Contemporary school counseling: theory, research, and practice
This text reviews the principle roles and functions of a contemporary school counselor as defined by the American School Counselor Association.-Back cover. For graduate students in counselor education programs desiring to be K-12 school counselors, the text provides not only the baseline knowledge n...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Lahaska Press, Houghton Mifflin
2005
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | This text reviews the principle roles and functions of a contemporary school counselor as defined by the American School Counselor Association.-Back cover. For graduate students in counselor education programs desiring to be K-12 school counselors, the text provides not only the baseline knowledge needed for subsequent counseling courses but also ... information useful on the job. In addition, for those readers exploring the profession for the first time, the introductory material presented should help them make a better decision as to whether school counseling is the right plan of action. [This book will be helpful] if [your] goal is to obtain [an] overview of the contemporary world of K-12 school counseling ...-Foreword. |
| Beschreibung: | Includes bibliographical references and indexes |
| Beschreibung: | xxv, 438 p. ill. 25 cm |
| ISBN: | 0618215069 |
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| 300 | |a xxv, 438 p. |b ill. |c 25 cm | ||
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| 500 | |a Includes bibliographical references and indexes | ||
| 520 | 3 | |a This text reviews the principle roles and functions of a contemporary school counselor as defined by the American School Counselor Association.-Back cover. For graduate students in counselor education programs desiring to be K-12 school counselors, the text provides not only the baseline knowledge needed for subsequent counseling courses but also ... information useful on the job. In addition, for those readers exploring the profession for the first time, the introductory material presented should help them make a better decision as to whether school counseling is the right plan of action. [This book will be helpful] if [your] goal is to obtain [an] overview of the contemporary world of K-12 school counseling ...-Foreword. | |
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Datensatz im Suchindex
| _version_ | 1804135105189380096 |
|---|---|
| adam_text | BRIEF CONTENTS FOREWORD XIX CHAPTER 1 THE CONTEMPORARY SCHOOL COUNSELOR
(CHRISTOPHER SINK, SEATTLE PACIFIC UNIVERSITY) 1 PARTONE THE COUNSELING
FUNCTION 43 CHAPTER2 INDIVIDUAL COUNSELING: FROM GOOD TO GREAT (JOHN
LITTRELL AND KIRK ZINCK, LOWA STATE UNIVERSITY) 45 CHAPTER35MALL GROUP
COUNSELING (ED JACOBS, WEST VIRGINIA UNIVERSITY, AND CHRIS SCHIMMEL,
MARSHALL UNIVERSITY GRADUATE COLLEGE) 82 CHAPTER4 PEER PROGRAMS AND
FAMILY COUNSELING (SUSAN WHISTON AND JENNIFER BOUWKAMP, INDIANA
UNIVERSITY, BLOOMINGTON) 116 PART TWO THE COORDINATION FUNCTION 149
CHAPTER 5 DESIGNING, IMPLEMENTING, AND MANAGING A COMPREHENSIVE SCHOOL
GUIDANCE AND COUNSELING PROGRAM (NORMAN GYSBERS, UNIVERSITY OF MISSOURI-
COLUMBIA, AND PATRICIA HENDERSON, CONSULTANT AND FORMERLY WITH NORTHSIDE
INDE- PENDENT SCHOOL DISTRICT SAN ANTONIO, TEXAS) 151 CHAPTER 6 LARGE
GROUP GUIDANCE: CURRICULUM DEVELOPMENT AND INSTRUCTION (SUSAN SEARS, THE
OHIO STATE UNIVERSITY) 189 CHAPTER7 PREPARING 5TUDENTS FOR THE FUTURE:
CAREER AND EDUCATIONAL PLANNING (KENNETH F.HUGHEY, KANSAS STATE
UNIVERSITY) 214 CHAPTER8 EVALUATING 5CHOOL COUNSELING PROGRAMS (RICHARD
LAPAN, UNIVERSITY OF MISSOURI-COLUMBIA) 257 PARTTHREE THE CONSULTATION
FUNCTION 295 CHAPTER9 5CHOOL-BASED CONSULTATION (KEITH DAVIS,
APPALACHIAN STATE UNIVERSITY) 297 CHAPTER 10 COMMUNITY-FOCUSED
CONSULTATION: NEW DIRECTIONS AND PRACTICE (FRED BEMAK, SALLY MURPHY, AND
CAROL KAFFENBERGER, GEORGE MASON UNIVERSITY) 327 III IV BRIEF CONTENTS
PARTFOUR COLLABORATION AND THE FUTURE OF THE PROFESSION 359 CHAPTER 11
ENHANCING DEVELOPMENTAL SCHOOL COUNSELING PROGRAMS THROUGH COLLABORATION
(SUSAN KEYS AND ALAN GREEN, LOHNS HOPKINS UNIVERSITY) 361 CHAPTER 12
LOOKING AHEAD: THE FUTURE SCHOOL COUNSELOR (CHRISTOPHER SINK, SEATTLE
PACIFIC UNIVERSITY) 390 APPENDIX: AMERICAN SCHOOL COUNSELOR ASSOCIATION
ETHICAL STANDARDS FOR SCHOOL COUNSELORS 406 CONTRIBUTORS 418 NAME INDEX
425 SUBJECT INDEX 431 CONTENTS FOREWORD XIX CHAPTER 1 THE CONTEMPORARY
SCHOOL COUNSELOR 1 INTRODUCTION 1 VIGNETTE 1: ELEMENTARY SCHOOL 1
VIGNETTE 2: MIDDLE SCHOOL 2 SELF-INVENTORY 3 CHAPTER PURPOSE AND
ORGANIZATION 3 RATIONALE FOR SCHOOL COUNSELING 4 THE FOCAL POINT 5
ESSENTIAL CONCEPTS AND TERMINOLOGY 6 SYSTEMIC-ECOLOGICAL APPROACH 6
MIDDLE SCHOOL EXAMPLE 7 DEVELOPMENTAL ORIENTATION 7 ELEMENTARY SCHOOL
EXAMPLE 8 HIGH SCHOOL EXAMPLE 9 MULTIGRADE EXAMPLE 10 USE OF BEST
PRACTICES 10 GUIDANCE, GUIDANCE CURRICULUM, AND COUNSELING 10 GUIDANCE
11 GUIDANCECURRICULUM 11 COUNSELING 12 COMPREHENSIVE SCHOOL COUNSELING
PROGRAMS 12 ABRIEF HISTORY OF SCHOOL COUNSELING 13 FORMATIVE
ERA-VOCATIONAL TO EDUCATIONAL GUIDANCE 13 VOCATIONALGUIDANCE 13
EDUCATIONAL GUIDANCE 14 TRANSITIONAL ERA-PUPIL-PERSONNEL SERVICES TO
DEVELOPMENTAL GUIDANCE AND COUNSELING 15 PUPIL-PERSONNEL SERVICES
