{"product_id":"school-counselor-consultation-9781119809319","title":"School Counselor Consultation","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExplore a wide range of strategies and techniques to build your school counselor consulting skillsetIn the newly revised Second Edition of School Counselor Consultation: Skills for Working Effectively With Parents, Teachers, and Other School Personnel, a team of distinguished counselors delivers a comprehensive and insightful exploration of the consultation process. With a strong focus on proven, practical techniques, this book offers readers a detailed case consultation model, an interactive workshop model, concise discussions of trauma-informed practices, consultations supporting students with anxiety, and more.    The book also includes: An emphasis on building the skills necessary for counselors to facilitate the personal, social, career, and academic growth of students.An integration of theory and practice using an experiential approach to developing consulting competence.   Appendices and sample activities that outline the techniques and strategies used to support learning.    Perfect for students pursuing master's degrees in Education, School Counselor Consultation is also ideal for school counselling students and practitioners seeking a hands-on framework for applying consulting theory and approaches to the school setting.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eForeword xi\u003c\/p\u003e \u003cp\u003eIntroduction and Overview: Building Consultation Skills xiii\u003c\/p\u003e \u003cp\u003eList of Tables xxii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I: Grounding Your Approach to Consultation in the Schools \u003c\/b\u003e\u003cb\u003e1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 School Counselors as Consultants \u003c\/b\u003e\u003cb\u003e3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePersonal and Professional Growth Orientation 4\u003c\/p\u003e \u003cp\u003eKnowledge of Consultation and Human Behavior 4\u003c\/p\u003e \u003cp\u003eConsultation Skills 4\u003c\/p\u003e \u003cp\u003eA Multicultural and Diversity Perspective 5\u003c\/p\u003e \u003cp\u003eWhy Consult? 6\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 A School-Based Approach to Consultation: Supporting Models and Theories \u003c\/b\u003e\u003cb\u003e8\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConsultation in Schools 8\u003c\/p\u003e \u003cp\u003eTheoretical Approach 9\u003c\/p\u003e \u003cp\u003eModels of Consultation 10\u003c\/p\u003e \u003cp\u003eAnother Approach to Organization of Models 12\u003c\/p\u003e \u003cp\u003eModels and Theory Central to this Approach 12\u003c\/p\u003e \u003cp\u003eCase Consultation Model 13\u003c\/p\u003e \u003cp\u003eTeaching\/Workshop Model 14\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 The Practical Advantage of Adlerian Theory in Teacher and Parent Consultation \u003c\/b\u003e\u003cb\u003e15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Three Cs of the Adlerian Approach 16\u003c\/p\u003e \u003cp\u003eCapable 16\u003c\/p\u003e \u003cp\u003eConnected 17\u003c\/p\u003e \u003cp\u003eContributing 18\u003c\/p\u003e \u003cp\u003eEncouragement 18\u003c\/p\u003e \u003cp\u003eMistaken Goals of Behavior 19\u003c\/p\u003e \u003cp\u003eAttention-Seeking 20\u003c\/p\u003e \u003cp\u003eRevenge- and Power-Seeking 21\u003c\/p\u003e \u003cp\u003eAvoidance of Failure 22\u003c\/p\u003e \u003cp\u003eSummary 23\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Ethical Issues in Consultation \u003c\/b\u003e\u003cb\u003e24\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTripartite Relationship 24\u003c\/p\u003e \u003cp\u003eInformation about the Student 25\u003c\/p\u003e \u003cp\u003eInformation about the Consultee 27\u003c\/p\u003e \u003cp\u003eNonsupervisory Relationship 27\u003c\/p\u003e \u003cp\u003eVoluntary and Temporary Relationship 28\u003c\/p\u003e \u003cp\u003eEncourages Consultee Self-Reliance 28\u003c\/p\u003e \u003cp\u003eWork-Related Relationship 29\u003c\/p\u003e \u003cp\u003eOther Ethical Issues 29\u003c\/p\u003e \u003cp\u003eWorking with Other Professionals 30\u003c\/p\u003e \u003cp\u003eCompetence 30\u003c\/p\u003e \u003cp\u003eValues 30\u003c\/p\u003e \u003cp\u003eAdditional Considerations 31\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Working in Schools as a Consultant \u003c\/b\u003e\u003cb\u003e33\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Case Consultation with Teachers and Parents \u003c\/b\u003e\u003cb\u003e35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBasic Consultation Model 35\u003c\/p\u003e \u003cp\u003eBefore the Consultation 36\u003c\/p\u003e \u003cp\u003eStep I: Prepare for the Consultation 36\u003c\/p\u003e \u003cp\u003eDuring the Consultation 37\u003c\/p\u003e \u003cp\u003eStep II: Define the Process and Develop the Relationship 37\u003c\/p\u003e \u003cp\u003eStep III: Gather and Present Information about the Student 38\u003c\/p\u003e \u003cp\u003eSummary of Five Question Guide 39\u003c\/p\u003e \u003cp\u003eStep IV: Choose Behaviors to Work On 40\u003c\/p\u003e \u003cp\u003eAfter the Consultation 43\u003c\/p\u003e \u003cp\u003eStep V: Follow-Up 43\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Typical Issues in School Consultation \u003c\/b\u003e\u003cb\u003e44\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow to Refer Students 44\u003c\/p\u003e \u003cp\u003eTeach Your Faculty the Referral Process 45\u003c\/p\u003e \u003cp\u003eEncourage Teacher Involvement 45\u003c\/p\u003e \u003cp\u003eLet Teachers Know What to Expect with Regard to Follow-up 45\u003c\/p\u003e \u003cp\u003eWhat Parents and Teachers Can Tell Students about Seeing the Counselor 45\u003c\/p\u003e \u003cp\u003eFrequently Asked Questions 47\u003c\/p\u003e \u003cp\u003eFrom Teachers 47\u003c\/p\u003e \u003cp\u003eFrom Parents 47\u003c\/p\u003e \u003cp\u003eFrom Administrators 47\u003c\/p\u003e \u003cp\u003eConsultee Resistance 48\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Workshops and Education Programs \u003c\/b\u003e\u003cb\u003e49\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorkshop Model 49\u003c\/p\u003e \u003cp\u003ePrograms for Teachers 50\u003c\/p\u003e \u003cp\u003eStudent Success Skills 52\u003c\/p\u003e \u003cp\u003eTribes: A New Way of Learning and Being Together 52\u003c\/p\u003e \u003cp\u003eOpen Circle 52\u003c\/p\u003e \u003cp\u003ePreparing Parents for a Different Approach 52\u003c\/p\u003e \u003cp\u003ePrograms for Parents 53\u003c\/p\u003e \u003cp\u003eParent Success Skills 53\u003c\/p\u003e \u003cp\u003eMegaSkills® 53\u003c\/p\u003e \u003cp\u003eRoots and Wings: Raising Resilient Children 55\u003c\/p\u003e \u003cp\u003eBuilding Successful Partnerships: A Guide for Developing Parent and Family Involvement 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Other Opportunities for Consultation in Schools \u003c\/b\u003e\u003cb\u003e56\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eParent–Teacher–Counselor Conferences 56\u003c\/p\u003e \u003cp\u003eStudent–Teacher–Counselor Conferences 57\u003c\/p\u003e \u003cp\u003eTeacher Team Consultation 58\u003c\/p\u003e \u003cp\u003eGrade-Level Team Meetings 58\u003c\/p\u003e \u003cp\u003eSchool-Based Teams 59\u003c\/p\u003e \u003cp\u003eConsider Member Composition 59\u003c\/p\u003e \u003cp\u003eDetermine Meeting Logistics 59\u003c\/p\u003e \u003cp\u003eThe Consultative Process 61\u003c\/p\u003e \u003cp\u003ePlans for Follow-up 62\u003c\/p\u003e \u003cp\u003eReferral Teams 62\u003c\/p\u003e \u003cp\u003eCommon School-Based Recommendations for Students with Task Completion Difficulties 64\u003c\/p\u003e \u003cp\u003eTeacher Advisor Programs 65\u003c\/p\u003e \u003cp\u003eOther Suggestions about Kinds of Consultation 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Classroom Meetings: Creating a Climate of Cooperation \u003c\/b\u003e\u003cb\u003e68\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBenefits of Classroom Meetings 68\u003c\/p\u003e \u003cp\u003eThe Classroom Meeting Format 69\u003c\/p\u003e \u003cp\u003eTeaching Teachers to Use Classroom Meetings 71\u003c\/p\u003e \u003cp\u003eBarriers to Effective Classroom Meetings and Strategies to Overcome them 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Consultation with Administrators \u003c\/b\u003e\u003cb\u003e74\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Importance of Gaining Administrator Support for Your Program 74\u003c\/p\u003e \u003cp\u003eCrisis Intervention: Planning for and Responding to a Crisis 75\u003c\/p\u003e \u003cp\u003eThe Role of the School Counselor 75\u003c\/p\u003e \u003cp\u003eGuidelines for Responding to a Crisis 76\u003c\/p\u003e \u003cp\u003eSchool-Wide Plans 78\u003c\/p\u003e \u003cp\u003eWeb Sites with Links to Resources Related to Crisis Prevention and Response 78\u003c\/p\u003e \u003cp\u003eCrisis and Trauma Resources: Professional Development 78\u003c\/p\u003e \u003cp\u003eAdditional Resources 78\u003c\/p\u003e \u003cp\u003eThe Process of School-Wide Change 79\u003c\/p\u003e \u003cp\u003eThe School Counselor and Discipline Planning 79\u003c\/p\u003e \u003cp\u003eAdvocating for Student Involvement When Assessing School-Wide Need 79\u003c\/p\u003e \u003cp\u003eProviding Workshops\/In-Service for Teachers 80\u003c\/p\u003e \u003cp\u003eProviding Workshops\/Information to Parents 80\u003c\/p\u003e \u003cp\u003eHelping Administrators and Staff Understand the “Scope” of School-Wide Discipline 80\u003c\/p\u003e \u003cp\u003eBeing Involved in the Development of a School-Wide Plan for Discipline 80\u003c\/p\u003e \u003cp\u003eA Four-Key Approach to School-Wide Discipline 81\u003c\/p\u003e \u003cp\u003eKey 1: The Identification, Development, and Practice of Desired Social Skills 81\u003c\/p\u003e \u003cp\u003eKey 2: Encouraging and Reinforcing Desired Behaviors 81\u003c\/p\u003e \u003cp\u003eKey 3: Corrective Intervention Strategies and Consultation 81\u003c\/p\u003e \u003cp\u003eKey 4: Support System and Additional Intervention Strategies for Students Who are Not Experiencing Success 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Consultation in the Community \u003c\/b\u003e\u003cb\u003e84\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReferrals 84\u003c\/p\u003e \u003cp\u003eSpeakers Bureau 85\u003c\/p\u003e \u003cp\u003eParent Group 85\u003c\/p\u003e \u003cp\u003eParent–Teacher Organization 85\u003c\/p\u003e \u003cp\u003eService or Civic Clubs 86\u003c\/p\u003e \u003cp\u003eBusiness Partners or Partners in Education 86\u003c\/p\u003e \u003cp\u003eCommunity Task Forces 86\u003c\/p\u003e \u003cp\u003eGrandparent Programs 87\u003c\/p\u003e \u003cp\u003eKeys to Successful Community Involvement 87\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Addressing 21st Century Needs \u003c\/b\u003e\u003cb\u003e89\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 The School Counselor as Leader \u003c\/b\u003e\u003cb\u003e91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQualities and Styles of Effective Leadership 91\u003c\/p\u003e \u003cp\u003eSocial-Emotional Leadership 92\u003c\/p\u003e \u003cp\u003eServant Leadership 92\u003c\/p\u003e \u003cp\u003eSchool Counselor’s Role as Leader and Advocate 93\u003c\/p\u003e \u003cp\u003eTransformative Leadership 94\u003c\/p\u003e \u003cp\u003eCompetencies to Advocate for School Counseling Roles 95\u003c\/p\u003e \u003cp\u003ePromoting Equity and Cultural Competence 95\u003c\/p\u003e \u003cp\u003eMulticultural and Social Justice Leadership Form (MSJLF) 96\u003c\/p\u003e \u003cp\u003eLeading through Data-Driven Decision Making 97\u003c\/p\u003e \u003cp\u003eLEAD 97\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Systemic Approach to School-Wide Consultation \u003c\/b\u003e\u003cb\u003e100\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSystemic Approach to School–Family–Community Consultation 101\u003c\/p\u003e \u003cp\u003eIdentification of Stakeholders in Systems and Metasystems 101\u003c\/p\u003e \u003cp\u003eEvidence-Based