal Qualities of a school counselor         5

    Creativity and Imagination 5

    Flexibility 5

    Courage and Belief 5

    Passion 6

Commitment to Diversity and Social Justice 6

Philosophies of Counseling 7

Philosophies of Education 8

Philosophies of School Counseling 10

    Guidance/Careers Emphasis 11

    Mental Health Emphasis 12

    Developmental Guidance 12

    Comprehensive School Counseling Programs (CSCP) 13

ASCA Role Statement and National Standards 13

    ASCA School Counselor Competencies 14

    ASCA National Model 15

Introduction to Models for CSCPs 15

    Developmental Guidance and Counseling 15

    The Essential Services Model 16

    The Results-Based Student Support Program Model 16

    The Strategic Comprehensive Model 16

    Strengths-Based School Counseling 17

    A Social Justice Approach to Comprehensive School Counseling 17

    The Domains/Activities/Partners Model 17

Conclusion 19

Chapter 2 Schools as Social Institutions 20

What Makes Effective Schools? 21

    Effective Schools 21

    How Do We Know That a School Is Effective? 23

Effective Relationships within Educational Communities 28

School Counselor as Coordinator 29

    Definition of Coordination 29

Coordination (and Leadership) in School Counseling 30

    Closing the Gap and Monitoring Achievement, Equity, and Access 30

    Academic Coordination 30

    Services Coordination 32

Conclusion 33

Chapter 3 Qualities of Comprehensive School Counseling Programs 35

Comprehensive School Counseling Programs 36

CSCPs are Holistic 37

    Academic Development 37

    Career Development 40

    Social and Emotional Development 45

CSCPs are Systemic 48

    Social Systems: Family, Peers, School, Community, and Culture 49

    Systemic Change and Multisystemic Interventions 53

CSCPs are Balanced 55

    Balanced Counselor Activities 56

CSCPs are Preventive 56

    Prevention, Intervention, and Treatment 58

CSCPs are Integrated 59

CSCPs are Reflective 60

    Reflection on the Quality of Program and Counselor Performance 61

Chapter 4 The ASCA National Model 64

The Professionalization of School Counseling 65

The ASCA National Model 66

            Overview of the Model 66

The Themes: Leadership, Advocacy, Collaboration, and Systemic Change 67

    Leadership 68

    Advocacy 69

    Collaboration 69

    Systemic Change 70   

The Elements of the ASCA National Model: Foundation, Management, Delivery, and Accountability 71

    Foundation 71

    Management System 75

    Delivery System 79

    Accountability System 83

The Flow 85

Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87

Leadership, Advocacy, and Collaboration in a CSCP 87

Leadership: School Counselor as Leader 88

    Formal and Informal Power Structures 90

    Definition of Traditional Leadership, Transformative Leadership, and Transformational Leadership 91

    Participatory Leadership and Distributed Leadership 93

    Myths about Leadership 94

    Personal Qualities of Effective Leaders 94

    Leadership Roles and Skills 95

    A Process Model of Leadership 96

Advocacy: School Counselor as Advocate 96

    Definition of Advocacy 96

    Advocacy for Systemic Issues: Social Justice 97

Collaboration: School Counselors as Collaborators 98

    Critical Resources to Support School and Community Partnerships: The School Counselor’s Role*   98

Systemic Change: School Counselor as Systemic Change Agent 100

    Transformative Leadership, Accountability Leadership, and Systemic Change 101

Leadership, Advocacy, and Collaboration: Examples and Issues 102

    Leadership, Advocacy, and Collaboration with Students 102

    Leadership, Advocacy, and Collaboration with Parents 103

    Leadership, Advocacy, and Collaboration with School Colleagues 103

    Leadership, Advocacy, and Collaboration with Community Colleagues 108

Chapter 6 Foundation, Management, and Accountability Systems of Your CSCP  Foundation System Management System 110

