Too often school counselors find themselves stuck when they try to improve students' social and emotional health, or they react to problems that present themselves rather than preventing those problems before they happen. This exciting new book by leaders in the field of school counseling provides school counselors with: * Characteristics and abilities of learners that promote effective academic learning and postsecondary success * Understanding of how to intentionally develop these characteristics and skills in all learners through developmental programming. The authors take a fresh new look at the relationships between school counseling standards, school counseling research, and the best research on student success.
Dr. Karl Squier is President of Lady of the Lake Learning Systems, a consulting organization specializing in K-12 school counseling and school improvement initiatives. His professional interests include building communities of dialog and self-reflection, designing school counseling programs based on standards of excellence, delivering a challenging school counseling curriculum that maximizes students' potential for learning, using assessments that enable students to continuously improve their learning, and evaluating the impact of delivering a school counseling program on student achievement and school quality. Dr. Squier is a long-time advocate of school counselors as fundamental to quality schools and student achievement. He is a recipient of a Rhode Island School Counselor Association's (RISCA) School Counselor Advocate of the Year Award. Dr. Patricia Nailor has worked as a counselor practitioner in public schools and has served as a founding member and president of the Rhode Island School Counselor Association (RISCA). She has also served as president of the American School Counselor Association (ASCA). Dr. Nailor retired as Director of the Department of Counseling and Social Services in the Providence Public Schools. Currently she is an adjunct instructor at Providence College where she teaches in the Counselor Education Program. Dr. Nailor manages the school counseling consulting services of Lady of the Lake Learning Systems. She is the recipient of a RISCA Lifetime Achievement Award, given in recognition of a lifetime of dedication and service to students, and to building and promoting the school counseling profession. Dr. John Carey is Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research & Evaluation and Professor of School Counseling at UMASS Amherst. He is a recipient of an American School Counseling Association (ASCA) Counselor Educator of the Year Award. Dr. Carey is included on the Fulbright Specialist Roster and works internationally to improve school-based counseling and school counselor education. His research interests include school counseling outcome measurement, policy research in school-based counseling, standards-based models of school counseling, and the development of research-based interventions to promote academic achievement and eliminate the achievement gap. He is coeditor of Multicultural Counseling in Schools: A Practical Handbook.
Dedication Table of Contents Foreword Acknowledgments About the Authors 1. Introduction Purpose of Book How Book Chapters are Organized Book Chapter Descriptions From Concept to Practice CBA Toolkit Components Construction Site Components Chapter 1 Construction Zone 2. A Simple Language Set Importance of the Language We Use Construct Context Results Curriculum Student Assessment Program Implementation and Evaluation How the Terms in the Language Set Relate Standards and Competencies are the Foundation of the Curriculum Chapter 2 Construction Zone 3. Research-Based Constructs Definition of Research-Based New Focus on Personal, Social and Life Skills Motivation Self-Knowledge and Self-Direction Relationships Conclusions Chapter 3 Construction Zone 4. Relevant Contexts for K-12 School Counseling Programs From Constructs to Contexts Competency Statements Emerge from Contexts Contexts Consist of Essential Processes Academic Support Chapter 4 Construction Zone 5. Student Results (Standards and Competencies) Achieving Excellence Counseling-Learning Environment (CLE) Two Types of Student Results Construct-Based Student Standards A Vision to Live By Competencies as Proficiency Builders Writing Meaningful Competency Statements A Focus on Cognitive Skill Development A Focus on Metacognitive Skill Development Role of School Counselors Chapter 5 Construction Zone 6. Role of Curriculum in a CBA Where We Are in the CBA Building Process Essential Characteristics of a CBA Curriculum Principles for Learner Centered School Communities Results-Based CBA Curriculum in a Nutshell Chapter 6 Construction Zone 7. Assessing Student Progress toward CBA Counseling Standards CBA Student Proficiency Assessments Assessing Current Levels of Competency Assessing Gains after Interventions Assessing Progress towards Standards at Key Transition Points Assessing Curriculum-Related Proficiencies Importance of Linking CBA to Research-Based Constructs Chapter 7 Construction Zone 8. CBA Program Implementation: Focus on Planning Shift in Focus from Building to Implementing a CBA How to Begin Why All the Fuss About Planning? Three Perspectives on the Planning Process Four Types of Plans Chapter 8 Construction Zone 9. CBA Program Implementation: Focus on Program Delivery Delivering a CBA Program with Fidelity Data Management School Counseling Data Management System Chapter 9 Construction Zone 10. BA Program Implementation: Focus on Evaluation Program Evaluation is an Improvement Process What Needs to be Evaluated Chapter 10 Construction Zone 11. CBA's Contribution to School Improvement Initiatives Contribution to Current Practice Contribution to Knowledge and Skill Requirements Initiatives ACT's Five Principles CBA Contribution to School-Based Intervention Initiatives Toward a More Holistic View of Student Learning Chapter 11 Construction Zone 12. Power and Potential What is Power and Potential? A Vision to Live By Summary of Key Points School Counselor Accountability References
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