Designing and leading comprehensive school counseling programs: promoting student competence and meeting student needs
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Belmont, CA
Thomson Brooks, Cole
2005
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIX, 482 S. |
| ISBN: | 0534637248 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804134685994909696 |
|---|---|
| adam_text | IV CONTENTS 1 INTRODUCTION TO THE DESIGN AND LEADERSHIP OF COMPREHENSIVE
SCHOOL COUNSELING PROGRAMS 1 WHAT YOU WILL LEARN 1 HISTORICAL BACKGROUND
OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 1 NATIONAL MODEL THEMES 3
WHY THE DEPARTURE FROM TRADITION? 5 KEY QUESTIONS 5 WHATS IN A NAME? 5
IS THERE A NEED JOR A PARADIGM SHIFT? 6 WILL THE PROFESSION AS A WHOLE
SUPPORT COMPREHENSIVE SCHOOL COUNSELING PROGRAMS? 7 WILL PRACTICING
SCHOOL COUNSELORS RESPOND POSITIVELY TO MODELS JOR COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS ? 7 ARE COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
PROMISING MORE THAN THEY CAN DELIVER? 8 WILL COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS REDUCE THE AMOUNT OJ TIME SPENT IN NONGUIDANCE
DUTIES? 9 CONTENTS WILL SCHOOL COUNSELORS EMBRACE DATA-DRIVEN PROGRAMS?
9 ARE THE PRESCRIPTIVE MODELS ROBUST ENOUGH FOR USE IN ALL SCHOOLS AND
SCHOOL DISTRICTS? 10 IS ALIGNING THE GOALS OF THE SCHOOL COUNSELING
PROGRAM WITH THE SCHOOL RIFORM MOVEMENT THE BEST DIRECTIONFOR SCHOOL
COUNSELING? 11 WILL THE MENTAL HEALTH NEEDS OF SOME STUDENTS GO UNMET IF
EITHER THE ASCA OR CGPM MODEL ISFULLY IMPLEMENTED? 12 THE PROMISE OF
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 12 THE REMAINDER OF THE BOOK 13
SUMMARY 14 REVIEW QUESTIONS 15 REFERENCES 15 THE CONTEXT OF
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 2 EDUCATION TODAY 18
WHATYOUWILL LEARN 18 INTRODUCTION 18 THE NATIONAL EDUCATIONAL CONTEXT 19
EDUCATIONAL REFORM: ABRIEF HISTORY 19 A MANUFACTURED CRISIS? 21 STUDENT
ACHIEVEMENT RAS DECLINED IN THE LAST 40 1 EARS:MYTH OR FACT? 22 AMERICAN
SCHOOLS ARE INFERIOR TO THOSE IN OTHER INDUSTRIALIZED COUNTRIES: MYTH OR
FACT? 23 THE UNI TED STATES SPENDS MORE MONEY ON SCHOOLING THAN OTHER
COUNTRIES: MYTH OR FACT? 23 FUNDING OF SCHOOLS AND ACHIEVEMENT ARE NOT
LINKED: MYTH OR FACT? 25 AMERICAN LMJRKERSARE NOT AS PRODUCTIVE AS
LMJRKERS IN OTHER COUNTRIES, AND THIS LOW PEIFORMANCE CAN BE LINKED
DIRECTLY TO THEIR SCHOOLING: MYTH OR FACT? 26 THE COUNTRY IS LOSING ITS
LEADERSHIP IN THE TECHNOLOGYAREA BECAUSE IT RAS 700 FEW SCIENTISTS:
MYTH OR FACT? 27 AMERICAN TEACHERS ARE POORLY PREPARED: MYTH OR FACT?
27 V VI CONTENTS TEXTBOOKS AND OTHER MATERIALS PROMOTE IMMORALITY, AND
SCHOOLS DO NOT TEACHVTJLUES OR MO RALS: MYTH OR FACT? 28 PRIVATE
SCHOOLS ARE INHERENTLY SUPERIOR TO PUBLIC SCHOOLS: MYTH OR FACT? 28
SUMMARIZING MYTHS AND FACTS: SOME CONCLUSIONS 29 APPROACHES TO SCHOOL
REFORM 30 THE ACHIEVEMENT GAP: FACT, NOT MYTH! 31 POTENTIAL SOLUTIONS TO
THE ACHIEVEMENT GAP 32 HIGH-STAKES TESTING 37 SUMMARY 41 REVIEW
QUESTIONS 42 REFERENCES 43 3 MULTICULTURAL SCHOOL COUNSELING 46 WHAT
YOUWILL LEARN 46 INTRODUCTION 46 CULTURAL CONTEXTS AND MULTICULTURAL
COUNSELING IN SCHOOLS 48 MULTIDIMENSIONALITY 48 HISTORIES AND CULTURAL
HERITAGES 49 COUNSELORS ARE CULTURAL BEINGS 50 SCHOOLS ARE CULTURAL
ENTITIES 51 COUNSELING AND PSYCHOLOGY ARE CULTURAL ENTITIES 51
MULTICULTURAL COUNSELING COMPETENCIES 52 THE ASCA NATIONAL STANDARDSAND
MULTICULTURAL COUNSELING COMPETENCY 52 DISCRIMINATION AND EDUCATIONAL
ATTAINMENT 54 WORKING TBWARD EDUCATIONAL EQUITY 55 WORKING WITH FAMILIES
AND COMMUNITIES 56 BASIC FRAMEWORK 58 OPPORTUNITY 58 FAMILIARITY 59
VTJLUES 60 APPLYING THE BASIC FRAMEWORK 61 IDENTITY DEVELOPMENT MODELS
62 BASIC DESCRIPTION 01IDENTITY DEVELOPMENT MODELS 63 CONTENTS IDENTITY
DEVELOPMENT AND SCHOOLS 64 IDENTITY DEVELOPMENT AND WORK WITHINDIVIDUALS 65 RELATIONSHIPS AMONG DIVERSE GROUPS IN SCHOOLS 67
EXPLANATION OJ THE MODEL 68 SUMMARY 71 REVIEW QUESTIONS 72 REFERENCES 72
