School Counseling Classroom Guidance

College preparation. See Career and college preparation Common Core State Standards (CCSS), 12, 237–238, 284 Community-counselor collaboration, 231, 244–245, 298–299 Comprehensive school counseling programs, 17–18, 157 elementary level, 44–50 importance of data collection, 171 marketing, 245–247 program evaluation. See Data collection; Program evaluation strengths-based counseling, 43–44 See also Classroom guidance programming Confidentiality, 214, 289–290, 296 needs assessment and, 129 Conjoint Behavioral Consultation (CBC), 228–229 Consent, 214, 297 Consultation, 226–231, 261 Coping Cat Curriculum, 32 COPSystem Career Management Package, 103 Co-teaching, 203 Council for Accreditation of Counseling & Related Educational Programs (CACREP), 13–14, 88 counseling standards and descriptions, 243t needs assessment and, 125 technological competencies and, 210 Counseling skills and competencies. See Skills and competencies Counselor-student relationship, 203 Cross-curricular interventions, 254–255, 261–262 Cultural issues ASCA Mindsets & Behaviors, 268 classroom guidance lesson development and, 143–144 defining multiculturalism, 142 differentiated instruction design, 160 ethical considerations, 214–215 ethical standards, 300 high school considerations, 101–102 multicultural competence, 101, 267–268, 300 Cyberbullying, 49, 96, 215–216 Dahir, C., 172 Data collection, 161 classroom guidance programming and, 155–156, 160–171, 252 ethical considerations, 294 551

formative and qualitative assessment, 164–168 needs assessment distribution, 131–133 needs assessment format, 130–131 pretests and posttests, 161–162, 167f schoolwide data resources, 169 software tools, 164 surveys, 132, 162–167 teacher reports and assessments, 169 See also Program evaluation Data-driven needs assessment, 126–128 Developmental domains. See Student developmental domains Developmental guidance programming, 12–13, 62, 140–142 transitioning to high school lesson example, 75–81 Developmental theories, 140–142 Differentiated instruction, 146–148, 158–160 Disabilities. See Students with disabilities Disciplinary actions, 203 Disrespectful behavior, 205 Distance, 189 Diversity, 267–268 classroom guidance lesson development and, 143–144 high school considerations, 101–102 See also Cultural issues; Lesbian, gay, bisexual, transgender, or questioning (LGBTQ) identifying students; Students with disabilities Drawing out, 184 Dropbox, 213 Dropout prevention, 59 Dropout rates, 101 Dual relationships, 291 Early childhood programs, 39–40 Early Start, 39 Eating disorders, 91 Edmodo, 212, 272 Egocentrism, 93 Electronic needs assessments, 132 Elementary school counseling, 38–41 achievement outcomes and counseling programs, 44–45 college and career preparation, 264–265 developmental considerations, 41–42 552

evidence-based practices and, 39 interventions, 46–47 school environment, 50 strengths-based approach, 43–44 student strengths and challenges, 42–43 Elementary School Counseling Demonstration Act of 1995, 5 Empathy, 197–198, 205 English language learners, 263 Entrance and exit tickets, 164 Equity pedagogy, 144 Ethical codes and standards, 18–19, 215, 287–303 appropriate referrals, 291–292 career/academic/personal development, 291 confidentiality, 289–290, 296 dual relationships, 291 evaluation, assessment, and interpretation, 294 group work, 292 maintenance of standards, 302–303 multicultural competence, 101 multicultural/social justice advocacy, 300 professional competence, 299–301 responsibilities to colleagues, 296–297 responsibilities to parents/guardians, 295–296 responsibilities to students, 288–295 responsibilities to the community, 298–299 responsibilities to the school, 298 STEPS, 303 student peer support program, 295 student records, 293 student risks, 293 supervision, 301–302 technology, 294–295 Ethical issues classroom guidance and, 214–215 cultural competence, 214–215 curriculum effectiveness, 215 data-driven needs assessment, 128 use of technology, 215, 294–295 working with special needs students, 146 See also Ethical codes and standards 553