Approaches and Activities 103\u003c\/p\u003e \u003cp\u003eSystemic Social and Emotional Learning 103\u003c\/p\u003e \u003cp\u003eCreating a Foundation of Support 104\u003c\/p\u003e \u003cp\u003eAdult SEL Development 104\u003c\/p\u003e \u003cp\u003eSEL for Students 104\u003c\/p\u003e \u003cp\u003ePractice Continuous Improvement 105\u003c\/p\u003e \u003cp\u003eAdvocating for Student-within-Environment 105\u003c\/p\u003e \u003cp\u003eCoregulation 105\u003c\/p\u003e \u003cp\u003eSocial Justice Initiative 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Consultation Supporting Student Mental Health: Anxiety \u003c\/b\u003e\u003cb\u003e108\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIntroduction to Anxiety and Anxiety Disorders in Children and Adolescents 108\u003c\/p\u003e \u003cp\u003ePrevalence of Anxiety and Depression 109\u003c\/p\u003e \u003cp\u003eAnxiety Disorders 109\u003c\/p\u003e \u003cp\u003eGeneralized Anxiety Disorder (GAD) 111\u003c\/p\u003e \u003cp\u003eSeparation Anxiety 111\u003c\/p\u003e \u003cp\u003eSocial Anxiety (Social Phobia) 112\u003c\/p\u003e \u003cp\u003ePanic Disorder (PD) 113\u003c\/p\u003e \u003cp\u003eSpecific Phobias 113\u003c\/p\u003e \u003cp\u003ePost-Traumatic Stress Disorder (PTSD) 114\u003c\/p\u003e \u003cp\u003eObsessive Compulsive Disorder (OCD) 114\u003c\/p\u003e \u003cp\u003eDepression 115\u003c\/p\u003e \u003cp\u003ePossible Interventions and Supports 115\u003c\/p\u003e \u003cp\u003eThe School Counselor’s Role in Addressing Anxiety Issues in Students 116\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15 Consultation and Trauma-Infused Practices \u003c\/b\u003e\u003cb\u003e119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is Trauma? 119\u003c\/p\u003e \u003cp\u003eRecognizing the Signs of Trauma 121\u003c\/p\u003e \u003cp\u003eTrauma-Informed Practices in Schools 122\u003c\/p\u003e \u003cp\u003eThe Role of the School Counselor in Building Trauma-Informed Schools 123\u003c\/p\u003e \u003cp\u003eDesign and Deliver a Comprehensive School Counseling Program 123\u003c\/p\u003e \u003cp\u003ePay Attention to the Classroom Climate 124\u003c\/p\u003e \u003cp\u003eAddress Trauma with a Multitiered Approach 125\u003c\/p\u003e \u003cp\u003eLeverage Consultation to Strengthen Stakeholder Skills 127\u003c\/p\u003e \u003cp\u003eEngage in School-Wide Practices to Promote and Empower All Students 129\u003c\/p\u003e \u003cp\u003eEstablish Community Partnerships 130\u003c\/p\u003e \u003cp\u003eSummary 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16 School Counselor Consultation and Working with Undocumented Students \u003c\/b\u003e\u003cb\u003e132\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Undocumented Students 132\u003c\/p\u003e \u003cp\u003eDACA and Dreamers 133\u003c\/p\u003e \u003cp\u003eUndocumented Students’ Access to Education 134\u003c\/p\u003e \u003cp\u003eWorking with Undocumented Students and Families in Schools 135\u003c\/p\u003e \u003cp\u003eAddressing Risk Factors Facing Undocumented Youth 136\u003c\/p\u003e \u003cp\u003eAddressing the Needs of Undocumented Students at All Levels 137\u003c\/p\u003e \u003cp\u003eCreate Welcoming, Safe, and Supportive Environments 138\u003c\/p\u003e \u003cp\u003eImprove School and Family Communication 138\u003c\/p\u003e \u003cp\u003eIncrease Awareness of Culturally Sensitive Practices 138\u003c\/p\u003e \u003cp\u003eSupport After-School Activities 139\u003c\/p\u003e \u003cp\u003eConduct Needs Assessments 139\u003c\/p\u003e \u003cp\u003eObtain Consent Early 139\u003c\/p\u003e \u003cp\u003eFocus on College Readiness and Planning 139\u003c\/p\u003e \u003cp\u003eExplore Career Opportunities 140\u003c\/p\u003e \u003cp\u003eProvide Support for Students’ Transition to College 140\u003c\/p\u003e \u003cp\u003eSummary 142\u003c\/p\u003e \u003cp\u003eAbout the Authors 144\u003c\/p\u003e \u003cp\u003eReferences 146\u003c\/p\u003e \u003cp\u003eIndex 161\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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