11 LEADERSHIP AND MANAGEMENT OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
4 MODELS FOR COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 78 WHATYOU WILL
LEARN 78 INTRODUCTION 78 BACKGROUND 79 CONCEPTUALIZING COMPREHENSIVE
SCHOOL COUNSELING PROGRAMS: FACTORS TO CONSIDER 79 A HISTORICAL
APPROACH: THE ESSENTIAL SERVICES MODEL 80 A PRESCRIPTIVE MODEL JOR
SCHOOL COUNSELING PROGRAMS:THE COMPREHENSIVE GUIDANCE PRO GRAM MODEL
(CGPM) 83 THE ASCA MODEL: PRESCRIPTIVE MODEL II 86 A STRATEGIE
COMPREHENSIVE MODEL (SCM) JOR SCHOOL COUNSELING PRO GRAMS 89 EMPIRICAL
SUPPORT FOR COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 101 SUMMARY 104
REVIEW QUESTIONS 104 REFERENCES 105 5 ORGANIZING COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS 107 WHATYOU WILL LEARN 107 INTRODUCTION 107 VII VIII
CONTENTS MODELS OF ORGANIZATIONAL CHANGE 108 POWER-COERCIVE CHANGE 108
THE RATIONAL APPROACH TO CHANGE 108 THE NORMATIV~RE-EDUCATIVE APPROACH
TO CHANGE 109 PLANNED CHANGE AND THE PROGRAM DESIGN 110 THE SCHOOL AS A
SYSTEM 111 STUDENT LEARNING EXERCISE 5.1 114 STUDENT LEARNING EXERCISE
5.2 119 DESIGNING COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 119
PRELIMINARY PLANNING: SOME DETAILS 120 FORMATION OF ADVISORY AND
STEERING COMMITTEES 122 DEVELOPMENT OF A MISSION STATEMENT AND PROGRAM
PHILOSOPHY 122 ASSESSING STUDENTS NEEDS AND ENVIRONMENTAL CONCERNS 124
THE RESULTS OFTHREE NEEDS ASSESSMENTS 129 STYXX ELEMENTARY SCHOOL 129
JEWEL MIDDLE SCHOOL 130 U2 HIGH SCHOOL 132 ASSESSINGSTUDENTS
ENVIRONMENTS 133 WRITING PROGRAM OBJECTIVES 135 THE VVHO IN SCHOOL
COUNSELING PROGRAM OBJECTIVES 135 SCHEDULING EVENTS IN THE SCHOOL
COUNSELING PROGRAM:THE VVHEN 136 THE VVHERE OF THE COUNSELING PROGRAM:
FACILITIES 136 PRINCIPLES OFWRITING OBJECTIVES 137 A FINAL WORD ABOUT
WRITING OBJECTIVES 139 PREPARINGFOR EVALUATION 141 SUMMARY 141 REVIEW
QUESTIONS 142 REFERENCES 142 CHAPTER 5 APPENDIX: NEEDS ASSESSMENT
INSTRUMENTS 145 INSTRUMENT 1 145 INSTRUMENT 2 146 INSTRUMENT 3 147
INSTRUMENT 4 149 INSTRUMENT 5 150 CONTENTS 6 FACTORS INFLUENCING SCHOOL
COUNSELORS ROLES AND INTERNAL RELATIONSHIPS 152 WHATYOU WILL LEARN 152
INTRODUCTION 152 ILLUSTRATION:A ROLE DILEMMA 154 POTENTIAL ASPECTS OF
THE SCHOOL COUNSE1OR S ROLE DEFLNED 155 DIRECT HELPING STRATEGIES 156
INDIRECT STRATEGIES 157 HOW DO SCHOOL COUNSE1ORS SPEND THEIRTIME? 159
FACTORS THAT MAY INFLUENCE ROLE TAKING AMONG SCHOOL COUNSE1ORS 160
PROFESSIONAL ORGANIZATIONS IMPACT ON INDIVIDUALS AND THE SCHOOL
COUNSELING PRO GRAM 160 AUTHORITATIVE COUNSELOR EDUCATORS AND OTHERS 161
ROLE SENDERS 161 THE COUNSELOR-PUPIL RATIO, AVAILABILITY OF PUPIL
SUPPORT PERSONNEI, AND CLERICAL SUPPORT 162 AVAILABILITY AND
ACCESSIBILITY OF COMMUNITY RESOURCES 165 COUNSELORS SKILLS AND
PREFERENCES 166 THE EFFICIENCY AND EFFICTIVENESS OF THE TECHNIQUES AND
STRATEGIES SCHOOL COUNSELORS USE 166 UNION AGREEMENTS 167 SCHOOL RIFORM
AND COMPETITIONFOR STUDENTS TIME 168 PUTTING IT ALL TBGETHER 169
ASSIGNING COUNSELORS ROLES WHEN MORE THAN ONE COUNSELOR IS INVOLVED 170
COMPETITION FOR THE SCHOOL COUNSELORS ROLE 171 MARKETING THE SCHOOL
COUNSELOR S ROLE 172 SUMMARY 172 REVIEW QUESTIONS 172 REFERENCES 173 7
EVALUATION, ACCOUNTABILLTY, AND DATA. DRIVEN PROGRAMS 175
WHATYOUWILLLEARN 175 IX INTRODUCTION 175 THE POPULARITY OF EVALUATION
177 WHY EVALUATION IS NECESSARY 177 DESIGNING THE EVALUATION PROGRAM 178THREE EVALUATION MODELS 179 QUANTITATIVE EVALUATIONS STRATEGIES 181
PREEXPERIMENTAL AND EXPERIMENTAL DESIGNS 181 DESCRIPTIVE DESIGNS 187
QUALITATIVE EVALUATION DESIGNS 196 CASE STUDIES 197 ETHNOGRAPHY 200
MIXED EVALUATION MODELS 201 USING DATA AS A BASISFOR ACCOUNTABILITY,
PUBLIC RELATIONS, AND ADVOCACY 202 SUMMARY 203 REVIEW QUESTIONS 204
REFERENCES 204 8 LEADERSHIP IN COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
206 WHAT YOU WILL LEARN 206 INTRODUCTION 206 FOUR APPROACHES TO
LEADERSHIP 207 COMMON MISPERCEPTIONS REGARDING LEADERSHIP 208 LEADERSHIP
