Librarian View
LEADER 30926cam a2207141 a 4500
001
991001342479707546
005
20230925091834.0
008
100924s2012 caua b 001 0 eng
010
a| 2010041061
020
a| 9781412978712 (pbk.)
020
a| 1412978718 (pbk.)
035
a| (HKSYU)b14846482-852hksyu_inst
040
a| DLC
c| DLC
d| BTCTA
d| YDXCP
d| BWX
d| NhCcYBP
d| NhCcYME
d| HK-SYU
050
4
a| LB1027.5
b| .W75 2012
082
0
0
a| 371.4
2| 22
092
0
a| 371.4
b| WRI 2012
100
1
a| Wright, Robert J.,
d| 1945-
245
1
0
a| Introduction to school counseling /
c| Robert J. Wright.
260
a| Thousand Oaks, CA :
b| Sage,
c| c2012.
300
a| xxiii, 631 p. :
b| ill. ;
c| 24 cm.
504
a| Includes bibliographical references and index.
520
a| This comprehensive, graduate-level text prepares readers to handle the problems and responsibilities they'll face as professional school counselors, from preschool through high school. It covers a wide range of topics in-depth, including effective interventions for racism and bullying, addressing the continuing score gap between ethnic groups, playing a leadership role in implementing school-based action research, and advocating for, and providing services to, children with disabilities. Packed with real-life examples and case descriptions, the book provides strategies for preventing and responding to social and emotional problems, improving educational outcomes, and helping children score at optimum levels on high-stakes tests. --
520
a| Key Features --
520
a| The book's focus on the consultative role of the school counselor includes ideas for developing a consulting practice within the school, for overcoming resistance, and for developing the flexibility to move to different school counseling venues, such as counseling in a virtual school. --
520
a| A solid grounding in measurement and research helps readers develop the ability to interpret, evaluate, and explain standardized test scores and other data to colleagues, students, and parents. It also empowers the school counselor to take a leadership role in school-based action research and program evaluation. --
520
a| Multicultural techniques for counselors, drawn from both current literature and the author's own experience growing up and later teaching in an inner-city environment, are included, along with techniques for assisting children with undocumented and language-minority parents. --
520
a| In-text learning aids include chapter-opening introductions; chapter-ending summaries and discussion questions; chapter objectives; cartoons, photos, and tables; a complete glossary; and 39 Case in Point features that provide problematic counseling scenarios and resolutions. --
520
a| The ASCA statement of Ethical Standards for School Counselors is reprinted inside the front and back of the book to provide a quick reference for counselors as they establish their school-based practices. These ethical principles are imbued throughout the book's narrative. --Book Jacket.
650
0
a| Educational counseling.
650
0
a| Counseling in elementary education.
650
0
a| Counseling in secondary education.
650
0
a| Action research in education.
907
a| b14846482
b| 08-01-22
c| 13-02-14
910
a| ykc
b| df
935
a| (HK-SYU)500830530
9| ExL
970
0
1
t| Preface and Acknowledgments
p| xxi
970
0
1
l| ch. 1
t| School Counseling, an Evolving Profession
p| 1
970
1
1
t| Objectives
p| 1
970
1
1
t| Introduction and Themes
p| 2
970
1
1
t| A Brief History
p| 3
970
1
1
t| Educational Enlightenment
p| 3
970
1
1
t| America's Schools
p| 4
970
1
1
t| New High Schools
p| 5
970
1
1
t| Problems With Scientific Management of Schools
p| 6
970
1
1
t| Vocational Guidance
p| 6
970
1
1
t| Frank Parsons
p| 7
970
1
1
t| Vocational Planning
p| 8
970
1
1
t| Vocational Guidance to School Counseling
p| 9
970
1
1
t| Counseling in the Roaring 1920's
p| 10
970
1
1
t| Testing and the School Counselor
p| 10
970
1
1
t| Mental Hygiene
p| 11
970
1
1
t| Framework
p| 11
970
1
1
t| Trait and Factor Theory of Counseling
p| 12
970
1
1
t| Beyond Mental Hygiene
p| 13
970
1
1
t| Abraham H. Maslow and Humanistic Psychology
p| 13
970
1
1
t| Hierarchy of Human Needs
p| 14
970
1
1
t| Carl Rogers and Child-Centered Counseling
p| 17
970
1
1
t| School Counseling in the Age of Accountability
p| 18
970
1
1
t| Standards-Based Accountability
p| 18
970
1
1
t| Goals of Mandated Assessments
p| 20
970
1
1
t| Grade Retention
p| 21
970
1
1
t| Counselors as Test Administrators
p| 22
970
1
1
t| Time-Efficient Approaches for School Counseling
p| 23
970
1
1
t| Professionalism
p| 24
970
1
1
t| Professional Societies in Counseling
p| 24
970
1
1
t| National Career Development Association
p| 24
970
1
1
t| American Counseling Association
p| 25
970
1
1
t| Professional Training and Credentialing for School Counselors
p| 26
970
1
1
t| Technology Skills
p| 27
970
1
1
t| Proactive Versus Reactive
p| 28
970
1
1
t| National Certifications
p| 28
970
1
1
t| Ethical Practice in School Counseling
p| 30
970
1
1
t| Summary
p| 31
970
1
1
t| Discussion Questions
p| 32
970
1
1
t| Related Readings
p| 32
970
1
1
t| Notes
p| 33
970
0
1
l| ch. 2
t| Professional Counseling in the Schools
p| 35
970
1
1
t| Objectives
p| 35
970
1
1
t| Introduction and Themes
p| 36
970
1
1
t| Role of School Counselors
p| 37
970
1
1
t| Counselors as Educators
p| 39
970
1
1
t| Counselors' Backgrounds
p| 41
970
1
1
t| Supervision of Intern Counselors
p| 42
970
1
1
t| Professionals in a Bargaining Unit
p| 42
970
1
1
t| The American Federation of Teachers
p| 43
970
1
1
t| Counselors and Teacher Unions
p| 43
970
1
1
t| Job Descriptions for School Counselors
p| 44
970
1
1
t| What School Counselors Do
p| 45
970
1
1
t| Career Education and Vocational Guidance
p| 47
970
1
1
t| Data Management and Action Research
p| 48
970
1
1
t| Advocating for Students
p| 49
970
1
1
t| Counselor's Role With Members of the Pupil Service Team
p| 50
970
1
1
t| School Psychologist
p| 51
970
1
1
t| School Nurse
p| 52
970
1
1
t| School Librarian
p| 52
970
1
1
t| School Reading Specialist
p| 53
970
1
1
t| Special Educators
p| 53
970
1
1
t| Contracted Specialists
p| 54
970
1
1
t| Consulting and Collaborating
p| 55
970
1
1
t| Counselor Consultation for Positive School Climate
p| 56
970
1
1
t| School Counseling and the Law and Case Law
p| 57
970
1
1
t| Students With Disabilities
p| 58
970
1
1
t| Dangerous Counselees
p| 59
970
1
1
t| Privacy and the Counseling Relationship
p| 60
970
1
1
t| Confidential Records
p| 61
970
1
1
t| Privileged Communication
p| 63
970
1
1
t| Testing Laws
p| 63
970
1
1
t| Summary
p| 64
970
1
1
t| Discussion Questions
p| 65
970
1
1
t| Related Readings
p| 65
970
1
1
t| Notes
p| 66
970
0
1
l| ch. 3
t| Counseling With Young Children, Prekindergarten to Grade 5
p| 67
970
1
1
t| Objectives
p| 67
970
1
1
t| Introduction and Themes
p| 68
970
1
1
t| Counseling in Early Childhood and Elementary Education
p| 69
970
1
1
t| Individual Counseling Services in Early Childhood and Elementary Education
p| 69
970
1
1
t| Counseling in Preschools
p| 70
970
1
1
t| Counseling in Head Start
p| 72
970
1
1
t| Counseling in Public Preschools
p| 72
970
1
1
t| Preschool Counselor Tasks
p| 73
970
1
1
t| Counseling Elementary and Preschool Children for Problems of Affect
p| 74
970
1
1
t| Families on the Move
p| 75
970
1
1
t| Away From Home
p| 76
970
1
1
t| Childhood Stressors
p| 76
970
1
1
t| Irrational Fears
p| 78
970
1
1
t| Need for Routine
p| 78
970
1
1
t| Interventions (One-on-One)
p| 79
970
1
1
t| Strengths-Based School Counseling
p| 83
970
1
1
t| Next Step
p| 83
970
1
1
t| Interventions Through Significant Others
p| 83
970
1
1
t| Support Groups
p| 84
970
1
1
t| Counseling Elementary and Preschool Students for Relationship Problems
p| 86
970
1
1
t| Bullying
p| 86
970
1
1
t| Cyberbullying
p| 89
970
1
1
