Transforming the school counseling profession:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXIV, 427 S. graph. Darst. |
| ISBN: | 9780132462952 0132462958 |
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| 245 | 1 | 0 | |a Transforming the school counseling profession |c [ed. by] Bradley T. Erford |
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Datensatz im Suchindex
| _version_ | 1804141227004657664 |
|---|---|
| adam_text | CONTENTS PREFACE V ABOUT THE AUTHORS IX CHAPTER 1 TRANSFORMING THE
SCHOOL COUNSELING PROFESSION 1 PATRICIA J. MARTIN AND 5TEPHANIE G.
ROBINSON THE SCHOOL: THE PRIMARY WORKPLACE FOR SCHOOL COUNSELORS THE
CONTEXT OF PROFESSIONAL SCHOOL COUNSELING 1 FOUR FORCES DRIVING CHANGE
IN SCHOOLS 2 INEQUITIES IN THE EDUCATIONAL SYSTEM 2 CHANGES IN THE
NATION S DEMOGRAPHICS AND SCHOOL POPULATIONS 3 CHANGES IN THE ECONOMY
AND THE WORKPLACE 4 MAJOR CHANGES IN EDUCATION PUBLIC POLICY 6 EDUCATION
REFORM 7 THE COLIEGELWORK-READY POLICY AND SCHOOL REFORM 7 POLICIES THAT
PROMOTE COLLEGE-LEVEL RIGOR FOR ALL STUDENTS DRIVE CHANGES IN SCHOOL
COUNSELOR PRACTICE 8 TRANSFORMING THE SCHOOL COUNSELING PROFESSION 9
SCHOOL REFORMS PROMPT THE TRANSFORMING SCHOOL COUNSELING MOVEMENT 9 THE
TRANSFORMING SCHOOL COUNSELING INITIATIVE 9 NATIONAL STANDARDS FOR
SCHOOL COUNSELING PROGRAMS 10 THE ASCA NATIONAL MODEL: A FRAMEWORK FOR
SCHOOL COUNSELING PROGRAMS 10 IMPACT OF CHANGE ON SCHOOL COUNSELOR
PRACTICE 12 ACCOUNTABILITY IN SCHOOL COUNSELOR PRACTICE 12 ADVOCACY IN
SCHOOL COUNSELING PRACTICE 12 A CALL FOR CHANGE IN SCHOOL COUNSELOR
PREPARATION PROGRAMS 15 ACCOUNTABILITY: MAKING SCHOOL COUNSELING COUNT
15 LEADERSHIP AND TRANSFORMED SCHOOL COUNSELOR PRACTICE 15 WHAT PREVENTS
PROFESSIONAL SCHOOL COUNSELORS FROM CHANGING? 16 A SENSE OF URGENCY IS
PROPELLING CHANGE 16 SUMMARYLCONCLUSION 18 ACTIVITIES 18 CHAPTER 2
HISTORICAL ROOTS AND FUTURE ISSUES 19 EDWIN L. HERR AND BRADLEY T.
