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 - 1

Chapter 2. Schools as Social Institutions - 20

Chapter 3. Qualities of Comprehensive School Counseling Programs - 35

Chapter 4. The ASCA National Model - 64

Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87

Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System - 110

Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123

Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138

Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156

Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178

Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194

Chapter 12. Ethical, Personal, and Professional Issues - 207

Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223

Appendix B Websites To Consult - 235

References - 239

Index - 278

Detailed Table of Contents

Chapter 1 The Profession of School Counseling 1

Overview of This Text 2

Professional competencies of school counselors 2

External Tests of Professional Competencies 3

Personal Qualities of a school counselor 5

Creativity and Imagination 5

Flexibility 5

Courage and Belief 5

Passion 6

Commitment to Diversity and Social Justice 6

Philosophies of Counseling 7

Philosophies of Education 8

Philosophies of School Counseling 10

Guidance/Careers Emphasis 11

Mental Health Emphasis 12

Developmental Guidance 12

Comprehensive School Counseling Programs (CSCP) 13

ASCA Role Statement and National Standards 13

ASCA School Counselor Competencies 14

ASCA National Model 15

Introduction to Models for CSCPs 15

Developmental Guidance and Counseling 15

The Essential Services Model 16

The Results-Based Student Support Program Model 16

The Strategic Comprehensive Model 16

Strengths-Based School Counseling 17

A Social Justice Approach to Comprehensive School Counseling 17

The Domains/Activities/Partners Model 17

Conclusion 19

Chapter 2 Schools as Social Institutions 20

What Makes Effective Schools? 21

Effective Schools 21

How Do We Know That a School Is Effective? 23

Effective Relationships within Educational Communities 28

School Counselor as Coordinator 29

Definition of Coordination 29

Coordination (and Leadership) in School Counseling 30

Closing the Gap and Monitoring Achievement, Equity, and Access 30

Academic Coordination 30

Services Coordination 32

Conclusion 33

Chapter 3 Qualities of Comprehensive School Counseling Programs 35

Comprehensive School Counseling Programs 36

CSCPs are Holistic 37

Academic Development 37

Career Development 40

Social and Emotional Development 45

CSCPs are Systemic 48

Social Systems: Family, Peers, School, Community, and Culture 49

Systemic Change and Multisystemic Interventions 53

CSCPs are Balanced 55

Balanced Counselor Activities 56

CSCPs are Preventive 56

Prevention, Intervention, and Treatment 58

CSCPs are Integrated 59

CSCPs are Reflective 60

Reflection on the Quality of Program and Counselor Performance 61

Chapter 4 The ASCA National Model 64

The Professionalization of School Counseling 65

The ASCA National Model 66

Overview of the Model 66

The Themes: Leadership, Advocacy, Collaboration, and Systemic Change 67

Leadership 68

Advocacy 69

Collaboration 69

Systemic Change 70

The Elements of the ASCA National Model: Foundation, Management, Delivery, and Accountability 71

Foundation 71

Management System 75

Delivery System 79

Accountability System 83

The Flow 85

Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87

Leadership, Advocacy, and Collaboration in a CSCP 87

Leadership: School Counselor as Leader 88

Formal and Informal Power Structures 90

Definition of Traditional Leadership, Transformative Leadership, and Transformational Leadership 91

Participatory Leadership and Distributed Leadership 93

Myths about Leadership 94

Personal Qualities of Effective Leaders 94

Leadership Roles and Skills 95

A Process Model of Leadership 96

Advocacy: School Counselor as Advocate 96

Definition of Advocacy 96

Advocacy for Systemic Issues: Social Justice 97

Collaboration: School Counselors as Collaborators 98

Critical Resources to Support School and Community Partnerships: The School Counselor’s Role* 98

Systemic Change: School Counselor as Systemic Change Agent 100

Transformative Leadership, Accountability Leadership, and Systemic Change 101

Leadership, Advocacy, and Collaboration: Examples and Issues 102

Leadership, Advocacy, and Collaboration with Students 102

Leadership, Advocacy, and Collaboration with Parents 103

Leadership, Advocacy, and Collaboration with School Colleagues 103

Leadership, Advocacy, and Collaboration with Community Colleagues 108

Chapter 6 Foundation, Management, and Accountability Systems of Your CSCP Foundation System Management System 110