ORIENTATION 15 DEVELOPMENTAL GUIDANCE AND COUNSELING 17 CONTEMPORARY
ERA-IMPLEMENTATION OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 17 V VI
CONTENTS PRLMARY ROLES-ASCA S 3 CS PLUS 18 COUNSELING 18 CONSULTATION 18
COORDINATION 18 PLUS-LARGE GROUP CLASSROOM GUIDANCE 21 HIGH SCHOOL
EXAMPLE 21 MIDDLE SCHOOL EXAMPLE 22 ELEMENTARY SCHOOL EXAMPLE 22 OTHER
SCHOOL COUNSELING FUNCTIONS AND RESPONSIBILITIES 22 HELP WITH STUDENT
ASSESSMENT AND PROGRAM EVALUATION 22 BE INVOLVED WITH SCHOOL REFORM 23
CONTRIBUTE TO SCHOOL EFFORTS ON DIVERSITY ISSUES 24 SERVE AS APROFESSIONAL 24 OTHER DUTIES AS ASSIGNED 26 SCHOOL COUNSELING AT
DIFFERENT GRADE LEVELS 26 ELEMENTARY SCHOOL 26 MIDDLE ORJUNIOR HIGH
SCHOOL 27 HIGH SCHOOL 27 ADDITIONAL RESOURCES 28 CLOSING ISSUES 28 CORE
COMPETENCYAREAS 28 USEFUL PERSONAL CHARACTERISTICS 29 SUMMARY AND
RECOMMENDATIONS 30 APPENDIX: THE ROLE OF THE PROFESSIONAL SCHOOL
COUNSELOR 32 REFERENCES 34 PART ON E THE COUNSELING FUNCTION 43 CHAPTER
2 INDIVIDUAL COUNSELING: FROM GOOD TO GREAT 45 INTRODUCTION, RATIONALE,
AND DEFINITIONS 45 PERSISTENCE 46 INDIVIDUAL COUNSELING 47 THEORETICAL
ORIENTATION: MAPS TO GREATNESS 47 THE MAP IS NOT THE TERRITORY 47 EIGHT
CHARACTERISTICS OF BRIEF COUNSELING 48 RELATIONSHIP-BASED 48
TFME-LIMITED 49 SODALLY INTERACTIVE 49 ACTION-BASED 50 SOLUTIONJOCUSED
51 CONTENTS VII 62 65 57 57 56 56 53 54 52 DETAIL-ORIENTED 51
HUMOR-ELIDTING 51 DEVELOPMENTALLYATTENTIVE PROBLEM-SOLVING BRIEF
COUNSELING SOLUTION-FOCUSED BRIEF COUNSELING COMMON FACTORS 56
COUNSELINGRELATIONSHI~30 PERCENT THEORIESAND TECHNIQUES-15 PERCENT
EXPECTANCY (PLACEBOEFFECTS)-15 PERCENT EXTRATHERAPEUTICCHANGE-40 PERCENT
TRANSTHEORETICAL MODEL OF CHANGE 57 SALIENT RESEARCH 60 PRACTICAL
APPLICATION 61 CASE 1: RESPECT IS A TWO-WAYSTREET CASE 2: HEALING
THROUGH REMEMBERING ETHICS, LAW,AND DIVERSITY 75 CONCLUDING REMARKS 77
REFERENCES 78 CHAPTER 35MALL GROUP COUNSELING 82 INTRODUCTION,RATIONALE,
AND DEFINITIONS 82 VA1UEOF GROUPS 82 KINDS OF GROUPS 83 NEEDSASSESSMENT
84 CHIEFTHEORETICAL ORIENTATION 84 CHARACTERISTICS AND KNOWLEDGE BASE OF
A COMPETENTLEADER 85 IS CLEAR AS TO THE GROUP S PURPOSE 86 EXAMPLE-IACK
0/ PURPOSE 86 EXAMPLE-PURPOSE IS CLEAR 86 KNOWS COUNSELING THEORY 87
EXAMPLE-THE LEADERDOES NOT USE ANY THEORETICALORIENTATION 87 EXAMPLE-THE
COUNSELORQUICKLY SEES THAT THE USE 0/ THEORY CAN BE HELPFUL TO THE
MEMBERS 88 KNOWS ABOUT THE TOPICS BEING COVERED IN GROUP 89 IS CREATIVE
AND MULTISENSORY 89 EXAMPLE 1 90 EXAMPLE2 90 EXAMPLE3 90 POSSESSES
MULTICULTURAL UNDERSTANDING 93 113 VIII CONTENTS PRACTICAL APPLICATION
93 STAGES OF GROUPS 93 SKILLS AND TECHNIQUES 94 USING AN ENGAGING,
ENERGETICVOICE 94 USINGYOUR EYES EFFECTIVELY 94 HOLDING THEFOEUS 94
SHIFTING THEFOEUS 96 DEEPENING THEFOEUS 96 CUTTING OFF 99 DRAWING OUT 99
USING EXERCISES 100 COMMON MISTAKES 105 HAVING TOO MUCH FLUFF 105
WASTING VALUABLE TIME LOS USING EXERCISESOR READINGS THAT TAKE TOO LONG
LOS CONDUCTINGONE-TO-ONECOUNSELING WHILE OTHERSJUST PASSIVELY WATCH 106
PLANNING FOR THE GROUP EXPERIENCE 106 LOGISTICS 106 PLANNING A SERIES OF
SESSIONS 106 SELECTION OF MEMBERS 107 CONFIDENTIALITY AND PARENTAL
PERMISSION 107 PLANNING A SESSION 108 BEGINNING A GROUP 110 EXAMPLE 1 OF
NONPRODUCTIVEOPENING 110 EXAMPLE 1 OF PRODUCTIVE OPENING 111 EXAMPLE 2
OF NONPRODUCTIVEOPENING 111 EXAMPLE 2 OF PRODUCTIVE OPENING 111
CONSIDERATIONSDURING THEFIRST SESSION 112 ENDING A GROUP SESSION 112
BRINGING THE ENTIRE GROUP EXPERIENCE TO A CLOSE SALIENT RESEARCH 113
FINAL THOUGHTS 113 REFERENCES 115 CHAPTER 4 PEER PROGRAMS AND FAMILY
COUNSELING PEER MEDIATION AND COUNSELING PROGRAMS 117 PEER MEDIATION 117
THEORETICAL INFLUENCES 118 PRACTICAL APPLICATIONS FOR IMPLEMENTING A
PROGRAM RESEARCH SUPPORTING PEER MEDIATION PROGRAMS 116 118 120 CONTENTS
IX 128 132 135 122 123 PEER COUNSELING VERSUS PEER HELPING RESEARCH
CONCERNING PEER COUNSELING PRACTICAL APPLICATIONS 123 FAMILY COUNSELING
IN THE SCHOOLS 126 CHIEF THEORETICAL ORIENTATION: FAMILY SYSTEMS
THEORIES STRUCTURAL-COMMUNICATIONSMODEL 129 STRATEGIE MODEL 130SOLUTIONJOCUSED MODEL 131 RESEARCH SUPPORT FOR FAMILY THERAPY IN THE
SCHOOLS PRACTICAL APPLICATIONS 133 PARENT EDUCATIONPROGRAMS 134
PARENT-TEACHERRESOURCECENTERS 134 OTHERCONSIDERATIONSIN ENGAGINGFAMILIES
CONCLUSIONS 137 APPENDIX: PEER PROGRAMS AND FAMILY COUNSELING-FROM
KNOWLEDGE TO SCHOOL-BASED ACTIONS 139 REFERENCES 141 ~ PART TWO THE
COORDINATION FUNCTION 149 CHAPTER 5 DESIGNING, IMPLEMENTING, AND
MANAGING A COMPREHENSIVE SCHOOL GUIDANCE AND COUNSELING PROGRAM 151
INTRODUCTION: THE EVOLUTION OF GUIDANCE AND COUNSELING IN THE SCHOOLS
152 THE POSITION 153 A SET OF SERVICES 153 THE COMPREHENSIVE PROGRAM 154
RATIONALE: THE IMPORTANCE OF GUIDANCE AND COUNSELING TODAY AND TOMORROW
154 STUDENT DEVELOPMENT 154 SELF-KNOWLEDGE 155 DECISION MAKING 155
CHANGING ENVIRONMENTS 156 PLACEMENT ASSISTANCE 156 RELEVANT EDUCATION
157 CHIEF THEORETICAL ORIENTATION: LIFE CAREER DEVELOPMENT 157 CONTENT
159 X CONTENTS ORGANIZATI(MAL FRAMEWORK: STRUCTURAL COMPONENTS 161
DEFINITION 161 RATIONALE 161 ASSUMPTION 161 ORGANIZATIONAL FRAMEWORK:
PROGRAM COMPONENTS 162 GUIDANCE CURRICULUM 162 CLASSROOMACTIVITIES 163
SCHOOLWIDE ACTIVITIES 163 INDIVIDUAL PLANNING 163 APPRAISAL 163