t| Aggression and Physical Bullying
p| 91
970
1
1
t| Primary Prevention
p| 92
970
1
1
t| Secondary Prevention
p| 93
970
1
1
t| Tertiary Prevention
p| 93
970
1
1
t| Counseling Students With Acting-Out Behavior Problems
p| 95
970
1
1
t| Refusal and Defiance
p| 95
970
1
1
t| Primary Prevention
p| 96
970
1
1
t| Secondary Prevention
p| 96
970
1
1
t| Tertiary Prevention
p| 97
970
1
1
t| Demanding and Inability to Delay Gratification
p| 97
970
1
1
t| Primary Prevention
p| 98
970
1
1
t| Secondary Prevention
p| 98
970
1
1
t| Isolation and Social Withdrawal
p| 99
970
1
1
t| Primary Prevention
p| 99
970
1
1
t| Secondary Prevention and Interventions
p| 100
970
1
1
t| Summary
p| 100
970
1
1
t| Discussion Questions
p| 101
970
1
1
t| Related Readings
p| 101
970
1
1
t| Notes
p| 101
970
0
1
l| ch. 4
t| School Counseling in the Middle School
p| 103
970
1
1
t| Objectives
p| 103
970
1
1
t| Introduction and Themes
p| 104
970
1
1
t| Developmental Neurobiology of Puberty
p| 106
970
1
1
t| American Middle Schools
p| 108
970
1
1
t| Role of the Counselor in Middle Schools
p| 111
970
1
1
t| Problems of Adolescence
p| 111
970
1
1
t| Middle School Counseling Job Description
p| 111
970
1
1
t| Counseling and Adolescent Identity Formation
p| 112
970
1
1
t| Erik H. Erikson
p| 112
970
1
1
t| Steps to Identity
p| 113
970
1
1
t| Identity Crisis
p| 114
970
1
1
t| Recognition of an Identity Problem
p| 116
970
1
1
t| Secondary Prevention
p| 118
970
1
1
t| Sexual and Gender Identity
p| 119
970
1
1
t| Counselor's Role in Gender Identity
p| 120
970
1
1
t| Primary Prevention
p| 121
970
1
1
t| Potential for Pathology
p| 123
970
1
1
t| Middle School Counseling for Problems of Relationships
p| 123
970
1
1
t| Parent[—]Child Relationship
p| 123
970
1
1
t| Secondary Prevention
p| 125
970
1
1
t| Parents and Divorce
p| 125
970
1
1
t| Primary Prevention
p| 126
970
1
1
t| Secondary Prevention
p| 126
970
1
1
t| Juvenile Justice
p| 127
970
1
1
t| Love and Sexuality
p| 129
970
1
1
t| Teen Pregnancy
p| 131
970
1
1
t| Primary Prevention
p| 132
970
1
1
t| Secondary Prevention
p| 133
970
1
1
t| Tertiary Prevention
p| 134
970
1
1
t| Counseling Problems of Affect
p| 135
970
1
1
t| Eating Disorders
p| 137
970
1
1
t| Problems of Anxiety
p| 138
970
1
1
t| Academic Stress
p| 139
970
1
1
t| Social Anxiety
p| 140
970
1
1
t| Cliques and Isolation
p| 140
970
1
1
t| Primary Prevention
p| 141
970
1
1
t| Secondary Prevention
p| 141
970
1
1
t| Summary
p| 142
970
1
1
t| Discussion Questions
p| 142
970
1
1
t| Related Readings
p| 143
970
1
1
t| Notes
p| 143
970
0
1
l| ch. 5
t| Counseling in High Schools
p| 145
970
1
1
t| Objectives
p| 145
970
1
1
t| Introduction and Themes
p| 146
970
1
1
t| Administrative Expectations
p| 147
970
1
1
t| Master Schedules
p| 147
970
1
1
t| Manager of Test Programs
p| 149
970
1
1
t| Test Preparation
p| 151
970
1
1
t| Helping Students Transition
p| 155
970
1
1
t| High School to College
p| 156
970
1
1
t| Counseling Students in High School
p| 163
970
1
1
t| Popularity and Fitting In
p| 163
970
1
1
t| Counseling Intervention
p| 163
970
1
1
t| Academic Stress and Grades
p| 163
970
1
1
t| Identity Problems in High School
p| 168
970
1
1
t| Primary Prevention
p| 169
970
1
1
t| Secondary Prevention
p| 169
970
1
1
t| Adolescents and Relationships
p| 170
970
1
1
t| Dating
p| 170
970
1
1
t| Sex
p| 171
970
1
1
t| Date Rape and Violence
p| 172
970
1
1
t| Bullying Harassment
p| 174
970
1
1
t| Primary Prevention
p| 176
970
1
1
t| Secondary Prevention
p| 177
970
1
1
t| Tertiary Prevention
p| 177
970
1
1
t| Social Networking
p| 177
970
1
1
t| Summary
p| 181
970
1
1
t| Discussion Questions
p| 181
970
1
1
t| Related Readings
p| 181
970
1
1
t| Notes
p| 182
970
0
1
l| ch. 6
t| Models and Approaches of School Counseling
p| 183
970
1
1
t| Objectives
p| 183
970
1
1
t| Introduction and Themes
p| 184
970
1
1
t| How Does a School Counselor Do the Job?
