Comprehensive School Counseling Programs

<p><strong>Brief Table of Contents </strong></p> <p>Chapter 1. The Profession of School Counseling - 1</p> <p>Chapter 2. Schools as Social Institutions - 20</p> <p>Chapter 3. Qualities of Comprehensive School Counseling Programs - 35</p> <p>Chapter 4. The ASCA National Model - 64</p> <p>Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, &amp; Systemic Change - 87</p> <p>Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System - 110</p> <p>Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123</p> <p>Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138</p> <p>Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156</p> <p>Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178</p> <p>Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194</p> <p>Chapter 12. Ethical, Personal, and Professional Issues - 207</p> <p>Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223</p> <p>Appendix B Websites To Consult - 235</p> <p>References - 239</p> <p>Index - 278</p> <p>Detailed Table of Contents</p> <p>Chapter 1 The Profession of School Counseling 1</p> <p> Overview of This Text 2</p> <p>Professional competencies of school counselors 2</p> <p> External Tests of Professional Competencies 3</p> <p>Personal Qualities of a school counselor 5</p> <p> Creativity and Imagination 5</p> <p> Flexibility 5</p> <p> Courage and Belief 5</p> <p> Passion 6</p> <p>Commitment to Diversity and Social Justice 6</p> <p>Philosophies of Counseling 7</p> <p>Philosophies of Education 8</p> <p>Philosophies of School Counseling 10</p> <p> Guidance/Careers Emphasis 11</p> <p> Mental Health Emphasis 12</p> <p> Developmental Guidance 12</p> <p> Comprehensive School Counseling Programs (CSCP) 13</p> <p>ASCA Role Statement and National Standards 13</p> <p> ASCA School Counselor Competencies 14</p> <p> ASCA National Model 15</p> <p>Introduction to Models for CSCPs 15</p> <p> Developmental Guidance and Counseling 15</p> <p> The Essential Services Model 16</p> <p> The Results-Based Student Support Program Model 16</p> <p> The Strategic Comprehensive Model 16</p> <p> Strengths-Based School Counseling 17</p> <p> A Social Justice Approach to Comprehensive School Counseling 17</p> <p> The Domains/Activities/Partners Model 17</p> <p>Conclusion 19</p> <p>Chapter 2 Schools as Social Institutions 20</p> <p> What Makes Effective Schools? 21</p> <p> Effective Schools 21</p> <p> How Do We Know That a School Is Effective? 23</p> <p>Effective Relationships within Educational Communities 28</p> <p>School Counselor as Coordinator 29</p> <p> Definition of Coordination 29</p> <p>Coordination (and Leadership) in School Counseling 30</p> <p> Closing the Gap and Monitoring Achievement, Equity, and Access 30</p> <p> Academic Coordination 30</p> <p> Services Coordination 32</p> <p>Conclusion 33</p> <p>Chapter 3 Qualities of Comprehensive School Counseling Programs 35</p> <p> Comprehensive School Counseling Programs 36</p> <p>CSCPs are Holistic 37</p> <p> Academic Development 37</p> <p> Career Development 40</p> <p> Social and Emotional Development 45</p> <p>CSCPs are Systemic 48</p> <p> Social Systems: Family, Peers, School, Community, and Culture 49</p> <p> Systemic Change and Multisystemic Interventions 53</p> <p>CSCPs are Balanced 55</p> <p> Balanced Counselor Activities 56</p> <p>CSCPs are Preventive 56</p> <p> Prevention, Intervention, and Treatment 58</p> <p>CSCPs are Integrated 59</p> <p>CSCPs are Reflective 60</p> <p> Reflection on the Quality of Program and Counselor Performance 61</p> <p>Chapter 4 The ASCA National Model 64</p> <p> The Professionalization of School Counseling 65</p> <p>The ASCA National Model 66</p> <p> Overview of the Model 66</p> <p>The Themes: Leadership, Advocacy, Collaboration, and Systemic Change 67</p> <p> Leadership 68</p> <p> Advocacy 69</p> <p> Collaboration 69</p> <p> Systemic Change 70</p> <p>The Elements