ROLES 209 POWER IN THE CONTEXT OFSCHOOL COUNSELING PROGRAMS 210 STUDENT
LEARNING EXERCISE 8.1 212 STUDENT LEARNING EXERCISE 8.2 214 A LOOK AT
LEADERSHIP DEVELOPMENT 215 STUDENT LEARNING EXERCISE 8.3 221 SUMMARY 224
REVIEW QUESTIONS 224 REFERENCES 225 CONTENTS 9 THE MANAGEMENT AND
LEADERSHIP SKILLS OF EFFECTIVE PROGRAM LEADERS 227 WHAT YOU WILL LEARN
227 INTRODUCTION 227 LEADER AND PROGRAM TITLES 228 AN ALTERNATIVE
ORGANIZATIONAL HIERARCHY 230 A WORKABLE ALTERNATIVE TO PRO GRAM
MANAGEMENT 232 THE SKILLED SCHOOI COUNSELING PROGRAM LEADER 234 STAFFING
AND SUPERVISING PERSONNEL 234 CLINICAL AND DEVELOPMENTAL SUPERVISION 238
NEGOTIATION 239 DATA-BASED DECISION MAKING 241 COPING WITH RESISTANCE
245 TEAM BUILDING 246 STEP 1: HIRING AND ORIENTING A TEAM BUILDING
CONSULTANT 247 STEP 2: INITIATING TEAM BUILDING 248 STEP 3: ASSESSING
COHESIVENESS AND VI1LUESSHARING 248 STEP 4: BRAINSTORMING THE PROGRAM S
PROBLEMS, GOAL SETTING, AND STRATEGY SELECTION 249 STEP 5: SKILLS
DEVELOPMENT AND ACTION TAKING 250 STEP 6: FOLLOW-UP 250 BUDGETING 251
HOUSING THE SCHOOL COUNSELING PRO GRAM 253 TECHNICAL CONSIDERATIONS FOR
BUILDING SCHOOL COUNSELING FACILITIES 256 PUBLICIZING THE SCHOOI
COUNSELING PROGRAM 259 SUMMARY 261 REVIEW EXERCISES AND QUESTIONS 262
REFERENCES 262 10 ADVOCACY COMPETENCIES AND THE ADVOCACY PROCESS 264
WHAT YOU WILL LEARN 264 INTRODUCTION 264 XI XII CONTENTS BECOMING AN
ADVOCATE 267 DEVELOPING ADVOCACY DISPOSITIONS 269 DEVELOPING ADVOCACY
KNOWLEDGE 270 DEVELOPING ADVOCACY SKILLS 272 ADVOCACY MODELS 277 SVEC S
MODEL 277 ERIKSEN S MODEL 278 THE MODEL DESCRIBED BY FIEDLER 280 BEST
PRACTICESIN THE ADVOCACY PROCESS 282 SUMMARY 282 REVIEW QUESTIONS 283
REFERENCES 283 111 THE COMPONENTS OF COMPREHENSIVE SCHOOL COUNSELING
PROGRAMS 11 RESPONSIVE SERVICES 286 WHAT YOU WILL LEARN 286 INTRODUCTION
286 INDIVIDUAL COUNSELING, SMALL GROUP COUNSELING, AND CONTLICT
RESOLUTION 287 INDIVIDUAL COUNSELING DESCRIBED 287 SMALL GROUP
COUNSELING DESCRIBED 289 COMPARISON 01 INDIVIDUAL COUNSELING AND SM ALL
GROUP COUNSELING 289 CONFLICT RESOLUTION DESCRIBED 291
EFFECTIVETHEORETICAL APPROACHES FOR INDIVIDUAL AND SMALL GROUP
COUNSELING IN SCHOOLS 292 IMPORTANT CHARACTERISTICS OF COUNSELING
THEORIES AND MODELS 292 ANALYSIS 01 COMMON THEORIES AND MODELS 297 A
MODEL FOR EFFECTIVE CONTLICT RESOLUTION 302 IMPLEMENTING THE MODEL 304
RESPONDING TO STUDENTS NEEDS ARISING FROM CRISIS SITUATIONS 306
DEVELOPING CRISIS RESPONSE PLANS 306 IMPLEMENTING CRISIS RESPONSE PLANS
309 CONTENTS XIII CRISIS COUNSELING 311 REFERRAL 314 RIFERRAL RESOURCES
314 REFERRAL CAUTIONS 315 ESTABLISHING RIFERRAL PROCEDURES 316
CONSULTATION AND COLLABORATION 317 CONCEPTUALIZING CONSULTATION AND
COLLABORATION 317 CONSULTATION IN PRACTICE 318 PEER FACILITATION 322 THE
BENEJITS OF PEER FACILITATION PRO GRAMS 322 THE SCOPE OF PEER
FACILITATION PROGRAMS 323 LEADERSHIP 01 PEER FACILITATOR PRO GRAMS 324DESIGNING AND IMPLEMENTING PEER FACILITATION PROGRAMS 325 EVALUATION 01
PEER FACILITATION PRO GRAMS 326 SUMMARY 328 REVIEW QUESTIONS 329
REFERENCES 330 12 EDUCATIONAL AND CAREER PLANNING 334 WHAT YOU WILL
LEARN 334 INTRODUCTION 334 THE IMPORTANCE OF EDUCATIONAL AND CAREER
PLANNING 336 ADELMAN S STUDY 337 THE LTED MODEL 338 GUIDELINES FOR
EFFECTIVE EDUCATIONAL AND CAREER PLANNING 343 ADULTS ADVICE 343 STUDENT
ENGAGEMENT 346 EDUCATIONAL AND CAREER ASSESSMENT 349 STUDENT
EDUCATION/CAREER PLANS 358 SUMMARY 361 REVIEW QUESTIONS 361 REFERENCES
362 13 THE GUIDANCE CURRICULUM 365 WHAT YOUWILL LEARN 365 XIV CONTENTS
INTRODUCTION 365 DEVELOPING THE GUIDANCE CURRICULUM 366 CHARACTERISTICS
OJ E.FFECTIVE GUIDANCE CURRICULA 366 BENEFITS OF EFFECTIVE GUIDANCE
CURRICULA 368 DEVELOPING GUIDANCE CURRICULA 369 EFFECTIVE DELIVERY OF
THE GUIDANCE CURRICULUM 371 DEVELOPING GOOD GUIDANCE OBJECTIVES 372
DESIGNING E.FFECTIVE GUIDANCE LESSONS AND UNITS 374 EFFECTIVELY UACHING
GUIDANCE LESSONS AND UNITS 377 EVALUATING GUIDANCE 381 GUIDANCE LESSON
