The School Counselor's Book of Lists E-Book

Dorothy J. Blum

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B Ed: Book of Lists
• Sprache: Englisch

Seitenzahl: 423

Veröffentlichungsjahr: 2010

Beschreibung

An updated edition of an essential go-to resource for school counselors

Since 1997 The School Counselor's Book of Lists has offered counselors a wealth of relevant and much-needed information written in concise and user-friendly language. A quick, easy guide for finding information on almost any topic pertinent to school counselors, the book covers everything from writing student assessments and dealing with school crises to setting budgets and running effective meetings. In order to address the transformed role of school counselors, the contents of this comprehensive second edition map to the American School Counselor Association's National Model for Counseling Programs.

• Includes hundreds of helpful lists offering guidelines, strategies, trends, and resources
• Officially endorsed by the American School Counselor Association (ASCA)
• The first edition was a bestselling title for school counselors
• Addresses the pressing issues faced by today's school counselors
• This revised edition is appropriate for school counseling graduate programs as well as to practitioners in the K-12 field.

Leseprobe

Table of Contents

Cover

Jossey-Bass Teacher

Title

Copyright

About This Resource

Dedication

About the Authors

About the American School Counselor Association

Acknowledgments

Section One: The K–12 School Counseling Program: The ASCA National Model

Foundation

Delivery System

Management System

Accountability

ASCA National Model Themes

Section Two: The Professional School Counselor: Preparation, Roles, and Responsibilities

Professional School Counselor Preparation

The Role of the Professional School Counselor

The Competent School Counselor

Ethical and Legal Practitioner

Practitioner of a Theoretical Orientation in School Counseling

Supervisor

Change Agent

The Effective School Counselor

Person and Professional: School Counselor Self-Care Strategies

Section Three: School Counseling Practices and Programs

Individual Counseling

Small-Group Counseling

Classroom Guidance

Parent and Guardian Consultation

Teacher Consultation

Schoolwide Programming and Participation

Section Four: Academic Counseling in K–12 Schools

Academic Goals

Academic Development of All Students

Academic Counseling K–12

Section Five: Career Counseling in K–12 Schools

Career Development Theories and Assessment

National Career Competencies and Skills for Students

Career Counseling for All Students

Section Six: Personal/Social Counseling in K–12 Schools: Student Development and Life Skills

Personal/Social Development

Personal/Social Counseling: Life Skills for All Students

Section Seven: Personal/Social Counseling in K–12 Schools: Prevention and Effective Intervention

Index

End User License Agreement

List of Illustrations

Section One: The K–12 School Counseling Program: The ASCA National Model

Figure 1.1. American School Counselor Association National Model

Guide

Cover

Table of Contents

Begin Reading

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The School Counselor’s BOOK OF LISTS

Second Edition

DOROTHY J. BLUM, EdD

TAMARA E. DAVIS, EdD, EdS

Copyright © 2010 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Imprint

989 Market Street, San Francisco, CA 94103-1741—www.josseybass.com

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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

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Library of Congress Cataloging-in-Publication Data

Blum, Dorothy.

The school counselor’s book of lists / Dorothy J. Blum, Tamara E. Davis.–2nd ed.

p. cm.

Includes bibliographical references and index.

ISBN 978-0-470-45065-9 (pbk.)

1. Educational counseling–United States–Miscellanea. 2. Educational counseling–United States–Handbooks, manuals, etc. I. Davis, Tamara. II. Title.

LB1027.5.B56 2010

371.4–dc22

2010007061

First Edition

About This Resource

This practical and comprehensive reference resource has been a time-saver for the busy school counselor who must retrieve a breadth of information at a moment’s notice. It includes accurate and up-to-date information about a broad range of topics that can be easily located in the Table of Contents.

Since the publication of the first edition of the School Counselor’s Book of Lists (BOL), school counselors, counselor educators, and school-counselors-in-training have used the book as a handy reference for information that is comprehensive yet succinct and easy to read. School administrators, teachers, parents, and other school personnel have also found the book very useful and relevant for daily activities conducted in schools. The guidelines, suggestions, materials, and references can help administrators, teachers, and parents work with the school counselor to help students succeed in school.

