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Copyright, ii
About the Authors, v
Preface, xv
Section One. Introduction, 1
Chapter 1. The Profession of School Counseling, 2
Overview of This Book, 4
Professional Competencies and Personal Qualities of School Counselors, 5
External Tests of Professional Competencies, 6
Personal Qualities of a School Counselor, 8
Creativity and Imagination, 8
Flexibility, 8
Courage and Belief, 8
Passion, 9
Philosophies of Counseling, 9
Philosophies of Education, 11
Philosophies of School Counseling, 14
Guidance/Careers Emphasis, 14
Mental Health Emphasis, 16
Developmental Guidance, 16
Comprehensive School Counseling Programs (CSCP), 17
School Counseling across Elementary, Middle, and Secondary Schools: An Overview, 20
Chapter 2. Schools: Social Institutions, 28
What Makes Effective Schools?, 30
Effective Schools, 30
How Do We Know That a School Is Effective?, 33
Effective Relationships within Educational Communities, 38
Adelman and Taylor Model of Collaboration, 40
Leadership Role to Close the Gap and Monitor Achievement, Equity, and Access, 41
Section Two. Comprehensive School Counseling Programs, 45
Chapter 3. Six Qualities of Comprehensive School Counseling Programs, Part 1, 46
CSCPs Are Holistic, 50
Academic Development, 50
Career Development, 52
Personal/Social Development, 55
CSCPs Are Systemic, 60
Chapter 4. Six Qualities of Comprehensive School Counseling Programs, Part 2, 72
CSCPs Are Balanced, 74
CSCPs Are Proactive, 77
CSCPs Are Integrated into the Academic Agenda, 81
CSCPs Are Reflective, 82
Section Three. The Form of Comprehensive School Counseling Programs: The ASCA National Model and Models of Delivery Systems, 87
Chapter 5. The ASCA National Model, 88
The Professionalization of School Counseling, 90
The ASCA National Model, 92
Overview of the Model, 92
The Themes, 92
The Elements, 94
The Flow, 101
Chapter 6. Models for Delivering Comprehensive School Counseling Programs, 104
Models of Delivery Systems, 108
The Essential Services Model, 108
Developmental Guidance and Counseling Model, 109
Results-Based Program Delivery Model, 112
The Domains/Activities/Partners Model, 113
Upcoming Chapters, 119
Section Four. The Activities within Comprehensive School Counseling Programs, 123
Chapter 7. Counseling for All Partners, 124
Counseling with Students, 126
Misconceptions of Counseling, 127
Developmentally Appropriate Counseling, 128
Prevention, Intervention, and Treatment: When to Counsel and When to Refer, 130
Functioning as a Professional, Ethical Counselor, 130
Individual Counseling, 131
Using Multiple Intelligences in Counseling, 132
Group Counseling, 134
Structured versus Process Groups, 135
Advantages and Disadvantages of Group Counseling, 136
Peer Facilitators, 137
Assessment in the Counseling Process, 138
Counseling with Adult Partners, 139
Systems Thinking: Families, Schools, and Communities, 139
Selection of Counseling as an Intervention, 140
Chapter 8. Educating and Advocating with All Partners, 146
Definitions: Educating and Advocating, 148
Educating and Advocating with Students: Healthy Development, 150
Student Competencies, 151
Designing Learning Experiences for the Developmental Curriculum, 151
Intent, 151
Instructional Purpose, 152
Learning Objectives, 153
Instructional Methods and Multiple Intelligences, 153
Materials Needed, 154
Procedure, 154
Evaluation, 154
Integrating the Curriculum Using Multiple Intelligences, 160
Delivering the Curriculum, 161
Teaching Strategies and Lesson Planning, 161
Classroom Management, 165
Positive Behavior Support, 166
Educating and Advocacy with Adult Partners: Healthy Systems, 167
Educating Adult Partners: Issues, 167
Educating Adult Partners: Considerations, 168
Chapter 9. Consultation with All Partners, 176
Introduction to Consultation, 178
Definition of Consultation, 180
Generic Process Model of Consultation, 181
Consulting with Students, 182
Consulting with Adult Partners, 184
Client-Centered Case Consultation (I), 185
Consultee-Centered Case Consultation (II), 186
Program-Centered Administrative Consultation (III), 187
Consultee-Centered Administrative Consultation (IV), 188
Consulting with Parents, 188
Consulting with School Colleagues, 189
Consulting with Community Colleagues, 189