PLANS 384 SUMMARY 386 REVIEW QUESTIONS 386 REFERENCES 387 IV TECHNOLOGY
AND THE FUTURE OF SCHOOL COUNSELING PROGRAMS 14 USING TECHNOLOGY TO
STRENGTHEN SCHOOL COUNSELING PROGRAMS 389 WHAT YOU WILL LEARN 389
INTRODUCTION 389 ACCESS TO TECHNOLOGY 390 PROFESSIONALS PERCEPTIONS AND
USES OFTECHNOLOGY 391 SCHOOL COUNSELORS PERCEPTIONS AND USES 391
UACHERS PERCEPTIONS AND USES 392 USING INTERNET RESOURCES 394 INTERNET
CAUTIONS 394 EVALUATING INTERNET RESOURCES 396 INTERNET RESOURCESJOR
STUDENTS 398 INTERNET RESOURCES JOR SCHOOL COUNSELORS 399
USINGTECHNOLOGY TO DELIVER SERVICES 400 CONTENTS USING TECHNOLOGY FOR
COMMUNICATION 402 DEVELOPING AND MAINTAINING SCHOOL COUNSELING PROGRAM
FFIB SITES 402 USING THE SCHOOL S INTRANET AND THE INTERNET JOR
COMMUNICATION 404 USINGTECHNOLOGY FOR MANAGING PROGRAMS 405
ADMINISTRATIVE SOFTWARE 405 SCAATAP 406 SUMMARY 410 REVIEW QUESTIONS 411
REFERENCES 412 15 THE FUTURE OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
AND THE PROFESSION 413 WHATYOU WILL LEARN 413 QUESTIONS, QUESTIONS 414
THE VIEWS OF EXPERTS 414 WILL SCHOOL COUNSELING UNDERGO RAPID CHANGE IN
THE NEAR FUTURE AS SCHOOL COUNSELORS ADOPT COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS ? 415 ULTIMATELY, WILL JULLY IMPLEMENTED
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS BE SHOWN TO IMPROVE ACADEMIC
ACHIEVEMENT? 415 WILL SCHOOL COUNSELING PROGRAMS BECOME DATA DRIVEN? 416
WILL COMPREHENSIVE SCHOOL COUNSELING PROGRAMS MOVE TO AN INDIRECT
SERVICE MODEL? 418 WILL SCHOOL COUNSELORS EMBRACE ALEADERSHIP ROLE? 421
WILL SOCIAL ADVOCACY BECOME CENTRAL TO SCHOOL COUNSELORS ROLES? 422
WILL TECHNOLOGY FREE SCHOOL COUNSELORS FROM THE DRUDGERY CF PAPERWORK
AND ROUTINE TASKS? 422 WILL SCHOOL COUNSELORS BECOME IMPORTANT JACTORS
IN CLOSING THE ACHIEVEMENT GAP? 423 WILL SCHOOL COUNSELORS SERVE ALL
STUDENTS? 425 WILL COUNSELOR EDUCATION PROGRAMS REORIENT THEIR TRAINING
TO MEET THE PERCEIVED NEEDS OJ SCHOOL COUNSELORS WHO WILL WORK IN WHAT
MANY HOPE WILL BE TRANSFORMED COMPREHENSIVE PROGRAMS? 426 WILL THE ASCA
AND MISSOURI MODELS BE CHANGED IN RESPONSE TO CRITICISM? 428 XV XVI
CONTENTS SOME ADDITIONAL QUESTIONS AND PREDICTIONS 429 WILL PRINCIPALS
AND SUPERINTENDENTS AAEPT THE CONCEPT OF SCHOOL COUNSELORS MANAGING
THEIR OWN PROGRAMS? 429 WILL THE ADOPTION OF EITHER THE ASCA OR MISSOURI
MODELS AAOMPLISH THE OBJECTIVE OF MAKING SCHOOL COUNSELING A RECOGNIZED
INTEGRAL PART OF THE SCHOOL? 430 WILL DATA-BASED PRACTICES BECOMEAVAILABLE TO SCHOOL COUNSELORS? 430 WILL AN INCREASE IN THE NUMBER OF
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS ENHANCE RECOGNITION OF THE
IMPORTANCE OF SCHOOL COUNSELING AND THUS ADVANCE THE PROFESSION, OR WILL
THE SCHOOL REFORM MOVEMENT RESULT IN A DIMINUTION OF SCHOOL COUNSELING?
431 SUMMARY 431 REVIEW QUESTIONS 432 REFERENCES 432 A THE ASCA NATIONAL
MODEL: A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS 435 B THE ASCA
NATIONAL STANDARDS:COMPETENCIES AND INDICATORS 448 C THE ASCA NATIONAL
STANDARDS:DEVELOPMENTAL CROSSWALKING TOOL 455 D THE ASCA NATIONAL
STANDARDS:CURRICULUM CROSSWALKINGTOOL 463 INDEX 471
|
| adam_txt |
IV CONTENTS 1 INTRODUCTION TO THE DESIGN AND LEADERSHIP OF COMPREHENSIVE
SCHOOL COUNSELING PROGRAMS 1 WHAT YOU WILL LEARN 1 HISTORICAL BACKGROUND
OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 1 NATIONAL MODEL THEMES 3
WHY THE DEPARTURE FROM TRADITION? 5 KEY QUESTIONS 5 WHATS IN A NAME? 5
IS THERE A NEED JOR A PARADIGM SHIFT? 6 WILL THE PROFESSION AS A WHOLE
SUPPORT COMPREHENSIVE SCHOOL COUNSELING PROGRAMS? 7 WILL PRACTICING
SCHOOL COUNSELORS RESPOND POSITIVELY TO MODELS JOR COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS ? 7 ARE COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
PROMISING MORE THAN THEY CAN DELIVER? 8 WILL COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS REDUCE THE AMOUNT OJ TIME SPENT IN NONGUIDANCE
DUTIES? 9 CONTENTS WILL SCHOOL COUNSELORS EMBRACE DATA-DRIVEN PROGRAMS?