The first edition of the BOL was published in 1997. As one might expect, the field of school counseling and the needs of students have changed significantly since then. Following are some of the additions or changes to the second edition of the BOL:

A section on the ASCA National Model, with lists referring to each element and the themes of the model

Expanded references and resources in each section, including Internet resources for easy reader access

The inclusion of new topics that are currently relevant in school counseling, such as working with students who self-injure and working with students whose parents have been deployed in military service

Integration of material on common topics or themes for easy reference and use

An emphasis on data collection and results reporting as a critical role for school counselors to show the impact of school counseling programs and services on student success

The Annotated Materials section has been deleted because this information is ever changing and rapidly becomes outdated or obsolete

Although some of the topics may have been rearranged, changed, or combined, much of the material remains the same as in the first edition. Changes were made to update the material and make it more relevant to today’s school counselor.

OVERVIEW OF THE BOOK

Section One focuses on the American School Counselor Association (ASCA) National Model for school counseling programs. This section also shares research and models for accountability in school counseling and emphasizes the transformed role of the school counselor since the publication of the first edition of this book.

Section Two focuses on the preparation, roles, and responsibilities of the professional school counselor. This section includes ASCA’s role statement of the professional school counselor and other significant roles of the school counselor in today’s school. The section concludes with emphasis on the school counselor as person and professional, emphasizing self-care strategies and the importance of developing a professional identity as a school counselor.

Section Three continues to provide information about the professional school counselor, but emphasizes what the school counselor is doing through practices and programs. This section gives comprehensive coverage of the many practices of the school counselor and programs in which the school counselor is either a leader or a participant. An expanded section on crisis and critical incident response teams is included in response to the many school crises that have occurred since the publication of the first edition.

Section Four begins the exploration of the three areas of student development which are aligned with the ASCA National Standards: academic, career, and personal/social. This section highlights the school counselor’s role in helping students develop the necessary skills for academic success. Specific emphasis on postsecondary planning and updated resources in the area of academic counseling provide significant assistance to school counselors.

Because of technological advances in Internet resources and online searches, career counseling has changed significantly, with a world of information available at students’ and school counselors’ fingertips. There are now more career development and career decision making resources than ever. Section Five focuses on providing effective career counseling through developing career skills, participation in career exploration, and addressing possible issues that might impede student development in the pursuit of postsecondary options.

Section Six is the first of two sections on personal/social counseling from kindergarten through high school. This section provides information on specific areas of student development as well as the development of life skills that will help students experience success over their lifetime. In this edition we have added lists on culturally responsive school counseling and the development of resilience skills as students grow and become members of the community.

Section Seven is also devoted to personal/social counseling and focuses more closely on prevention and effective intervention strategies for school counselors across a myriad of issues that students experience. While many categories of student issues have been carried over from the first edition, this edition includes expanded discussions on tragedy and national disaster and entirely new categories such as cyberbullying. More than the other sections in this book, Section Seven reflects the societal changes that have occurred since the publication of the first BOL, and it includes additional references and sources of information for each topic.

Sources cited in the text are listed in the reference section at the end of each list, and ideas for further reading are also offered for readers who wish to explore a topic more thoroughly. While these lists of additional resources are not exhaustive, they are excellent places to start.

Throughout the book you will see cross-references to other lists (usually in parentheses) that you can consult for further information on certain topics.

We hope this book will be a useful resource that will help readers implement comprehensive and effective school counseling programs, because effective programs and services are our best tools for helping students maximize their success as learners and as productive citizens of the world.

I dedicate this edition of The School Counselor’s Book of Lists to the professional school counselors who prevent, alleviate, and help solve problems of students, parents, and members of their school staffs. These school counselors encourage and assist students to pursue their academic goals, their hopes, and their dreams.

Dorothy J. Blum

I would like to dedicate the second edition of The School Counselor’s Book of Lists to Dr. Dorothy J. Blum, whose idea for a book of lists in the 1990s became a seminal book for school counselors. Thank you, Dorothy, for asking and allowing me to sign on to this project. I hope I did it justice.

Tamara E. Davis

About the Authors

Dorothy J. Scrivner Blum, EdD, is a retired school counselor, high school guidance director, administrator of school counseling, and counselor educator. She worked for many years as a licensed professional counselor in the Commonwealth of Virginia, as a national certified counselor, and as a national certified school counselor.

