Culturally Proficient Collaboration: Use and Misuse of School Counselors

Culturally Proficient Collaboration: Use and Misuse of School Counselors

By: Randall B. Lindsey (author), Diana L. Stephens (author)Paperback

1 - 2 weeks availability


Optimize school counselors and raise your school's cultural competence. The authors make a compelling case for recognizing professional school counselors as leaders of 21st-century change rather than 'gatekeepers' of the status quo. Today's school leaders need to acknowledge counselors' value in the necessary work of providing equitable resources and opportunities for children in today's multicultural environment. Aligned with the American School Counseling Association National Model for school counseling programs, Culturally Proficient Collaboration provides a conceptual framework and practical protocols for utilizing school counselors as: change agents for school improvement; creators of results-based programs; advocates for equity among demographic groups; and included are case stories and reflective activities for building educators' skills in serving as leaders, advocates, collaborators, and systemic change agents. Readers will find a clearly outlined path for empowering counselors to transform your leadership team and your school for the benefit of all students.

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About Author

Diana L. Stephens, Ph.D. is an Associate Professor and the Coordinator of the School Counseling PPS Credential Program in the Graduate School of Education at California Lutheran University. She serves on the President's Diversity Council and is a member of the Faculty Inclusivity Task-Group. She is a certified Family Life Educator and a Resiliency Trainer. Her collaborative work in K-12 schools and as a counselor-educator in higher education is preceded by her experience in clinical counseling, administration, and consultation in the non-profit sector. Throughout her career, she has been involved in issues of diversity, cultural inclusion, and social justice. She serves as a consultant in educational and organizational communities, conducts professional development workshops, and facilitates collaborative partnerships in co-co-creating culturally inclusive environments. She is guided by the belief that understanding diverse perspectives and honoring the cultural heritage of all humankind is essential in achieving personal and organizational success. Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.


Foreword by Trish Hatch Acknowledgements About the Authors Introduction Part 1. The Changing Role of School Counselor- Schoolwide Leadership 1. A Historical and Contemporary Perspective on School Counseling Getting Centered The Intent of This Chapter Why on Earth do I Need to Know the History of School Counseling? The Role of Counselor Began in Vocational Guidance Who Defines the Role of School Counselor? Counselor as Mental Health Provider Paradigm Shift: From Reactive Services to Comprehensive Programs NCLB and Standards-Based School Counseling Going Deeper 2. 21st Century Counselors Focus on Student Achievement Getting Centered The Intent of This Chapter Times are Changing: The New Role of School Counselor Counselors Using Data as Catalyst for Transformational Change Reframing Our Thinking About Data An Illustration of the Benefits of Counselors Collecting and Analyzing Data School Counselors as Powerful Leadership Agents of Change From Gatekeeper to Transformer Cultural Proficiency Provides a Context Going Deeper 3. The Tools of Cultural Proficiency Provides a Framework for Collaboration Getting Centered Suggested Guidelines as You Consider Cultural Proficiency Concept of Intentionality Cultural Proficiency?s Inside-Out Process Cultural Proficiency: A Paradigm Shift Cultural Proficiency as a Lens The Cultural Proficiency Tools Cultural Proficiency and Counselors Going Deeper Part II. Maple View - Sitting in the Fire: A Context for Culturally Proficient Counseling 4. Counselor Collaboration Rubric Getting Centered Unpacking the Rubric Going Deeper 5. Assessing Cultural Knowledge Through Leadership Getting Centered Assessing Cultural Knowledge Through Leadership Using the Rubric: Assessing & Developing Cultural Knowledge through Leadership Safe School Climate at Maple View Elementary School Going Deeper 6. Valuing Diversity Through Advocacy Getting Centered Valuing Diversity Through Advocacy Using the Rubric: Valuing Diversity Through Advocacy Tragedy at Pine View Middle School Going Deeper 7. Managing the Dynamics of Difference Through Teaming and Collaboration Getting Centered Managing the Dynamics of Difference through Teaming and Collaboration Using the Rubric: Managing the Dynamics of Difference through Teaming and Collaboration Access Issues at Pine Hills High School Going Deeper 8. Adapting to Diversity Through Counseling and Coordination Getting Centered Adapting to Diversity through Counseling and Coordination Using the Rubric: Adapting to Diversity through Counseling and Coordination Pregnancy as an Access Issue at Pine Hills High School Going Deeper 9. Institutionalizing Cultural Knowledge through Assessment and Use of Data Getting Centered Institutionalizing Cultural Knowledge through Assessment and Use of Data Using the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of Data Pine View Middle School on Faith and Heterosexism Part III. Next Steps 10. Sustaining Culturally Proficient Counseling: Developing a Personal Action Plan Sense of Urgency The 'Inside-Out' Process is for - You, Your School and Your Community Seven Steps for Providing Equity Resource A. Maple View School District Vignette Story Board Resource B. Pine View Middle School Schoolwide Needs Assessment (Teacher Version) Resource C. Matrix: How to Use Cultural Proficiency Books Resource D. Online Resources for Educator Use References

Product Details

  • publication date: 02/08/2011
  • ISBN13: 9781412986984
  • Format: Paperback
  • Number Of Pages: 200
  • ID: 9781412986984
  • weight: 422
  • ISBN10: 1412986982

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  • Saver Delivery: Yes
  • 1st Class Delivery: Yes
  • Courier Delivery: Yes
  • Store Delivery: Yes

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