9 ARE THE PRESCRIPTIVE MODELS ROBUST ENOUGH FOR USE IN ALL SCHOOLS AND
SCHOOL DISTRICTS? 10 IS ALIGNING THE GOALS OF THE SCHOOL COUNSELING
PROGRAM WITH THE SCHOOL RIFORM MOVEMENT THE BEST DIRECTIONFOR SCHOOL
COUNSELING? 11 WILL THE MENTAL HEALTH NEEDS OF SOME STUDENTS GO UNMET IF
EITHER THE ASCA OR CGPM MODEL ISFULLY IMPLEMENTED? 12 THE PROMISE OF
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 12 THE REMAINDER OF THE BOOK 13
SUMMARY 14 REVIEW QUESTIONS 15 REFERENCES 15 THE CONTEXT OF
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 2 EDUCATION TODAY 18
WHATYOUWILL LEARN 18 INTRODUCTION 18 THE NATIONAL EDUCATIONAL CONTEXT 19
EDUCATIONAL REFORM: ABRIEF HISTORY 19 A MANUFACTURED CRISIS? 21 STUDENT
ACHIEVEMENT RAS DECLINED IN THE LAST 40 1'EARS:MYTH OR FACT? 22 AMERICAN
SCHOOLS ARE INFERIOR TO THOSE IN OTHER INDUSTRIALIZED COUNTRIES: MYTH OR
FACT? 23 THE UNI TED STATES SPENDS MORE MONEY ON SCHOOLING THAN OTHER
COUNTRIES: MYTH OR FACT? 23 FUNDING OF SCHOOLS AND ACHIEVEMENT ARE NOT
LINKED: MYTH OR FACT? 25 AMERICAN LMJRKERSARE NOT AS PRODUCTIVE AS
LMJRKERS IN OTHER COUNTRIES, AND THIS LOW PEIFORMANCE CAN BE LINKED
DIRECTLY TO THEIR SCHOOLING: MYTH OR FACT? 26 THE COUNTRY IS LOSING ITS
LEADERSHIP IN THE 'TECHNOLOGYAREA BECAUSE IT RAS 700 FEW SCIENTISTS:
MYTH OR FACT? 27 AMERICAN 'TEACHERS ARE POORLY PREPARED: MYTH OR FACT?
27 V VI CONTENTS 'TEXTBOOKS AND OTHER MATERIALS PROMOTE IMMORALITY, AND
SCHOOLS DO NOT 'TEACHVTJLUES OR MO RALS: MYTH OR FACT? 28 PRIVATE
SCHOOLS ARE INHERENTLY SUPERIOR TO PUBLIC SCHOOLS: MYTH OR FACT? 28
SUMMARIZING MYTHS AND FACTS: SOME CONCLUSIONS 29 APPROACHES TO SCHOOL
REFORM 30 THE ACHIEVEMENT GAP: FACT, NOT MYTH! 31 POTENTIAL SOLUTIONS TO
THE ACHIEVEMENT GAP 32 HIGH-STAKES TESTING 37 SUMMARY 41 REVIEW
QUESTIONS 42 REFERENCES 43 3 MULTICULTURAL SCHOOL COUNSELING 46 WHAT
YOUWILL LEARN 46 INTRODUCTION 46 CULTURAL CONTEXTS AND MULTICULTURAL
COUNSELING IN SCHOOLS 48 MULTIDIMENSIONALITY 48 HISTORIES AND CULTURAL
HERITAGES 49 COUNSELORS ARE CULTURAL BEINGS 50 SCHOOLS ARE CULTURAL
ENTITIES 51 COUNSELING AND PSYCHOLOGY ARE CULTURAL ENTITIES 51
MULTICULTURAL COUNSELING COMPETENCIES 52 THE ASCA NATIONAL STANDARDSAND
MULTICULTURAL COUNSELING COMPETENCY 52 DISCRIMINATION AND EDUCATIONAL
ATTAINMENT 54 WORKING TBWARD EDUCATIONAL EQUITY 55 WORKING WITH FAMILIES
AND COMMUNITIES 56 BASIC FRAMEWORK 58 OPPORTUNITY 58 FAMILIARITY 59
VTJLUES 60 APPLYING THE BASIC FRAMEWORK 61 IDENTITY DEVELOPMENT MODELS
62 BASIC DESCRIPTION 01IDENTITY DEVELOPMENT MODELS 63 CONTENTS IDENTITY
DEVELOPMENT AND SCHOOLS 64 IDENTITY DEVELOPMENT AND WORK WITHINDIVIDUALS 65 RELATIONSHIPS AMONG DIVERSE GROUPS IN SCHOOLS 67
EXPLANATION OJ THE MODEL 68 SUMMARY 71 REVIEW QUESTIONS 72 REFERENCES 72
11 LEADERSHIP AND MANAGEMENT OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
4 MODELS FOR COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 78 WHATYOU WILL
LEARN 78 INTRODUCTION 78 BACKGROUND 79 CONCEPTUALIZING COMPREHENSIVE
SCHOOL COUNSELING PROGRAMS: FACTORS TO CONSIDER 79 A HISTORICAL
APPROACH: THE ESSENTIAL SERVICES MODEL 80 A PRESCRIPTIVE MODEL JOR
SCHOOL COUNSELING PROGRAMS:THE COMPREHENSIVE GUIDANCE PRO GRAM MODEL
(CGPM) 83 THE ASCA MODEL: PRESCRIPTIVE MODEL II 86 A STRATEGIE
COMPREHENSIVE MODEL (SCM) JOR SCHOOL COUNSELING PRO GRAMS 89 EMPIRICAL
SUPPORT FOR COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 101 SUMMARY 104
REVIEW QUESTIONS 104 REFERENCES 105 5 ORGANIZING COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS 107 WHATYOU WILL LEARN 107 INTRODUCTION 107 VII VIII
CONTENTS MODELS OF ORGANIZATIONAL CHANGE 108 POWER-COERCIVE CHANGE 108
THE RATIONAL APPROACH TO CHANGE 108 THE NORMATIV~RE-EDUCATIVE APPROACH
TO CHANGE 109 PLANNED CHANGE AND THE PROGRAM DESIGN 110 THE SCHOOL AS A
SYSTEM 111 STUDENT LEARNING EXERCISE 5.1 114 STUDENT LEARNING EXERCISE
5.2 119 DESIGNING COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 119
PRELIMINARY PLANNING: SOME DETAILS 120 FORMATION OF ADVISORY AND
STEERING COMMITTEES 122 DEVELOPMENT OF A MISSION STATEMENT AND PROGRAM