Ethnic identity, 101–102 Evaluation of counselor performance, 172–174 Evaluation of programs. See Program evaluation Evidence-based practices, 7–8, 255 elementary school counseling and, 39 ethical considerations, 215 Excel, 164 Existential learning, 199 Expressive arts interventions, 46–48 Eye contact, 188 EZ Analyze, 164 Facebook, 49, 212, 272 Facial expressions, 188–189 Facilitative skills. See Skills and competencies Family-counselor collaboration, 227–231 Feedback skills, 195 First-generation college status, 104–105 Flipped classroom guidance, 272–273 Focus groups, 131 Formative evaluation, 164–167, 261 FRIENDS for Life, 32 Genuineness, 197–198 Gestures, 189 Gifted students, 105 Gilchrist, S., 172 Global learning, 273–275 Goals and objectives, 64–65 learning objectives for classroom guidance lessons, 135–137, 224 Goal setting, 67–69, 194–195 Google Docs, 213 Grade-level competencies, 284 Group counseling, 181–187 ethical standards, 292 facilitative procedural skills, 184 group process and dynamics, 181–182 group stages, 183 high school students and, 99–100 leadership styles, 185–187 554

Haiku Deck, 271 Head Start programs, 39–40 High-achieving students, 105 High school counseling, 87–89 career development considerations, 102–111 challenges, 88–89, 100–101 developmental considerations, 91–98 dropout prevention, 59 selling classroom guidance, 89–90 student perspectives on counseling services, 88 student strengths, 99–100 High school dropout rate, 101 High school transitioning, classroom guidance lesson examples, 73–81 History of school counseling, 3–7 Homeroom advisory programs, 241–244 Horizontal articulation, 135 Humor, 204 Identity development, 94–95, 101–102 Individual Education Plan (IEP), 145, 159 Individuals with Disabilities Act, 258 Inequity and social justice, 268–270, 300 Informal evaluations, 261 Information sharing, 297 Instagram, 272 Internships, 53–54 Interviews for needs assessment, 131 Inventory for needs assessment, 130–131 Khan Academy, 273 Kuder Career Planning System, 103 Leadership roles, 238–240 Leadership styles, 185–187 Learning differences, 47 Learning management system (LMS), 211 Learning objectives for classroom guidance lessons, 135–137, 224 Learning styles, 159–160 Leavell, H. R., 10 Lesbian, gay, bisexual, transgender, or questioning (LGBTQ) identifying students, 97–98, 101–102 Lesson plan writing, 148–149 555

Levels of prevention model, 10–11 Linking, 184 LiveBinder, 271 Marketing school guidance programs, 245–247 McTighe, J., 136, 138 MEASURE, 172, 178–179 Mental health assessment, 259 Microsoft Excel, 164 Middle school counseling, 53–54 adolescent development, 54–58 classroom guidance programming, 60–67 classroom guidance programming, lesson examples, 67–81 college and career preparation, 264–265 dropout prevention, 59 reflective case illustrations, 81–84 school environment, 58–59 Mindmap, 213 Misbehavior management, 204–209 Mobile applications, 271–272 Moral principles, 19 Motivation academic developmental domain, 26–27 student engagement in classroom guidance, 67 Multicultural competence, 101, 267–268, 300 classroom guidance lesson development and, 144–145 See also Cultural issues Multiculturalism, 142. See also Cultural issues Multiple intelligences, 139 Multi-Tiered Systems of Support (MTSS), 236–237, 258 Music activities, 144 Myrick, R. D., 12 My Space, 212 Narrative school counselors, 199 National Association for the Education of Young Children, 202 National Institute of Health, 9 National Office for School Counselor Advocacy, 265 Needs assessment, 63–64, 118, 124–125, 156, 261 anonymous, 129 CACREP standards, 125 556