ERFORD THE RISE OF PROFESSIONAL SCHOOL COUNSELING IN THE UNITED STATES
19 THE ROLE OF THE PROFESSIONAL SCHOOL COUNSELOR IN THE 1920S, 1930S,
AND 1940S 21 XVI CONTENTS STUDENT PERSONNEL ADMINISTRATION 21
PSYCHOLOGISTS, WORKING AS RESEARCHERS AND C1INICIANS 22 PERSONNEL WORK
IN INDUSTRY 22 SOCIAL WORK 22 MENTAL HEALTH AND PSYCHIATRY 22 GUIDANCE
AS THE PERSONALIZATION OF EDUCATION 23 GUIDANCE AS THE INTEGRATION OF
EDUCATION 23 GUIDANCE AS THE COORDINATION OF STUDENT PERSONNEL SERVICES
23 SCHOOL COUNSELING COMES INTO ITS OWN: THE 1950S AND 1960S 24 THE
NATIONAL DEFENSE EDUCATION ACT, 1958-1968 25 THE GREAT SOCIETY
LEGISLATION OF THE 1960S 26 THE YEARS OF CONSOLIDATION AND REFINEMENT:
THE 1970S AND BEYOND 26 MULTICULTURAL DIVERSITY 26 THE LATTER DECADES OF
THE 20TH CENTURY 28 CONTINUING AND FUTURE ISSUESFOR THE SCHOOL
COUNSELING PROFESSION 31 TRADITIONAL AND EMERGING PRACTICES 36
REALIZATIONS GUIDING THE TRANSFORMATION OF THE PROFESSIONAL SCHOOL
COUNSELOR S ROLE 36 THE SCHOOL COUNSELOR AS A PROFESSIONAL 38 THE
PROFESSIONAL SCHOOL COUNSELOR AS AN AGENT OF DIVERSITY AND MULTICULTURAL
SENSITIVITY 38 THE PROFESSIONAL SCHOOL COUNSELOR AS ALEADER AND ADVOCATE
FOR ACADEMIC AND SOCIAL JUSTICE 39 THE PROFESSIONAL SCHOOL COUNSELOR AS
A DEVELOPMENTAL C1ASSROOM GUIDANCE SPECIALIST 39 THE PROFESSIONAL SCHOOL
COUNSELOR AS A PROVIDER OF INDIVIDUAL AND GROUP COUNSELING SERVICES 39
THE PROFESSIONAL SCHOOL COUNSELOR AS A CAREER DEVELOPMENT AND
EDUCATIONAL PLANNING SPECIALIST 40 THE PROFESSIONAL SCHOOL COUNSELOR AS
A SCHOOL AND COMMUNITY AGENCY CONSULTATION/COLLABORATION SPECIALIST 40
THE PROFESSIONAL SCHOOL COUNSELOR AS A SCHOOL REFORM AND ACCOUNTABILITY
EXPERT 40 THE PROFESSIONAL SCHOOL COUNSELOR AS A SAFE SCHOOLS, VIOLENCE
PREVENTION, AT-RISK SPECIALIST 41 THE PROFESSIONAL SCHOOL COUNSELOR AS
AN ADVOCATE FOR STUDENTS WITH SPECIAL NEEDS 41 LIVING THE TRANSFORMED
ROLE 41 ON BECOMING A PROFESSIONAL SCHOOL COUNSELOR: YOUR DESTINY 42
SUMMARY/CONCLUSION 43 ACTIVITIES 43 CHAPTER 3 THE ASCA NATIONAL MODEL:
DEVELOPING A COMPREHENSIVE, DEVELOPMENTAL SCHOOL COUNSELING PROGRAM 44
BRADLEY T ERFORD THE ASCA NATIONAL STANDARDS AND NATIONAL MODEL 44
THEMES OF THE ASCA NATIONAL MODEL 45 PROGRAM FOUNDATION 45 CONTENTS XVII
DELIVERY SYSTEM 47 GUIDANCE CURRICULUM 48 INDIVIDUAL STUDENT PLANNING 48
RESPONSIVE SERVICES 49 SYSTEMS SUPPORT 50 MANAGEMENT SYSTEM 52
MANAGEMENT AGREEMENTS 52 ADVISORY COUNCIL 52 USE OF DATA 52 ACTION PLANS
52 CALENDARS 53 USE OF TIME 53 ACCOUNTABILITY SYSTEM 53 ROLES OF OTHER
SCHOOL PERSONNEL IN THE COMPREHENSIVE SCHOOL COUNSELING PROGRAM 55
TEACHERS 55 RESOURCE TEACHERS 55 PRINCIPALS AND ASSISTANT PRINCIPALS 56
SCHOOL PSYCHOLOGISTS 56 SCHOOL SOCIAL WORKERS (VISITING TEACHERS, PUPIL
PERSONNEL WORKERS) 56 SCHOOL NURSES 56 SECRETARIES 56 SUMMARY/CONCLUSION