Blum’s past positions have included working as the coordinator of elementary school counseling and guidance for Fairfax County Public Schools (FCPS) in Virginia, where she supervised 176 elementary counselors in 132 elementary schools. Prior to this position, she was the guidance director at George C. Marshall High School, FCPS, for ten years.

Blum is the recipient of numerous awards, including the 2002 American Counselor Association Arthur Hitchcock Professional Service Award, the 1995 Virginia Career Service Award (from the Virginia Counselors Association), the 1994 Post-Secondary Counselor of the Year Award from the Virginia School Counselor Association, and the 1988 Counselor of the Year Award from the Virginia Counselor Association. She taught graduate courses in school counseling at the University of Virginia, Virginia Tech, and George Mason University, and is the author of Group Counseling for Secondary Schools (Charles Thomas, 1990), in addition to numerous articles in professional journals. Blum has presented workshops at national conferences including the American Counselors Association and American School Counselor Association, and has worked as a consultant for school counselors in Central America, Mexico, Columbia, and the Caribbean.

Tamara E. Davis, EdD, EdS, is a professor in the school counseling program at Marymount University in Arlington, Virginia. Davis earned a bachelor of arts degree in early childhood education and a master of education degree in school counseling from the University of North Carolina at Chapel Hill. She received an education specialist degree in educational administration and supervision from Western Carolina University in 1992. In 1997, she received a doctor of education degree in counselor education and student personnel services from Virginia Tech.

Davis began her career in education in 1987 as a first- and second-grade teacher in Asheville, North Carolina. After moving to Virginia in 1990, Davis was an elementary and high school counselor for nine years in Manassas, Virginia. She was an adjunct professor at Marymount University in Arlington, Virginia, in 1998–99 and began her full-time position as a professor at Marymount in 1999.

Davis’s professional positions have included serving as president of the Virginia Association for Counselor Education and Supervision, and she is a past president of the Virginia School Counselor Association. She was also elected as the Counselor Educator Vice-President for the American School Counselor Association (2010–2013). She has been the secretary of the Virginia Counselors Association and coeditor of the Virginia Counselor’s Journal, which was named Best Large Branch Journal by the American Counseling Association in 2008 and 2009. Davis has keynoted and presented workshops locally, regionally, and nationally on a number of topics in school counseling including developing resilience, handling perfectionism, the power of positive thinking in working with students, and school counselor self-care. Her publications include the book Exploring School Counseling: Professional Practices and Perspectives (Houghton Mifflin, 2005) and book chapters on counseling suicidal children and group counseling in schools. Davis is an American School Counselor Association (ASCA) model trainer and has been a featured speaker at several state conferences. In 2007 she was named the Counselor Educator of the Year by ASCA and is one of the team writers for the ASCA National Model Workbook (2nd edition). Davis resides in northern Virginia with her husband, Ken (an assistant principal), and their three Siberian husky dogs.

About the American School Counselor Association

The American School Counselor Association (ASCA) supports school counselors’ efforts to help students focus on academic, career, and personal/social development so that they can achieve success in school and are prepared to lead fulfilling lives as responsible members of society. ASCA provides professional development, publications, and other resources, research, and advocacy to more than 26,000 professional school counselors around the globe. To learn more, visit www.schoolcounselor.org.

Acknowledgments

We would like to acknowledge the work and contributions of those who provided research and feedback on the second edition: Jaime Stanton, elementary school counselor at Fairfax County Schools; and Dr. Anita Young, assistant professor in the Department of Counseling and Human Services at Johns Hopkins University.

Dr. Davis would also like to recognize the research and literature review searches of graduate students in the school counseling program at Marymount University.

Also, we would like to acknowledge the patience and commitment of our editor, Margie McAneny at Jossey-Bass, who gave extra time when needed and constant encouragement always.

Section OneThe K–12 School Counseling Program: The ASCA National Model

Foundation

The foundation element of the American School Counselor Association (ASCA) National Model contains three components: beliefs and philosophy, mission statement, and the ASCA National Standards (academic, career, and personal/social development).

All references to ASCA (2005) in this section are referring to the second edition of the American School Counselor Association’s (2nd edition).