| |
| |
| Preface | |
| |
| |
| |
| The Strengths-Based School Counseling Framework | |
| |
| |
| Outline | |
| |
| |
| Overview | |
| |
| |
| Relationship of Strengths-Based School Counseling to Current School Counseling Models | |
| |
| |
| Conceptual Foundations of Strengths-Based School Counseling | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| |
| Implementing the Strengths-Based School Counselor's Role | |
| |
| |
| Outline | |
| |
| |
| The Traditional Role of the School Counselor | |
| |
| |
| The Contemporary Role of the School Counselor | |
| |
| |
| The Strengths-Based School Counselor's Role | |
| |
| |
| Direct Services and the Strengths-Based School Counselor | |
| |
| |
| Indirect Services or System-Level Functions and the Strengths-Based School Counselor | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| |
| Promoting Academic Development: Basic Principles | |
| |
| |
| Outline | |
| |
| |
| The Traditional Role of the School Counselor in Academic Development | |
| |
| |
| The Contemporary Role of the School Counselor in Academic Development | |
| |
| |
| The Strengths-Based School Counselor's Role in Academic Development | |
| |
| |
| Academic Strengths to Promote | |
| |
| |
| Academic Enablers | |
| |
| |
| Strengths-Enhancing Academic Environments | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| |
| Promoting Academic Development: Interventions | |
| |
| |
| Outline | |
| |
| |
| Traditional School Counseling Interventions for Academic Development | |
| |
| |
| Contemporary School Counseling Interventions for Academic Development | |
| |
| |
| Strengths-Based School Counseling Interventions for Academic Development | |
| |
| |
| High-Stakes Testing | |
| |
| |
| Homework Completion | |
| |
| |
| School Transitions | |
| |
| |
| Comprehensive School Reform | |
| |
| |
| Other Interventions to Build Academic Strengths and Strengths-Enhancing Environments | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| |
| Promoting Personal and Social Development | |
| |
| |
| Outline | |
| |
| |
| The Traditional Role of the School Counselor in Personal and Social Development | |
| |
| |
| The Contemporary Role of the School Counselor in Personal and Social Development | |
| |
| |
| The Strengths-Based School Counselor's Role in Personal and Social Development | |
| |
| |
| Personal and Social Strengths to Promote | |
| |
| |
| Strengths-Based Interventions to Promote Personal and Social Development | |
| |
| |
| Strengths-Enhancing Environments for Positive Personal and Social Development | |
| |
| |
| Interventions to Promote Strengths-Enhancing Environments for Personal and Social Development in Elementary and Middle Schools | |
| |
| |
| Interventions to Promote Strengths-Enhancing Environments for Personal and Social Development in High Schools | |
| |
| |
| Interventions to Promote Strengths-Enhancing Environments for Personal and Social Development over the K-12 Continuum | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| |
| Promoting Career Development | |
| |
| |
| Outline | |
| |
| |
| The Traditional Role of the School Counselor in Career Development | |
| |
| |
| The Contemporary Role of the School Counselor in Career Development | |
| |
| |
| The Strengths-Based School Counselor's Role in Career Development | |
| |
| |
| Career Strengths to Promote | |
| |
| |
| Interventions to Promote Strength for Career Development | |
| |
| |
| Strengths-Enhancing Career Environments | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| |
| Strengths-Based School Counseling in Perspective | |
| |
| |
| Outline | |
| |
| |
| Twelve Key Questions about the Strengths-Based School Counseling Framework | |
| |
| |
| |
| What's development and why is it a central theme of this framework? | |
| |
| |
| |
| Why is SBSC different from or better than the developmental approaches that we already have? | |
| |
| |
| |
| If I spend my time on all of the types of advocacy that counselors are supposed to be involved in, how will I have time for anything else? | |
| |
| |
| |
| Is SBSC another theory that I am going to have to learn? | |
| |
| |
| |
| We just implemented ASCA's National Model, how can we turn around now and implement Strengths-Based School Counseling instead? | |
| |
| |
| |
| How does Strengths-Based School Counseling fit with educational reform? | |
| |
| |
| |
| In order to do evidence-based practice, won't I have to stop doing something else? | |
| |
| |
| |
| How is adopting this framework going to help me deal with my students and all of their discipline problems and crises? | |
| |
| |
| |
| So if I am a strengths-based school counselor, do I just forget about reducing disruptive behaviors, attitudes, and emotions in my clients? | |
| |
| |
| |
| Is SBSC compatible with the CACREP standards, and do we have to modify our entire curriculum in order to prepare strengths-based counselors? | |
| |
| |
| |
| Is the strengths-based framework applicable by other professionals and by counselors in other settings? | |
| |
| |
| |
| Does SBSC offer a practical framework to school counselors, or is it passing fad? | |
| |
| |
| |
| School Counselor Preparation | |
| |
| |
| Outline | |
| |
| |
| Historical Influences in School Counselor Education | |
| |
| |
| Contemporary School Counselor Preparation Influences | |
| |
| |
| Preparing the Strengths-Based School Counselor | |
| |
| |
| Integration of Strengths-Based School Counseling in the CACREP Curriculum | |
| |
| |
| Summary | |
| |
| |
| Key Points | |
| |
| |
| References | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |