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| Transforming the School Counseling Profession | |
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| The Changing Needs of Students and Families | |
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| Twenty-First-Century Vision for School Counselors | |
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| Traditional and Emerging Roles and Practices | |
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| On Becoming a Professional School Counselor | |
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| Historical Roots and Future Issues | |
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| The Rise of Professional School Counseling in the United States | |
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| The Role of the Professional School Counselor in the 1920s, 1930s, and 1940s | |
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| School Counseling Comes into Its Own: The 1950s and 1960s | |
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| The Years of Consolidation and Refinement: The 1970s and Beyond | |
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| Future Issues for the School Counseling Profession | |
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| Conclusions | |
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| Ethical, Legal, and Professional Issues in School Counseling | |
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| Professional Associations and Credentialing Organizations | |
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| Ethical Standards and Laws | |
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| Sources of Information and Guidance | |
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| Making Decisions | |
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| Additional Legal Considerations | |
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| Confidentiality | |
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| Minor Consent Laws | |
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| Records and Personal Notes | |
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| Child Abuse | |
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| Suicide | |
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| The Challenge Continues | |
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| Planning and Implementing a 21st-Century Comprehensive Developmental School Counseling Program | |
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| Transforming Perception and Focus | |
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| Planning and Implementing a Comprehensive Developmental School Counseling Program | |
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| Program Overview | |
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| Professional Foundations | |
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| Roles of Other School Personnel in the Comprehensive School Counseling Program | |
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| Theoretical Foundations and Student Competencies | |
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| Program Components | |
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| Assessing Outcomes and Evaluating Programs | |
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| Developing a Program Manual | |
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| Developmental Classroom Guidance | |
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| The Scope and Responsibility of the Professional School Counselor as Developmental Classroom Guidance Specialist | |
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| The Effect of Classroom Guidance on Student Development | |
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| Developmental Theory | |
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| Role of the Professional School Counselor in Delivering the Curriculum | |
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| Setting Up and Managing a Classroom Environment | |
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| Crafting a Curriculum | |
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| Creating Units and Lessons | |
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| Constructing Developmental Lessons and Activities | |
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| Conclusions | |
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| Fostering Educational and Career Planning in Students | |
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| Background for Educational and Career Planning Interventions in Schools | |
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| Education and Career Planning Today | |
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| Implementing Systematic and Well-Coordinated Educational and Cazreer Planning Programs | |
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| Elementary School | |
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| Middle or Junior High School | |
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| High School | |
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| Developing Life-Role Readiness | |
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| Conclusions | |
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| Consultation and Collaboration | |
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| The Counselor as Consultant: Case Examples | |
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| Background | |
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| Consultation Models | |
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| Consultation Process | |
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| Collaborative Consultation: Reaching out to the Broader Community | |
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| Conclusions | |
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| Parental Involvement, Outreach, and the Emerging Role of the Professional School Counselor | |
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| Collaboration: The Key to the Success of School-Community Programs | |
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| Traditional School Outreach and Changing Family Needs | |
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| The Importance of Home Visits | |
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| A Structure for Involving All Families in Their Children's Education: Epstein's Six Types of Parental Involvement | |
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| The Family Resource Center: A Collaborative Response to the Changing Needs of Families | |
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| Conclusions | |
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| Counseling Individuals and Groups in School | |
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| Individual Counseling in Schools | |
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| Counseling in Schools Defined | |
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| Developmental Considerations | |
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| A Counseling Model for Children and Adolescents | |
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| Group Counseling in Schools | |
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| Types of Groups | |
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| Groups at the Elementary and Middle School Level | |
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| Groups at the High School Level | |
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| Conclusions | |
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| Counseling Interventions Using Expressive Arts | |
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| Interventions Using Visual Arts | |
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| Music Interventions | |
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| Therapeutic Writing and Storytelling | |
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| Conclusions | |
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| Helping Students with Mental and Emotional Disorders | |