RESPONSIVE SERVICES 164 CONSULIATION 164 INDIVIDUAL AND SMALL GROUP
COUNSELING 164 REFERRAL 165 SYSTEM SUPPORT 165 PROGRAM MANAGEMENT 165
PROFESSIONAL DEVELOPMENT 165 RESEARCH AND DEVELOPMENT 165
STAF!/COMMUNITY PUBLIC RELATIONS 165 COMMITTEE/ADVISORYBOARDS 165
COMMUNITY OUTREACH 166 FAIR-SHARERESPONSIBILITIES 166 ORGANIZATIONAL
FRAMEWORK: USE OF PROFESSIONAL SCHOOL COUNSELOR TIME 166 RESOURCES 167
HUMAN 167 FINANCIAL 168 POLITICA1 168 PLAIULUNG 169 GETTING ORGANIZED
169 CHOOSING THE ORGANIZATIONAL SYSTEM AND CONDUCTING A THOROUGH
ASSESSMENT OF THE CURRENT STATUS OF GUIDANCE AND COUNSELING IN THE
SCHOOL/DISTRICT 171 DESIGNING 172 STRUCTURAL COMPONENTS 173 RECOMMENDED
DESIGNLRESOURCE ALLOCATIONS 173 POSITION GUIDES 173 PROGRAM COMPONENTS
174 APPENDIXES 174 IMPLEMENTING 175 PLANNING THE IMPLEMENTATION 175 175
176 178 179 180 CONTENTS XI MAKING THE TRANSITION MANAGING THE PROGRAM
EVALUATING 178 PERSONNEL EVALUATION PROGRAM EVALUATION RESULTS
EVALUATION ENHANCING 180 SALIENT RESEARCH 182 A FINAL NOTE 183 APPENDIX:
COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAMS- FURTHER EXPLORATION 184
REFERENCES 187 CHAPTER 6 LARGE GROUP GUIDANCE: CURRICULUM DEVELOPMENT
AND INSTRUCTION 189 DEFINITIONS AND RATIONALE 189 A RATIONALE FOR LARGE
GROUP GUIDANCE 190 CHIEF THEORETICAL ORIENTATION 191 DEVELOPMENTAL
PERSPECTIVES 191 EXPANDING PERSPECTIVES 193 SALIENT RESEARCH 194
SELFESTEEM 195 STUDY SKILLS 195 MULTICULTURAL GROUP GUIDANCE 195 CAREER
GUIDANCE 196 PRACTICAL APPLICATIONS 196 LARGE GROUP GUIDANCE
FACILITATION SKILLS 197 PLANNING 197 DETERMINING TARGETPOPULATION 197
ASSESSING STUDENT NEEDS 197 WRITING MEASURABLEOBJECTIVES TO MEET NEEDS
198 DESIGNING THE GROUP GUIDANEE UNIT 198 INSTRUCTING 200
COMMUNIEATECLEARLY AND AECURATELY 200 USE QUESTIONING AND DISCUSSION
TEEHNIQUES 201 ENGAGE STUDENTS IN LEARNING 201 PROVIDEFEEDBAEK TO
STUDENTS 201 DEMONSTRATEFLEXIBILITY AND A SENSE OF HUMOR XII CONTENTS
APPLYING 202 EVALUATING 202 MULTICULTURAL AND DIVERSITY ISSUES 203 LEGAL
AND ETHICAL LSSUES 204 CLOSING COMMENTS 205 APPENDIX: ANY SCHOOL
DISTRICT SCHOOL COUNSELING PROGRAM: CLASSROOM GUIDANCE CURRICULUM GRADES
3-5: LESSONS FOR THREE CLASS PERIODS 206 REFERENCES 212 CHAPTER 7
PREPARING STUDENTS FOR THE FUTURE: CAREER AND EDUCATIONAL PLANNING 214THE CHANGING WORKPLACE AND LMPLICATIONS FOR STUDENT PLANNING 216
CHANGING WORKPLACE 217 SKILLS FOR THE FUTURE 218 IMPLICATIONS FOR
PROFESSIONALS 219 CAREER DEVELOPMENT THEORIES 220 HOLLAND S THEORY OF
VOCATIONAL PERSONALITIES AND WORK ENVIRONMENTS 220 SUPER S DEVELOPMENTAL
THEORY 223 LEARNING THEORY OF CAREER DECISION MAKING/CAREER COUNSELING
225 FINAL THOUGHTS FROM CAREER THEORIES 227 CAREER AND EDUCATIONAL
OPPORTUNITIES FOR STUDENTS 227 CAREER AND EDUCATIONAL PLANNING:
PREPARING STUDENTS 228 MAKING CAREER DEVELOPMENT A PRIORITY 228
STAKEHOLDERS ROLES IN PREPARING STUDENTS FOR THEIR FUTURE 229 THE ROLE
OF SCHOOL COUNSELORS 229 ROLES OF ADMINISTRATORS AND TEACHERS 230 THE
ROLE OF PARENTS 231 STUDENT COMPETENCIES 232 ACADEMIC DEVELOPMENT 232
CAREER DEVELOPMENT 232 ADDRESSING THE CAREER AND EDUCATIONAL PLANNING
NEEDS OF ALL STUDENTS 233 PREPARING STUDENTS FOR THEIR FUTURE:
ACTIVITIES AND INTERVENTIONS 235 ELEMENTARY SCHOOL 236 CONTENTS XIII
MIDDLE SCHOOL 239 HIGH SCHOOL 241 CONCLUDING THOUGHTS 245 APPENDIX: TRY
YOUR HAND AT EDUCATIONAL AND CAREER PLANNING 247 REFERENCES 250 CHAPTER
8 EVALUATING SCHOOL COUNSELING PROGRAMS 257 INTRODUCTION, RATIONALE, AND
DEFINITIONS 257 PERSONAL ASSUMPTIONS AND BELIEFS 258 WHY EVALUATE SCHOOL
COUNSELING PROGRAMS? 259 CHAPTERORG~ATION 260 RESULTS-BASED SYSTEMS 260
A FRAMEWORK FOR PROGRAM PLANNING AND EVALUATION 264 ACADEMIC ACHIEVEMENT
272 CAREER DEVELOPMENT 274 SOCIAL AND EMOTIONAL DEVELOPMENT 276
CONCLUSION 281 APPENDIX: THE EVALUATION PROCESS IN ACTION 282 REFERENCES
284 PART TH REE THE CONSULTATION FUNCTION 295 CHAPTER 9 SCHOOL-BASED
CONSULTATION 297 INTRODUCTION, RATIONALE, AND DEFINITIONS 297 RATIONALE
FOR SCHOOL-BASED CONSULTATION 298 DEFINITIONS OF CONSULTATION AND
COLLABORATION 299 THEORETICAL ORIENTATIONS AND MODELS FOR SCHOOL-BASED
CONSULTATION 301 BEHAVIORAL CONSULTATION 301 CONJOINT BEHAVIORAL
CONSULTATION 302 A GENERIC APPROACH TO THE CONSULTATION PROCESS 302
DE./INEAND C1ARIFYTHEPROBLEM 302 ANALYZE THEJORCES IMPINGING ON THE
PROBLEM 303 BRAINSTORM ALTERNATIVESTRATEGIES 303 EVALUATE AND
CHOOSEAMONG ALTERNATIVE STRATEGIES 303 SPEDFY CONSULTANT AND CONSULTEE
RESPONSIBILITIES 304 XIV CONTENTS IMPLEMENT THE CHOSEN STRATEGY 304
EVALUATE THE EFFECTIVENESS 0/ THE ACTION AND RECYCLE IF NECESSARY 304
EMERGING APPROACHES TO SCHOOL-BASED CONSULTATION 304 SOLUTIONJOCUSED
CONSULTATION 304 PRESESSION AND INITIAL STRUCTURING 305 ESTABLISHING
CONSULTATION GOALS 305 EXAMINING ATTEMPTED SOLUTIONS AND EXCEPTIONS 305
HELPING CONSULTEES DECIDEON A SOLUTION 306 SUMMARIZING AND COMPLIMENTING
306 FAMILY SYSTEMS CONCEPTSAND TECHNIQUESIN SCHOOL-BASED CONSULTATION
306 RESEARCH IN SCHOOL-BASED CONSULTATION 309 PRACTICAL APPLICATIONS IN
K-12 SCHOOL-BASED CONSULTATION 310 CASE STUDY 310 APPLICATION OF
CONSULTATION TO CASE STUDY 310 PRESESSION AND INITIAL STRUCTURING 311
ESTABLISHING CONSULTATION GOALS 311 EXAMINING ATTEMPTED SOLUTIONS AND
EXCEPTIONS 311 HELPING CONSULTEES DECIDEON SOLUTIONS 311 SUMMARIZING AND
