Instructor’s Resource Manual for Comprehensive School Counseling Programs: K-12 Delivery Systems in Action 3rd Edition, by Colette Dollarhide, Kelli Saginak, Chapter 1-12 | All Chapters

kjhgfdsa




Instructor’s Resource Manual
N
for
U
Comprehensive School Counseling
Programs:
R
K-12 Delivery Systems in Action
Third Edition
SE
Colette T. Dollarhide
Kelli A. Saginak
D
O
C
S
All Chapters Included




All Answers Included




kjhgfds

, kjhgfdsa


Table of Contents


Crosswalk through Book Chapters ...................................................................................................1
Chapter 1: The Profession of School Counseling ..........................................................................12
Chapter 2: Schools as Social Institutions .......................................................................................19
Chapter 3: Qualities of Comprehensive School Counseling Programs..........................................25
Chapter 4: The ASCA National Model ..........................................................................................30
Chapter 5: The Themes of Your CSCP: Leadership, Advocacy, Collaboration, and Systemic
Change in a Comprehensive School Counseling Program.............................................................35
Chapter 6: Foundation, Management and Accountability of Your CSCP .....................................40
N
Chapter 7: Delivering of Your Comprehensive School Counseling Program ...............................46
Chapter 8: Delivery System: Counseling Activities in the DAP Model ........................................51
Chapter 9: Delivery System: Educating Activities in the DAP Model ..........................................59
U
Chapter 10: Delivery System: Consultation in the DAP Model ....................................................66
Chapter 11: CSCP in Action: A RAMP Middle School ................................................................72
Chapter 12: Ethical, Personal, and Professional Issues..................................................................77
R
References ......................................................................................................................................83
SE
D
O
C
S

, kjhgfdsa


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)
COUNSELING
N
(2016)

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

Personal Qualities of a School Counselor 2.a., j., k. II-A-1
- Creativity and Imagination
- Flexibility
- Courage and Belief
- Passion
D
Commitment to Diversity and Social Justice 2.a. I-A-3; IV-A-7
Philosophies of Counseling 1.a. I-A-8
O
Philosophies of Education 1.a. I-A-1; I-A-2; II-A-2
Philosophies of School Counseling 1.a., b. I-A-1; II-A-4; II-A-
- Guidance/Careers Emphasis 1,-4
- Mental Health Emphasis
C
- Developmental Guidance
- Comprehensive School Counseling
Programs (CSCP)
S
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




1

, kjhgfdsa



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

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

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

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



2