classroom guidance schedule planning, 160 content, 128–129 data collection, 131–133 data-driven, 126–128 demonstrating program effectiveness, 252 ethical considerations, 128 format, 130–131 frequency of conducting, 133 incorporating in classroom guidance programming, 133–134 lesson/unit evaluation, 161 perception-based, 128–129 prioritization, 133–134 Neuroplasticity, 92 No Child Left Behind (NCLB) legislation, 5, 14–15, 23 Nonverbal facilitative skills, 188–191 Off-task behavior, 204, 206 Online surveys, 132 Open-ended surveys, 131 Open questions, 192 Outcome evaluations, 261. See also Program evaluation Paper-and-pencil needs assessments, 132 Paraphrasing, 192–193 Parent-child conflicts, 94 Parent-counselor collaboration, 227–231 Parent rights and responsibilities, 295 Parsons, Frank, 3, 28 Peer pressure, 95–96 Peer support program, 295 Perception-based needs assessment, 128–129 prioritizing data, 133–134 Performance appraisal, 172–174 Personal distance, 189 Physical development early childhood, 41 high school adolescent, 91 middle school adolescent, 54–55 Pinterest, 49, 272 Play, 42 Play therapy, 46 557

Podcasts, 211 Poll Code, 271 PollEverywhere, 271 Positive behavior interventions and supports (PBIS), 48, 207–208, 258 Positive learning environments, 257 Posttests, 161–162, 167f PowerPoint, 271 Praising student, 206 Preschool programs, 39–40 Presentation tools, 271 Pretests, 161–162, 167f Prevention, 8–9, 255–257 collaboration with other professionals, 8 developmental guidance, 12–13 dropout prevention, 59 elementary level, 48–50 levels of prevention model, 10–11 topics, 258–259 types, 256–257 universal and targeted interventions, 8–9 Prezi, 212–213, 271 Primary prevention, 10, 256 Primordial prevention, 10 Principal-counselor collaboration, 239–240 Process evaluation, 261 Processing skills, 184 Productivity technology, 212–213 Professionalism, 300–301 Professionalization, 4 Professional learning communities (PLCs), 240–241, 242t Professional relationships, 296–297 Program evaluation, 156, 161–162, 260–261 CACREP standards, 125 data collection methods, 161–171, 252. See also Data collection formative and qualitative assessment, 164–168 lesson/unit evaluation, 161 MEASURE, 172, 178–179 reporting to stakeholders, 171–172 resources, 255 schoolwide data resources, 169 558

SOARING, 172, 177 surveys, 162–164, 165f, 166f types, 261 See also Needs assessment Project Achieve, 255 PSAT, 169 Psychology-based theoretical orientation, 199 Qualitative assessments, 164–168 Questionnaires for needs assessment, 130 Questions, closed or open, 191–192 Rap therapy, 144 Ready to Learn, 256 Reality therapy, 199 Record keeping, 293, 297 Referrals, 291–292 Reflecting skills, 192–194 Reflection of feeling, 194 Reporting to stakeholders, 171–172 Respect, 197–198 Response to Intervention (RTI), 258 Risk taking, 92 peer pressure and, 95–96 sexuality and, 97–98 Roads to Success, 255 Romantic relationships, 96–97 Sams, A., 272 SAT, 169 Scaffolding, 138 Schmidt, J. J., 261 School counseling core curriculum, 60–61, 119–124, 224 action plan, 121, 122t demonstrating outcomes, 252–254 developing, 122–124 identifying standards and competencies, 134–135 incorporating needs assessment data, 133–134 Results Report template, 161, 176 See also Classroom guidance lesson development School counseling data in needs assessment, 128 559

