Comprehensive School Counseling Programs

Colette T. Dollarhide, Associate Professor of Counselor Education at The Ohio State University, earned her master’s and doctorate degrees in counseling and educational psychology from the University of Nevada, Reno. She earned her bachelor’s degree in political science from California State University at Fullerton. She has been a counselor since 1988 and a counselor educator since 1995. For the past 15 years, Dr. Dollarhide’s teaching and research focus has specialized in school counseling at the master’s and doctoral levels, but she has also taught career counseling, college student development, theories and techniques of counseling, foundations of school counseling, special issues in school counseling (at elementary, middle, and secondary school levels), counseling through play, ethics, consultation, supervision, group counseling, pedagogy in counselor education, and practice and internships. Her research agenda includes school counseling leadership, professional identity, social justice, and counseling pedagogy, and Dr. Dollarhide has published and presented papers at international, national and state conferences. Her professional service includes President of C-AHEAD (now AHC), eight years as a reviewer for Counselor Education and Supervision (CES), coeditor for a first-ever CES special section on school counselor supervision, four years as a reviewer for Journal of Counseling and Development (JCD), and Editor of the Journal of Humanistic Counseling.Dr. Kelli Saginak, Ed.D., NCC, lives with her family in Oshkosh, Wisconsin. Her career has served the field of counseling and education, as a teacher, counselor, prevention specialist, and consultant. Kelli is an advocate for young people and strives to educate, train, and inspire professional counselors to serve today’s youth, as leaders, advocates, and agents of systemic change. Her passion for youth inspires her writing, scholarship, and teaching in the areas of school counseling, counseling process, counseling with children and adolescents, lifespan development, and addictions counseling. Kelli presents on a variety of counseling-related topics and has co-authored several publications, such as: School Counseling in the Secondary School: A Comprehensive Process and Program and most recently, the 3rd edition of Comprehensive School Counseling Programs: K-12 Delivery Systems in Action.