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| Prevalence of Mental Disorders and Mental Health Issues in Children and Adolescents | |
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| Factors Contributing to High Incidence of Emotional Disturbance | |
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| The Professional School Counselor's Role | |
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| What Professional School Counselors Need to Know About Mental and Emotional Disorders | |
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| Mental Disorders in Infants, Children, and Adolescents | |
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| Other Disorders Diagnosed in Children and Adolescents | |
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| Conclusions | |
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| Further Reading | |
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| A New Perspective on Counseling At-Risk Youth | |
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| Who Are Youth at Risk? | |
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| Problems Categorizing At-Risk Youth | |
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| Approaches to Working with At-Risk Youth | |
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| Demographics | |
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| Working with All Youth | |
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| Systems Failures: Who Is to Blame? | |
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| Why Haven's Needs of At-Risk Students Been Addressed? | |
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| Policy Implications | |
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| Beyond Schools: Interdisciplinary Responses to Complex Problems | |
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| Recommendations for Professional School Counselors: Generating Effective Programs | |
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| Conclusions | |
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| Conflict Resolution and Peer Mediation in Schools | |
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| Concepts and Constructs | |
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| Peer Mediation Program Format | |
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| Program Development | |
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| Diversity Considerations in Recruitment, Selection, and Training | |
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| Program Implementation | |
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| Program Evaluation and Research | |
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| Ethical Issues | |
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| Peer Mediation and Comprehensive School Counseling Programs | |
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| Conclusions | |
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| Multicultural Competence | |
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| Multicultural Terminology | |
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| Multicultural Competence: What Is It? | |
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| Becoming a Multiculturally Competent Professional School Counselor | |
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| Professional School Counselor Multicultural Competence Questionnaire | |
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| Case Studies of Multicultural Issues in Professional School Counseling | |
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| Conclusions | |
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| Assessment | |
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| Past as Prologue | |
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| Purposes of Appraisal | |
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| An Assessment and Testing Primer | |
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| The Future Is Here: Computer-Based Appraisal | |
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| The Professional School Counselor's Role | |
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| Trends in the Professional School Counselor Appraisal Function | |
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| Conclusions | |
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| Students with Disabilities | |
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| Understanding the Professional School Counselor's Connection to the Special Education and Section 504 Processes | |
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| Role and Function of the Professional School Counselor in the Education of Students with Disabilities | |
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| Professional School Counselor Concerns with Role in Serving Students with Disabilities | |
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| Providing School Counseling Case Management for Students with Disabilities | |
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| Serving on Multidisciplinary Teams: Determining Eligibility and Planning Services for Students with Disabilities | |
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| Providing School Counseling Services for Students with Disabilities | |
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| Conclusions | |
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| Professional School Counselors as Social and Academic Advocates | |
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| What Is Advocacy? | |
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| History of Social Advocacy | |
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| Why Is Social Advocacy So Important? | |
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| Who Needs a Social Advocate, and Why? | |
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| How Can Professional School Counselors Teach Others to Become Advocates? | |
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| The Professional School Counselor as Academic and Public Awareness Advocate | |
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| Conclusions | |
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| Reflection Questions | |
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| Case Study | |
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| Outcomes Research on School Counseling Services | |
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| Is Professional School Counseling Effective? | |
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| Which Students Benefit from School Counseling Interventions? | |
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| What Are the Effective Methods for Delivering Services? | |
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| What Are the Characteristics of Effective School Counseling Programs? | |
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| Conclusions | |
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| Living the Transformed Role | |
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| Living the Transformed Role | |
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| Pulling It All Together: Examples from the Field | |
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| Transforming the School Counseling Profession: Your Destiny | |
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| American Counseling Association Code of Ethics and Standards of Practice | |
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| American School Counselor Association Ethical Standards for School Counselors | |
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| National Standards for School Counseling Programs | |
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| Comprehensive School Counseling Program Manual Outline | |
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| References | |
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| Name Index | |
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| Subject Index | |