Professional School Counseling: A Handbook of Theories, Programs, and Practices. Third Edition

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Sonst. Personen	Erford, Bradley T. (Hrsg.)
Titel	Professional School Counseling: A Handbook of Theories, Programs, and Practices. Third Edition
Quelle	(2016), (856 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-416-40689-1
Schlagwörter	School Counseling; Teaching Guides; Educational Theories; Educational Practices; Learning Activities; Fundamental Concepts; School Counselors; Leadership; Professionalism; Counseling Services; Counseling Techniques; Counseling Psychology; Barriers; Textbook Content; Theory Practice Relationship; Educational History; Outcomes of Treatment; Ethics; Behavior Standards; Legal Responsibility; Certification; Academic Achievement; Career Readiness; College Readiness; Organizational Development; School Culture; Decision Making; Data; Behavioral Objectives; Intervention; Elementary Secondary Education + Suchen Sie Ihr Suchwort? School counselling; Pädagogische Beratung; Lehrerhandbuch; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Lernaktivität; Grundlagenplan; Konzept; School counselor; Beratungslehrer; Pädagogischer Berater; Führung; Führungsposition; Professionalität; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Counselling psychology; Beratungspsychologie; Lehrbuchtext; Theorie-Praxis-Beziehung; History of education; Bildungsgeschichte; Ethik; Strafmündigkeit; Abschlusszeugnis; Zertifizierung; Schulleistung; Organisationsentwicklung; Schulkultur; Schulleben; Decision-making; Entscheidungsfindung; Daten
Abstract	"Professional School Counseling" is a comprehensive, single source for information about the critical issues facing school counselors today. This third edition of the Handbook integrates and expands on the changes brought about by the ASCA National Model. Revisions to each chapter reflect the influence of the model. Several new chapters give further substance and clarification to implementation of the model: (1) ASCA National Model; (2) Professional Advocacy; (3) Advocacy in Action: The Voice of the Student; and (4) The Professional School Counselor and Leadership. Broad-based and authoritatively written, it makes an excellent textbook for school counselor education programs and an extremely relevant professional resource. With over 100 expert contributing authors and 69 chapters, this volume is the essential tool for all school counselors, counselor educators, and counselor supervisors. This book contains seven sections. Section 1, The Foundations of School Counseling, contains: (1) Professional School Counseling: Integrating Theory and Practice Into a Data-Driven, Evidence-Based Approach (Bradley T. Erford); (2) The History of School Counseling (Mei Tang and Bradley T. Erford); (3) Current and Future Perspectives on School Counseling (Joyce A. DeVoss); (4) Outcomes Research on School Counseling (Qi Shi and Bradley T. Erford); (5) Codes of Ethics and Ethical and Legal Considerations for Students, Parents, and Professional School Counselors (Lynn E. Linde and Carolyn Stone); and (6) Certification, Licensure, and Accreditation in School Counseling (Brent M. Snow and C. Marie Jackson). Section 2, Leadership and the Professional School Counselor, contains: (7) The Professional School Counselor and Leadership (Joyce A. DeVoss); (8) The Professional School Counselor: Cultivating Academic Achievement and College/Career Readiness for All Students (Chris Wood); (9) Organization Development in Schools (Joyce A. DeVoss); (10) Assessing and Changing School Culture (Mei Tang); and (11) Supervising School Counseling Interns (Gerta Bardhoshi and Bradley T. Erford). Section 3, Comprehensive School Counseling Programs, contains: (12) The ASCA National Standards and the ASCA National Model (Carol A. Dahir, Trish Hatch, and Lawrence E. Tyson); (13) Data-Driven School Counseling (Carolyn B. Stone and Carol A. Dahir); (14) Comprehensive Developmental School Counseling Programs (Bradley T. Erford and Qi Shi); (15) Needs Assessments: The Key to Successful and Meaningful School Counseling Programs (Bradley T. Erford); (16) How to Write Learning Objectives (Bradley T. Erford); (17) Designing Developmental Guidance Lessons (Bradley T. Erford); (18) Setting Up and Managing a Classroom (Carlen Henington and R. Anthony Doggett); (19) Program Accountability (Bradley T. Erford); (20) Career Development Interventions in the Schools (Brian Hutchison, Spencer G. Niles, and Jerry Trusty); (21) Secondary and Postsecondary Educational Planning (Suzanne M. Dugger and Kalinda R. Jones); (22) Consulting