PHILOSOPHY 122 ASSESSING STUDENTS' NEEDS AND ENVIRONMENTAL CONCERNS 124
THE RESULTS OFTHREE NEEDS ASSESSMENTS 129 STYXX ELEMENTARY SCHOOL 129
JEWEL MIDDLE SCHOOL 130 U2 HIGH SCHOOL 132 ASSESSINGSTUDENTS'
ENVIRONMENTS 133 WRITING PROGRAM OBJECTIVES 135 THE VVHO IN SCHOOL
COUNSELING PROGRAM OBJECTIVES 135 SCHEDULING EVENTS IN THE SCHOOL
COUNSELING PROGRAM:THE VVHEN 136 THE VVHERE OF THE COUNSELING PROGRAM:
FACILITIES 136 PRINCIPLES OFWRITING OBJECTIVES 137 A FINAL WORD ABOUT
WRITING OBJECTIVES 139 PREPARINGFOR EVALUATION 141 SUMMARY 141 REVIEW
QUESTIONS 142 REFERENCES 142 CHAPTER 5 APPENDIX: NEEDS ASSESSMENT
INSTRUMENTS 145 INSTRUMENT 1 145 INSTRUMENT 2 146 INSTRUMENT 3 147
INSTRUMENT 4 149 INSTRUMENT 5 150 CONTENTS 6 FACTORS INFLUENCING SCHOOL
COUNSELORS' ROLES AND INTERNAL RELATIONSHIPS 152 WHATYOU WILL LEARN 152
INTRODUCTION 152 ILLUSTRATION:A ROLE DILEMMA 154 POTENTIAL ASPECTS OF
THE SCHOOL COUNSE1OR'S ROLE DEFLNED 155 DIRECT HELPING STRATEGIES 156
INDIRECT STRATEGIES 157 HOW DO SCHOOL COUNSE1ORS SPEND THEIRTIME? 159
FACTORS THAT MAY INFLUENCE ROLE TAKING AMONG SCHOOL COUNSE1ORS 160
PROFESSIONAL ORGANIZATIONS' IMPACT ON INDIVIDUALS AND THE SCHOOL
COUNSELING PRO GRAM 160 AUTHORITATIVE COUNSELOR EDUCATORS AND OTHERS 161
ROLE SENDERS 161 THE COUNSELOR-PUPIL RATIO, AVAILABILITY OF PUPIL
SUPPORT PERSONNEI, AND CLERICAL SUPPORT 162 AVAILABILITY AND
ACCESSIBILITY OF COMMUNITY RESOURCES 165 COUNSELORS' SKILLS AND
PREFERENCES 166 THE EFFICIENCY AND EFFICTIVENESS OF THE 'TECHNIQUES AND
STRATEGIES SCHOOL COUNSELORS USE 166 UNION AGREEMENTS 167 SCHOOL RIFORM
AND COMPETITIONFOR STUDENTS'TIME 168 PUTTING IT ALL TBGETHER 169
ASSIGNING COUNSELORS' ROLES WHEN MORE THAN ONE COUNSELOR IS INVOLVED 170
COMPETITION FOR THE SCHOOL COUNSELORS' ROLE 171 MARKETING THE SCHOOL
COUNSELOR'S ROLE 172 SUMMARY 172 REVIEW QUESTIONS 172 REFERENCES 173 7
EVALUATION, ACCOUNTABILLTY, AND DATA. DRIVEN PROGRAMS 175
WHATYOUWILLLEARN 175 IX INTRODUCTION 175 THE POPULARITY OF EVALUATION
177 WHY EVALUATION IS NECESSARY 177 DESIGNING THE EVALUATION PROGRAM 178THREE EVALUATION MODELS 179 QUANTITATIVE EVALUATIONS STRATEGIES 181
PREEXPERIMENTAL AND EXPERIMENTAL DESIGNS 181 DESCRIPTIVE DESIGNS 187
QUALITATIVE EVALUATION DESIGNS 196 CASE STUDIES 197 ETHNOGRAPHY 200
MIXED EVALUATION MODELS 201 USING DATA AS A BASISFOR ACCOUNTABILITY,
PUBLIC RELATIONS, AND ADVOCACY 202 SUMMARY 203 REVIEW QUESTIONS 204
REFERENCES 204 8 LEADERSHIP IN COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
206 WHAT YOU WILL LEARN 206 INTRODUCTION 206 FOUR APPROACHES TO
LEADERSHIP 207 COMMON MISPERCEPTIONS REGARDING LEADERSHIP 208 LEADERSHIP
ROLES 209 POWER IN THE CONTEXT OFSCHOOL COUNSELING PROGRAMS 210 STUDENT
LEARNING EXERCISE 8.1 212 STUDENT LEARNING EXERCISE 8.2 214 A LOOK AT
LEADERSHIP DEVELOPMENT 215 STUDENT LEARNING EXERCISE 8.3 221 SUMMARY 224
REVIEW QUESTIONS 224 REFERENCES 225 CONTENTS 9 THE MANAGEMENT AND
LEADERSHIP SKILLS OF EFFECTIVE PROGRAM LEADERS 227 WHAT YOU WILL LEARN
227 INTRODUCTION 227 LEADER AND PROGRAM TITLES 228 AN ALTERNATIVE
ORGANIZATIONAL HIERARCHY 230 A "WORKABLE ALTERNATIVE TO PRO GRAM
MANAGEMENT 232 THE SKILLED SCHOOI COUNSELING PROGRAM LEADER 234 STAFFING
AND SUPERVISING PERSONNEL 234 CLINICAL AND DEVELOPMENTAL SUPERVISION 238
NEGOTIATION 239 DATA-BASED DECISION MAKING 241 COPING WITH RESISTANCE
245 TEAM BUILDING 246 STEP 1: HIRING AND ORIENTING A TEAM BUILDING
CONSULTANT 247 STEP 2: INITIATING TEAM BUILDING 248 STEP 3: ASSESSING
COHESIVENESS AND VI1LUESSHARING 248 STEP 4: BRAINSTORMING THE PROGRAM'S
PROBLEMS, GOAL SETTING, AND STRATEGY SELECTION 249 STEP 5: SKILLS
DEVELOPMENT AND ACTION TAKING 250 STEP 6: FOLLOW-UP 250 BUDGETING 251
HOUSING THE SCHOOL COUNSELING PRO GRAM 253 TECHNICAL CONSIDERATIONS FOR
BUILDING SCHOOL COUNSELING FACILITIES 256 PUBLICIZING THE SCHOOI
COUNSELING PROGRAM 259 SUMMARY 261 REVIEW EXERCISES AND QUESTIONS 262
REFERENCES 262 10 ADVOCACY COMPETENCIES AND THE ADVOCACY PROCESS 264
WHAT YOU WILL LEARN 264 INTRODUCTION 264 XI XII CONTENTS BECOMING AN
ADVOCATE 267 DEVELOPING ADVOCACY DISPOSITIONS 269 DEVELOPING ADVOCACY
