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CONTENTS
CHAPTER 1 A Balanced Approach to School Counseling ... 1
Introduction ... 2
Historical Overview ... 3
Pioneers ... 3
Vocational Guidance Movement ... 4
Psychometric Mo...
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CONTENTS
CHAPTER 1 A Balanced Approach to School Counseling ... 1
Introduction ... 2
Historical Overview ... 3
Pioneers ... 3
Vocational Guidance Movement ... 4
Psychometric Movement ... 4
Mental Health Movement ... 5
Emergence of a School Guidance Profession ... 5
After the Boom ... 8
Challenges ... 9
Responding to the Challenges ... 13
A Balanced Approach ... 16
A Proposal for Achieving Balance ... 17
Managing Intervention Demands ... 18
Programming for Prevention ... 20
Going Upstream ... 23
Ingredients of a Balanced School Counseling Program ... 23
Prevention ... 23
Intervention ... 24
Prevention and Intervention ... 25
Examples of a Balanced Program : Wake County North Carolina's Essential Guidance Program and Waynesboro, Pennsylvania's Comprehensive Guidance Plan ... 26
Components of the Wake County Essential Guidance Program ... 27
Components of the Waynesboro Area School District Comprehensive Guidance Plan ... 28
Functions of a Balanced Program ... 29
Chapter 2 : Counseling and Social Action ... 29
Chapter 3 : Legal and Ethical Responsibilities ... 29
Chapter 4 : Counseling ... 29
Chapter 5 : Proactive Developmental Curriculum Programming ... 30
Chapter 6 : Consulting ... 30
Chapter 7 : Referral and Coordination ... 30
Chapter 8 : Information ... 31
Chapter 9 : Enhancing Transitions ... 31
Chapter 10 : Assessment ... 31
Chapter 11 : Accountability ... 31
Chapter 12 : Professional Identity for School Counselors ... 31
Direct and Indirect Programming ... 32
Beneficiaries of a Balanced Program ... 32
Summary ... 35
Suggested Activities ... 35
References ... 36
CHAPTER 2 School Counseling and Social Action ... 39
The Legacy of Social Action ... 40
Challenges of the New Millennium ... 41
Counseling for Social Change ... 43
The School Counselor as a Change Agent : A Case Study ... 45
Challenges Associated With Activist Counseling Strategies ... 46
Challenges That Require Social Action ... 47
Striving for Equal Opportunity ... 47
Attending to Racism Through Social Action and Multicultural Counseling ... 55
Diversity-Sensitive Counseling for Sexual Minority Youths ... 60
Activists for School Counselor Identity ... 64
Suggested Activities ... 66
References ... 67
CHAPTER 3 Legal and Ethical Responsibilities ... 73
Importance of Legal and Ethical Responsibilities in School Counseling ... 74
Legal Concepts ... 74
Governmental Regulations ... 74
Ethical Standards ... 76
Pertinent Legal Codes and Concepts ... 76
Federal Legislation 76 Legal Concepts ... 79
Ethical Responsibilities ... 87
American Counseling Association Standards ... 87
American School Counselor Association Ethical Standards ... 90
Avoiding Ethical Violations ... 90
Ethical Multicultural Counseling ... 93
Making Good Ethical Decisions ... 93
Keeping Student Records : A Merging of Legal and Ethical Codes ... 95
FERPA and Codes of Ethics ... 96
Developing a Systematic Plan for Collection, Maintenance, and Dissemination of School Records ... 96
Implementing a Record-Keeping System ... 97
Sources of Ethics Consultation ... 98
Suggested Activities ... 99
References ... 100
CHAPTER 4 Counseling ... 105
Demand for Counseling Interventions ... 106
Personal Problems ... 106
Social Problems ... 108
Basic Ingredients of Counseling Interventions ... 109
Point of View ... 109
Foundations ... 111
Developmental Perspective of the Counseling Process and of Student Clients ... 111
Basic Competencies for Counseling Interventions ... 113
Successfully Opening and Closing Counseling Interviews and Group Counseling Sessions ... 114
Providing the Core Facilitative Conditions for Counseling ... 116
Attending to Clients Physically ... 118
Attending to Clients Psychologically ... 119