General Issues: Expertise and Resistance, 190
Chapter 10. Leadership and Coordination with All Partners, 194
School Counselor as Leader, 196
Definition of Leadership, 199
Personal Qualities of Effective Leaders, 202
Professional Practices and Skills of Effective Leaders, 203
A Process Model of Leadership, 204
School Counselor as Coordinator, 204
Definition of Coordination, 204
Accountability, 205
Advisory Council: Meetings and Accountability, 206
Leadership and Coordination: Examples and Issues, 207
Leadership and Coordination with Students, 207
Leadership and Coordination with Parents, 208
Leadership and Coordination with School Colleagues, 208
Leadership and Coordination with Community Colleagues, 216
Section Five. The ASCA National Model in Action: Comprehensive School Counseling Programs, 223
Chapter 11. The ASCA National Model in the Elementary School, by Charles Lindsey, 224
A School Counseling Force in the Desert, 226
Tucson Community, 227
The Long Road to Tucson, 227
Challenges of Being New, 228
School Demographics, 228
Comprehensive Competency-Based Guidance, 229
Foundation, 229
Delivery System, 230
Guidance Curriculum and Individual Planning, 230
Responsive Services, 231
System Support, 231
Management System, 232
Accountability, 232
Uncertain Times, 234
RAMP: Highs and Lows, 234
Calendar Year Breakdown, 235
Summer, 235
Fall, 235
Spring, 236
End of Year, 236
Continued Growth, 236
Recommendations for School Counselors-in-Training, 237
Chapter 12. The ASCA National Model in the Middle School, by Phyllis K. Robertson, 238
Overview, 240
School and Staff Demographics, 240
Philosophy and Mission Statement, 241
Pragmatics of the Delivery System, 241
Needs Assessment Method and Results, 242
Delivery System at Work, 243
School Guidance Curriculum, 243
Individual Student Planning, 244
Responsive Services, 245
System Support, 246
Conclusion, 250
Chapter 13. The ASCA National Model in the High School, by Robert I. Urofsky, 252
Overview, 254
Community Context, 254
School Context, 255
Program Context, 257
Wakefield High School RAMP Counseling Program, 258
Foundation, 258
Delivery System, 259
Accountability System, 264
Leadership, Advocacy, Systemic Change, and Collaboration, 265
Conclusion, 267
Section Six. Developing a K–12 Perspective on Professional Issues, 273
Chapter 14. Moral, Ethical, and Legal Issues in School Counseling, 274
School Counseling and Ethics, 276
The Moral Vision of Counseling: Our Values, 277
The Ethics of the Profession, 279
Codes of Ethics, 280
Legal Issues, 281
Moral/Ethical Decision-Making Process, 283
Common Legal/Ethical Problems, 286
Confidentiality, 286
Rights of Parents and Informed Consent, 287
Defining the “Client”: Conflict of Interest between Student and School, 288
Counselor Competence, 289
Clinical Notes, 290
Online Counseling and the Use of Technology, 290
Diversity and Values, 292
Professional Liability, Insurance, and Certification, 294
Responding to Legal Action, 295
Resources and Recommendations for School Counselors, 296
Chapter 15. Emerging Issues for Schools and Students, with Robert I. Urofsky, 300
Emerging Issues in School Counseling, 302
Mental Health Needs of Students, 302
Crisis Counseling, 304
Self-Destructive Behaviors, 305
Multiculturalism and Diversity, 306
Poverty, 309
Spirituality, 310
Educational Reform, 312
Gender and Schools, 314
Technology, 317
Accountability and Data, 318
Alternative Sources of Funding, 319
Chapter 16. Personal and Professional Issues, 326
Personal Mental Health: The Search for Balance, 328
Finding Your Center, 329
Doing Your Best, Then Letting Go, 330
Stress Management Strategies, 331
Professional Health, 333
Professional Identity, 334
Portfolios, 334
Supervision, 335
Colleague Consultation and Networking, 337
Lifelong Continuing Education, 337
Professional Associations, 338
Action Research, 338
Being Mentored and Mentoring Others, 338
Appendixes, 345
A. Ethical Standards for School Counselors, 345
B. ASCA National Standards for Student Academic, Career, and Personal/Social Development (Competencies and Indicators), 355
C. School Counselor Performance Standards, 360
D. Program Goals for Adult Partners in the DAP Model, 364
Index, 367
Correlation Chart: ASCA and CACREP Standards, EP-1

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