of the ASCA National Model: Foundation, Management, Delivery, and Accountability 71</p> <p> Foundation 71</p> <p> Management System 75</p> <p> Delivery System 79</p> <p> Accountability System 83</p> <p>The Flow 85</p> <p>Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, &amp; Systemic Change - 87</p> <p> Leadership, Advocacy, and Collaboration in a CSCP 87</p> <p>Leadership: School Counselor as Leader 88</p> <p> Formal and Informal Power Structures 90</p> <p> Definition of Traditional Leadership, Transformative Leadership, and Transformational Leadership 91</p> <p> Participatory Leadership and Distributed Leadership 93</p> <p> Myths about Leadership 94</p> <p> Personal Qualities of Effective Leaders 94</p> <p> Leadership Roles and Skills 95</p> <p> A Process Model of Leadership 96</p> <p>Advocacy: School Counselor as Advocate 96</p> <p> Definition of Advocacy 96</p> <p> Advocacy for Systemic Issues: Social Justice 97</p> <p>Collaboration: School Counselors as Collaborators 98</p> <p> Critical Resources to Support School and Community Partnerships: The School Counselor’s Role* 98</p> <p>Systemic Change: School Counselor as Systemic Change Agent 100</p> <p> Transformative Leadership, Accountability Leadership, and Systemic Change 101</p> <p>Leadership, Advocacy, and Collaboration: Examples and Issues 102</p> <p> Leadership, Advocacy, and Collaboration with Students 102</p> <p> Leadership, Advocacy, and Collaboration with Parents 103</p> <p> Leadership, Advocacy, and Collaboration with School Colleagues 103</p> <p> Leadership, Advocacy, and Collaboration with Community Colleagues 108</p> <p>Chapter 6 Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System 110</p> <p> Foundation system 111</p> <p> What Do Students Need? 112</p> <p> Student Competencies 113</p> <p> Professional Competencies 113</p> <p>Management system 114</p> <p> The Advisory Board 115</p> <p> Tools 116</p> <p>Accountability System 116</p> <p> What Are Data? 117</p> <p> Program Evaluation 118</p> <p> Disseminating Results 121</p> <p>Chapter 7 Delivery of Your Comprehensive School Counseling Program 123</p> <p> Delivery Models 124</p> <p>Various Models of Delivery systems 125</p> <p> The Developmental Guidance and Counseling Model 126</p> <p> Strengths-Based School Counseling 129</p> <p> A Social Justice Approach to Comprehensive School Counseling 130</p> <p> The ASCA National Model 131</p> <p> The Domains/Activities/Partners Model 132</p> <p>Chapter 8 Delivery System: Counseling Activities in the DAP Model 138</p> <p> Counseling Activities 139</p> <p>The School Counselor as Counselor 140</p> <p> Misconceptions of Counseling 140</p> <p> Prevention, Intervention, and Treatment: When to Counsel and When to Refer 141</p> <p> Crisis Intervention and Suicide Prevention 142</p> <p> Multiculturally Appropriate Counseling 144</p> <p> Developmentally Appropriate Counseling 145</p> <p> Legal and Ethical Considerations 146</p> <p> Assessment within the Counseling Process 147</p> <p> Individual Planning 148</p> <p>Individual Counseling 148</p> <p> Using Creative Strategies and Multiple Intelligences in Counseling 149</p> <p>Group Counseling 150</p> <p> Structured (Psychoeducational) Versus Process Groups 150</p> <p> Implications and Considerations of Group Counseling 151</p> <p>Peer Facilitators 152</p> <p>Counseling with Adult Partners 153</p> <p> Systems Thinking: Families, Schools, and Communities 153</p> <p> Selection of Counseling as an Intervention 154</p> <p>Chapter 9 Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model 156</p> <p> School Counselor as Educator 157</p> <p>Educating Students for Healthy Development 158</p> <p> ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum 159</p> <p> Assessing for Barriers to Learning 159</p> <p> Educating Using Multicultural Insights 160</p> <p>Steps for Designing Learning Experiences 160</p> <p> Step 1: Intent 