Foundation system 111

    What Do Students Need?  112

    Student Competencies 113

    Professional Competencies 113

Management system 114

    The Advisory Board 115

     Tools 116

Accountability System 116

    What Are Data? 117

    Program Evaluation 118

    Disseminating Results 121

Chapter 7 Delivery of Your Comprehensive School Counseling Program 123

Delivery Models 124

Various Models of Delivery systems 125

    The Developmental Guidance and Counseling Model 126

    Strengths-Based School Counseling 129

    A Social Justice Approach to Comprehensive School Counseling 130

    The ASCA National Model 131

    The Domains/Activities/Partners Model 132

Chapter 8 Delivery System: Counseling Activities in the DAP Model 138

Counseling Activities 139

The School Counselor as Counselor 140

    Misconceptions of Counseling 140

    Prevention, Intervention, and Treatment: When to Counsel and When to Refer 141

    Crisis Intervention and Suicide Prevention 142

    Multiculturally Appropriate Counseling 144

    Developmentally Appropriate Counseling 145

    Legal and Ethical Considerations 146

    Assessment within the Counseling Process      147

    Individual Planning 148

Individual Counseling 148

    Using Creative Strategies and Multiple Intelligences in Counseling 149

Group Counseling 150

    Structured (Psychoeducational) Versus Process Groups 150

    Implications and Considerations of Group Counseling 151

Peer Facilitators 152

Counseling with Adult Partners 153

    Systems Thinking: Families, Schools, and Communities 153

    Selection of Counseling as an Intervention 154

Chapter 9 Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model 156

School Counselor as Educator 157

Educating Students for Healthy Development 158

    ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum 159

    Assessing for Barriers to Learning 159

    Educating Using Multicultural Insights 160

Steps for Designing Learning Experiences 160

    Step 1: Intent   160

    Step 2: Instructional Purpose 161

    Step 3: Mindset, Behavior, and/or Competencies Addressed 161

    Step 4: Learning Objectives     162

    Step 5: Instructional Methods and Multiple Intelligences 162

    Step 6: Materials Needed 162

    Step 7: Procedure 163

    Step 8: Evaluation: Process Data, Perception Data, Outcomes Data 163

    Step 9: Follow-Up 163

Integrating the Curriculum Using Multiple Intelligences 164

Delivering the Curriculum 169

    Teaching Strategies and Lesson Planning 169

    Learning Communities and Classroom Management 171

    Positive Behavior Support (PBS) 172

Educating Adult Stakeholders 173

    Educating Adult Partners: Considerations 174

Chapter 10 Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model 178

Consultation

    Definition of Consultation 180

Generic Process Model of Consultation 181

    Prescription Mode 182

    Provision Mode 182

    Initiation Mode 183

    Collaboration Mode 183

    Mediation Mode 183

Multicultural Considerations

    Increasing Multicultural Competency 184

    Consideration of Social, Cultural, and Educational Context 184

    Mindfulness of School-Specific Social Justice Issues 184

    Promotion of Fair Collaboration Among Educational Stakeholders 184

Consultation with Student Partners 185

Consultation with Adult Partners 186

    Client-Centered Case Consultation 187

    Program-Centered Administrative Consultation 187

    Consultee-Centered Administrative Consultation 188

    Consultee-Centered Case Consultation 188

    Consulting With Parents and Caregivers 190

    Consulting With School Colleagues 190

    Consulting With Community Colleagues 191

General Issues: Overcoming Common Challenges in Consultation 191

Chapter 11 A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School 194

Recognized ASCA Model Program (RAMP) 194

    The RAMP Application Process 195

    RAMP Development and Outcomes    195

A RAMP-Designated Middle School Program 197

Illustrating the RAMP Process: Components of the BMS Program 198

    Foundation      198

    Management and Accountability 198

    Delivery 199

Becoming a RAMP Program Over Time 204

Chapter 12 Ethical, Personal, and Professional Issues 207

School Counseling and Ethics 208

The School Counseling Codes of Ethics 209

Legal Issues 210

Ethical Decision-Making Process 211

    Case Scenario: 211

Common Legal/Ethical Problem 212

    Confidentiality 212

    Rights of Parents and Informed Consent         213

    Defining the “Client”: Conflict of Interest Between Student and School 214

    Counselor Competence 215

    Clinical Notes and Records 216

    Online Counseling and the Use of Technology 216

    Diversity and Values 217

    Equity and Access 218

Professional Liability, Insurance, and Certification 219

Responding to Legal Action 220

Resources and Recommendations for School Counselors 220

Personal Mental Health: Seeking Balance 221

    Finding Your Center 222

    Doing Your Best, Then Letting Go 222

    Stress Management Strategies  223

Professional Health: Being Realistic 226

    Professional Identity 226

    Portfolios 226

    Supervision 227

    Colleague Consultation and Networking          228

    Lifelong Continuing Education 229

    Professional Associations 229

    Evidence-Based Action Research 230

    Receiving Mentoring and Mentoring Others 230

Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model 233

Appendix B Websites To Consult 235

References 239

Index 278

Editorial Reviews

From reviews of the text:   “For me, the key strengths of the text are many.  I like the writing style, which is informal and informative.  It is accessible to students at the graduate level and engaging for them to read.  Also, I like the use of Reflection Moments and Case Studies for each chapter.  Since I teach online, I use many of these as Discussion Board topics, which allow students to interact with each other while reflecting on the main points of the chapter.  Finally, the focus on the ASCA National Model is essential.  This is the standard of our profession and should be the focal point of any textbook on school counseling.  The authors do an effective job of weaving the National Model throughout the text, demonstrating for students how integral it is in the life of school counselors.”        —David Dietrich, University of TN at Martin   “The ‘Case Study’ at the beginning of each chapter not only makes the students aware of current issues but, unlike other texts, it confronts very challenging issues that “are not talked about.”  Excellently written case studies. . . .  The text covers many of the “everything-I-wanted-to-know-about-school-counseling’ questions that new counselors often have.  With other texts, I need to use supplemental materials for these necessary conversations. . . .  In my mind, this is the leading textbook on Foundational knowledge for school counseling.”        —Chris Helgestad, Adler Graduate School