p| 185
970
1
1
t| Adler's Theories in School Counseling
p| 186
970
1
1
t| Background
p| 187
970
1
1
t| Adlerian Concepts
p| 188
970
1
1
t| Methods of Adlerian Counseling in Schools
p| 189
970
1
1
t| Behaviorism
p| 191
970
1
1
t| Operant Conditioning
p| 191
970
1
1
t| Rogers's Person- (Child)-Centered School Counseling
p| 192
970
1
1
t| Background
p| 193
970
1
1
t| Nondirective Counseling
p| 194
970
1
1
t| Congruence
p| 194
970
1
1
t| Rogerian Manifesto
p| 194
970
1
1
t| Methods of Rogerian Counseling in Schools
p| 197
970
1
1
t| Problems With Rogerian Methods in Schools
p| 198
970
1
1
t| Ellis's Rational Emotive Behavior Therapy in School Counseling
p| 199
970
1
1
t| Irrational Thinking
p| 200
970
1
1
t| Methods in Rational Emotive Behavior Therapy
p| 202
970
1
1
t| ABCDEs of Rational Emotive Behavior Therapy
p| 202
970
1
1
t| Strengths of Rational Emotive Behavior Therapy
p| 203
970
1
1
t| Beck's Cognitive Behavioral Therapy in School Counseling
p| 203
970
1
1
t| Methods of Cognitive Behavioral Therapy
p| 203
970
1
1
t| Advantage of Cognitive Behavioral Therapy in Schools
p| 204
970
1
1
t| Glasser's Reality Therapy Supported by Choice Theory in School Counseling
p| 204
970
1
1
t| Choice Theory
p| 205
970
1
1
t| Methods of Reality Therapy and Choice Theory in School Counseling
p| 206
970
1
1
t| Group Counseling
p| 207
970
1
1
t| Group Theory
p| 207
970
1
1
t| Methods of Group Counseling
p| 207
970
1
1
t| Groups to Encourage Growth
p| 208
970
1
1
t| Groups to Improve School Climate
p| 209
970
1
1
t| Reformative Groups
p| 209
970
1
1
t| Group Process
p| 209
970
1
1
t| Pragmatic Considerations
p| 211
970
1
1
t| Solution-Focused Brief Counseling
p| 212
970
1
1
t| Methods of Solution-Focused Brief Counseling
p| 213
970
1
1
t| Goals
p| 213
970
1
1
t| Relaxation Therapy
p| 214
970
1
1
t| Strengths-Based Counseling in the Schools
p| 214
970
1
1
t| Strengths and Resiliency Factors
p| 215
970
1
1
t| Methods of Strengths-Based Counseling
p| 217
970
1
1
t| Virtual Counseling
p| 218
970
1
1
t| Methods of Virtual Counseling
p| 219
970
1
1
t| Implications of Virtual Counseling
p| 219
970
1
1
t| Summary
p| 220
970
1
1
t| Discussion Questions
p| 221
970
1
1
t| Related Readings
p| 221
970
1
1
t| Notes
p| 222
970
0
1
l| ch. 7
t| Counseling Children With Educational and Special Needs
p| 223
970
1
1
t| Objectives
p| 223
970
1
1
t| Introduction and Themes
p| 224
970
1
1
t| Brief History of Special Education in the United States
p| 225
970
1
1
t| British Tradition
p| 225
970
1
1
t| Colonial America
p| 225
970
1
1
t| 19th and 20th Centuries
p| 225
970
1
1
t| Urban Schools
p| 226
970
1
1
t| Rural Schools
p| 226
970
1
1
t| A National Concern
p| 227
970
1
1
t| Parents as Advocates
p| 227
970
1
1
t| Due Process
p| 228
970
1
1
t| Better Than Vouchers
p| 228
970
1
1
t| Special Education and the Law
p| 229
970
1
1
t| First Federal Legislation
p| 229
970
1
1
t| Instructional Materials
p| 230
970
1
1
t| No Child Left Behind Act
p| 230
970
1
1
t| Americans with Disabilities Act
p| 231
970
1
1
t| Role of School Counselors as Advocates for Children With Disabilities
p| 233
970
1
1
t| Epidemiology
p| 233
970
1
1
t| Identification of Students in Need of Special Education
p| 235
970
1
1
t| Screening
p| 235
970
1
1
t| Student Assistance Team, 504 Committee
p| 239
970
1
1
t| The Individualized Education Plan Process
p| 240
970
1
1
t| Individualized Education Plan Committees
p| 241
970
1
1
t| Individualized Education Plan Format
p| 246
970
1
1
t| Response to Intervention
p| 246
970
1
1