KNOWLEDGE 270 DEVELOPING ADVOCACY SKILLS 272 ADVOCACY MODELS 277 SVEC'S
MODEL 277 ERIKSEN'S MODEL 278 THE MODEL DESCRIBED BY FIEDLER 280 BEST
PRACTICESIN THE ADVOCACY PROCESS 282 SUMMARY 282 REVIEW QUESTIONS 283
REFERENCES 283 111 THE COMPONENTS OF COMPREHENSIVE SCHOOL COUNSELING
PROGRAMS 11 RESPONSIVE SERVICES 286 WHAT YOU WILL LEARN 286 INTRODUCTION
286 INDIVIDUAL COUNSELING, SMALL GROUP COUNSELING, AND CONTLICT
RESOLUTION 287 INDIVIDUAL COUNSELING DESCRIBED 287 SMALL GROUP
COUNSELING DESCRIBED 289 COMPARISON 01 INDIVIDUAL COUNSELING AND SM ALL
GROUP COUNSELING 289 CONFLICT RESOLUTION DESCRIBED 291
EFFECTIVETHEORETICAL APPROACHES FOR INDIVIDUAL AND SMALL GROUP
COUNSELING IN SCHOOLS 292 IMPORTANT CHARACTERISTICS OF COUNSELING
THEORIES AND MODELS 292 ANALYSIS 01 COMMON THEORIES AND MODELS 297 A
MODEL FOR EFFECTIVE CONTLICT RESOLUTION 302 IMPLEMENTING THE MODEL 304
RESPONDING TO STUDENTS' NEEDS ARISING FROM CRISIS SITUATIONS 306
DEVELOPING CRISIS RESPONSE PLANS 306 IMPLEMENTING CRISIS RESPONSE PLANS
309 CONTENTS XIII CRISIS COUNSELING 311 REFERRAL 314 RIFERRAL RESOURCES
314 REFERRAL CAUTIONS 315 ESTABLISHING RIFERRAL PROCEDURES 316
CONSULTATION AND COLLABORATION 317 CONCEPTUALIZING CONSULTATION AND
COLLABORATION 317 CONSULTATION IN PRACTICE 318 PEER FACILITATION 322 THE
BENEJITS OF PEER FACILITATION PRO GRAMS 322 THE SCOPE OF PEER
FACILITATION PROGRAMS 323 LEADERSHIP 01 PEER FACILITATOR PRO GRAMS 324DESIGNING AND IMPLEMENTING PEER FACILITATION PROGRAMS 325 EVALUATION 01
PEER FACILITATION PRO GRAMS 326 SUMMARY 328 REVIEW QUESTIONS 329
REFERENCES 330 12 EDUCATIONAL AND CAREER PLANNING 334 WHAT YOU WILL
LEARN 334 INTRODUCTION 334 THE IMPORTANCE OF EDUCATIONAL AND CAREER
PLANNING 336 ADELMAN 'S STUDY 337 THE LTED MODEL 338 GUIDELINES FOR
EFFECTIVE EDUCATIONAL AND CAREER PLANNING 343 ADULTS' ADVICE 343 STUDENT
ENGAGEMENT 346 EDUCATIONAL AND CAREER ASSESSMENT 349 STUDENT
EDUCATION/CAREER PLANS 358 SUMMARY 361 REVIEW QUESTIONS 361 REFERENCES
362 13 THE GUIDANCE CURRICULUM 365 WHAT YOUWILL LEARN 365 XIV CONTENTS
INTRODUCTION 365 DEVELOPING THE GUIDANCE CURRICULUM 366 CHARACTERISTICS
OJ E.FFECTIVE GUIDANCE CURRICULA 366 BENEFITS OF EFFECTIVE GUIDANCE
CURRICULA 368 DEVELOPING GUIDANCE CURRICULA 369 EFFECTIVE DELIVERY OF
THE GUIDANCE CURRICULUM 371 DEVELOPING GOOD GUIDANCE OBJECTIVES 372
DESIGNING E.FFECTIVE GUIDANCE LESSONS AND UNITS 374 EFFECTIVELY UACHING
GUIDANCE LESSONS AND UNITS 377 EVALUATING GUIDANCE 381 GUIDANCE LESSON
PLANS 384 SUMMARY 386 REVIEW QUESTIONS 386 REFERENCES 387 IV TECHNOLOGY
AND THE FUTURE OF SCHOOL COUNSELING PROGRAMS 14 USING TECHNOLOGY TO
STRENGTHEN SCHOOL COUNSELING PROGRAMS 389 WHAT YOU WILL LEARN 389
INTRODUCTION 389 ACCESS TO TECHNOLOGY 390 PROFESSIONALS' PERCEPTIONS AND
USES OFTECHNOLOGY 391 SCHOOL COUNSELORS' PERCEPTIONS AND USES 391
UACHERS' PERCEPTIONS AND USES 392 USING INTERNET RESOURCES 394 INTERNET
CAUTIONS 394 EVALUATING INTERNET RESOURCES 396 INTERNET RESOURCESJOR
STUDENTS 398 INTERNET RESOURCES JOR SCHOOL COUNSELORS 399
USINGTECHNOLOGY TO DELIVER SERVICES 400 CONTENTS USING TECHNOLOGY FOR
COMMUNICATION 402 DEVELOPING AND MAINTAINING SCHOOL COUNSELING PROGRAM
FFIB SITES 402 USING THE SCHOOL'S INTRANET AND THE INTERNET JOR
COMMUNICATION 404 USINGTECHNOLOGY FOR MANAGING PROGRAMS 405
ADMINISTRATIVE SOFTWARE 405 SCAATAP 406 SUMMARY 410 REVIEW QUESTIONS 411
REFERENCES 412 15 THE FUTURE OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS
AND THE PROFESSION 413 WHATYOU WILL LEARN 413 QUESTIONS, QUESTIONS 414
THE VIEWS OF EXPERTS 414 WILL SCHOOL COUNSELING UNDERGO RAPID CHANGE IN
THE NEAR FUTURE AS SCHOOL COUNSELORS ADOPT COMPREHENSIVE SCHOOL
COUNSELING PROGRAMS ? 415 ULTIMATELY, WILL JULLY IMPLEMENTED
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS BE SHOWN TO IMPROVE ACADEMIC
ACHIEVEMENT? 415 WILL SCHOOL COUNSELING PROGRAMS BECOME DATA DRIVEN? 416
WILL COMPREHENSIVE SCHOOL COUNSELING PROGRAMS MOVE TO AN INDIRECT
SERVICE MODEL? 418 WILL SCHOOL COUNSELORS EMBRACE ALEADERSHIP ROLE? 421
WILL SOCIAL ADVOCACY BECOME CENTRAL TO SCHOOL COUNSELORS' ROLES? 422
WILL TECHNOLOGY FREE SCHOOL COUNSELORS FROM THE DRUDGERY CF PAPERWORK
