| |
| |
| List of Tables and Figures | |
| |
| |
| Foreword | |
| |
| |
| |
| |
| Introduction to School Counselors as Consultants | |
| |
| |
| Personal and Professional Growth Orientation | |
| |
| |
| Knowledge of Consultation and Human Behavior | |
| |
| |
| Consulting Skills | |
| |
| |
| A Multicultural and Diversity Perspective | |
| |
| |
| Why Consult? | |
| |
| |
| |
| A School-Based Approach to Consultation: Supporting Models and Theories | |
| |
| |
| Consultation in Schools | |
| |
| |
| Theoretical Approach | |
| |
| |
| Models of Consultation | |
| |
| |
| Another Approach to Organization of Models | |
| |
| |
| Models and Theory Central to This Approach | |
| |
| |
| Case Consultation Model | |
| |
| |
| Teaching/Workshop Model | |
| |
| |
| |
| Ethical Issues in Consultation | |
| |
| |
| Tripartite Relationship | |
| |
| |
| Information about the Student (Client) | |
| |
| |
| Information about the Consultee | |
| |
| |
| Nonsupervisory Relationship | |
| |
| |
| Voluntary and Temporary Relationship | |
| |
| |
| Voluntary and Temporary | |
| |
| |
| Encourages Consultee Self-Reliance | |
| |
| |
| Work-Related Relationship | |
| |
| |
| Other Ethical Issues | |
| |
| |
| Working with Other Professionals | |
| |
| |
| Competence | |
| |
| |
| Values | |
| |
| |
| Fees for Service | |
| |
| |
| Additional Considerations | |
| |
| |
| |
| Case Consultation with Teachers and Parents | |
| |
| |
| Basic Consultation Model | |
| |
| |
| Before the Consultation | |
| |
| |
| |
| Prepare for the Consultation | |
| |
| |
| During the Consultation | |
| |
| |
| |
| Define the Process and Develop the Relationship | |
| |
| |
| |
| Present and Gather Information about the Student | |
| |
| |
| |
| Choose Behaviors to Work On-Identify/Plan Intervention and Follow-Up Strategies | |
| |
| |
| After the Consultation | |
| |
| |
| |
| Follow-Up | |
| |
| |
| |
| Typical Issues in School Consultation | |
| |
| |
| How to Refer Students | |
| |
| |
| What Parents and Teachers Can Tell Students about Seeing the Counselor | |
| |
| |
| Frequently Asked Questions | |
| |
| |
| Consultee Resistance | |
| |
| |
| |
| Workshops and Education Programs | |
| |
| |
| Workshop Model | |
| |
| |
| Programs for Teachers | |
| |
| |
| Cooperative Discipline | |
| |
| |
| Tribes: A New Way of Learning and Being Together | |
| |
| |
| Systematic Training for Effective Teaching | |
| |
| |
| Preparing Parents for a Different Approach | |
| |
| |
| Programs for Parents | |
| |
| |
| MegaSkills | |
| |
| |
| Roots and Wings: Raising Resilient Children | |
| |
| |
| Building Successful Partnerships: A Guide for Developing Parent and Family Involvement Programs | |
| |
| |
| Systematic Training for Effective Parenting | |
| |
| |
| The Next STEP (Systematic Training for Effective Parenting through Problem Solving) | |
| |
| |
| Strengthening Stepfamilies | |
| |
| |
| Active Parenting Now | |
| |
| |
| Family Talk | |
| |
| |
| Bowdoin Parent Education Program | |
| |
| |
| |
| Other Opportunities for Consultation in Schools | |
| |
| |
| Parent-Teacher-Counselor Conferences | |
| |
| |
| Student-Teacher-Counselor Conferences | |
| |
| |
| Teacher Team Consultation | |
| |
| |
| Grade Level Team Meetings | |
| |
| |
| School-Based Teams | |
| |
| |
| Referral Teams | |
| |
| |
| Common School-Based Recommendations for Students with Task Completion Difficulties | |
| |
| |
| Teacher Advisor Programs | |
| |
| |
| Other Suggestions about Kinds of Consultation | |
| |
| |
| |
| Classroom Meetings: Creating a Climate of Cooperation | |
| |
| |
| Benefits of Classroom Meetings | |
| |
| |
| The Classroom Meeting Format | |
| |
| |
| Teaching Teachers to Use Classroom Meetings | |
| |
| |
| Barriers to Effective Classroom Meetings and Strategies to Overcome Them | |
| |
| |
| |
| Consultation with Administrators | |
| |
| |
| Crisis Intervention: Planning for and Responding to a Crisis | |
| |
| |
| The Role of the School Counselor | |
| |
| |
| Guidelines for Responding to a Crisis | |
| |
| |
| Schoolwide Plans | |
| |
| |
| The Process of Schoolwide Change | |
| |
| |
| The School Counselor and Discipline Planning | |
| |
| |
| A Four-KEY Approach to Schoolwide Discipline | |
| |
| |
| |
| Consultation in the Community | |
| |
| |
| Referrals | |
| |
| |
| Speaker's Bureau | |
| |
| |
| Parent Group | |
| |
| |
| Parent-Teacher Organization | |
| |
| |
| Service or Civic Clubs | |
| |
| |
| Business Partners or Partners in Education | |
| |
| |
| Community Task Forces | |
| |
| |
| Grandparent Program | |
| |
| |
| Keys to Successful Community Involvement | |
| |
| |
| Concluding Remarks | |
| |
| |
| |
| Adlerian Theory | |
| |
| |
| |
| Ethical Standards for School Counselors | |
| |
| |
| |
| The American Counseling Association Code of Ethics | |
| |
| |
| |
| Building Consultation Skills: An Application-Learning Model | |
| |
| |
| References | |
| |
| |
| Annotated Bibliography | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |
| |
| |
| About the Authors | |