Norman C. Gysbers - Developing & Managing Your School Guidance & Counseling Program-John Wiley & Sons (2014)

Practicum students and interns, guidelines for, 329, 329f Preregistration of students, 279, 284 Preventive needs, 108, 109, 109f, 120, 203 Principals and central office administration brainstorming ideas for guidance curriculum, 195 communication between counselors and administrators, 263 as counselors (1900s), 5 evaluation of school counselors by, 355 goal setting for program improvement, 251 supportive relationships with, 93, 103, 254, 340. See also Team approach trust, development among counselors, teachers, and administrators, 50 Principles of Vocational Guidance of the National Vocational Guidance Association, 10 “Principles Underlying the Organization and Administration of the Occupational Information and Guidance Service” (U.S. Office of Education), 13 Pringle, R., 128 Priorities for community groups, 249 for curriculum development, 246–248 for districtwide program improvement, 248–249 for program delivery, 150–166, 166t. See also Design of comprehensive programs for school counselors’ time, 167–171, 168–170t for transition to comprehensive program, 192–194 Problem-solving skills, 68, 321 Process data used in program evaluation, 364 Proctor, W. M., 11, 360 Professional counseling associations, 324 Professional development of school counselors, 314–327 benefits of, 321 competency list, 491–495 conferences, 324–326 current program assessment, 97–98 evaluation of activities, 327 individual professional development plans, 317–318, 319f 751

leadership for, 386–387 multicultural training, 128 needs assessment for, 318 professional identity development, 315–322 affiliating with professional counseling community, 316–317 knowing and carrying out appropriate roles, 316 putting the client first, 315–316 striving to provide optimal services, 316 reading materials, 326 relating staff development to program improvement process, 320–322 staff development resources, 322–324 identification of available resources, 323–324 master plan for staff development, 324–327, 325–326f personnel resources, 323–324 preservice counselor education, 322 program definition, 322–323 standards, 307–309 system support component and, 83 time frame for activities, 327 training in school counselor supervision, 341–342 Professional identity development, 315–322 Professionalism, 228, 313 Professional School Counseling (ASCA), 144 “Professional School Counseling in Urban Settings” (Holcomb-McCoy & Lee, eds.), 326 The Professional School Counselor and Cultural Diversity (ASCA), 334 The Professional School Counselor and Gender Equity (ASCA), 334 The Professional School Counselor and LGBTQ Youth (ASCA), 334 The Professional School Counselor and Students with Special Needs (ASCA), 334 Professional Standards for the Training of Group Workers (ASGW), 309 Program audit. See Evaluation of guidance and counseling program Program balance Missouri Comprehensive Guidance and Counseling Program, 286, 286t 752

redesign, 392–393, 398–399 student–counselor ratios, 287, 457–462 time allocations and organizational framework, 84. See also Time allocation Program components design of comprehensive programs, 146–147 write-up of, 179 guidance curriculum. See Guidance curriculum component individual student planning. See Individual student planning component most effective activity component, 271 organizational framework of comprehensive program, 71–84 guidance curriculum, 72–77. See also Guidance curriculum component individual student planning, 78–82 redesign standards, 387–388, 390–391 structural components, 394–396 responsive services. See Responsive services component system support. See System support component Program idea importance of, 87 presentation of, 44–45 Program of Learning in Accordance With Needs System of Individualized Education, 23 Progressive Movement, 3 Promotion and Prevention in Mental Health (Center for Mental Health Services), 387 Prosser, Charles, 5 Psychological theories, 143 Psychotherapy, 14–15 Public relations system support component and, 83 transition to comprehensive program, 255–258 implementing public relations program, 258, 469–471 planning public relations program, 256–258 Puig, A., 204 753

Pupil Personnel Services Section, 16 Pupil personnel work/services, history of, 11, 17–18 754