• Brief Table of Contents Chapter 1. The Profession of School Counseling - 1Chapter 2. Schools as Social Institutions - 20Chapter 3. Qualities of Comprehensive School Counseling Programs - 35Chapter 4. The ASCA National Model - 64Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System - 110Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194Chapter 12. Ethical, Personal, and Professional Issues - 207Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223Appendix B Websites To Consult - 235References - 239Index - 278Detailed Table of ContentsChapter 1 The Profession of School Counseling 1Overview of This Text 2Professional competencies of school counselors 2External Tests of Professional Competencies 3Personal Qualities of a school counselor 5Creativity and Imagination 5Flexibility 5Courage and Belief 5Passion 6Commitment to Diversity and Social Justice 6Philosophies of Counseling 7Philosophies of Education 8Philosophies of School Counseling 10Guidance/Careers Emphasis 11Mental Health Emphasis 12Developmental Guidance 12Comprehensive School Counseling Programs (CSCP) 13ASCA Role Statement and National Standards 13ASCA School Counselor Competencies 14ASCA National Model 15Introduction to Models for CSCPs 15Developmental Guidance and Counseling 15The Essential Services Model 16The Results-Based Student Support Program Model 16The Strategic Comprehensive Model 16Strengths-Based School Counseling 17A Social Justice Approach to Comprehensive School Counseling 17The Domains/Activities/Partners Model 17Conclusion 19Chapter 2 Schools as Social Institutions 20What Makes Effective Schools? 21Effective Schools 21How Do We Know That a School Is Effective? 23Effective Relationships within Educational Communities 28School Counselor as Coordinator 29Definition of Coordination 29Coordination (and Leadership) in School Counseling 30Closing the Gap and Monitoring Achievement, Equity, and Access 30Academic Coordination 30Services Coordination 32Conclusion 33Chapter 3 Qualities of Comprehensive School Counseling Programs 35Comprehensive School Counseling Programs 36CSCPs are Holistic 37Academic Development 37Career Development 40Social and Emotional Development 45CSCPs are Systemic 48Social Systems: Family, Peers, School, Community, and Culture 49Systemic Change and Multisystemic Interventions 53CSCPs are Balanced 55Balanced Counselor Activities 56CSCPs are Preventive 56Prevention, Intervention, and Treatment 58CSCPs are Integrated 59CSCPs are Reflective 60Reflection on the Quality of Program and Counselor Performance 61Chapter 4 The ASCA National Model 64The Professionalization of School Counseling 65The ASCA National Model 66Overview of the Model 66The Themes: Leadership, Advocacy, Collaboration, and Systemic Change 67Leadership 68Advocacy 69Collaboration 69Systemic Change 70The Elements of the ASCA National Model: Foundation, Management, Delivery, and Accountability 71Foundation 71Management System 75Delivery System 79Accountability System 83The Flow 85Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87Leadership, Advocacy, and Collaboration in a CSCP 87Leadership: School Counselor as Leader 88Formal and Informal Power Structures 90Definition of Traditional Leadership, Transformative Leadership, and Transformational Leadership 91Participatory Leadership and Distributed Leadership 93Myths about Leadership 94Personal Qualities of Effective Leaders 94Leadership Roles and Skills 95A Process Model of Leadership 96Advocacy: School Counselor as Advocate 96Definition of Advocacy 96Advocacy for Systemic Issues: Social Justice 97Collaboration: School Counselors as Collaborators 98Critical Resources to Support School and Community Partnerships: The School Counselor’s Role* 98Systemic Change: School Counselor as Systemic Change Agent 100Transformative Leadership, Accountability Leadership, and Systemic Change 101Leadership, Advocacy, and Collaboration: Examples and Issues 102Leadership, Advocacy, and Collaboration with Students 102Leadership, Advocacy, and Collaboration with Parents 103Leadership, Advocacy, and Collaboration with School Colleagues 103Leadership, Advocacy, and Collaboration with Community Colleagues 108Chapter 6 Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System 110Foundation system 111What Do Students Need? 112Student Competencies 113Professional Competencies 113Management system 114The Advisory Board 115Tools 116Accountability System 116What Are Data? 117Program Evaluation 118Disseminating Results 121Chapter 7 Delivery of Your Comprehensive School Counseling Program 123Delivery Models 124Various Models of Delivery systems 125The Developmental Guidance and Counseling Model 126Strengths-Based School Counseling 129A Social Justice Approach to Comprehensive School Counseling 130The ASCA National Model 131The Domains/Activities/Partners Model 132Chapter 8 Delivery System: Counseling Activities in the DAP Model 138Counseling Activities 139The School Counselor as Counselor 140Misconceptions of Counseling 140Prevention, Intervention, and Treatment: When to Counsel and When to Refer 141Crisis Intervention and Suicide Prevention 142Multiculturally Appropriate Counseling 144Developmentally Appropriate Counseling 145Legal and Ethical Considerations 146Assessment within the Counseling Process 147Individual Planning 148Individual Counseling 148Using Creative Strategies and Multiple Intelligences in Counseling 149Group Counseling 150Structured (Psychoeducational) Versus Process Groups 150Implications and Considerations of Group Counseling 151Peer Facilitators 152Counseling with Adult Partners 153Systems Thinking: Families, Schools, and Communities 153Selection of Counseling as an Intervention 154Chapter 9 Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model 156School Counselor as Educator 157Educating Students for Healthy Development 158ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum 159Assessing for Barriers to Learning 159Educating Using Multicultural Insights 160Steps for Designing Learning Experiences 160Step 1: Intent 160Step 2: Instructional Purpose 161Step 3: Mindset, Behavior, and/or Competencies Addressed 161Step 4: Learning Objectives 162Step 5: Instructional Methods and Multiple Intelligences 162Step 6: Materials Needed 162Step 7: Procedure 163Step 8: Evaluation: Process Data, Perception Data, Outcomes Data 163Step 9: Follow-Up 163Integrating the Curriculum Using Multiple Intelligences 164Delivering the Curriculum 169Teaching Strategies and Lesson Planning 169Learning Communities and Classroom Management 171Positive Behavior Support (PBS) 172Educating Adult Stakeholders 173Educating Adult Partners: Considerations 174Chapter 10 Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model 178ConsultationDefinition of Consultation 180Generic Process Model of Consultation 181Prescription Mode 182Provision Mode 182Initiation Mode 183Collaboration Mode 183Mediation Mode 183Multicultural ConsiderationsIncreasing Multicultural Competency 184Consideration of Social, Cultural, and Educational Context 184Mindfulness of School-Specific Social Justice Issues 184Promotion of Fair Collaboration Among Educational Stakeholders 184Consultation with Student Partners 185Consultation with Adult Partners 186Client-Centered Case Consultation 187Program-Centered Administrative Consultation 187Consultee-Centered Administrative Consultation 188Consultee-Centered Case Consultation 188Consulting With Parents and Caregivers 190Consulting With School Colleagues 190Consulting With Community Colleagues 191General Issues: Overcoming Common Challenges in Consultation 191Chapter 11 A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School 194Recognized ASCA Model Program (RAMP) 194The RAMP Application Process 195RAMP Development and Outcomes 195A RAMP-Designated Middle School Program 197Illustrating the RAMP Process: Components of the BMS Program 198Foundation 198Management and Accountability 198Delivery 199Becoming a RAMP Program Over Time 204Chapter 12 Ethical, Personal, and Professional Issues 207School Counseling and Ethics 208The School Counseling Codes of Ethics 209Legal Issues 210Ethical Decision-Making Process 211Case Scenario: 211Common Legal/Ethical Problem 212Confidentiality 212Rights of Parents and Informed Consent 213Defining the “Client”: Conflict of Interest Between Student and School 214Counselor Competence 215Clinical Notes and Records 216Online Counseling and the Use of Technology 216Diversity and Values 217Equity and Access 218Professional Liability, Insurance, and Certification 219Responding to Legal Action 220Resources and Recommendations for School Counselors 220Personal Mental Health: Seeking Balance 221Finding Your Center 222Doing Your Best, Then Letting Go 222Stress Management Strategies 223Professional Health: Being Realistic 226Professional Identity 226Portfolios 226Supervision 227Colleague Consultation and Networking 228Lifelong Continuing Education 229Professional Associations 229Evidence-Based Action Research 230Receiving Mentoring and Mentoring Others 230Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model 233Appendix B Websites To Consult 235References 239Index 278

From reviews of the text: "For me, the key strengths of the text are many. I like the writing style, which is informal and informative. It is accessible to students at the graduate level and engaging for them to read. Also, I like the use of Reflection Moments and Case Studies for each chapter. Since I teach online, I use many of these as Discussion Board topics, which allow students to interact with each other while reflecting on the main points of the chapter. Finally, the focus on the ASCA National Model is essential. This is the standard of our profession and should be the focal point of any textbook on school counseling. The authors do an effective job of weaving the National Model throughout the text, demonstrating for students how integral it is in the life of school counselors." -David Dietrich, University of TN at Martin "The 'Case Study' at the beginning of each chapter not only makes the students aware of current issues but, unlike other texts, it confronts very challenging issues that "are not talked about." Excellently written case studies... The text covers many of the "everything-I-wanted-to-know-about-school-counseling' questions that new counselors often have. With other texts, I need to use supplemental materials for these necessary conversations... In my mind, this is the leading textbook on Foundational knowledge for school counseling." -Chris Helgestad, Adler Graduate School