56 CHAPTER 4 OUTCOMES RESEARCH ON SCHOOL COUNSELING INTERVENTIONS AND
PROGRAMS 58 SUSAN C. WHISTON AND ROBERT F QUINBY OUTCOMES RESEARCH IN
SCHOOL COUNSELING 58 IS PROFESSIONAL SCHOOL COUNSELING EFFECTIVE? 59 WH
ICH STUDENTS BENEFIT FROM SCHOOL COUNSELING INTERVENTIONS? 60 WHAT ARE
THE EFFECTIVE METHODS FOR DELIVERING SCHOOL COUNSELING PROGRAMS? 61
GUIDANCE CURRICULUM 61 INDIVIDUAL STUDENT PLANNING 62 RESPONSIVE
SERVICES 63 SYSTEMS SUPPORT 65 DOES A FULLY IMPLEMENTED SCHOOL
COUNSELING PROGRAM MAKE A DIFFERENCE? 66 SUMMARY/CONCLUSION 68
ACTIVITIES 69 RESOURCES 69 CHAPTER 5 ETHICAL, LEGAL, AND PROFESSIONAL
ISSUES IN SCHOOL COUNSELING 70 LYNN LINDE PROFESSIONAL ASSOCIATIONS AND
CREDENTIALING ORGANIZATIONS 70 ETHICAL STANDARDS AND LAWS 71 ACA CODE OF
ETHICS 72 XVIII CONTENTS ASCA ETHICAL STANDARDS FOR SCHOOL COUNSELORS 73
SOURCES OF INFORMATION AND GUIDANCE 74 THE COURT SYSTEM 74 STATUTORY LAW
74 STATE AND LOCAL AGENCIES 74 MAKING DECISIONS 76 ADDITIONAL LEGAL
CONSIDERATIONS 77 PROFESSIONAL COMPETENCE 78 CAN I BE SUED? AND WHAT
IS MALPRACTICE? 78 SUBPOENAS 79 CONFIDENTIALITY 80 LIMITS TO
CONFIDENTIALITY 81 CONFIDENTIALITY AND PRIVILEGED COMMUNICATION 82 MINOR
CONSENT LAWS 82 RECORDS AND PERSONAL NOTES 85 EDUCATIONAL RECORDS 85
PERSONAL NOTES 87 THE HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY
ACT OF 1996 87 CHILD ABUSE 87 SUICIDE 88 SUMMARY/CONC/USION 89 CHAPTER 6
CULTURALLY COMPETENT SCHOOL COUNSELORS: AFFIRMING DIVERSITY BY
CHALLENGING OPPRESSION 90 CHERYL HOLCOMB-MCCOY AND STUART F CHEN-HAYES
MULTICULTURAL AND ANTI-OPPRESSION TERMINOLOGY 92 MULTICULTURAL AND
SOCIAL JUSTICE COUNSELING 94 MULTICULTURAL COMPETENCE 95 THE NEED FOR
CULTURALLY COMPETENT SCHOOL COUNSELORS 96 INTEGRATING MULTICULTURAL AND
ANTI-OPPRESSION TOPICS IN SCHOOL COUNSELING PROGRAMS 96
EMPOWERMENT-FOCUSED INTERVENTIONS 97 INDIVIDUAL COUNSELING 98 GROUP
COUNSELING 98 CONSULTATION 99 ASSESSMENT 99 SCHOOL COUNSELING/GUIDANCE
CURRICULUM LESSONS 100 SCHOOL COUNSELING PROGRAM COORDINATION 100 DATA
COLLECTION AND SHARING 101 CASE STUDIES OF PROFESSIONAL SCHOOL
COUNSELORS CHALLENGING OPPRESSION IN K-12 SCHOOLS 102 INCREASING
PROFESSIONAL SCHOOL COUNSELORS MULTICULTURAL COMPETENCE 103 INVESTIGATE
ONE S OWN CULTURAL OR ETHNIC HERITAGE 103 ATTEND WORKSHOPS, SEMINARS,
AND CONFERENCES ON MUJTICULTURAJ AND D;YERSITY LSSUES 104 CONTENTS XIX
JOIN COUNSELING ORGANIZATIONS FOCUSED ON CULTURAL AND SOCIAL JUSTICE
EQUITY COMPETENCIES 104 READ LITERATURE WRITTEN BY CULTURALLY DIVERSE
AUTHORS 104 BECOME FAMILIAR WITH MULTICULTURAL EDUCATION LITERATURE 104
PROFESSIONAL SCHOOL COUNSELOR MULTICULTURAL COMPETENCE CHECKLIST 104
PRACTICE VIGNETTES 104 SUMMARY/CONC/USION 109 ACTIVITIES 109 CHAPTER 7
LEADERSHIP AND ACHIEVEMENT ADVOCACY TOR EVERY STUDENT 110 STUART F.