AND ROUTINE TASKS? 422 WILL SCHOOL COUNSELORS BECOME IMPORTANT JACTORS
IN CLOSING THE ACHIEVEMENT GAP? 423 WILL SCHOOL COUNSELORS SERVE ALL
STUDENTS? 425 WILL COUNSELOR EDUCATION PROGRAMS REORIENT THEIR TRAINING
TO MEET THE PERCEIVED NEEDS OJ SCHOOL COUNSELORS WHO WILL WORK IN WHAT
MANY HOPE WILL BE TRANSFORMED COMPREHENSIVE PROGRAMS? 426 WILL THE ASCA
AND MISSOURI MODELS BE CHANGED IN RESPONSE TO CRITICISM? 428 XV XVI
CONTENTS SOME ADDITIONAL QUESTIONS AND PREDICTIONS 429 WILL PRINCIPALS
AND SUPERINTENDENTS AAEPT THE CONCEPT OF SCHOOL COUNSELORS MANAGING
THEIR OWN PROGRAMS? 429 WILL THE ADOPTION OF EITHER THE ASCA OR MISSOURI
MODELS AAOMPLISH THE OBJECTIVE OF MAKING SCHOOL COUNSELING A RECOGNIZED
INTEGRAL PART OF THE SCHOOL? 430 WILL DATA-BASED PRACTICES BECOMEAVAILABLE TO SCHOOL COUNSELORS? 430 WILL AN INCREASE IN THE NUMBER OF
COMPREHENSIVE SCHOOL COUNSELING PROGRAMS ENHANCE RECOGNITION OF THE
IMPORTANCE OF SCHOOL COUNSELING AND THUS ADVANCE THE PROFESSION, OR WILL
THE SCHOOL REFORM MOVEMENT RESULT IN A DIMINUTION OF SCHOOL COUNSELING?
431 SUMMARY 431 REVIEW QUESTIONS 432 REFERENCES 432 A THE ASCA NATIONAL
MODEL: A FRAMEWORK FOR SCHOOL COUNSELING PROGRAMS 435 B THE ASCA
NATIONAL STANDARDS:COMPETENCIES AND INDICATORS 448 C THE ASCA NATIONAL
STANDARDS:DEVELOPMENTAL CROSSWALKING TOOL 455 D THE ASCA NATIONAL
STANDARDS:CURRICULUM CROSSWALKINGTOOL 463 INDEX 471 |
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| author | Brown, Duane Trusty, Jerry |
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| discipline | Pädagogik |
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| id | DE-604.BV021239377 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T13:30:48Z |
| indexdate | 2024-07-09T20:28:33Z |
| institution | BVB |
| isbn | 0534637248 |
| language | English |
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| physical | XIX, 482 S. |
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| spelling | Brown, Duane Verfasser aut Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs Duane Brown ; Jerry Trusty Belmont, CA Thomson Brooks, Cole 2005 XIX, 482 S. txt rdacontent n rdamedia nc rdacarrier Educational counseling United States Student counselors United States Schulberatung (DE-588)4053452-2 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulberatung (DE-588)4053452-2 s DE-604 Trusty, Jerry Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014282089&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Brown, Duane Trusty, Jerry Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs Educational counseling United States Student counselors United States Schulberatung (DE-588)4053452-2 gnd |
| subject_GND | (DE-588)4053452-2 (DE-588)4078704-7 |
| title | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs |
| title_auth | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs |
| title_exact_search | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs |
| title_exact_search_txtP | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs |
| title_full | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs Duane Brown ; Jerry Trusty |
| title_fullStr | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs Duane Brown ; Jerry Trusty |
| title_full_unstemmed | Designing and leading comprehensive school counseling programs promoting student competence and meeting student needs Duane Brown ; Jerry Trusty |
| title_short | Designing and leading comprehensive school counseling programs |
| title_sort | designing and leading comprehensive school counseling programs promoting student competence and meeting student needs |
| title_sub | promoting student competence and meeting student needs |
| topic | Educational counseling United States Student counselors United States Schulberatung (DE-588)4053452-2 gnd |
| topic_facet | Educational counseling United States Student counselors United States Schulberatung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014282089&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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