COMPLIMENTING 312 312 313 316 SCHOOL-BASED CONSULTATION IN A DIVERSE
SOCIETY ETHICAL ISSUES IN SCHOOL-BASED CONSULTATION FUTURE TRENDS IN
SCHOOL-BASED CONSULTATION SUMMARY AND CONCLUDING REMARKS 317 APPENDIX A:
SUGGESTED ACTIVITIES FOR DEVELOPING CONSULTATION SKILLS 319 APPENDIX B:
CONSULTATION RATING FORM 321 REFERENCES 322 CHAPTER 10 COMMUNITY-FOCUSED
CONSULTATION: NEW DIRECTIONS AND PRACTICE 327 327 328 330 331 332
INTRODUCTION, RATIONALE, AND DEFINITIONS EXPANDING THE DEFINITION OFCONSULTATION THE SCHOOL COUNSELOR AS A LIAISON 329 ENSURING CULTURAL
RELEVANCY IN COMMUNITY-FOCUSED CONSULTATION 330 THEORETICAL ORIENTATION
AND BACKGROUND TRADITIONAL MODELS OF CONSULTATION FOUR TRIADIC MODELS OF
CONSULTATION CONTENTS XV 334 335 338 339 333 344 347 FOUR STAGES OF
CONSULTATION 332 COMMUNITY-FOCUSED CQLLABORATIVE CONSULTATION STAGES OF
COMMUNITY-FOCUSED CONSULTATION 333 A NEW MODEL OF CONSULTATION WITH A
COMMUNITY FOCUS SCHOOL REFORM AND COMMUNITY-FOCUSED CONSULTATION
REDEFINING THE SCHOOL COUNSELOR S ROLE 336 CHANGING COMMUNITY-FOCUSED
CONSULTATION MODELS LITERATURE REVIEW ON COMMUNITY-BASED CONSULTATION
ETHICAL AND LEGAL CONSIDERATIONS IN COMMUNITY-FOCUSED CONSULTATION 340
TECHNOLOGY CONCERNS IN COMMUNITY-FOCUSED CONSULTATION 343
COMMUNITY-FOCUSED CONSULTATION AND THE NATIONAL STANDARDS FOR SCHOOL
COUNSELING PROGRAMS 344 PRACTICAL APPLICATION IN CONTEXT OF K-12 SCHOOL
COUNSELING PROGRAMS 344 1YPES OF COMMUNITY-FOCUSED CONSULTATION EXAMPLES
OF COMMUNITY-FOCUSED CONSULTATION PROGRAM DEVELOPMENT 347 IN-SERVICE
TRAININGFOR BULLY/VICTIM ISSUES 347 SUBSTANCE ABUSEPROGRAM IN SCHOOLS
348 GANG INTERVENTION 348 SAFE PASSAGE SCHOOLS 349 FINAL THOUGHTS:
TRENDS IN COMMUNITY-FOCUSED CONSULTATION 349 APPENDIX: COMMUNITY-FOCUSED
COLLABORATIVE CONSULTATION: A PRACTICAL EXAMPLE TO WORK THROUGH 351
REFERENCES 353 I - PART FOU R COLLABORATION AND THE FUTURE OF THE
PROFESSION 359 CHAPTER 11 ENHANCING DEVELOPMENTAL SCHOOL COUNSELING
PROGRAMS THROUGH COLLABORATION 361 INTRODUCTION: CASE EXAMPLES 361 WHAT
IS COLLABORATION? 362 DEFINING CHARACTERISTICS 363 COLLABORATIONIS
VOLUNTARY 363 COLLABORATIONREQUIRESPARITY AMONG PARTICIPANTS 363
COLLABORATIONIS BASED ON MUTUAL GOALS 364 XVI CONTENTS COLLABORATION
DEPENDS UPON SHARED RESPONSIBILITY FOR PARTIDPATION AND DEDSION MAKING
364 INDIVIDUALS WHO COLLABORATE SHARE THEIR RESOURCES 365 INDIVIDUALS
WHO COLLABORATE SHARE ACCOUNTABILITY FOR OUTCOMES 365 CONTEXT FOR
COLLABORATION 366 SCHOOL COUNSELORS AS COLLABORATORS 370 WORKING
COLLABORATIVELYWITHIN THE SCHOOL 372 FORMING COLLABORATIVE PARTNERSHIPS
WITH THE LARGER SCHOOL COMMUNITY 374 MECHANISMS TO SUPPORT COLLABORATION
377 SKILLS AND ATTITUDES FOR COLLABORATION 377 KNOWLEDGE BASE 378
COMMUNICATION SKILLS 378 GROUP PROCESS SKILLS 378 ESTABLISHING A CLIMATE
THAN CONVEYS WARMTH AND WELCOME TO ALL MEMBERS 379 ESTABLISHING GROUP
NORMS THAT SUPPORT COLLABORATION 379 EMPOWERING GROUP MEMBERS 380
MANAGING DOMINEERING GROUP MEMBERS 380 FADLITATING DECISION MAKING 380
PROBLEM-SOLVING SKILLS 381 IDENTIFY THE PROBLEM 381 ESTABLISH
AGREED-UPON GOALS AND OBJECTIVES 381 GENERATE STRATEGIES 381 DEVELOP AN
ACTION PLAN 381 IMPLEMENT THE PLAN 382 EVALUATE OUTCOMES 382
INTRAPERSONAL ATTITUDES 382 IDENTIFYING AND OVERCOMING BARRIERS TO
COLLABORATION 383 ETHICAL ISSUES 384 SALIENT RESEARCH 386 IMPLICATIONS
FOR SCHOOL COUNSELING IN THE 1 VENTY-FIRST CENTURY 387 REFERENCES 388
CHAPTER 12 LOOKING AHEAD: THE FUTURE SCHOOL COUNSELOR 390 REVIEW OF
PRINCIPAL THEMES 391 CONTENTS XVII WHAT ISSUES SHOULD STAY ON SCHOOL
COUNSELORS RADAR SCREENS? 393 SOCIETAL ISSUES 393 THE CHANGING/AMILY
393 CULTURALAND ETHNIC DIVERSITY 394 SEXUAL ORIENTATION 0/ YOUTH 396
OTHERAREAS 0/ SODAL CHANGE 396 SCHOOL REFONN, ACADEMIC ACHIEVEMENT, AND
HIGH STAKES TESTING 396 TECHNOLOGICAL INNOVATION 397 IMPLEMENTATION OF
A NATIONAL MODEL FOR SCHOOL COUNSELING PROGRAMS 398 AREAS FOR FUTURE
RESEARCH 398 COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAMS 399 NEW DEVELOPMENTAL DOMAINS 399 SCHOOLS AS COMMUNITIES OF LEARNERS 400 SERVICE
INTEGRATION MODELS 400 FINAL THOUGHTS 400 A FINAL CHALLENGE 401
REFERENCES 402 APPENDIX: AMERICAN SCHOOL COUNSELOR ASSOCIATION ETHICAL
STANDARDS FOR SCHOOL COUNSELORS 406 CONTRIBUTORS 418 NAME INDEX 425
SUBJECT INDEX 431
|
| adam_txt |
BRIEF CONTENTS FOREWORD XIX CHAPTER 1 THE CONTEMPORARY SCHOOL COUNSELOR
(CHRISTOPHER SINK, SEATTLE PACIFIC UNIVERSITY) 1 PARTONE THE COUNSELING
FUNCTION 43 CHAPTER2 INDIVIDUAL COUNSELING: FROM GOOD TO GREAT (JOHN
LITTRELL AND KIRK ZINCK, LOWA STATE UNIVERSITY) 45 CHAPTER35MALL GROUP
COUNSELING (ED JACOBS, WEST VIRGINIA UNIVERSITY, AND CHRIS SCHIMMEL,
MARSHALL UNIVERSITY GRADUATE COLLEGE) 82 CHAPTER4 PEER PROGRAMS AND
FAMILY COUNSELING (SUSAN WHISTON AND JENNIFER BOUWKAMP, INDIANA
UNIVERSITY, BLOOMINGTON) 116 PART TWO THE COORDINATION FUNCTION 149
CHAPTER 5 DESIGNING, IMPLEMENTING, AND MANAGING A COMPREHENSIVE SCHOOL
GUIDANCE AND COUNSELING PROGRAM (NORMAN GYSBERS, UNIVERSITY OF MISSOURI-
COLUMBIA, AND PATRICIA HENDERSON, CONSULTANT AND FORMERLY WITH NORTHSIDE
INDE- PENDENT SCHOOL DISTRICT SAN ANTONIO, TEXAS) 151 CHAPTER 6 LARGE
GROUP GUIDANCE: CURRICULUM DEVELOPMENT AND INSTRUCTION (SUSAN SEARS, THE
OHIO STATE UNIVERSITY) 189 CHAPTER7 PREPARING 5TUDENTS FOR THE FUTURE:
CAREER AND EDUCATIONAL PLANNING (KENNETH F.HUGHEY, KANSAS STATE
UNIVERSITY) 214 CHAPTER8 EVALUATING 5CHOOL COUNSELING PROGRAMS (RICHARD
LAPAN, UNIVERSITY OF MISSOURI-COLUMBIA) 257 PARTTHREE THE CONSULTATION
FUNCTION 295 CHAPTER9 5CHOOL-BASED CONSULTATION (KEITH DAVIS,
APPALACHIAN STATE UNIVERSITY) 297 CHAPTER 10 COMMUNITY-FOCUSED
CONSULTATION: NEW DIRECTIONS AND PRACTICE (FRED BEMAK, SALLY MURPHY, AND
CAROL KAFFENBERGER, GEORGE MASON UNIVERSITY) 327 III IV BRIEF CONTENTS
PARTFOUR COLLABORATION AND THE FUTURE OF THE PROFESSION 359 CHAPTER 11
ENHANCING DEVELOPMENTAL SCHOOL COUNSELING PROGRAMS THROUGH COLLABORATION
(SUSAN KEYS AND ALAN GREEN, LOHNS HOPKINS UNIVERSITY) 361 CHAPTER 12
LOOKING AHEAD: THE FUTURE SCHOOL COUNSELOR (CHRISTOPHER SINK, SEATTLE
PACIFIC UNIVERSITY) 390 APPENDIX: AMERICAN SCHOOL COUNSELOR ASSOCIATION
ETHICAL STANDARDS FOR SCHOOL COUNSELORS 406 CONTRIBUTORS 418 NAME INDEX
425 SUBJECT INDEX 431 CONTENTS FOREWORD XIX CHAPTER 1 THE CONTEMPORARY
SCHOOL COUNSELOR 1 INTRODUCTION 1 VIGNETTE 1: ELEMENTARY SCHOOL 1
VIGNETTE 2: MIDDLE SCHOOL 2 SELF-INVENTORY 3 CHAPTER PURPOSE AND
ORGANIZATION 3 RATIONALE FOR SCHOOL COUNSELING 4 THE FOCAL POINT 5
ESSENTIAL CONCEPTS AND TERMINOLOGY 6 SYSTEMIC-ECOLOGICAL APPROACH 6
MIDDLE SCHOOL EXAMPLE 7 DEVELOPMENTAL ORIENTATION 7 ELEMENTARY SCHOOL
EXAMPLE 8 HIGH SCHOOL EXAMPLE 9 MULTIGRADE EXAMPLE 10 USE OF "BEST
PRACTICES" 10 GUIDANCE, GUIDANCE CURRICULUM, AND COUNSELING 10 GUIDANCE
11 GUIDANCECURRICULUM 11 COUNSELING 12 COMPREHENSIVE SCHOOL COUNSELING
PROGRAMS 12 ABRIEF HISTORY OF SCHOOL COUNSELING 13 FORMATIVE
ERA-VOCATIONAL TO EDUCATIONAL GUIDANCE 13 VOCATIONALGUIDANCE 13
EDUCATIONAL GUIDANCE 14 TRANSITIONAL ERA-PUPIL-PERSONNEL SERVICES TO
DEVELOPMENTAL GUIDANCE AND COUNSELING 15 PUPIL-PERSONNEL SERVICES
ORIENTATION 15 DEVELOPMENTAL GUIDANCE AND COUNSELING 17 CONTEMPORARY
ERA-IMPLEMENTATION OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS 17 V VI
CONTENTS PRLMARY ROLES-ASCA'S 3 CS PLUS 18 COUNSELING 18 CONSULTATION 18
COORDINATION 18 PLUS-LARGE GROUP CLASSROOM GUIDANCE 21 HIGH SCHOOL
EXAMPLE 21 MIDDLE SCHOOL EXAMPLE 22 ELEMENTARY SCHOOL EXAMPLE 22 OTHER
SCHOOL COUNSELING FUNCTIONS AND RESPONSIBILITIES 22 HELP WITH STUDENT
ASSESSMENT AND PROGRAM EVALUATION 22 BE INVOLVED WITH SCHOOL REFORM 23
CONTRIBUTE TO SCHOOL EFFORTS ON DIVERSITY ISSUES 24 SERVE AS APROFESSIONAL 24 OTHER DUTIES AS ASSIGNED 26 SCHOOL COUNSELING AT
DIFFERENT GRADE LEVELS 26 ELEMENTARY SCHOOL 26 MIDDLE ORJUNIOR HIGH
SCHOOL 27 HIGH SCHOOL 27 ADDITIONAL RESOURCES 28 CLOSING ISSUES 28 CORE
COMPETENCYAREAS 28 USEFUL PERSONAL CHARACTERISTICS 29 SUMMARY AND
RECOMMENDATIONS 30 APPENDIX: THE ROLE OF THE PROFESSIONAL SCHOOL
COUNSELOR 32 REFERENCES 34 PART ON E THE COUNSELING FUNCTION 43 CHAPTER
2 INDIVIDUAL COUNSELING: FROM GOOD TO GREAT 45 INTRODUCTION, RATIONALE,
AND DEFINITIONS 45 PERSISTENCE 46 INDIVIDUAL COUNSELING 47 THEORETICAL
ORIENTATION: MAPS TO GREATNESS 47 THE MAP IS NOT THE TERRITORY 47 EIGHT
CHARACTERISTICS OF BRIEF COUNSELING 48 RELATIONSHIP-BASED 48
TFME-LIMITED 49 SODALLY INTERACTIVE 49 ACTION-BASED 50 SOLUTIONJOCUSED
51 CONTENTS VII 62 65 57 57 56 56 53 54 52 DETAIL-ORIENTED 51
HUMOR-ELIDTING 51 DEVELOPMENTALLYATTENTIVE PROBLEM-SOLVING BRIEF
COUNSELING SOLUTION-FOCUSED BRIEF COUNSELING COMMON FACTORS 56
COUNSELINGRELATIONSHI~30 PERCENT THEORIESAND TECHNIQUES-15 PERCENT
EXPECTANCY (PLACEBOEFFECTS)-15 PERCENT EXTRATHERAPEUTICCHANGE-40 PERCENT
TRANSTHEORETICAL MODEL OF CHANGE 57 SALIENT RESEARCH 60 PRACTICAL
APPLICATION 61 CASE 1: RESPECT IS A TWO-WAYSTREET CASE 2: HEALING
THROUGH REMEMBERING ETHICS, LAW,AND DIVERSITY 75 CONCLUDING REMARKS 77
REFERENCES 78 CHAPTER 35MALL GROUP COUNSELING 82 INTRODUCTION,RATIONALE,
AND DEFINITIONS 82 VA1UEOF GROUPS 82 KINDS OF GROUPS 83 NEEDSASSESSMENT
84 CHIEFTHEORETICAL ORIENTATION 84 CHARACTERISTICS AND KNOWLEDGE BASE OF
A COMPETENTLEADER 85 IS CLEAR AS TO THE GROUP'S PURPOSE 86 EXAMPLE-IACK
0/ PURPOSE 86 EXAMPLE-PURPOSE IS CLEAR 86 KNOWS COUNSELING THEORY 87
EXAMPLE-THE LEADERDOES NOT USE ANY THEORETICALORIENTATION 87 EXAMPLE-THE
COUNSELORQUICKLY SEES THAT THE USE 0/ THEORY CAN BE HELPFUL TO THE
MEMBERS 88 KNOWS ABOUT THE TOPICS BEING COVERED IN GROUP 89 IS CREATIVE
AND MULTISENSORY 89 EXAMPLE 1 90 EXAMPLE2 90 EXAMPLE3 90 POSSESSES
MULTICULTURAL UNDERSTANDING 93 113 VIII CONTENTS PRACTICAL APPLICATION
93 STAGES OF GROUPS 93 SKILLS AND TECHNIQUES 94 USING AN ENGAGING,
ENERGETICVOICE 94 USINGYOUR EYES EFFECTIVELY 94 HOLDING THEFOEUS 94
SHIFTING THEFOEUS 96 DEEPENING THEFOEUS 96 CUTTING OFF 99 DRAWING OUT 99
USING EXERCISES 100 COMMON MISTAKES 105 HAVING TOO MUCH "FLUFF" 105
WASTING VALUABLE TIME LOS USING EXERCISESOR READINGS THAT TAKE TOO LONG
LOS CONDUCTINGONE-TO-ONECOUNSELING WHILE OTHERSJUST PASSIVELY WATCH 106
PLANNING FOR THE GROUP EXPERIENCE 106 LOGISTICS 106 PLANNING A SERIES OF
SESSIONS 106 SELECTION OF MEMBERS 107 CONFIDENTIALITY AND PARENTAL
PERMISSION 107 PLANNING A SESSION 108 BEGINNING A GROUP 110 EXAMPLE 1 OF
NONPRODUCTIVEOPENING 110 EXAMPLE 1 OF PRODUCTIVE OPENING 111 EXAMPLE 2
OF NONPRODUCTIVEOPENING 111 EXAMPLE 2 OF PRODUCTIVE OPENING 111
CONSIDERATIONSDURING THEFIRST SESSION 112 ENDING A GROUP SESSION 112