t| Counselor's Role With Parents of Children With Disabilities
p| 246
970
1
1
t| Preliminary Meetings With Parents
p| 247
970
1
1
t| Counseling Students With Disabilities
p| 248
970
1
1
t| Counseling Students With Moderate to Low Cognitive Ability
p| 249
970
1
1
t| Counseling Students With Problems of Attention and Focus AD/HD
p| 250
970
1
1
t| School Counselors and Students With Life-Threatening Illnesses
p| 253
970
1
1
t| Special Cases of Autism Spectrum Disorders
p| 254
970
1
1
t| Counseling Gifted Children
p| 256
970
1
1
t| Identification of Gifted Children
p| 257
970
1
1
t| Role of the School Counselor
p| 257
970
1
1
t| Counseling Parents of Gifted Children
p| 259
970
1
1
t| Summary
p| 260
970
1
1
t| Discussion Questions
p| 260
970
1
1
t| Related Readings
p| 261
970
1
1
t| Notes
p| 261
970
0
1
l| ch. 8
t| School Counseling With a Diverse Population of Students
p| 263
970
1
1
t| Objectives
p| 263
970
1
1
t| Introduction and Themes
p| 264
970
1
1
t| America's Melting Pot
p| 266
970
1
1
t| Assimilation
p| 266
970
1
1
t| Accommodation and Multiculturalism
p| 269
970
1
1
t| Race in America
p| 270
970
1
1
t| End of the Concept of Race
p| 270
970
1
1
t| Socioeconomic Status
p| 272
970
1
1
t| Distribution of Income and Wealth in America
p| 272
970
1
1
t| Educational Capital
p| 274
970
1
1
t| Occupation of Parents
p| 275
970
1
1
t| Socioeconomic Status Levels
p| 276
970
1
1
t| Ethnicity
p| 277
970
1
1
t| Counseling in a Multicultural Setting
p| 278
970
1
1
t| Knowing Oneself, and the Emic Approach
p| 278
970
1
1
t| Changing Demographics in American Education
p| 279
970
1
1
t| Counseling Students of Wealth and Poverty
p| 280
970
1
1
t| Wealthy Children
p| 280
970
1
1
t| Primary Prevention and Intervention
p| 284
970
1
1
t| Children of Poverty
p| 284
970
1
1
t| School-Based Intervention
p| 284
970
1
1
t| No Hablo Inglés: Counseling English-Language Learners
p| 286
970
1
1
t| Second Language Learning
p| 287
970
1
1
t| School Counseling With Latino/a Students
p| 288
970
1
1
t| Counseling African American Students
p| 290
970
1
1
t| African Americans in School
p| 292
970
1
1
t| Racial Identity Formation
p| 292
970
1
1
t| School Rules and Policies
p| 293
970
1
1
t| The Role of Counselors With African American Students
p| 294
970
1
1
t| Primary Prevention
p| 294
970
1
1
t| School Interventions
p| 295
970
1
1
t| Counseling Asian American Students
p| 296
970
1
1
t| Demography
p| 296
970
1
1
t| History in America
p| 296
970
1
1
t| Asian American Culture
p| 299
970
1
1
t| Asian American Students in School
p| 299
970
1
1
t| School Counseling With Asian American Students
p| 300
970
1
1
t| Summary
p| 301
970
1
1
t| Discussion Questions
p| 302
970
1
1
t| Related Reading
p| 302
970
1
1
t| Notes
p| 302
970
0
1
l| ch. 9
t| Social Problems and Emergency Counseling in the Schools
p| 305
970
1
1
t| Objectives
p| 305
970
1
1
t| Introduction and Themes
p| 306
970
1
1
t| Child Maltreatment
p| 307
970
1
1
t| Referral of Maltreatment Cases
p| 310
970
1
1
t| Counseling Children of Homeless Families
p| 310
970
1
1
t| Dimension of the Problem
p| 310
970
1
1
t| Role of School Counselors
p| 312
970
1
1
t| Truancy and School Refusal
p| 313
970
1
1
t| Counselor's Role With Disengaged Students
p| 315
970
1
1
t| School Avoidance
p| 316
970
1
1
t| Primary Prevention
p| 318
970
1
1
t| Secondary Prevention
p| 318
970
1
1
t| Tertiary Intervention
p| 318
970
1
1
t| Juvenile Justice System
p| 319
970
1
1
t| Gangs and Gang-Related Violence
p| 321
970
1
1
t| Gang Dynamics
p| 322
970
1
1
t| School Counselor's Role
p| 323
970
1
1
t| Juvenile Court
p| 324
970
1
1
t| Counselors Providing Court Testimony
p| 325
970
1
1
t| Legal Counsel
p| 326
970
1
1
t| Illegal Drug and Alcohol Use
p| 327
970
1
1
t| Children and Alcohol Abuse Problems
p| 327
970
1
1
t| School Policy and Program Requirements
p| 327
970
1
1
t| Precursors
p| 328
970
1
1
t| Smoking
p| 329
970
1
1
t| Marijuana
p| 329
970
1
1
t| School Policy
p| 330
970
1
1
t| Huffing
p| 330
970
1
1
t| Huffing Abuse
p| 331
970
1
1
t| Prescription Pharmaceuticals
p| 331
970
1
1
t| School Policy
p| 332
970
1
1
t| School Counselor's Role
p| 332
970
1
1
t| Primary Prevention
p| 332
970
1
1
t| Secondary Prevention
p| 334
970
1
1
t| Tertiary Prevention
p| 334
970
1
1
t| Self-Destructive Behaviors
p| 335
970
1
1
t| Cutting
p| 335
970
1
1
t| Psychology of Cutting
p| 335
970
1
1
t| Cognition and Cutting
p| 336
970
1
1
t| Cutting and Culture
p| 336
970
1
1
t| Biochemistry of Cutting
p| 337
970
1
1
t| Role of Counselors
p| 337
970
1
1
t| Suicide
p| 337
970
1
1
t| Dimension of the Problem
p| 338
970
1
1
t| Role of the Counselor
p| 338
970
1
1
t| Death and Grief
p| 339
970
1
1
t| Emergency Counseling
p| 340
970
1
1
t| Children's Understanding of Death
p| 340
970
1
1
t| Grieving Children
p| 342
970
1
1
t| Counselor's Role
p| 343
970
1
1
t| Intruders and Schools Under Attack
p| 344
970
1
1
t| Terroristic Attacks and Threats
p| 344
970
1
1
t| Prevention of Terrorism at School
p| 346
970
1
1
t| Preventing Attacks
p| 347
970
1
1
t| Summary
p| 348
970
1
1
t| Discussion Questions
p| 349
970
1
1
t| Related Readings
p| 350
970
1
1
t| Notes
p| 350
970
0
1
l| ch. 10
t| School Testing Programs and the School Counselor
p| 353
970
1
1
t| Objectives
p| 353
970
1
1
t| Introduction and Themes
p| 354
970
1
1
t| Data-Based Counseling Decisions
p| 355
970
1
1
t| School Counselors and Test Data
p| 356
970
1
1
t| Judging the Quality of Tests and Measures
p| 356
970
1
1
t| Information Sources
p| 357
970
1
1
t| Statistical Quality Indicators
p| 357
970
1
1
t| Reliability
p| 357
970
1
1
t| Reliability Coefficients
p| 359
970
1
1
t| Measurement Error
p| 360
970
1
1
t| Validity
p| 360
970
1
1
t| Normative Groups and Test Scores
p| 361
970
1
1
t| Standards-Based Assessments
p| 363
970
1
1
t| Score Gap
p| 364
970
1
1
t| Family Factors
p| 368
970
1
1
t| School Factors
p| 368
970
1
1
t| Psychology of Test Success and Failure
p| 369
970
1
1
t| Gender Differences
p| 370
970
1
1
t| Laws on Gender Equity
p| 371
970
1
1
t| Gender and Test Taking
p| 372
970
1
1
t| Testing Special Populations
p| 373
970
1
1
t| Testing Students With Disabilities
p| 373
970
1
1
t| Testing English-Language Learners
p| 374
970
1
1
t| Optimizing Test Scores for All Students
p| 375
970
1
1
t| Positive Reinforcement
p| 377
970
1
1
t| Leadership
p| 378
970
1
1
t| College Admission Testing
p| 378
970
1
1
t| Two Goals of Admission Testing
p| 379
970
1
1
t| SAT II
p| 380
970
1
1
t| ACT
p| 381
970
1
1
t| Strategic Test Choices
p| 382
970
1
1
t| Role of School Counselors
p| 383
970
1
1
t| Summary
p| 383
970
1
1
t| Discussion Questions
p| 384
970
1
1
t| Related Readings
p| 385
970
1
1
t| Notes
p| 385
970
0
1
l| ch. 11
t| Professional School Counselors as Consultants
p| 387
970
1
1
t| Objectives
p| 387
970
1
1
t| Introduction and Themes
p| 388
970
1
1
t| Consultation by Professional Counselors Within the Schools
p| 389
970
1
1
t| ASCA Statement on the Consulting Role of Professional School Counselors
p| 389
970
1
1
t| Advantage of Consulting
p| 390
970
1
1
t| Improving Efficiency in School Counseling