Foundation system 111

What Do Students Need? 112

Student Competencies 113

Professional Competencies 113

Management system 114

The Advisory Board 115

Tools 116

Accountability System 116

What Are Data? 117

Program Evaluation 118

Disseminating Results 121

Chapter 7 Delivery of Your Comprehensive School Counseling Program 123

Delivery Models 124

Various Models of Delivery systems 125

The Developmental Guidance and Counseling Model 126

Strengths-Based School Counseling 129

A Social Justice Approach to Comprehensive School Counseling 130

The ASCA National Model 131

The Domains/Activities/Partners Model 132

Chapter 8 Delivery System: Counseling Activities in the DAP Model 138

Counseling Activities 139

The School Counselor as Counselor 140

Misconceptions of Counseling 140

Prevention, Intervention, and Treatment: When to Counsel and When to Refer 141

Crisis Intervention and Suicide Prevention 142

Multiculturally Appropriate Counseling 144

Developmentally Appropriate Counseling 145

Legal and Ethical Considerations 146

Assessment within the Counseling Process 147

Individual Planning 148

Individual Counseling 148

Using Creative Strategies and Multiple Intelligences in Counseling 149

Group Counseling 150

Structured (Psychoeducational) Versus Process Groups 150

Implications and Considerations of Group Counseling 151

Peer Facilitators 152

Counseling with Adult Partners 153

Systems Thinking: Families, Schools, and Communities 153

Selection of Counseling as an Intervention 154

Chapter 9 Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model 156

School Counselor as Educator 157

Educating Students for Healthy Development 158

ASCA Mindsets and Behaviors for Student Success and the School Counseling Core Curriculum 159

Assessing for Barriers to Learning 159

Educating Using Multicultural Insights 160

Steps for Designing Learning Experiences 160

Step 1: Intent 160

Step 2: Instructional Purpose 161

Step 3: Mindset, Behavior, and/or Competencies Addressed 161

Step 4: Learning Objectives 162

Step 5: Instructional Methods and Multiple Intelligences 162

Step 6: Materials Needed 162

Step 7: Procedure 163

Step 8: Evaluation: Process Data, Perception Data, Outcomes Data 163

Step 9: Follow-Up 163

Integrating the Curriculum Using Multiple Intelligences 164

Delivering the Curriculum 169

Teaching Strategies and Lesson Planning 169

Learning Communities and Classroom Management 171

Positive Behavior Support (PBS) 172

Educating Adult Stakeholders 173

Educating Adult Partners: Considerations 174

Chapter 10 Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model 178

Consultation

Definition of Consultation 180

Generic Process Model of Consultation 181

Prescription Mode 182

Provision Mode 182

Initiation Mode 183

Collaboration Mode 183

Mediation Mode 183

Multicultural Considerations

Increasing Multicultural Competency 184

Consideration of Social, Cultural, and Educational Context 184

Mindfulness of School-Specific Social Justice Issues 184

Promotion of Fair Collaboration Among Educational Stakeholders 184

Consultation with Student Partners 185

Consultation with Adult Partners 186

Client-Centered Case Consultation 187

Program-Centered Administrative Consultation 187

Consultee-Centered Administrative Consultation 188

Consultee-Centered Case Consultation 188

Consulting With Parents and Caregivers 190

Consulting With School Colleagues 190

Consulting With Community Colleagues 191

General Issues: Overcoming Common Challenges in Consultation 191

Chapter 11 A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School 194

Recognized ASCA Model Program (RAMP) 194

The RAMP Application Process 195

RAMP Development and Outcomes 195

A RAMP-Designated Middle School Program 197

Illustrating the RAMP Process: Components of the BMS Program 198

Foundation 198

Management and Accountability 198

Delivery 199

Becoming a RAMP Program Over Time 204

Chapter 12 Ethical, Personal, and Professional Issues 207

School Counseling and Ethics 208

The School Counseling Codes of Ethics 209

Legal Issues 210

Ethical Decision-Making Process 211

Case Scenario: 211

Common Legal/Ethical Problem 212

Confidentiality 212

Rights of Parents and Informed Consent 213

Defining the “Client”: Conflict of Interest Between Student and School 214

Counselor Competence 215

Clinical Notes and Records 216

Online Counseling and the Use of Technology 216

Diversity and Values 217

Equity and Access 218

Professional Liability, Insurance, and Certification 219

Responding to Legal Action 220

Resources and Recommendations for School Counselors 220

Personal Mental Health: Seeking Balance 221

Finding Your Center 222

Doing Your Best, Then Letting Go 222

Stress Management Strategies 223

Professional Health: Being Realistic 226

Professional Identity 226

Portfolios 226

Supervision 227

Colleague Consultation and Networking 228

Lifelong Continuing Education 229

Professional Associations 229

Evidence-Based Action Research 230

Receiving Mentoring and Mentoring Others 230

Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model 233

Appendix B Websites To Consult 235

References 239

Index 278