Buch, Englisch, 506 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 1089 g
Building on Theory, Standards, and Experience for Optimal Performance
Buch, Englisch, 506 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 1089 g
ISBN: 978-1-032-50955-6
Verlag: Taylor & Francis
School Counselors as Practitioners, Second Edition, is a hands-on, practice-based, task-oriented guide to being an effective school counselor.
Thoroughly revised, this textbook continues to address the foundation of school counseling, the main duties of a school counselor, the skills needed to be successful, and what to expect as a school counseling professional. All these topics have been updated to include the current thinking, research and evidence-based practices, and challenges in school counseling. Additionally, interviews of principals, school counselors, and community leaders are included, which provide readers with the reality of how to navigate the waters of the comprehensive school counseling program. The chapter authors also highlight the necessity of designing, implementing, and evaluating the counseling program for continuous improvement. Online resources provide students with templates and handouts for on-the-job responsibilities, as well as quiz questions for every chapter.
This updated edition is essential reading for counselor educators, graduate students enrolled in a school counseling program, supervisors of school counselors, including administrators, and practicing school counselors.
Zielgruppe
Postgraduate
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Section I: INTRODUCTION TO SCHOOL COUNSELING
1.Becoming a School Counselor
Frannie Neal and Judy A. Nelson
2.Satisfying and Challenging Experiences of School Counselors
Judy A. Nelson
3.Social Trends Affecting School Counselors
Judy A. Nelson
Section II: DEFINING THE COMPREHENSIVE SCHOOL COUNSELING PROGRAM
4.Defining the Professional and Student Standards of Your Program
Judy A. Nelson
5.Counseling as a Responsive Service
Kim McGough and Robika Mylroie
6.Crisis Management and Trauma-Informed School Counseling
Kathy McDonald and Erica Fenderson
Section III: MANAGING THE COMPREHENSIVE SCHOOL COUNSELING PROGRAM
7.Program Planning and Program Focus
Jennifer Akins
8.Managing the Comprehensive School Counseling Program and Non-Counseling Duties
Carleton Brown
9.Managing the Goals of the Program: Post-Secondary Opportunities
Lia Falco and Sam Steen
10. Managing the Technology Needs of the School Counseling Program
Shannon McFarlin and Rachael Whitaker
Section IV: DELIVERING DIRECT AND INDIRECT SERVICES USING COUNSELING SKILLS
DIRECT STUDENT SERVICES
11. Instruction through Counseling Curriculum
Helena Stevens
12. Appraisal and Advisement
Tim Brown and Glenda Johnson
13.Counseling Individuals
Kathy McDonald and Laura I. Hodges
14.Counseling Small Groups
Benny Malone and Judy A. Nelson
INDIRECT STUDENT SERVICES
15. Collaboration, Consultation, and Appropriate Referrals
Le’Ann Solmonson
Section V: ASSESSING THE COMPREHENSIVE SCHOOL COUNSELING PROGRAM
16. Assessing School-Wide Cultural Competence
Rebecca Bustamante and Judy A. Nelson
17. Assessment, Data Collection, and Results Reporting in School Counseling
Tiffany Simon, Ernest Cox, and Ashley Baines
18.The Evaluation Process: Annually Assessing School Counselor Performance and Competency, along with a Conducting Comprehensive School Counseling Program Evaluation (Audit)- A SPECIAL BRIEFING
Lisa A. Wines
Section VI: LEADERSHIP, SUPERVISION, AND PROFESSIONAL ETHICS
19. School Counselor Leaders
Lisa A. Wines and Natalie Fikac
20. Supervision, Mentoring, and Professional Development
Lisa A. Wines and Judy A. Nelson
21. Professional Ethics and the Law
Teri Sartor, Judy A. Nelson, and Lisa A. Wines
22. Counseling with Common-Sense
Lisa A. Wines and Franklin Sampson