160</p> <p> Step 2: Instructional Purpose 161</p> <p> Step 3: Mindset, Behavior, and/or Competencies Addressed 161</p> <p> Step 4: Learning Objectives 162</p> <p> Step 5: Instructional Methods and Multiple Intelligences 162</p> <p> Step 6: Materials Needed 162</p> <p> Step 7: Procedure 163</p> <p> Step 8: Evaluation: Process Data, Perception Data, Outcomes Data 163</p> <p> Step 9: Follow-Up 163</p> <p>Integrating the Curriculum Using Multiple Intelligences 164</p> <p>Delivering the Curriculum 169</p> <p> Teaching Strategies and Lesson Planning 169</p> <p> Learning Communities and Classroom Management 171</p> <p> Positive Behavior Support (PBS) 172</p> <p>Educating Adult Stakeholders 173</p> <p> Educating Adult Partners: Considerations 174</p> <p>Chapter 10 Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model 178</p> <p> Consultation</p> <p> Definition of Consultation 180</p> <p>Generic Process Model of Consultation 181</p> <p> Prescription Mode 182</p> <p> Provision Mode 182</p> <p> Initiation Mode 183</p> <p> Collaboration Mode 183</p> <p> Mediation Mode 183</p> <p>Multicultural Considerations</p> <p> Increasing Multicultural Competency 184</p> <p> Consideration of Social, Cultural, and Educational Context 184</p> <p> Mindfulness of School-Specific Social Justice Issues 184</p> <p> Promotion of Fair Collaboration Among Educational Stakeholders 184</p> <p>Consultation with Student Partners 185</p> <p>Consultation with Adult Partners 186</p> <p> Client-Centered Case Consultation 187</p> <p> Program-Centered Administrative Consultation 187</p> <p> Consultee-Centered Administrative Consultation 188</p> <p> Consultee-Centered Case Consultation 188</p> <p> Consulting With Parents and Caregivers 190</p> <p> Consulting With School Colleagues 190</p> <p> Consulting With Community Colleagues 191</p> <p>General Issues: Overcoming Common Challenges in Consultation 191</p> <p>Chapter 11 A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School 194</p> <p> Recognized ASCA Model Program (RAMP) 194</p> <p> The RAMP Application Process 195</p> <p> RAMP Development and Outcomes 195</p> <p>A RAMP-Designated Middle School Program 197</p> <p>Illustrating the RAMP Process: Components of the BMS Program 198</p> <p> Foundation 198</p> <p> Management and Accountability 198</p> <p> Delivery 199</p> <p>Becoming a RAMP Program Over Time 204</p> <p><strong>Chapter 12 Ethical, Personal, and Professional Issues 207</strong></p> <p>School Counseling and Ethics 208</p> <p>The School Counseling Codes of Ethics 209</p> <p>Legal Issues 210</p> <p>Ethical Decision-Making Process 211</p> <p> Case Scenario: 211</p> <p>Common Legal/Ethical Problem 212</p> <p> Confidentiality 212</p> <p> Rights of Parents and Informed Consent 213</p> <p> Defining the “Client”: Conflict of Interest Between Student and School 214</p> <p> Counselor Competence 215</p> <p> Clinical Notes and Records 216</p> <p> Online Counseling and the Use of Technology 216</p> <p> Diversity and Values 217</p> <p> Equity and Access 218</p> <p>Professional Liability, Insurance, and Certification 219</p> <p>Responding to Legal Action 220</p> <p>Resources and Recommendations for School Counselors 220</p> <p>Personal Mental Health: Seeking Balance 221</p> <p> Finding Your Center 222</p> <p> Doing Your Best, Then Letting Go 222</p> <p> Stress Management Strategies 223</p> <p>Professional Health: Being Realistic 226</p> <p> Professional Identity 226</p> <p> Portfolios 226</p> <p> Supervision 227</p> <p> Colleague Consultation and Networking 228</p> <p> Lifelong Continuing Education 229</p> <p> Professional Associations 229</p> <p> Evidence-Based Action Research 230</p> <p> Receiving Mentoring and Mentoring Others 230</p> <p><strong>Appendix A</strong> Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model 233</p> <p><strong>Appendix B </strong>Websites To Consult 235</p> <p>References 239</p> <p>Index 278</p>