School counselor effectiveness, 25 School counselor internships, 53–54 School counselor performance appraisal, 172–174 School counselor skills. See Skills and competencies School counselor teaching experience, 6 School-counselor-to-student ratios, 9, 39, 157, 231 SchoolTube, 212 School violence, 49 Secondary prevention, 256 Secondary school counseling. See High school counseling Second Step, 255 Self-efficacy, 27 Self-management skills lesson, 71–72 Sexual development, 91 Sexuality, 97–98, 101–102 Silence, 190 Skills and competencies, 65–67, 180–181 ASCA School Counselor Competencies, 16 basic counseling skills, 187–188 ethical standards, 299 feedback, 195 goal setting, 194–195 group counseling, 181–187 integrating theoretical orientation, 198–201 multicultural competence, 101, 267–268 nonverbal facilitative, 188–191 reflecting, 192–194 respect and other core counseling skills, 197–198 technology, 209–210, 270–272 verbal facilitative, 191–192 Skype, 212 SMART goals, 109–111f, 115–116 Smore, 271 SOARING, 172, 177 Social and emotional learning (SEL) programs, 258–259 Social distance, 189 Social/emotional development domain, 30–34, 156, 281 early childhood, 42 high school adolescent, 93, 94–98 560

middle school adolescent, 56–58 Social justice, 268–270, 300 Social media, 212, 272 cyberbullying, 49, 96 Web 2.0 technologies, 211 Software tools, 164, 211 Solution-focused therapy, 199 Solutions to Ethical Problems in Schools (STEPS), 303 Spatial distance, 189 Special needs students, 145–146, 159. See also Students with disabilities Speech and language development, 40 SPSS, 164 Sputnik, 4 Stakeholders, 17 perception-based needs assessment, 128–129 prioritizing needs assessment data, 133–134 reporting to, 171–172 See also Collaboration Standards, 7, 13–14, 282–283 CACREP, 13–14, 243t. See also Council for Accreditation of Counseling & Related Educational Programs classroom guidance programming and, 13 identifying for school counseling core curriculum, 134–135 learning objectives for classroom guidance lessons, 135–137 See also ASCA Mindsets & Behaviors for Student Success; ASCA National Model State certification, 5–6 STEPS, 303 Stone, C., 172 Strengths-based counseling, 43–44 Student achievement outcomes. See Academic achievement Student danger to self or others, 293 Student developmental domains, 22–23 academic, 23–27, 156, 281 balancing, 33 career, 28–30, 156, 281 social/emotional, 30–34, 156, 281 Student peer support program, 295 Student race and ethnicity achievement inequities, 24 dropout rates, 101 561

See also Cultural issues; Diversity Student records, 293 Student Success Skills (SSS), 25–26, 255 Students with disabilities career development, 105–106 classroom guidance lesson development and, 145–146 college and career readiness, 263 ethical considerations for working with, 146 IEPs, 145, 159 Summarizing, 193–194 Supervision of school counselor candidates, 301–302 Surveys, 132, 162–164, 165f, 166f Synchronous instruction technologies, 212 Targeted interventions, 9 Teacher accountability, 259–260 Teacher-counselor collaboration, 149, 227 co-teaching, 203 Teacher effectiveness, 240–241 Teacher report and assessment data, 169 Teaching experience, 6 Teaching strategies, 201–202 Technology, 209, 270–274 competencies, 209–210, 270–272 cyberbullying, 49, 96, 215–216 Dropbox, 213 ethical considerations, 215, 294–295 flipped classroom guidance, 272–273 global learning, 273–275 learning management system (LMS), 211 mobile applications, 271–272 presentation tools, 271 productivity enhancement, 212–213 software tools, 164, 211 synchronous instruction, 212 Web 2.0, 211 See also Social media Tertiary prevention, 256–257 Theoretical orientations, 198–201 developmental counseling, 140–142 562

Thumbs-up and questioning, 164–167 Time allocation, 9, 231 Touch, 189 Transferable skills, 107f Transforming School Counseling Initiative, 5, 23 Transitioning to high school, classroom guidance lesson examples, 73–81 Tumblr, 49, 272 Twitter, 49, 212, 272 Unconditional positive regard, 197–198 Universal design for learning (UDL), 146–148 Universal interventions, 8–9 Verbal facilitative skills, 191–192 Vertical articulation, 135 Virtual collaboration, 212 Visual learning style, 159 Vocal cues, 190 Vocational guidance, 3, 28 Voicethread, 271 Web 2.0 technologies, 211 Wiggins, G. P., 136, 138 Wikipedia, 211 “Withitness,” 202–203 YouTube, 49, 272 563