BRINGING THE ENTIRE GROUP EXPERIENCE TO A CLOSE SALIENT RESEARCH 113
FINAL THOUGHTS 113 REFERENCES 115 CHAPTER 4 PEER PROGRAMS AND FAMILY
COUNSELING PEER MEDIATION AND COUNSELING PROGRAMS 117 PEER MEDIATION 117
THEORETICAL INFLUENCES 118 PRACTICAL APPLICATIONS FOR IMPLEMENTING A
PROGRAM RESEARCH SUPPORTING PEER MEDIATION PROGRAMS 116 118 120 CONTENTS
IX 128 132 135 122 123 PEER COUNSELING VERSUS PEER HELPING RESEARCH
CONCERNING PEER COUNSELING PRACTICAL APPLICATIONS 123 FAMILY COUNSELING
IN THE SCHOOLS 126 CHIEF THEORETICAL ORIENTATION: FAMILY SYSTEMS
THEORIES STRUCTURAL-COMMUNICATIONSMODEL 129 STRATEGIE MODEL 130SOLUTIONJOCUSED MODEL 131 RESEARCH SUPPORT FOR FAMILY THERAPY IN THE
SCHOOLS PRACTICAL APPLICATIONS 133 PARENT EDUCATIONPROGRAMS 134
PARENT-TEACHERRESOURCECENTERS 134 OTHERCONSIDERATIONSIN ENGAGINGFAMILIES
CONCLUSIONS 137 APPENDIX: PEER PROGRAMS AND FAMILY COUNSELING-FROM
KNOWLEDGE TO SCHOOL-BASED ACTIONS 139 REFERENCES 141 ~ PART TWO THE
COORDINATION FUNCTION 149 CHAPTER 5 DESIGNING, IMPLEMENTING, AND
MANAGING A COMPREHENSIVE SCHOOL GUIDANCE AND COUNSELING PROGRAM 151
INTRODUCTION: THE EVOLUTION OF GUIDANCE AND COUNSELING IN THE SCHOOLS
152 THE POSITION 153 A SET OF SERVICES 153 THE COMPREHENSIVE PROGRAM 154
RATIONALE: THE IMPORTANCE OF GUIDANCE AND COUNSELING TODAY AND TOMORROW
154 STUDENT DEVELOPMENT 154 SELF-KNOWLEDGE 155 DECISION MAKING 155
CHANGING ENVIRONMENTS 156 PLACEMENT ASSISTANCE 156 RELEVANT EDUCATION
157 CHIEF THEORETICAL ORIENTATION: LIFE CAREER DEVELOPMENT 157 CONTENT
159 X CONTENTS ORGANIZATI(MAL FRAMEWORK: STRUCTURAL COMPONENTS 161
DEFINITION 161 RATIONALE 161 ASSUMPTION 161 ORGANIZATIONAL FRAMEWORK:
PROGRAM COMPONENTS 162 GUIDANCE CURRICULUM 162 CLASSROOMACTIVITIES 163
SCHOOLWIDE ACTIVITIES 163 INDIVIDUAL PLANNING 163 APPRAISAL 163
RESPONSIVE SERVICES 164 CONSULIATION 164 INDIVIDUAL AND SMALL GROUP
COUNSELING 164 REFERRAL 165 SYSTEM SUPPORT 165 PROGRAM MANAGEMENT 165
PROFESSIONAL DEVELOPMENT 165 RESEARCH AND DEVELOPMENT 165
STAF!/COMMUNITY PUBLIC RELATIONS 165 COMMITTEE/ADVISORYBOARDS 165
COMMUNITY OUTREACH 166 FAIR-SHARERESPONSIBILITIES 166 ORGANIZATIONAL
FRAMEWORK: USE OF PROFESSIONAL SCHOOL COUNSELOR TIME 166 RESOURCES 167
HUMAN 167 FINANCIAL 168 POLITICA1 168 PLAIULUNG 169 GETTING ORGANIZED
169 CHOOSING THE ORGANIZATIONAL SYSTEM AND CONDUCTING A THOROUGH
ASSESSMENT OF THE CURRENT STATUS OF GUIDANCE AND COUNSELING IN THE
SCHOOL/DISTRICT 171 DESIGNING 172 STRUCTURAL COMPONENTS 173 RECOMMENDED
DESIGNLRESOURCE ALLOCATIONS 173 POSITION GUIDES 173 PROGRAM COMPONENTS
174 APPENDIXES 174 IMPLEMENTING 175 PLANNING THE IMPLEMENTATION 175 175
176 178 179 180 CONTENTS XI MAKING THE TRANSITION MANAGING THE PROGRAM
EVALUATING 178 PERSONNEL EVALUATION PROGRAM EVALUATION RESULTS
EVALUATION ENHANCING 180 SALIENT RESEARCH 182 A FINAL NOTE 183 APPENDIX:
COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAMS- FURTHER EXPLORATION 184
REFERENCES 187 CHAPTER 6 LARGE GROUP GUIDANCE: CURRICULUM DEVELOPMENT
AND INSTRUCTION 189 DEFINITIONS AND RATIONALE 189 A RATIONALE FOR LARGE
GROUP GUIDANCE 190 CHIEF THEORETICAL ORIENTATION 191 DEVELOPMENTAL
PERSPECTIVES 191 EXPANDING PERSPECTIVES 193 SALIENT RESEARCH 194
SELFESTEEM 195 STUDY SKILLS 195 MULTICULTURAL GROUP GUIDANCE 195 CAREER
GUIDANCE 196 PRACTICAL APPLICATIONS 196 LARGE GROUP GUIDANCE
FACILITATION SKILLS 197 PLANNING 197 DETERMINING TARGETPOPULATION 197
ASSESSING STUDENT NEEDS 197 WRITING MEASURABLEOBJECTIVES TO MEET NEEDS
198 DESIGNING THE GROUP GUIDANEE UNIT 198 INSTRUCTING 200
COMMUNIEATECLEARLY AND AECURATELY 200 USE QUESTIONING AND DISCUSSION
TEEHNIQUES 201 ENGAGE STUDENTS IN LEARNING 201 PROVIDEFEEDBAEK TO
STUDENTS 201 DEMONSTRATEFLEXIBILITY AND A SENSE OF HUMOR XII CONTENTS
APPLYING 202 EVALUATING 202 MULTICULTURAL AND DIVERSITY ISSUES 203 LEGAL
AND ETHICAL LSSUES 204 CLOSING COMMENTS 205 APPENDIX: ANY SCHOOL
DISTRICT SCHOOL COUNSELING PROGRAM: CLASSROOM GUIDANCE CURRICULUM GRADES
3-5: LESSONS FOR THREE CLASS PERIODS 206 REFERENCES 212 CHAPTER 7
PREPARING STUDENTS FOR THE FUTURE: CAREER AND EDUCATIONAL PLANNING 214THE CHANGING WORKPLACE AND LMPLICATIONS FOR STUDENT PLANNING 216
CHANGING WORKPLACE 217 SKILLS FOR THE FUTURE 218 IMPLICATIONS FOR
PROFESSIONALS 219 CAREER DEVELOPMENT THEORIES 220 HOLLAND'S THEORY OF
VOCATIONAL PERSONALITIES AND WORK ENVIRONMENTS 220 SUPER'S DEVELOPMENTAL
THEORY 223 LEARNING THEORY OF CAREER DECISION MAKING/CAREER COUNSELING
225 FINAL THOUGHTS FROM CAREER THEORIES 227 CAREER AND EDUCATIONAL
OPPORTUNITIES FOR STUDENTS 227 CAREER AND EDUCATIONAL PLANNING:
PREPARING STUDENTS 228 MAKING CAREER DEVELOPMENT A PRIORITY 228
STAKEHOLDERS' ROLES IN PREPARING STUDENTS FOR THEIR FUTURE 229 THE ROLE
OF SCHOOL COUNSELORS 229 ROLES OF ADMINISTRATORS AND TEACHERS 230 THE
ROLE OF PARENTS 231 STUDENT COMPETENCIES 232 ACADEMIC DEVELOPMENT 232
CAREER DEVELOPMENT 232 ADDRESSING THE CAREER AND EDUCATIONAL PLANNING
NEEDS OF ALL STUDENTS 233 PREPARING STUDENTS FOR THEIR FUTURE:
ACTIVITIES AND INTERVENTIONS 235 ELEMENTARY SCHOOL 236 CONTENTS XIII
MIDDLE SCHOOL 239 HIGH SCHOOL 241 CONCLUDING THOUGHTS 245 APPENDIX: TRY
YOUR HAND AT EDUCATIONAL AND CAREER PLANNING 247 REFERENCES 250 CHAPTER
8 EVALUATING SCHOOL COUNSELING PROGRAMS 257 INTRODUCTION, RATIONALE, AND
