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| The Profession of School Counseling | |
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| Case Study: Understanding the Profession: The Experience of Mark | |
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| Learning from the Past | |
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| Working in Today's Schools | |
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| What Do School Counselors Do? | |
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| How Do School Counselors Understand Their Responsibilities? | |
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| Responsibilities to Students | |
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| Responsibilities to Parents | |
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| Responsibilities to Colleagues and Professional Associates | |
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| Responsibilities to the School and Community | |
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| Responsibilities to Self | |
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| Responsibilities to the Profession | |
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| Summary | |
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| Portfolio Components | |
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| The School Counselor: Promoting Academic Excellence for All Students | |
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| Case Study: Understanding Schools and Students | |
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| The Educational Enterprise | |
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| Goals of Schooling | |
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| School Structures | |
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| People | |
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| School Atmosphere | |
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| School Culture/Climate | |
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| School Improvement | |
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| Contributing to Academic Success | |
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| Summary | |
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| Portfolio Components | |
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| Promoting Systemic Change through Leadership, Advocacy, Collaboration, and Teaming | |
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| Case Study: Counselors Under Construction | |
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| Knowledge | |
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| Skills | |
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| Leadership | |
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| Promoting Systemic Change | |
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| Advocacy | |
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| Collaboration and Teaming | |
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| Summary | |
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| Portfolio Components | |
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| Comprehensive School Counseling Programs: Planning, Implementation, Evaluation | |
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| Case Study: Ms. West Implements the ASCA Model | |
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| The Comprehensive Guidance Program Model | |
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| Developmental Guidance and Counseling | |
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| The ASCA National Model | |
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| Planning for Change | |
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| Developing the Foundation | |
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| Designing the KCES Program | |
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| Implementing the Program | |
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| Accountability | |
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| Summary | |
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| Portfolio Components | |
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| Data-Driven School Counseling Programs: Management and Accountability | |
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| Case Study: Using Data for Continuous Improvement | |
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| Use of Data | |
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| Monitoring Student Progress | |
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| The Achievement Gap | |
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| Gender | |
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| Race/Ethnicity | |
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| Income | |
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| Children with Disabilities | |
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| Standards and Competency-Related Data | |
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| Program Evaluation | |
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| Reporting and Presenting Data | |
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| School Counselor Performance Evaluation | |
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| Summary | |
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| Portfolio Components | |
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| Facilitating Academic Transitions | |
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| Case Study: Promoting Development: Kindergarten through Graduation | |
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| Child and Adolescent Development | |
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| Elementary School Counseling | |
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| Developmental Tasks | |
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| Developmental Stressors | |
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| Programming for Developmental Transitions | |
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| Middle School Counseling | |
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| Developmental Tasks | |
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| Developmental Stressors | |
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| Programming for Developmental Transitions | |
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| High School Counseling | |
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| Developmental Tasks | |
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| Developmental Stressors | |
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| Programming for Developmental Transitions | |
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| Summary | |
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| Portfolio Components | |
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| Guidance Curriculum | |
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| Case Study: Team K-12 Plans a Developmental Guidance Curriculum | |
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| Definitions | |
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| Curriculum Development: Scope and Sequence | |
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| Delivering Guidance Lessons | |
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| Implementing the Guidance Curriculum | |
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| Organizing and Presenting Lessons | |
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| Classroom Management | |
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| Guidance Curriculum Effectiveness | |
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| Outcomes of the Guidance Curriculum | |
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| Academics | |
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| Social/Personal | |
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| Summary | |
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| Portfolio Components | |
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| Individual Planning | |
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| Case Study: Planning for the Future | |
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| Individual Planning | |
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| Facilitating Career and Educational Development | |
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| Teacher and Parent Involvement | |
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| Individual Planning in Elementary School | |
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| Individual Planning in Middle School | |
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| Individual Planning in High School | |
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| Access | |
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| Career Information Resources | |
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| Career Counseling Outcomes | |
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| Appraisal | |
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| Purposes of Assessment | |
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| Language of Appraisals | |
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| Quantitative Assessments | |
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| Qualitative Assessment Strategies | |
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| Interpretation of Assessment Results | |
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| Managing the Testing Program | |
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| Challenges in Assessment | |
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| Special Education | |
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| Advisement | |
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| Placement and Follow-up | |
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| Summary | |
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| Portfolio Components | |
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| Responsive Services: Counselor-Delivered Interventions | |
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| Case Study: Meeting the Remedial Needs of Students | |
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| Counseling Individuals | |
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| Identifying Students | |
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| Conducting Counseling | |
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| Determining Effectiveness | |
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| Scheduling Sessions | |
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| Counseling in Groups | |
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| Identifying Students | |
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| Conducting Counseling | |
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| Determining Effectiveness | |
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| Scheduling Sessions | |
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| Crisis Counseling | |
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| Schoolwide Crises | |
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| Summary | |
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| Portfolio Components | |
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| Responsive Services: Counselor-Supported Interventions | |
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| Case Study: Responding to Student Needs Indirectly | |
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| Consultation | |
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| Systematic Facilitative Approach to Consultation | |
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| Consultation with Teachers | |
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| School-Based Teams | |
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| Consulting with Parents and Guardians | |
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| Referrals | |
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| Peer Facilitation | |
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| Summary | |
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| Portfolio Components | |
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| System Support | |
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| Case Study: System Support: The Framework | |
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| Professional Development | |
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| Consultation and Collaboration | |
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| Teaming | |
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| Community Outreach | |
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| Collaboration | |
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| Program Management | |
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| Coordination | |
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| Research and Development | |
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| Agreeing | |
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| Evaluating | |
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| Promoting | |
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| Fair-Share Responsibilities | |
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| Summary | |
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| Portfolio Components | |
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| Legal and Ethical Concerns in School Counseling | |
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| Case Study: Systematic Approach to Decision Making | |
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| Ethical and Legal Issues | |
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| Decision-Making Models | |
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| Rights of Minor Clients | |
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| Rights of Parents | |
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| Summary of Ethics and the Law | |
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| Informed Consent | |
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| Case Notes | |
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| Records | |
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| Multiple Relationships | |
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| Confidentiality and Right to Privacy | |
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| Ethics in Group Work | |
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| Exceptions to Confidentiality | |
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| Danger to Self | |
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| Duty to Warn | |
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| Reporting Child Abuse | |
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| Special Considerations | |
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| Sexual Harassment | |
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| Subpoenas | |
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| Summary | |
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| Portfolio Components | |
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| The Role of the Professional School Counselor | |
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| ASCA National Standards | |
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| Ethical Standards for School Counselors | |
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| Guidance Curriculum Scope and Sequence Chart | |
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| References | |
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| Author Index | |
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| Subject Index | |