Q Qualitative design current program assessment, 92, 104–114 program design, 150–166, 166t redesign decisions, 396–398 clients, 397 program interventions, 397–398 school counselors’ competencies, 396–397 student results, 398 redesign needs data, 389–392 clients, 390 new knowledge and skills, 391–392 program component standards, 390–391 school counselor performance, 389–390 Quantitative design current program assessment, 92, 114–118 program design, 165–166 redesign decisions, 398–399 counselor–student ratio, 399 number of students served, 399 program balance, 398–399 redesign needs data, 392–394 number of students, 393–394 program balance, 392–393 resource allocation, 166–173 time available to school counselors, 286–289, 286t Questionnaires as part of program assessment, 124–125 Quinby, R. F., 280 Quinn, J., 129 755

R Race. See Diversity issues Rahardja, D., 368 Rapport, competencies list for evaluation, 490–491 Ratio of counselors to students. See Number of students Raven, B. H., 128 Rayle, A. D., 174 Recordkeeping of school counselors, 110–111, 111t, 119, 308 Recruitment of new school counselors, 329–330 Redesign, 381–401 commitment to process, 382–384 data collection, 384–394 community context data, 385–386 internal and external data, 385–387 personnel data, 387 program data, 387–388 program intervention data, 388–389 school goals, 385 student needs data, 385 trends, 386–387 frequency of, 382 implementation of new design, 399–400 needs assessment and evaluation data driving, 394–399 school district policy, 396 structural components, 394–396 student standards and competencies, 394 parties involved, 382–383 process, 383–384, 384t progress check, 401 qualitative design needs data, 389–392 clients, 390 new knowledge and skills, 391–392 756

program component standards, 390–391 school counselor performance, 389–390 qualitative redesign decisions, 396–398 clients, 397 program interventions, 397–398 school counselors’ competencies, 396–397 student results, 398 quantitative design needs data, 392–394 number of students, 393–394 program balance, 392–393 quantitative redesign decisions, 398–399 counselor–student ratio, 399 number of students served, 399 program balance, 398–399 revitalization due to, 400–401 Reed, Anna, 3 Referral services, 82, 499–500. See also Responsive services component Reich, C. A., 60 Reinforcement for new program, 298–299 Relevance of education, 70 Remedial needs, 109, 120, 203, 269, 296 Report cards, 373 Report of current program assessment, 125–126, 126t Research and development, 83 Resistance to change, 48–50, 103, 240, 298 Resource allocation comprehensive program element, 85 current program assessment, 96–103 design of programs, 166–173 write-up of, 178 determination of minimum number of students to be served, 171–173 diversity issues, 173–176 master plan for change, 199–200, 199t priorities for school counselors’ time, 167–171 757

recommended counselor–student ratios, 171 resource guides, development of, 233–236 Responsibilities of Users of Standardized Test (Association for Assessment in Counseling statement), 309 Responsible behavior of students, 68 Responsive services component, 82–83, 108, 109f, 281 competencies list for evaluation, 486–488 counseling session plan, 480 design of comprehensive program, 148, 160–163, 162t, 164t guide, 236 Results evaluation, 353, 364–369, 370 Revitalization due to redesign, 400–401 Ripley, V. V., 280 River City High School Guidance Services: A Conceptual Model (American College Testing Program), 24 Roberts, J., 364 Roeber, Edward C., 12, 16, 19 Roens, B. A., 366 Rogers, Carl, 14 Role confusion, 316 The Role of the Professional School Counselor (ASCA), 97, 317 Roosevelt, Franklin D., 13 Roper, S., 257 Rosas, M., 338, 349 Rosecrance, F. C., 365 Rothney, J. W. M., 366 Rutter, M. E., 310 Ryan, T. A., 22, 23 Ryan, W. C., 7 Rylander, C. K., 196 758

S Saginak, K. A., 262 St. Clair, K. L., 366 Sanchez, J., 338 Satisfaction, 77 Scarborough, J. L., 192, 262 Schmidt, J., 311 School climate, 259, 321 School community current program assessment, 99 design of comprehensive program and, 143 information collection about, 95 multicultural nature of, 260 needs assessment, 207–208 outreach to, 83, 260 priorities for community groups, 249 redesign, data collection for, 385–386 School–community advisory committee, 52, 383, 391 School Counseling Program Evaluation Survey (SCoPES), 206 The School Counselor and Developmental Guidance (ASCA), 25 The School Counselor and the Guidance and Counseling Program (ASCA), 25 School Counselor Competencies (ASCA), 307 School-to-Work Opportunities Act of 1994, 26 Schroder, V., 28 Search Institute, 143 Second-order change, 43 Selection of school counselors, 27–28, 330–331 Self-esteem of students, 68 Self-evaluation, 354, 355–360 Self-knowledge of students, 69 Senge, P. M., 131, 180, 263 SEOPs. See Student education–occupation plans 759

Seraphine, A. E., 206 Settlement house movement, 3 Sexton, T. L., 366 Sexuality, 68 Sharing the Vision: The National Standards for School Counseling Programs (ASCA), 26 Shaw, M. C., 22, 25 Shaw, Quincy Agassiz, 4 Sheely-Moore, A. I., 154 Shelton, C., 78, 79 Shepherd, L. J., 258 Shillingford, M. A., 128, 201 Shure, L., 128 Sievers, Frank L., 16 Singh, A. A., 211 Sink, C. A., 26, 82, 101, 366, 367 Small-group counseling, 82, 391 Smith, G. E., 12, 16 Snedden, David, 5 Snyder, D., 127 Social development issues, 163 Social justice, advocacy for, 211 Soldahl, T. A., 23 Special education, 227, 275–276, 308 Special projects as focus, 227, 245–246 Spillovers in design, 268, 276 Spreadsheets, use of, 372 Sprinthall, N. A., 21 Squires, D. A., 72, 73 Stackman, R. W., 43, 48, 49 Stadler, H., 338 Staff development. See Professional development of school counselors Staff meetings, 299 Stanley, B., 372 760

State Education Chiefs, 247 State policies and laws. See Federal and state policies Statistics, knowledge of, 372 Steering committee, 51–52, 94, 103, 131, 383, 393, 396 Stephens, W. R., 10 Stern, R., 78, 79 Stevens, H., 143 Stewart, F. J., 365 Stoltenberg, C. D., 310 Stone, C. B., 176, 370, 371 Stripling, R. O., 18 Stroh, H. R., 367 Student Aid Committee of the High School Teachers’ Association, 7 Student caseloads, 226, 230–231, 295–296. See also Number of students Student competencies design of programs, 156–158 basic guidance skills and domains, 156–157, 157f by content area and school level or grade grouping, 147–149 redesign and, 394 Student education–occupation plans (SEOPs), 78, 80 Student information current program assessment, 94 redesign, student needs data for, 385 Students assessing perceived student needs, 203–208 career choice and readiness of. See Career choice of students; Career readiness of students college readiness of. See College readiness standards decision making. See Decision-making process desired student learning, 269, 270t developmental needs and realities, 69, 108, 142–143 evaluation of guidance and counseling program by, 432–438 individual student planning. See Individual student planning component as peer counselors, 99 761

responsibility in monitoring progress toward graduation, 278–279 results of, 369. See also Results evaluation consideration in redesign, 398 self-esteem of, 68 self-knowledge of, 69 transition assistance to, 70 youth subculture groups, 110 Student success, 353 Study of Pupil Personnel Ratios, Services, and Programs (California Department of Education), 193 Substance abuse, 68, 82, 143, 227, 261, 296, 308, 321 Substance Abuse and Mental Health Services Administration’s Center for Mental Health Services, 387 Sue, D. W., 333 Suicide prevention, 68, 82, 143, 296, 321 Sun, Y., 366 Supervision as part of professional development, 310–313, 340 Supervisory duties assigned to school counselors, 272, 473 Support Personnel Accountability Report Card, 373 System support component competencies list for evaluation, 488–490 consultation session plan, 481 design of comprehensive program, 148, 164–165, 165t guide, 236 management of comprehensive program, 83–84, 281 762

T Tai, W. L., 368 Targeted student behaviors, 353 Taylor, E. R., 92 Taylor, L., 101, 194, 196, 199, 250 Teachers current program assessment, 99, 103 needs assessment, 208, 208t preliminary and follow-up activities as part of counselor-led sessions, 285 supportive relationships with, 93, 103 trust, development among counselors, teachers, and administrators, 50 The Teacher’s Role in Career Development (Tennyson, Soldahl, & Mueller), 23 Teaching, defined, 270 Team approach caseload assignments, 229–230 collaboration of school counselors, 249, 328–329, 329f to plan and implement guidance and counseling program, 203 reeducation of building staff, 239–240 Technology appropriate use of, 246 individual professional development and, 317 monitoring student progress toward graduation, 279 Teen pregnancy, 143 Telling, defined, 270 Tennyson, W. W., 23 Termination of school counselors, 327–328 Test-taking emphasis, 248, 261, 391 Texas Academic Excellence Indicator System, 95–96 competencies of school counselors, 97 Comptroller School Counselor Survey on how counselors spend their time (2002), 117, 118t 763

Education Code on developmental guidance and counseling programs, 102 Essential Knowledge and Skills, 284 Guidance Program Content, 284 Guiding Our Children Toward Success: How Texas School Counselors Spend Their Time, 189, 189t monitoring of implementation of changes, 196–199 organization of comprehensive counseling and guidance program into domains, 66, 67f, 149, 157 Professional Development and Appraisal System, 324 rights of minors to consent to counseling, 296 school counselors act (2001), 29 student–counselor ratios, 171 team work with school faculty, students, and community to plan and implement guidance and counseling program, 203 time allocations for guidance and counseling program planning, 169, 189, 189t, 191 Texas College and Career Readiness Standards, 284 Texas Counseling Association, evaluation of school counselors, 355 Texas Evaluation Model for Professional School Counselors, 107, 151, 270, 271f Theoretical foundations, 57–59, 143–144 Theory, defined, 58 Thompson, D. W., 206 “Tickler file” system, 298 Tiedeman, D. V., 22 Time allocation assessment of school counselors’ time use, 114–118, 115f guidelines and template for conducting annual time–task analysis, 419–429 how to conduct time-use study, 115–118, 117–118t desirable program for school counselors, 189, 189t, 191 nonguidance activities, school counselors’ involvement in, 276–279 planning tasks, sample timetable of, 45–48 priorities for school counselors’ time, 167–171, 168–170t by program component, 84–85 school counselors, 289–295, 290f, 292–294f, 321 764

To-do list in transition to comprehensive program, 196–199, 197t Toporek, R. L., 339 Tovar-Blank, Z. G., 174, 338 Training. See Professional development of school counselors Transition assistance to students, 70 Transition to comprehensive program, 187–220 advocating change through public relations, 255–258, 469–471 building-level changes, facilitation of, 250–255 goal-based program improvement system, 250–252, 251–253f master plan for change, 252–255 building-level program improvement efforts, 200–210 assessing building-level student and school community needs, 203–208, 204t, 205f assessing current building-level program, 203 designing building-level program, 208–210 preparing building-level staff for change, 200–201 understanding districtwide desired program design and description, 201–202 understanding program development process, 202–210 comparing current program to desired program, 188–192 districtwide program improvement plan, 196–200 diversity issues, 210–211, 258–262 financial resources, use of, 232–238 budgeting, 232–233, 232t developing resource guides, 233–236 efficient use of, 224–225, 225t facilities and equipment standards and recommendations, 236–238, 237t nonlocal funding sources, 233 identifying ways to effect change, 194–196 impetus for desired changes, 245–249 building priorities, 249 community priorities, 249 district priorities, 248–249 federal and state priorities, 246–248 765

special projects as focus, 245–246 implementation, 223–266 leadership base expansion, 211–216 districtwide program development leaders, 215–218 program and staff leaders, 212–215, 213f roles and responsibilities, 262–263 management of new program, 267–304. See also Management of comprehensive program master plan for resource development, 199–200, 199t personnel resources, use of, 226–231 counselors’ job descriptions, 227 counselor–student ratios, 226–227 efficient use of, 224–225, 225t organizational relationships within program, 229–231 other staff members’ job descriptions, 228–229 program leaders’ roles and responsibilities, 227–228 political resources, use of, 238–245 concerned parents, 240–245, 242f, 467 efficient use of, 224–225, 225t resistant staff members, 240 support from building staff, 239–240 updating policies and procedures, 238–239 progress check implementation, 263–264 planning, 218–219 recommendations for actions at district level, 197–199 resource guides, development of, 233–236 setting goals for change, 192–194, 193t to-do list, 196–199, 197t Trust, development among counselors, teachers, and administrators, 50 Tuel, L. K., 22 Turnbull, R. J., 367 Tyler, L. E., 17 766

U University of Missouri–Columbia, 24 Unwah, C. J., 260 Urbano, A., 211 U.S. Commissioner of Education, 15 U.S. Department of Labor’s Employment and Training Administration, 247 U.S. Office of Education funding standards, 18 organizational structure, 13, 16 Utah Comprehensive Counseling and Guidance: K–12 Programs, 66 effectiveness of school counselors in high schools, 366 individual student planning, 78 Granite School District, 80–81 plan for comprehensive guidance and counseling programs, 44 program enhancements (Davis School District), 400 program evaluation, 364, 367 instrument, 361, 363f State Board of Education’s Comprehensive Guidance Funds, 29 767

V Vandegrift, J. A., 40 Van Horn, S. M., 317 Violence prevention, 143, 227, 249 Vision Into Action: Implementing the National Standards for School Counseling Programs (ASCA), 26 Vision of school district, 101 Vocational and Moral Guidance (Davis), 5 Vocational Education Act of 1946, 15–16, 25 Vocational Education Act of 1963, 21 Vocational guidance programs and counselors (history of). See also History of school guidance and counseling challenges to, 7–8 changes in 1920s and 1930s, 9–15 early concerns about, 8–9 history of, 4, 6–9 resurgence in 1960s, 21 role of, 6–7 spread of, 7 Vontress, C. E., 334, 335 768

W Wallace, DeWitt, 28 Walz, G. R., 12, 366 Ward, S., 279, 317 Washington (state) effectiveness of school counselors, 367–368 individual student planning, 78 Franklin Pierce District, 81–82 Waters, T., 43 Watt, S. K., 349 Weaver, E. W., 3, 7 “Web-Based Resources for Legal and Ethical Issues in School Counseling” (Guillot-Miller & Partin), 326 Wellman, F. E., 366 West-Olatunji, C., 128, 175 West Virginia Board of Education rule on comprehensive developmental guidance and counseling, 29 Whiston, S. C., 27, 206, 280, 366, 368, 373 Why Elementary School Counselors? (ASCA), 102, 144 Why Middle School Counselors? (ASCA), 102, 144 Why Secondary School Counselors? (ASCA), 102, 144 Wilkerson, K., 143, 180 Wilson, E. D., 127, 259 Wisconsin integration of career development into school curriculum, 23 School Counseling Programs: A Resource and Planning Guide, 25 Wolfe, D. M., 61 Work groups, 52, 94, 103, 105, 131 Wrenn, C. G., 19 Write-up of desired program, 178–180 769

Y Yeh, C. J., 336 Young, A., 95 Youth Development Research Program, 24 Youth Guidance Systems, 23 Youth subculture groups, 110, 143, 249 770

Z Zaccaria, J. S., 22 Zambrano, E., 315, 339 Zeran, F. R., 23 Zirkel, P. A., 176 Zlatev, M., 28 771

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