in the Schools: The Role of the Professional School Counselor (Donna M. Gibson); and (23) Conflict Resolution, Bullying, and Cyberbullying (Nadine E. Garner and Jason B. Baker). Section 4, Techniques and Approaches to Counseling in Schools, contains: (24) Professional School Counselors and Reality Therapy (Robert E. Wubbolding); (25) Using Cognitive Behavioral Techniques (Ann Vernon); (26) Development and Implementation of Behavioral Interventions in Schools: A Function-Based Approach (R. Anthony Doggett and Carl J. Sheperis); (27) Adlerian Counseling Techniques (Mardi Kay Fallon); (28) Solution-Focused Brief Counseling (Bradley T. Erford); (29) Using Family Systems Interventions in Schools (Bradley T. Erford); (30) Integrating Knowledge of Learning Styles and Multiple Intelligences in Counseling Diverse Students (Bradley T. Erford); and (31) Group Counseling in Schools (Gary E. Goodnough and Vivian V. Lee). Section 5, Assessment in School Counseling, contains: (32) What Assessment Competencies Are Needed by Professional School Counselors? (Bradley T. Erford); (33) High-Stakes Testing: What Counselors Need to Know (Patricia Jo McDivitt); (34) Parents' Questions About Testing in Schools, and Some Answers (Mary Ann Clark and Sandra M. Logan); (35) What Professional School Counselors Need to Know About Intelligence Tests (Bradley T. Erford); (36) A Practical Approach to Career Assessment in Schools (Jerry Trusty, Spencer G. Niles, and ZiYoung Kang); (37) A Selective Overview of Personality and Its Assessment (Ralph L. Piedmont); (38) Behavior Assessment (Carlen Henington). Section 6, Clinical Issues in School Counseling, contains: (39) Helping Students Who Have Attention-Deficit/Hyperactivity Disorder (David J. Carter, Patricia Carter, and Bradley T. Erford); (40) Helping Students Who Have Alcohol and Other Drug Problems (Gerald A. Juhnke and Elias Zambrano); (41) Helping Students Who Have Eating Disorders (Dana Heller Levitt); (42) Helping Students Who Have Depression (Bradley T. Erford); (43) Helping Students Deal With Obsessive-Compulsive Disorder (Bradley T. Erford); (44) Separation Anxiety Disorder in the Schools (Henry L. Harris and Sejal Parikh Foxx); (45) Test Anxiety (Bradley T. Erford); (46) Helping Students Who Have Posttraumatic Stress Disorder (Bradley T. Erford); (47) Habits, Tics, and Self-Mutilation (Cutting): A Behavioral Approach to Assessment and Treatment (Bradley T. Erford); (48) Reactive Attachment Disorder in Schools: Recommendations for Professional School Counselors (Carl J. Sheperis, R. Anthony Doggett, and Robika M. Mylroie); (49) Students With Learning Disabilities: Counseling Issues and Strategies (Adriana G. McEachern); (50) Helping Students With Severe Behavioral Problems (Gregory R. Janson and Jonathan Procter); and (51) Counseling High-Functioning Students With Autism Spectrum Disorder (Henry L. Harris). Section 7, Special Issues and Populations in School Counseling, contains: (52) Helping Students Acquire Time-Management Skills (Bradley T. Erford); (53) Understanding Special Education Policies and Procedures (Bradley T. Erford); (54) Understanding Section 504 Policies and Procedures (Amy J. Newmeyer and Mark D. Newmeyer); (55) School Support for Students Who Have Chronic Illnesses (Carol J. Kaffenberger); (56) Intervention Strategies for Physically or Sexually Abused Students (David J. Carter and Patricia Carter); (57) Counseling Sexual Minority Students in the Schools (Mark Pope, Lela Kosteck Bunch, and Michael S. Rankins); (58) Helping Students From Changing Families (Qi Shi and Bradley T. Erford); (59) Preventing Professional School Counselor Burnout (Gerta Bardhoshi and Bradley T. Erford); (60) The Professional School Counselor in the Rural Setting: Strategies for Meeting Challenges and Maximizing Rewards (Deborah L. Drew and Dorothy Breen); (61) Counseling Multiracial Students (Henry L. Harris, Lyndon P. Abrams, and Edward A. Wierzalis); (62) Emotional Safety in the Classroom (Gregory R. Janson and Margaret A. King); (63) Counseling Children of Poverty (Donna S. Sheperis and Belinda J. Lopez); (64) Parent Involvement in Schools (Henry L. Harris and Edward A. Wierzalis); (65) Helping Students Manage Stress (Bradley T. Erford); (66) Helping Students Manage Anger (Carol Z. A. McGinnis and Bradley T. Erford); (67) Bereavement in Schools: How to Respond (Susan Norris Huss and Melissa Nowicki); (68) Crisis Intervention With Individuals in the Schools (Gerta Bardhoshi and Bradley T. Erford); and (69) Systemic Crisis Intervention in the Schools (Bradley T. Erford). (ERIC).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01