p| 390
970
1
1
t| Consultation and Staff Relations
p| 390
970
1
1
t| The Art of Being a Consultant
p| 391
970
1
1
t| Steps in Providing Consultation in a School
p| 392
970
1
1
t| Provision of Immediate Direct Services
p| 392
970
1
1
t| Arbitration, Mediation, and Resolution
p| 394
970
1
1
t| Counselor-Initiated Consultation to Assist the Consultee
p| 396
970
1
1
t| Consultee-Initiated Consultation
p| 396
970
1
1
t| Direct Behavioral Consultation
p| 397
970
1
1
t| Resistance to Consultation by Some Educators
p| 399
970
1
1
t| Fear of Failure
p| 399
970
1
1
t| Fear of Change
p| 400
970
1
1
t| Fear of Success
p| 401
970
1
1
t| Overcoming Teacher Resistance
p| 401
970
1
1
t| Consulting With School Administrators
p| 401
970
1
1
t| Counselor Ethics in Consulting
p| 402
970
1
1
t| Ethical Practice
p| 402
970
1
1
t| Legal Context
p| 403
970
1
1
t| Wrap-Up
p| 403
970
1
1
t| Consultation With Parents by Professional School Counselors
p| 405
970
1
1
t| Family Dynamics
p| 405
970
1
1
t| Boundaries
p| 405
970
1
1
t| Life Cycle of the Family
p| 406
970
1
1
t| Cultural Sensitivity
p| 407
970
1
1
t| Special Case of the Noncustodial Parent
p| 408
970
1
1
t| Consultation Process With Parents
p| 409
970
1
1
t| Resistance
p| 410
970
1
1
t| Reasons for Parental Resistance
p| 411
970
1
1
t| Overcoming Resistance
p| 411
970
1
1
t| Summary
p| 412
970
1
1
t| Discussion Questions
p| 413
970
1
1
t| Related Readings
p| 413
970
1
1
t| Notes
p| 414
970
0
1
l| ch. 12
t| Professional School Counselors With Parents and the Greater Community
p| 415
970
1
1
t| Objectives
p| 415
970
1
1
t| Introduction and Themes
p| 416
970
1
1
t| School Counselor's Role in Parental Engagement
p| 416
970
1
1
t| Parental Impact
p| 416
970
1
1
t| Moderating Effect of Poverty
p| 417
970
1
1
t| Home Environment
p| 424
970
1
1
t| Counselors' Role in Students' Home Life
p| 425
970
1
1
t| Optimizing Parental Engagement and Involvement
p| 428
970
1
1
t| Helping Parents Get Ready for a Teacher Conference
p| 428
970
1
1
t| Engagement and Elementary School Parents
p| 430
970
1
1
t| School Counseling for Fully Engaged Parents
p| 431
970
1
1
t| Activity Planning
p| 431
970
1
1
t| Special Case of Adolescents
p| 432
970
1
1
t| Transition Into Secondary Education
p| 433
970
1
1
t| Engagement and Language-Minority Parents
p| 438
970
1
1
t| Role of School Counselors in Team Planning and School Improvement
p| 439
970
1
1
t| History of Contemporary Education Reform Efforts
p| 440
970
1
1
t| School-Based Reform and the Counselor
p| 441
970
1
1
t| School Counselors and the Community Beyond the Campus
p| 443
970
1
1
t| Advisory Councils
p| 443
970
1
1
t| Business Contacts
p| 444
970
1
1
t| Summary
p| 444
970
1
1
t| Discussion Questions
p| 445
970
1
1
t| Related Readings
p| 445
970
1
1
t| Notes
p| 445
970
0
1
l| ch. 13
t| Counselor's Role in Career Development and Planning
p| 447
970
1
1
t| Objectives
p| 447
970
1
1
t| Introduction and Themes
p| 448
970
1
1
t| World of Work in the 21st Century
p| 448
970
1
1
t| Career Theories
p| 452
970
1
1
t| Social Construction and Career Planning
p| 454
970
1
1
t| Theory of Frank Parsons
p| 455
970
1
1
t| Theory of Anne Roe
p| 455
970
1
1
t| Theory of John Holland
p| 456
970
1
1
t| Theory of Donald Super
p| 457
970
1
1
t| Professional School Counseling and Career Development
p| 458
970
1
1
t| Career Development Interventions in Elementary School
p| 459
970
1
1
t| Career Development Interventions in Middle School
p| 459
970
1
1
t| Career Development Interventions in High School
p| 461