CHEN-HAYES, EMI/Y M. MIT/ER, DERY/ F.BAI/ER, YVETTE Q. GETCH, AND
BRAD/EY T. ERFORD PROFESSIONAL SCHOOL COUNSELORS AS LEADERS 112 WHAT ARE
ADVOCACY AND ACHIEVEMENT ADVOCACY? 113 HISTORY OF ADVOCACY 113 THE
IMPORTANCE OF ADVOCACY: CHALLENGING THE BARRIERS 114 ADVOCACY COUNSELING
IN SCHOOLS 115 EMPOWERING STUDENTS WITH ACHIEVEMENT ADVOCACY SKILLS 119
EMPOWERING PARENTS AND GUARDIANS WITH ACHIEVEMENT ADVOCACY SKILLS 121
EMPOWERING EDUCATORS WITH ACHIEVEMENT ADVOCACY SKILLS 121 EMPOWERING
SCHOOL SYSTEMS FOR ACHIEVEMENT ADVOCACY 123 EMPOWERING COMMUNITY
STAKEHOLDERS WITH ACHIEVEMENT ADVOCACY SKILLS 124 PUBLICIZING
ACHIEVEMENT ADVOCATE FOR EVERY STUDENT 125 FROM GATEKEEPERS OF THE
STATUS QUO TO ADVOCATES FOR SYSTEMIC CHANGE AND LEADERSHIP IN SCHOOLS
126 SAVVY WAYS TO SEND THE MESSAGE OF PROFESSIONAL SCHOOL COUNSELORS AS
ACHIEVEMENT ADVOCATES 126 SUMMARY/CONC/USION 128 CHAPTER 8 SYSTEMIC,
DATA-DRIVEN SCHOOL COUNSELING PRACTICE AND PROGRAMMING TOR EQUITY 129
VIVIAN V LEE AND GARY E. GOODNOUGH IMPLEMENTING THE NEW VISION OF SCHOOL
COUNSELING 129 PROGRAM VISION-COMMITMENT TO SODAL JUSTICE 129 EQUITY-A
WORKING DEFINITION 130 PROGRAM STRUCTURE-MAKING A PARADIGM SHIFT TO
SYSTEMS 132 UNDERSTANDING SYSTEMS IN SCHOOL COUNSELING 133 UNDERSTANDING
THE ROLE OF DATA 133 DATA SKILLS 134 MEASURING PROGRESS TOWARD ACCESS,
ATTAINMENT, AND ACHIEVEMENT: DATA AND NONDATA ELEMENTS 134 THE
CULTURALLY RESPONSIVE LEADER AND ADVOCATE 138 THEORETICAL FOUNDATIONS
139 COMPETENCIES: THEORY INTO PRACTICE 141 XX CONTENTS THE BUILDING
BLOCKS OF PROGRAM DEVELOPMENT 143 PROGRAM MISSION: EQUITY WITHIN THE
CONTEXT OF SCHOOLS 143 SYSTEMIC ASSESSMENT 144 DATA-DRIVEN GOALS 144
INTEGRATED EDUCATIONAL AND SCHOOL COUNSELING PROGRAMS 145
OUTCOMESLRESULTS 147 GUIDING FOUNDATIONS 147 ETHICAL AND LEGAL
DIRECTIVES 147 DISTRICT AND SCHOOL POLICIES 147 PLANNING THE SCHOOL
COUNSELING PROGRAM 148 STRATEGIE PLANNING AND PROGRAM DEVELOPMENT 148
THE PROGRAM CALENDAR 148 IMPLEMENTATION AT MULTIPLE LEVELS OF
PROGRAMMATIC INTERVENTION 150 INDIVIDUAL 150 GROUP 150 CLASSROOM 150
GRADE 150 SCHOOL 150 DISTRICT 151 FAMILY 151 COMMUNITY 151 EVALUATING
THE SYSTEMIC, DATA-DRIVEN SCHOOL COUNSELING PROGRAM 152 IMPLICATIONS FOR
PROFESSIONAL SCHOOL COUNSELORS 153 SUMMARY/CONCLUSION 153 ACTIVITIES 153
CHAPTER 9 DEVELOPMENTAL CLASSROOMGUIDANCE 154 GARY E. GOODNOUGH, RAEH
ELLE PERUSSE, AND BRADLEY T. ERFORD THE SCOPE AND RESPONSIBILITY OF THE
DEVELOPMENTAL GUIDANCE SPECIALIST 154 THE EFFECT OF CLASSROOM GUIDANCE
ON STUDENT DEVELOPMENT 155 DEVELOPMENTAL THEORY 157 THE ROLE OF THE
PROFESSIONAL SCHOOL COUNSELOR IN DELIVERING THE CURRICULUM 159 SETTING
UP AND MANAGING A C1ASSROOM ENVIRONMENT 159 ARRANGING THE CLASSROOM 159
WORKING WITH THE CLASSROOM TEACHER S RULES 160 PREVENTING DISCIPLINE
ISSUES IN THE CLASSROOM 161 MANAGING DISRUPTIVE BEHAVIORS AS A COUNSELOR
IN THE C1ASSROOM 161 CRAFTING A CURRICULUM 162 CREATING UNITS AND
LESSONS 165 SCOPE AND SEQUENCE 165 CONCEPTUALIZING A UNIT 165 LEARNING
CONSIDERATIONS FOR PLANNING UNITS AND LESSONS 166 LEARNING OBJECTIVES
167 CONTENTS XXI CONSTRUCTING DEVELOPMENTAL LESSONS AND ACTIVITIES 169
INTRODUCING LESSONS 169 DEVELOPMENTAL ACTIVITIES 169 CONCLUSION,
ASSESSMENT, AND FOLLOW-UP 170 SUMMARY/CONCLUSION 176 ACTIVITIES 177
CHAPTER 10 COUNSELING INDIVIDUALS AND GROUPS IN SCHOOL 178 DEBBIE W
NEWSOME AND E/ISABETH S. HARPER INDIVIDUAL COUNSELING IN SCHOOLS 179
COUNSELING IN SCHOOLS DEFINED 179 DEVELOPMENTAL CONSIDERATIONS 180 EARLY
CHILDHOOD 180 MIDDLE CHILDHOOD 181 ADOLESCENCE 181 A COUNSELING MODEL
FOR CHILDREN AND ADOLESCENTS 182 BUILDING A COUNSELING RELATIONSHIP 182
ASSESSING SPECIFIC COUNSELING NEEDS 184 DESIGNING AND IMPLEMENTING
INTERVENTIONS 186 CONDUCTING EVALUATION AND CLOSURE 187 SOLUTION-FOCUSED
BRIEF COUNSELING 188 REALITY THERAPY/CHOICE THEORY 190 GROUP COUNSELING
IN SCHOOLS 191 TYPES OF GROUPS 192 SETTING UP GROUPS IN SCHOOLS 194
CONDUCTING GROUP WORK 197 SUMMARY/CONCLUSION 200 ACTIVITIES 201 HELPING
LAB VIDEOS 201 CHAPTER 11 PROMOTING EDUCATIONAL AND CAREER PLANNING IN
SCHOOLS 202 PATRICK AKOS, SPENCER G. NI/ES, EMI/Y M. MI//ER, AND BRAD/EY
T. ERFORD BACKGROUND FOR EDUCATIONAL- AND CAREER-PLANNING INTERVENTIONS
IN SCHOOLS 202 EDUCATIONAL AND CAREER PLANNING TODAY 203 IMPLEMENTING
