Comprehensive School Counseling Programs: K–12 Delivery Systems in Action – 3rd Edition by Colette T. Dollarhide & Kelli A. Saginak | Instructor’s Resource Manual for Chapters 1–12

Instructor’s Resource Manual
Comprehensive School Counseling Programs | 3rd Edition

By Colette T. Dollarhide, Kelli A. Saginak
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,Table of Content
1. The Profession of School Counseling
2. Schools as Social Institutions
3. Qualities of Comprehensive School Counseling Programs
4. The ASCA National Model
5. The Themes of Your Comprehensive School Counseling Program: Leadership,
Advocacy, Collaboration, & Systemic Change
6. Foundation, Management, and Accountability Systems of Your CSCP
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Foundation System Management System
7. Delivery of Your Comprehensive School Counseling Program
8. Delivery System: Counseling Activities in the DAP Model
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9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP)
Model
10. Delivery System: Consultation in the Domains/Activities/Partners (DAP)
Model
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11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp
Middle School
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12. Ethical, Personal, and Professional Issues
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CHAPTER CONTENT KNOWLEDGE CROSSWALK:
CACREP ENTRY-LEVEL SPECIALTY AREAS – SCHOOL COUNSELING
(2016) AND ASCA SCHOOL COUNSELOR COMPETENCIES (2012)


BOOK TABLE OF CONTENTS CACREP *ASCA SCHOOL
ENTRY-LEVEL COUNSELOR
SPECIALTY COMPETENCIES
AREAS – (2012)
SCHOOL (*Knowledge only)
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COUNSELING
(2016)

CH. TOPICS
1 THE PROFESSION OF SCHOOL
COUNSELING
Overview of This Book
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Professional Competencies School 2.a.,l.
Counselors
- External Tests of Professional
Competencies

Personal Qualities of a School Counselor 2.a., j., k. II-A-1
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- Creativity and Imagination
- Flexibility
- Courage and Belief
- Passion
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Commitment to Diversity and Social Justice 2.a. I-A-3; IV-A-7
Philosophies of Counseling 1.a. I-A-8
Philosophies of Education 1.a. I-A-1; I-A-2; II-A-2
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Philosophies of School Counseling 1.a., b. I-A-1; II-A-4; II-A-
- Guidance/Careers Emphasis 1,-4
- Mental Health Emphasis
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- Developmental Guidance
- Comprehensive School Counseling
Programs (CSCP)
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ASCA Role Statement and National 2.a. I-A-2; II-A-1,-6
Standards
ASCA School Counselor Competencies 2.a. I-A-2; II-A-1
ASCA National Model 1.b II-A-2; II-A-8; V-
A-1




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BOOK TABLE OF CONTENTS CACREP *ASCA SCHOOL
ENTRY-LEVEL COUNSELOR
SPECIALTY COMPETENCIES
AREAS – (2012)
SCHOOL (*Knowledge only)
COUNSELING
(2016)

CH. TOPICS
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Introduction to Models for CSCPs 1.b.; 3.k. I-A-3; II-A-1; IV-
- Developmental Guidance and A-10
Counseling
- The Essential Services Model
- The Results-Based Student Support
Program Model
- The Strategic Comprehensive Model
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- Strengths-Based School Counseling
- A Social Justice Approach to
Comprehensive School Counseling
- The Domains/Activities/Partners
Model
- Conclusion
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2 SCHOOLS: SOCIAL INSTITUTIONS
What Makes Effective Schools? 1.a. I-A-1; II-A-2; II-A-
- Effective Schools 2
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- How Do We Know that a School is
Effective?
- Dehumanizing Schools
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- Developmentally Appropriate
Schools

Effective Relationships within Educational 2.b.,d.; 3.l. I-A-6; II-A-2
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Communities
- School Counselor as Coordinator
- Coordination (and Leadership) in
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School Counseling
- Services Coordination
- Conclusion

3 QUALITIES OF COMPREHENSIVE
SCHOOL COUNSELING PROGRAMS
Comprehensive School Counseling 1.b. II-A-1
Programs



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