Developmental Counseling Model for Illinois Schools: Guidelines for Program Development and Recommended Practices and Procedures for School Counselors: Second Edition

2010 ◽  
Keyword(s):  
School Counselors ◽  
Program Development ◽  
Developmental Counseling ◽  
Recommended Practices ◽  
Counseling Model ◽  
Illinois Schools

Developmental Counseling and Therapy as a Model for School Counselor Consultation with Teachers

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Elysia Clemens
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Individual Counseling ◽  
Effect Change ◽  
School Counseling Programs ◽  
Developmental Counseling ◽  
Comprehensive School Counseling ◽  
Comprehensive School Counseling Programs ◽  
Consultation Model ◽  
Developmental Counseling And Therapy

Referral requests for individual counseling pose a threat to the implementation of comprehensive school counseling programs (Jackson & White, 2000). Consulting with teachers is one way that school counselors can efficiently respond to some referrals while also providing system support. Using a developmental counseling and therapy–based consultation model, school counselors can assess how a teacher is conceptualizing a student's behavior, respond to the stress a teacher may feel connected to that behavior, and indirectly effect change in a classroom system.

School Counseling Departmental Web Sites: What Message Do We Send?

2006 ◽  
Vol 10 (2) ◽  
pp. 2156759X0601000
Author(s):  
Amy Milsom ◽  
Jill Bryant
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Web Sites ◽  
School Counselor ◽  
Counseling Programs ◽  
Self Advocacy ◽  
Current Trends ◽  
Use Of Technology ◽  
Developmental Counseling

School counselors have struggled to define their roles for years. The use of technology has been discussed as one method for disseminating information about school counselor roles. Content from 456 school counseling departmental Web sites was examined and results showed that the majority of Web sites did not contain information pertaining to school counselor roles, comprehensive, developmental counseling programs, or other current trends in school counseling. Suggestions for using departmental Web sites for school counselor self-advocacy are provided.

School Counselors and the School Leadership Team

2020 ◽  
Vol 23 (1_part_3) ◽  
pp. 2156759X2090356
Author(s):  
Sarah N. Geiger ◽  
J. P. Oehrtman
Keyword(s):  
School Leadership ◽  
School Counselors ◽  
Leadership Team ◽  
Systematic Evaluation ◽  
Evidence Based ◽  
Resiliency Training ◽  
Tiered System ◽  
Using Data ◽  
Counseling Model ◽  
K 12

A school leadership team is an opportunity for school counselors to demonstrate their capacity as school leaders and implement their training in using data to identify evidence-based interventions and evaluate the effectiveness of chosen interventions. We share a case study of how we utilized a school leadership team to better meet the needs of students via the development and implementation of the Stress Management and Resiliency Training Lab (SMART Lab) as a K–12 multi-tiered system of support. Use of the evidence-based school counseling model for systematic evaluation revealed that the SMART Lab intervention contributed to improvements in students’ behavior, attendance, and grades.

All Hands on Deck: A Comprehensive, Results-Driven Counseling Model

2013 ◽  
Vol 17 (1) ◽  
pp. 2156759X0001700
Author(s):  
Charles Salina ◽  
Suzann Girtz ◽  
Joanie Eppinga ◽  
David Martinez ◽  
Diana Blumer Kilian ◽  
...  
Keyword(s):  
School Improvement ◽  
School Counselors ◽  
Relational Trust ◽  
Academic Press ◽  
Federally Funded ◽  
School Improvement Grant ◽  
Asca National Model ◽  
Hands On ◽  
National Model ◽  
Counseling Model

A graduation rate of 49% alarmed Sunnyside High School in 2009. With graduation rates in the bottom 5% statewide, Sunnyside was awarded a federally funded School Improvement Grant. The “turnaround” principal and the school counselors aligned goals with the ASCA National Model through the program All Hands On Deck (AHOD), based on academic press, social support, and relational trust. In 2012, 78.8% of students graduated. This case study describes student success resulting from the counselor-led program AHOD.

Using Movies to Guide: Teachers and Counselors Collaborating to Support Gifted Students

2005 ◽  
Vol 28 (4) ◽  
pp. 14-25 ◽  
Author(s):  
Thomas P. Hébert ◽  
Daniel Sergent
Keyword(s):  
Academic Success ◽  
School Counseling ◽  
School Counselors ◽  
Gifted Students ◽  
Counseling Programs ◽  
Developmental Needs ◽  
Current Trends ◽  
School Counseling Programs ◽  
Developmental Counseling ◽  
Quality School

The field of school counseling is rapidly changing. The counseling framework established in the 1990s focused on programs that were developmental, comprehensive, and collaborative (Paisley & Borders, 1995). At that time, the focus was on defining what school counselors do and should be doing on the job. Although the field of school counseling continues to define appropriate roles in the schools, the focus is shifting from what counselors do to what counselors do for children, and specifically, for children's academic success (Bowers & Hatch, 2002). The shift in the forefront of current trends does not negate past discussions. In fact, the need to clearly define developmental counseling and apply the concept appropriately in schools continues to be an issue with current counseling programs (Paisley & McMahon, 2001). With increased attention to the academic success of students, implementing quality school counseling programs that address the developmental needs of all students is more important than ever.

Design Thinking to Support The Innovative Culture of School Counselors

2020 ◽  
Vol 4 (2) ◽  
pp. 64-75
Author(s):  
Ahmad Rofi Suryahadikusumah ◽  
Kurnia Sari
Keyword(s):  
School Counselors ◽  
Program Development ◽  
Design Thinking ◽  
Development Activity ◽  
Technological Advances ◽  
Self Development ◽  
Culture Development ◽  
Innovative Culture ◽  
Culture Of School ◽  
Low Ability

Previous research has found the low ability of millennial school counselors in Palembang to innovate. They only carry out activities that have become a tradition and habit (follower), rarely do program development, even they are used to uploading programs that are shared in group chat. That situation was contradicting with the concept of millennial as innovative generation and the opportunities for self-development provided by technological advances. Design thinking can be referred to as a way of expressing creativity to generate innovative ideas. The research aims to conceptualize the design thinking development of an innovative culture of school counselors. The research was conducted on 30 purposive samples, using descriptive methods which are then combined with the design thinking work step. The research resulted in 1) the main need for the development of an innovative culture through design thinking, 2) a prototype for an innovative culture development activity called "Monday briefing".

Connect the Dots: Using a Logic Model to Connect Goals With Interventions, Evaluation Strategies, and Outcomes

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983444
Author(s):  
Brett Zyromski ◽  
Melissa Mariani
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Process Model ◽  
Logic Model ◽  
Data Driven ◽  
School Counseling Program ◽  
Evaluation Strategies ◽  
Counseling Interventions ◽  
Data Driven Decisions ◽  
Counseling Model

The evidence-based school counseling model calls for school counselors to (a) make data-driven decisions to determine needs, (b) identify research-supported interventions to address the previously determined needs, and (c) evaluate the effectiveness of the implemented interventions. This article offers both a process model and logic model that school counselors can apply to visually represent data-driven school counseling interventions that are designed to meet the needs of students as reflected in school counseling program goals. Further, the logic model assists school counselors in creating a plan to evaluate immediate, proximal, and distal outcomes.

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