SYSTEMATIC AND WELL-COORDINATED EDUCATIONAL- AND CAREER-PLANNING
PROGRAMS 204 CAREER ASSESSMENT 205 ELEMENTARY SCHOOL 206 CAREER
DEVELOPMENT GUIDELINES IN ELEMENTARY SCHOOL 208 MIDDLE OR JUNIOR HIGH
SCHOOL 210 CAREER DEVELOPMENT GUIDELINES IN MIDDLE OR JUNIOR HIGH SCHOOL
211 HIGH SCHOOL 213 CAREER DEVELOPMENT GUIDELINES IN HIGH SCHOOL 217
MULTICULTURALLMPLICATIONS 217 XXII CONTENTS DEVELOPING LIFE-ROLE
READINESS AND SALIENCE 218 SUMMARY/CONC/USION 220 ACTIVITIES 221 CHAPTER
12 CONSULTATION, COLLABORATION, AND PARENT INVOLVEMENT 222 BRADLEY T.
ERFORD THE COUNSELOR AS CONSULTANT: CASE EXAMPLES 222 BACKGROUND 223
CONSULTATION MODELS 223 THE TRIADIC-DEPENDENT MODEL: TRADITIONAL
EXPERT-DIRECTED CONSULTATION 223 THE COLLABORATIVE-DEPENDENT MODEL:
PARTNERSHIP AND PROBLEM SOLVING 227 THE COLLABORATIVE-INTERDEPENDENT
MODEL: ADDRESSING ISSUESWITH MULTIPLE CAUSES ACROSS MULTIPLE CONTEXTS
228 CONSULTATION PROCESS 232 STEP 1: ENTER THE SYSTEM 232 STEP 2: JOIN
THE SYSTEM 233 STEP 3: INITIATE PROBLEM SOLVING 234 STEP 4: FRAME CHANGE
235 STEP 5: EVALUATE CHANGE 236 STEP 6: FACILITATE CLOSURE 236 SCHOOL
CONSULTATION AND COLLABORATION WITH DIVERSE POPULATIONS 236
COLLABORATIVE CONSULTATION: REACHING OUT TO THE BROADER COMMUNITY 237
INVOLVING PARENTS IN EDUCATION 238 SCHOOL OUTREACH AND CHANGING FAMILY
NEEDS 239 COMMUNICATING EFFECTIVELY WITH PARENTS AND GUARDIANS 241
SUMMARY/CONC/USION 244 ACTIVITIES 244 CHAPTER 13 ACCOUNTABILITY:
EVALUATING PROGRAMS, ASSESSING NEEDS, AND DETERMINING OUTCOMES 245
BRADLEY T. ERFORD ACCOUNTABILITY IN SCHOOL COUNSELING 245 PROGRAM
(PROCESS) EVALUATION 247 NEEDS ASSESSMENT 247 DATA-DRIVEN NEEDS
ASSESSMENTS 247 PERCEPTIONS-BASED NEEDS ASSESSMENTS 250 SERVICE
ASSESSMENT 255 RESULTS OR OUTCOMES EVALUATION 257 IMPORTANT ASSESSMENT
TERMS 257 SOURCES OF EVIDENCE 258 PRACTICAL PROGRAM EVALUATION
CONSIDERATIONS 258 ASSESSING OUTCOMES THROUGH A HIERARCHICAL AGGREGATED
PROCESS 258 DESIGNING OUTCOME STUDIES 260 ACTION RESEARCH 263 CONTENTS
XXIII REPORTING THE RESULTS 265 PERFORMANCE APPRAISAL 265
SUMMARY/CONCLUSION 286 ACTIVITIES 287 CHAPTER 14 SYSTEMIC APPROACHES TO