Basic Verbal Counseling Responses ... 120
Challenging Skills ... 123
Basic Action Strategies ... 126
The Nature of School Counseling Interventions ... 140
Organizing the Counseling Process ... 141
Basics of Responding to Client Aversion to Counseling ... 142
Basic Termination Skills ... 144
Counseling Interventions in the Wake County Essential Guidance Program ... 145
Counseling Interventions m the Waynesboro Area Comprehensive Guidance Plan ... 145
Suggested Activities ... 146
References ... 146
CHAPTER 5 Proactive Developmental Curriculum Programming ... 151
Demand for Developmental Curriculum Programming ... 152
Developmental Curriculum Programming Having a Skills-Enhancement Focus ... 153
Developmental Curriculum Programming Having a Problem-Resolving Focus ... 154
Developmental Curriculum Programming Designed to Counter Cultural Oppression ... 154
Basic Ingredients of Developmental Curriculum Planning ... 155
Point of View ... 155
Formalizing and Specifying Developmental Curriculum Programming ... 155
Basic Competencies in Developmental Curriculum Programming ... 157
Planning ... 157
Delivering ... 159
Lesson Plan From an Anxiety Management Program ... 159
Transferring ... 163
Evaluating ... 163
Examples of Developmental Curriculum Programming ... 163
Classical Programs ... 163
Recent Programs ... 164
Teaching Coping Skills ... 165
Prejudice Prevention ... 166
Conflict Resolution ... 167
Comprehensive Developmental Guidance ... 168
Developmental Curriculum Programming in the Wake County Essential Guidance Program ... 169
Developmental Curriculum Programming in the Waynesboro Comprehensive Guidance Plan ... 170
Developmental Curriculum Programming to Achieve Prevention Goals : The Challenge ... 170
Suggested Activities ... 171
References ... 171
CHAPTER 6 Consulting ... 175
Demand for Consulting ... 176
Basic Ingredients of Consulting ... 178
Consulting Modes ... 179
Consulting Steps or Stages ... 180
Basic Consulting Competencies ... 181
Identifying and Clarifying the Problem Situations ... 182
Understanding the Situation and Setting Goals ... 184
Basic Action Strategies for Consulting ... 184
Examples of School Counseling Consultation ... 190
Consultation in the Wake County Essential Guidance Program ... 193
Consultation in the Waynesboro Comprehensive Guidance Plan ... 193
Consultation : A Natural Function for School Counselors ... 194
Suggested Activities ... 194
References ... 195
CHAPTER 7 Referral and Coordination ... 197
Demand for Referral and Coordination ... 198
Counselor-Initiated Referrals ... 198
Point of View ... 198
Foundations ... 201
Basic Competencies for Counselor-Initiated Referrals ... 201
Identifying and Clarifying ... 201
Setting Goals Based on Understanding the Problem ... 202
Implementing Constructive Action Strategies ... 203
Manifestations of the Counselor-Initiated Referral Service ... 211
The School Counselor as a Referral Service Coordinator ... 211
School Counselors and Student Assistance Programs ... 212
Referrals to Counselors ... 215
Referrals From Other Professionals and Parents ... 215
Referrals From Students ... 217
Suggested Activities ... 218
References ... 219
CHAPTER 8 Information ... 221
Demand for Information ... 222
Basic Ingredients of Information Dissemination and Processing ... 224
Understanding the Information Needs of Student Clients ... 224
Versatility ... 225
Basic Competencies in Information Disseminating and Processing ... 226
Finding and Acquiring Useful Information ... 226
Organizing, Storing, and Disseminating Information ... 226
Helping Children and Adolescents Process Information ... 236
Concluding Comments About the Information Function ... 239
Suggested Activities ... 239
References ... 240
CHAPTER 9 Enhancing Transitions ... 243
Demand for Transition Enhancements ... 244
Basic Ingredients of Enhancing Transitions ... 245
Understanding the Transition Needs of Students ... 245