970
1
1
t| Students With Special Needs and Transition Planning
p| 462
970
1
1
t| Career Assessment Measures for School Counseling
p| 463
970
1
1
t| Limitations
p| 463
970
1
1
t| Evaluating a Career Planning Measurement
p| 465
970
1
1
t| Unbiased Reviews
p| 466
970
1
1
t| Armed Services Vocational Aptitude Battery
p| 466
970
1
1
t| Career Interest Inventory
p| 468
970
1
1
t| Career Orientation Placement and Evaluation Survey, Career Abilities Placement Survey, and Career Occupational Preference Survey
p| 469
970
1
1
t| Interest Inventory
p| 469
970
1
1
t| Career Ability Placement Survey
p| 471
970
1
1
t| Career Orientation Placement Evaluation Survey
p| 472
970
1
1
t| Chronicle Career Quest
p| 472
970
1
1
t| Differential Aptitude Tests-Fifth Edition
p| 473
970
1
1
t| Harrington-O'Shea Career Decision-Making System-Revised
p| 475
970
1
1
t| Kuder Career Planning System
p| 478
970
1
1
t| Kuder Skills Assessment
p| 479
970
1
1
t| Kuder Career Search With Person-Match
p| 480
970
1
1
t| Super's Work Values Inventory-Revised
p| 481
970
1
1
t| Myers-Briggs Type Indicator
p| 483
970
1
1
t| Strong Interest Inventory and the Skills Confidence Inventory
p| 484
970
1
1
t| Strong Interest Inventory
p| 484
970
1
1
t| Skills Confidence Inventory
p| 486
970
1
1
t| Occupational Information Network
p| 486
970
1
1
t| Summary
p| 487
970
1
1
t| Discussion Questions
p| 487
970
1
1
t| Related Readings
p| 488
970
1
1
t| Notes
p| 488
970
0
1
l| ch. 14
t| Data Management, Action Research, and the Evaluation of School Counseling Programs
p| 489
970
1
1
t| Objectives
p| 489
970
1
1
t| Introduction and Themes
p| 490
970
1
1
t| Quality Indicators (Variables) for School Counseling Programs
p| 492
970
1
1
t| School Counseling Program Advisory Board
p| 492
970
1
1
t| Stakeholder Survey of Potential Goals for the School's Counseling Program
p| 495
970
1
1
t| Formal Evaluation of School Counseling Programs
p| 502
970
1
1
t| Evaluation Professionals
p| 504
970
1
1
t| Context Input Process and Product Model for Systematic Evaluation
p| 504
970
1
1
t| Standards for Evaluation Quality
p| 505
970
1
1
t| Steps in a Systematic Evaluation
p| 506
970
1
1
t| Steps 1 and 2: Stakeholder Identification and Goal Setting
p| 506
970
1
1
t| Step 3: Setting the Objectives
p| 507
970
1
1
t| Step 4: Developing a Management Plan
p| 508
970
1
1
t| Step 5: Data Collection and Analysis
p| 510
970
1
1
t| Step 6: Evaluation Report Writing
p| 514
970
1
1
t| Step 7: Publication
p| 516
970
1
1
t| School Counseling Program Audit
p| 517
970
1
1
t| School-Based Action Research
p| 517
970
1
1
t| Action Research Cycle
p| 519
970
1
1
t| Step 1: Problem Identification
p| 520
970
1
1
t| Step 2: Gathering Data (Reconnaissance)
p| 521
970
1
1
t| Step 3: Analyzing and Interpreting the Data
p| 521
970
1
1
t| Step 4: Formulating an Action Plan
p| 521
970
1
1
t| Step 5: Initiating the Action Plan
p| 522
970
1
1
t| Step 6: Analyzing Data and Evaluating the Outcomes
p| 522
970
1
1
t| Step 7: If Indicated, Amend the Action Plan and Repeat the Process
p| 526
970
1
1
t| Summary
p| 526
970
1
1
t| Discussion Questions
p| 527
970
1
1
t| Related Readings
p| 527
970
1
1
t| Notes
p| 528
970
0
1
t| Glossary
p| 529
970
0
1
t| References
p| 559
970
0
1
t| Index
p| 613
970
0
1
t| About the Author
p| 631
998
a| book
b| 11-03-14
c| m
d| a
e| -
f| eng
g| cau
h| 0
i| 0
945
h| Principal
l| location
i| barcode
y| id
f| bookplate
a| callnoa
b| callnob
n| CP507
945
h| Principal
l| location
i| barcode
y| id
f| bookplate
a| callnoa
b| callnob
n| CP507