COUNSELING STUDENTS EXPERIENCING COMPLEX AND SPECIALIZED PROBLEMS 288
BRADLEY T. ERFORD, VIVIAN V LEE, DEBBIE W NEWSOME, AND ELANA ROCK THE
CHANGING NEEDS OF STUDENTS AND FAMILIES 288 RESILIENCY: FOCUSING ON
WHAT S RIGHT, RATHER THAN WHAT S WRONG 289 IDENTIFYING AND CATEGORIZING
STUDENTS WITH COMPLEX PROBLEMS 290 SYSTEMIC APPROACHES TO WORKING WITH
STUDENTS EXPERIENCING COMPLEX PROBLEMS 291 SYSTEMS FAILURES: WHO IS TO
BLAME? 292 WHY HAVEN T NEEDS OF STUDENTS EXPERIENCING COMPLEX PROBLEMS
BEEN ADDRESSED? 292 WORKING WITH YOUTH WITH SPECIFIC PROBLEMS 293
RESPONDING TO CRISIS SITUATIONS 293 SUICIDE 296 VIOLENCE AND THREAT
ASSESSMENT 297 SUBSTANCE ABUSE 301 GRIEF WORK AND CHILDREN FROM CHANGING
FAMILIES 302 DROPOUT PREVENTION 306 CONFLICT RESOLUTION AND PEER
MEDIATION PROGRAM DEVELOPMENT 307 EFFECTIVE SYSTEMIC INTERVENTION FOR
STUDENTS WITH COMPLEX PROBLEMS 311 SUMMARY/CONCLUSION 312 ACTIVITIES 313
CHAPTER 15 THE PROFESSIONAL SCHOOL COUNSELOR AND STUDENTS WITH
DISABILITIES 314 ELANA ROCK AND ERIN H. LEFF POOR OUTCOMES FOR STUDENTS
WITH DISABILITIES 314 SERVING STUDENTS WITH DISABILITIES 315 FEDERAL
LEGISLATION 316 INDIVIDUALS WITH DISABILITIES EDUCATION IMPROVEMENT ACT
(IDEA) 317 SECTION 504 AND THE AMERICANS WITH DISABILITIES ACT (ADA) 319
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) 322 RELATED SERVICES
FOR STUDENTS WITH DISABILITIES UNDER THE IDEA AND SECTION 504 322
COUNSELING SERVICES 323 PARENT COUNSELING AND TRAINING 323
REHABILITATION COUNSELING SERVICES 323 TRANSITION SERVICES UNDER THE
IDEA 323 PROVIDING SERVICES TO SUPPORT STUDENTS WITH DISABILITIES 324
MULTIDISCIPLINARY TEAM RESPONSIBILITIES 324 IEP DEVELOPMENT 332
INDIVIDUALIZED TRANSITION PROGRAM PLANNING 334 SECONDARY TRANSITION
PROGRAMMING 335 XXIV CONTENTS INFORMATION ABOUT THE SPECIAL EDUCATION
PROCESS AND THE RIGHT OF APPEAL 339 GENERALLSSUES FOR PROFESSIONAL
SCHOOL COUNSELORS SERVING STUDENTS WITH DISABILITIES 340 CULTURAL
CONSIDERATIONS 340 SUMMARYLCONCLUSION 341 ACTIVITIES 341 CHAPTER 16
HELPING STUDENTS WITH MENTAL AND EMOTIONALDISORDERS 342 CAROL J.
KAFFENBERGER PREVALENCE OF MENTAL HEALTH ISSUES IN YOUTH 342 FACTORS
CONTRIBUTING TO THE HIGH INCIDENCE OF EMOTIONAL DISTURBANCE 343 THE
PROFESSIONAL SCHOOL COUNSELOR S ROLE 345 BARRIERS TO PROVIDING MENTAL
HEALTH SERVICES IN SCHOOLS 345 CURRENT AND FUTURE TRENDS IN THE WAY
SERVICES ARE PROVIDED 346 WHAT PROFESSIONAL SCHOOL COUNSELORS NEED TO
KNOW ABOUT MENTAL AND EMOTIONAL DISORDERS 347 DIAGNOSIS AND TREATMENT
PLANNING 348 MENTAL DISORDERS USUALLY FIRST DIAGNOSED IN INFANTS,
CHILDREN, OR ADOLESCENTS 349 MENTAL RETARDATION 349 LEARNING, MOTOR
SKILLS, AND COMMUNICATION DISORDERS 350 PERVASIVE DEVELOPMENTAL
DISORDERS 352 ATTENTION-DEFICIT DISORDERS AND DISRUPTIVE BEHAVIOR
DISORDERS 353 EATING DISORDERS IN CHILDREN AND ADOLESCENTS 357 TIC
DISORDERS 358 ELIMINATION DISORDERS: ENCOPRESIS AND ENURESIS 359
SEPARATION ANXIETY DISORDER 360 SELECTIVE MUTISM 361 REACTIVE ATTACHMENT
DISORDER 361 OTHER DISORDERS DIAGNOSED IN CHILDREN AND ADOLESCENTS 362
MOOD DISORDERS 362 SUBSTANCE-RELATED DISORDERS 364 PSYCHOTIC DISORDERS
365 OBSESSIVE-COMPULSIVE DISORDER 366 POSTTRAUMATIC STRESS DISORDER 366
GENERALIZED ANXIETY DISORDER 367 ADJUSTMENT DISORDERS 369
SUMMARYLCONCLUSION 369 FURTHER READINGS AND RESOURCES 370 ACTIVITIES 370
REFERENCES 371 NAME INDEX 405 SUBJECT INDEX 415
|
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| isbn | 9780132462952 0132462958 |
| language | English |
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| publishDate | 2011 |
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| spelling | Transforming the school counseling profession [ed. by] Bradley T. Erford 3. ed. Boston ; Munich [u.a.] Pearson 2011 XXIV, 427 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational counseling United States Handbooks, manuals, etc Bildungsberatung (DE-588)4112761-4 gnd rswk-swf Schulberatung (DE-588)4053452-2 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content USA (DE-588)4078704-7 g Schulberatung (DE-588)4053452-2 s DE-604 Bildungsberatung (DE-588)4112761-4 s 1\p DE-604 Erford, Bradley T. Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019010602&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Transforming the school counseling profession Educational counseling United States Handbooks, manuals, etc Bildungsberatung (DE-588)4112761-4 gnd Schulberatung (DE-588)4053452-2 gnd |
| subject_GND | (DE-588)4112761-4 (DE-588)4053452-2 (DE-588)4078704-7 (DE-588)4143413-4 |
| title | Transforming the school counseling profession |
| title_auth | Transforming the school counseling profession |
| title_exact_search | Transforming the school counseling profession |
| title_full | Transforming the school counseling profession [ed. by] Bradley T. Erford |
| title_fullStr | Transforming the school counseling profession [ed. by] Bradley T. Erford |
| title_full_unstemmed | Transforming the school counseling profession [ed. by] Bradley T. Erford |
| title_short | Transforming the school counseling profession |
| title_sort | transforming the school counseling profession |
| topic | Educational counseling United States Handbooks, manuals, etc Bildungsberatung (DE-588)4112761-4 gnd Schulberatung (DE-588)4053452-2 gnd |
| topic_facet | Educational counseling United States Handbooks, manuals, etc Bildungsberatung Schulberatung USA Aufsatzsammlung |
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