Coordinating the Transition-Enhancing Activities ... 247
Basic Competencies for the Home-to-School and School-to-School Transitions ... 249
Understanding the Advantages and Disadvantages of Optional Transition Enhancement Approaches ... 249
Being Aware of the Developmental Tasks Children and Adolescents Face in Home-to-School and School-to-School Transitions ... 250
Possessing Knowledge of Specific Home-to-School and School-to-School Transition Strategies and Being Able to Implement Them ... 250
Basic Competencies in the School-to-Work Transition ... 252
Helping Students Understand the Contingencies of the School-to-Work Transition Process ... 252
Helping Students Acquire the Requisite School-to-Work Transition Skills ... 254
Making Students Aware of Useful Self-Help Resources ... 259
Communicating Successfully With Placement Personnel ... 259
Providing Comprehensive Direct Transition From School to Work ... 260
Concluding Comments About Transition Enhancement ... 262
Suggested Activities ... 263
References ... 263
CHAPTER 10 Assessment ... 267
Demand for Assessments ... 268
Basic Ingredients of the Assessment Function ... 271
Assessment for Enhancing Individual Development ... 272
Assessment for Diagnosis ... 274
External Assessment Expectations ... 275
Assessment for Classification, Placement, and Curriculum Evaluation ... 276
Leadership in Promoting Responsible Use of Tests ... 277
Basic Assessment Competencies ... 278
Knowledge About Measurement Principles ... 278
Knowledge About Standardized Tests ... 281
Knowledge About Nonstandardized Assessment Strategies ... 285
Knowledge About Managing School Testing Programs ... 287
Knowledge About Assessment Issues ... 289
Knowledge About Selecting and Administering Assessment Instruments ... 292
Knowledge About Communicating Assessment Information Accurately ... 293
Suggested Activities ... 297
References ... 297
CHAPTER 11 Accountability ... 299
Demand for Accountability ... 300
Evaluation ... 300
Accountability ... 301
Ingredients of the Accountability Function ... 303
Convenient and Efficient Evaluation ... 303
Comprehensive Accountability Data ... 304
Understandable and Informative Accountability Data ... 306
Constructive Use of Accountability Data ... 306
Basic Accountability Competencies ... 307
Assessing Consumer Needs ... 307
Assessing the Final Effects of One's Efforts : Summative Evaluation ... 309
Assessing the Intermediate Effects of One's Efforts : Formative Evaluation ... 314
Assessing Satisfaction ... 314
Assessing Cost-Effectiveness ... 317
Presenting Evaluation Data Successfully ... 319
Assembling Accountability Data. A Portfolio ... 322
A Plan for Implementing Accountability Activities ... 322
Accountability as a Means of Enhancing Public Relations ... 323
Accountability : A Special Challenge for School Counselors ... 324
An Alternative : External Reviews ... 325
Suggested Activities ... 325
References ... 326
CHAPTER 12 Professional Identity for School Counselors ... 329
Professionals With Mixed Allegiances ... 330
Ascribing Professional Status to School Counselors ... 330
Competing Professional Loyalties ... 331
Challenges to the Professional Identity of School Counselors ... 336
Dealing with Responsibility for Noncounseling Functions ... 336
Keeping Motivated ... 344
Keeping Current ... 349
Suggested Activities ... 350
References ... 350
EPILOGUE ... 353
APPENDIX A Key Components of the National Standards for School Counseling ... 355
APPENDIX B Multicultural Counseling Standards ... 361
APPENDIX C American Counseling Association Code of Ethics and Standards of Practice ... 364
APPENDIX D Ethical Standards for School Counselors―American School Counselor Association (Revised, 1992) ... 384
APPENDIX E Opinion Surveys Developed by Counselors in the State College, Pennsylvania, Area School District ... 389
APPENDIX F Erie Data Cards ... 406
AUTHOR INDEX ... 409
SUBJECT INDEX ... 415
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