DEFINITIONS 257 PERSONAL ASSUMPTIONS AND BELIEFS 258 WHY EVALUATE SCHOOL
COUNSELING PROGRAMS? 259 CHAPTERORG~ATION 260 RESULTS-BASED SYSTEMS 260
A FRAMEWORK FOR PROGRAM PLANNING AND EVALUATION 264 ACADEMIC ACHIEVEMENT
272 CAREER DEVELOPMENT 274 SOCIAL AND EMOTIONAL DEVELOPMENT 276
CONCLUSION 281 APPENDIX: THE EVALUATION PROCESS IN ACTION 282 REFERENCES
284 PART TH REE THE CONSULTATION FUNCTION 295 CHAPTER 9 SCHOOL-BASED
CONSULTATION 297 INTRODUCTION, RATIONALE, AND DEFINITIONS 297 RATIONALE
FOR SCHOOL-BASED CONSULTATION 298 DEFINITIONS OF CONSULTATION AND
COLLABORATION 299 THEORETICAL ORIENTATIONS AND MODELS FOR SCHOOL-BASED
CONSULTATION 301 BEHAVIORAL CONSULTATION 301 CONJOINT BEHAVIORAL
CONSULTATION 302 A GENERIC APPROACH TO THE CONSULTATION PROCESS 302
DE./INEAND C1ARIFYTHEPROBLEM 302 ANALYZE THEJORCES IMPINGING ON THE
PROBLEM 303 BRAINSTORM ALTERNATIVESTRATEGIES 303 EVALUATE AND
CHOOSEAMONG ALTERNATIVE STRATEGIES 303 SPEDFY CONSULTANT AND CONSULTEE
RESPONSIBILITIES 304 XIV CONTENTS IMPLEMENT THE CHOSEN STRATEGY 304
EVALUATE THE EFFECTIVENESS 0/ THE ACTION AND RECYCLE IF NECESSARY 304
EMERGING APPROACHES TO SCHOOL-BASED CONSULTATION 304 SOLUTIONJOCUSED
CONSULTATION 304 PRESESSION AND INITIAL STRUCTURING 305 ESTABLISHING
CONSULTATION GOALS 305 EXAMINING ATTEMPTED SOLUTIONS AND EXCEPTIONS 305
HELPING CONSULTEES DECIDEON A SOLUTION 306 SUMMARIZING AND COMPLIMENTING
306 FAMILY SYSTEMS CONCEPTSAND TECHNIQUESIN SCHOOL-BASED CONSULTATION
306 RESEARCH IN SCHOOL-BASED CONSULTATION 309 PRACTICAL APPLICATIONS IN
K-12 SCHOOL-BASED CONSULTATION 310 CASE STUDY 310 APPLICATION OF
CONSULTATION TO CASE STUDY 310 PRESESSION AND INITIAL STRUCTURING 311
ESTABLISHING CONSULTATION GOALS 311 EXAMINING ATTEMPTED SOLUTIONS AND
EXCEPTIONS 311 HELPING CONSULTEES DECIDEON SOLUTIONS 311 SUMMARIZING AND
COMPLIMENTING 312 312 313 316 SCHOOL-BASED CONSULTATION IN A DIVERSE
SOCIETY ETHICAL ISSUES IN SCHOOL-BASED CONSULTATION FUTURE TRENDS IN
SCHOOL-BASED CONSULTATION SUMMARY AND CONCLUDING REMARKS 317 APPENDIX A:
SUGGESTED ACTIVITIES FOR DEVELOPING CONSULTATION SKILLS 319 APPENDIX B:
CONSULTATION RATING FORM 321 REFERENCES 322 CHAPTER 10 COMMUNITY-FOCUSED
CONSULTATION: NEW DIRECTIONS AND PRACTICE 327 327 328 330 331 332
INTRODUCTION, RATIONALE, AND DEFINITIONS EXPANDING THE DEFINITION OFCONSULTATION THE SCHOOL COUNSELOR AS A LIAISON 329 ENSURING CULTURAL
RELEVANCY IN COMMUNITY-FOCUSED CONSULTATION 330 THEORETICAL ORIENTATION
AND BACKGROUND TRADITIONAL MODELS OF CONSULTATION FOUR TRIADIC MODELS OF
CONSULTATION CONTENTS XV 334 335 338 339 333 344 347 FOUR STAGES OF
CONSULTATION 332 COMMUNITY-FOCUSED CQLLABORATIVE CONSULTATION STAGES OF
COMMUNITY-FOCUSED CONSULTATION 333 A NEW MODEL OF CONSULTATION WITH A
COMMUNITY FOCUS SCHOOL REFORM AND COMMUNITY-FOCUSED CONSULTATION
REDEFINING THE SCHOOL COUNSELOR'S ROLE 336 CHANGING COMMUNITY-FOCUSED
CONSULTATION MODELS LITERATURE REVIEW ON COMMUNITY-BASED CONSULTATION
ETHICAL AND LEGAL CONSIDERATIONS IN COMMUNITY-FOCUSED CONSULTATION 340
TECHNOLOGY CONCERNS IN COMMUNITY-FOCUSED CONSULTATION 343
COMMUNITY-FOCUSED CONSULTATION AND THE NATIONAL STANDARDS FOR SCHOOL
COUNSELING PROGRAMS 344 PRACTICAL APPLICATION IN CONTEXT OF K-12 SCHOOL
COUNSELING PROGRAMS 344 1YPES OF COMMUNITY-FOCUSED CONSULTATION EXAMPLES
OF COMMUNITY-FOCUSED CONSULTATION PROGRAM DEVELOPMENT 347 IN-SERVICE
TRAININGFOR BULLY/VICTIM ISSUES 347 SUBSTANCE ABUSEPROGRAM IN SCHOOLS
348 GANG INTERVENTION 348 SAFE PASSAGE SCHOOLS 349 FINAL THOUGHTS:
TRENDS IN COMMUNITY-FOCUSED CONSULTATION 349 APPENDIX: COMMUNITY-FOCUSED
COLLABORATIVE CONSULTATION: A PRACTICAL EXAMPLE TO WORK THROUGH 351
REFERENCES 353 I"- PART FOU R COLLABORATION AND THE FUTURE OF THE
PROFESSION 359 CHAPTER 11 ENHANCING DEVELOPMENTAL SCHOOL COUNSELING
PROGRAMS THROUGH COLLABORATION 361 INTRODUCTION: CASE EXAMPLES 361 WHAT
IS COLLABORATION? 362 DEFINING CHARACTERISTICS 363 COLLABORATIONIS
VOLUNTARY 363 COLLABORATIONREQUIRESPARITY AMONG PARTICIPANTS 363
COLLABORATIONIS BASED ON MUTUAL GOALS 364 XVI CONTENTS COLLABORATION
DEPENDS UPON SHARED RESPONSIBILITY FOR PARTIDPATION AND DEDSION MAKING
364 INDIVIDUALS WHO COLLABORATE SHARE THEIR RESOURCES 365 INDIVIDUALS
WHO COLLABORATE SHARE ACCOUNTABILITY FOR OUTCOMES 365 CONTEXT FOR
COLLABORATION 366 SCHOOL COUNSELORS AS COLLABORATORS 370 WORKING
COLLABORATIVELYWITHIN THE SCHOOL 372 FORMING COLLABORATIVE PARTNERSHIPS
WITH THE LARGER SCHOOL COMMUNITY 374 MECHANISMS TO SUPPORT COLLABORATION
377 SKILLS AND ATTITUDES FOR COLLABORATION 377 KNOWLEDGE BASE 378
COMMUNICATION SKILLS 378 GROUP PROCESS SKILLS 378 ESTABLISHING A CLIMATE
THAN CONVEYS WARMTH AND WELCOME TO ALL MEMBERS 379 ESTABLISHING GROUP
NORMS THAT SUPPORT COLLABORATION 379 EMPOWERING GROUP MEMBERS 380
MANAGING DOMINEERING GROUP MEMBERS 380 FADLITATING DECISION MAKING 380
PROBLEM-SOLVING SKILLS 381 IDENTIFY THE PROBLEM 381 ESTABLISH
AGREED-UPON GOALS AND OBJECTIVES 381 GENERATE STRATEGIES 381 DEVELOP AN
ACTION PLAN 381 IMPLEMENT THE PLAN 382 EVALUATE OUTCOMES 382
INTRAPERSONAL ATTITUDES 382 IDENTIFYING AND OVERCOMING BARRIERS TO
COLLABORATION 383 ETHICAL ISSUES 384 SALIENT RESEARCH 386 IMPLICATIONS
FOR SCHOOL COUNSELING IN THE 1\VENTY-FIRST CENTURY 387 REFERENCES 388
CHAPTER 12 LOOKING AHEAD: THE FUTURE SCHOOL COUNSELOR 390 REVIEW OF
PRINCIPAL THEMES 391 CONTENTS XVII WHAT ISSUES SHOULD STAY ON SCHOOL
COUNSELORS' RADAR SCREENS? 393 SOCIETAL ISSUES 393 THE CHANGING/AMILY
393 CULTURALAND ETHNIC DIVERSITY 394 SEXUAL ORIENTATION 0/ YOUTH 396
OTHERAREAS 0/ SODAL CHANGE 396 SCHOOL REFONN, ACADEMIC ACHIEVEMENT, AND
"HIGH STAKES" TESTING 396 TECHNOLOGICAL INNOVATION 397 IMPLEMENTATION OF
A NATIONAL MODEL FOR SCHOOL COUNSELING PROGRAMS 398 AREAS FOR FUTURE
RESEARCH 398 COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAMS 399 "NEW"DEVELOPMENTAL DOMAINS 399 SCHOOLS AS COMMUNITIES OF LEARNERS 400 SERVICE
INTEGRATION MODELS 400 FINAL THOUGHTS 400 A FINAL CHALLENGE 401
REFERENCES 402 APPENDIX: AMERICAN SCHOOL COUNSELOR ASSOCIATION ETHICAL
STANDARDS FOR SCHOOL COUNSELORS 406 CONTRIBUTORS 418 NAME INDEX 425
SUBJECT INDEX 431 |
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| callnumber-label | LB1027 |
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| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02348nam a2200445zc 4500</leader><controlfield tag="001">BV021304797</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20060802 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">060124s2005 xxua||| |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">2002109671</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0618215069</subfield><subfield code="9">0-618-21506-9</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)55630424</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV021304797</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LB1027.5</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.4</subfield><subfield code="b">T</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DO 1054</subfield><subfield code="0">(DE-625)19749:765</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Contemporary school counseling</subfield><subfield code="b">theory, research, and practice</subfield><subfield code="c">Christopher A. 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| id | DE-604.BV021304797 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:53:57Z |
| indexdate | 2024-07-09T20:35:13Z |
| institution | BVB |
| isbn | 0618215069 |
| language | English |
| lccn | 2002109671 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014625448 |
| oclc_num | 55630424 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxv, 438 p. ill. 25 cm |
| publishDate | 2005 |
| publishDateSearch | 2005 |
| publishDateSort | 2005 |
| publisher | Lahaska Press, Houghton Mifflin |
| record_format | marc |
| spelling | Contemporary school counseling theory, research, and practice Christopher A. Sink, general editor Boston [u.a.] Lahaska Press, Houghton Mifflin 2005 xxv, 438 p. ill. 25 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and indexes This text reviews the principle roles and functions of a contemporary school counselor as defined by the American School Counselor Association.-Back cover. For graduate students in counselor education programs desiring to be K-12 school counselors, the text provides not only the baseline knowledge needed for subsequent counseling courses but also ... information useful on the job. In addition, for those readers exploring the profession for the first time, the introductory material presented should help them make a better decision as to whether school counseling is the right plan of action. [This book will be helpful] if [your] goal is to obtain [an] overview of the contemporary world of K-12 school counseling ...-Foreword. Educational counseling Textbooks Schulberatung (DE-588)4053452-2 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Schulberatung (DE-588)4053452-2 s USA (DE-588)4078704-7 g DE-604 Sink, Christopher A. Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014625448&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Contemporary school counseling theory, research, and practice Educational counseling Textbooks Schulberatung (DE-588)4053452-2 gnd |
| subject_GND | (DE-588)4053452-2 (DE-588)4078704-7 (DE-588)4143413-4 |
| title | Contemporary school counseling theory, research, and practice |
| title_auth | Contemporary school counseling theory, research, and practice |
| title_exact_search | Contemporary school counseling theory, research, and practice |
| title_exact_search_txtP | Contemporary school counseling theory, research, and practice |
| title_full | Contemporary school counseling theory, research, and practice Christopher A. Sink, general editor |
| title_fullStr | Contemporary school counseling theory, research, and practice Christopher A. Sink, general editor |
| title_full_unstemmed | Contemporary school counseling theory, research, and practice Christopher A. Sink, general editor |
| title_short | Contemporary school counseling |
| title_sort | contemporary school counseling theory research and practice |
| title_sub | theory, research, and practice |
| topic | Educational counseling Textbooks Schulberatung (DE-588)4053452-2 gnd |
| topic_facet | Educational counseling Textbooks Schulberatung USA Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014625448&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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