Details

<p>Foreword xi</p> <p>Introduction and Overview: Building Consultation Skills xiii</p> <p>List of Tables xxii</p> <p><b>Part I: Grounding Your Approach to Consultation in the Schools </b><b>1</b></p> <p><b>1 School Counselors as Consultants </b><b>3</b></p> <p>Personal and Professional Growth Orientation 4</p> <p>Knowledge of Consultation and Human Behavior 4</p> <p>Consultation Skills 4</p> <p>A Multicultural and Diversity Perspective 5</p> <p>Why Consult? 6</p> <p><b>2 A School-Based Approach to Consultation: Supporting Models and Theories </b><b>8</b></p> <p>Consultation in Schools 8</p> <p>Theoretical Approach 9</p> <p>Models of Consultation 10</p> <p>Another Approach to Organization of Models 12</p> <p>Models and Theory Central to this Approach 12</p> <p>Case Consultation Model 13</p> <p>Teaching/Workshop Model 14</p> <p><b>3 The Practical Advantage of Adlerian Theory in Teacher and Parent Consultation </b><b>15</b></p> <p>The Three Cs of the Adlerian Approach 16</p> <p>Capable 16</p> <p>Connected 17</p> <p>Contributing 18</p> <p>Encouragement 18</p> <p>Mistaken Goals of Behavior 19</p> <p>Attention-Seeking 20</p> <p>Revenge- and Power-Seeking 21</p> <p>Avoidance of Failure 22</p> <p>Summary 23</p> <p><b>4 Ethical Issues in Consultation </b><b>24</b></p> <p>Tripartite Relationship 24</p> <p>Information about the Student 25</p> <p>Information about the Consultee 27</p> <p>Nonsupervisory Relationship 27</p> <p>Voluntary and Temporary Relationship 28</p> <p>Encourages Consultee Self-Reliance 28</p> <p>Work-Related Relationship 29</p> <p>Other Ethical Issues 29</p> <p>Working with Other Professionals 30</p> <p>Competence 30</p> <p>Values 30</p> <p>Additional Considerations 31</p> <p><b>Part II: Working in Schools as a Consultant </b><b>33</b></p> <p><b>5 Case Consultation with Teachers and Parents </b><b>35</b></p> <p>Basic Consultation Model 35</p> <p>Before the Consultation 36</p> <p>Step I: Prepare for the Consultation 36</p> <p>During the Consultation 37</p> <p>Step II: Define the Process and Develop the Relationship 37</p> <p>Step III: Gather and Present Information about the Student 38</p> <p>Summary of Five Question Guide 39</p> <p>Step IV: Choose Behaviors to Work On 40</p> <p>After the Consultation 43</p> <p>Step V: Follow-Up 43</p> <p><b>6 Typical Issues in School Consultation </b><b>44</b></p> <p>How to Refer Students 44</p> <p>Teach Your Faculty the Referral Process 45</p> <p>Encourage Teacher Involvement 45</p> <p>Let Teachers Know What to Expect with Regard to Follow-up 45</p> <p>What Parents and Teachers Can Tell Students about Seeing the Counselor 45</p> <p>Frequently Asked Questions 47</p> <p>From Teachers 47</p> <p>From Parents 47</p> <p>From Administrators 47</p> <p>Consultee Resistance 48</p> <p><b>7 Workshops and Education Programs </b><b>49</b></p> <p>Workshop Model 49</p> <p>Programs for Teachers 50</p> <p>Student Success Skills 52</p> <p>Tribes: A New Way of Learning and Being Together 52</p> <p>Open Circle 52</p> <p>Preparing Parents for a Different Approach 52</p> <p>Programs for Parents 53</p> <p>Parent Success Skills 53</p> <p>MegaSkills® 53</p> <p>Roots and Wings: Raising Resilient Children 55</p> <p>Building Successful Partnerships: A Guide for Developing Parent and Family Involvement 55</p> <p><b>8 Other Opportunities for Consultation in Schools </b><b>56</b></p> <p>Parent–Teacher–Counselor Conferences 56</p> <p>Student–Teacher–Counselor Conferences 57</p> <p>Teacher Team Consultation 58</p> <p>Grade-Level Team Meetings 58</p> <p>School-Based Teams 59</p> <p>Consider Member Composition 59</p> <p>Determine Meeting Logistics 59</p> <p>The Consultative Process 61</p> <p>Plans for Follow-up 62</p> <p>Referral Teams 62</p> <p>Common School-Based Recommendations for Students with Task Completion Difficulties 64</p> <p>Teacher Advisor Programs 65</p> <p>Other Suggestions about Kinds of Consultation 66</p> <p><b>9 Classroom Meetings: Creating a Climate of Cooperation </b><b>68</b></p> <p>Benefits of Classroom Meetings 68</p> <p>The Classroom Meeting Format 69</p> <p>Teaching Teachers to Use Classroom Meetings 71</p> <p>Barriers to Effective Classroom Meetings and Strategies to Overcome them 71</p> <p><b>10 Consultation with Administrators </b><b>74</b></p> <p>The Importance of Gaining Administrator Support for Your Program 74</p> <p>Crisis Intervention: Planning for and Responding to a Crisis 75</p> <p>The Role of the School Counselor 75</p> <p>Guidelines for Responding to a Crisis 76</p> <p>School-Wide Plans 78</p> <p>Web Sites with Links to Resources Related to Crisis Prevention and Response 78</p> <p>Crisis and Trauma Resources: Professional Development 78</p> <p>Additional Resources 78</p> <p>The Process of School-Wide Change 79</p> <p>The School Counselor and Discipline Planning 79</p> <p>Advocating for Student Involvement When Assessing School-Wide Need 79</p> <p>Providing Workshops/In-Service for Teachers 80</p> <p>Providing Workshops/Information to Parents 80</p> <p>Helping Administrators and Staff Understand the “Scope” of School-Wide Discipline 80</p> <p>Being Involved in the Development of a School-Wide Plan for Discipline 80</p> <p>A Four-Key Approach to School-Wide Discipline 81</p> <p>Key 1: The Identification, Development, and Practice of Desired Social Skills 81</p> <p>Key 2: Encouraging and Reinforcing Desired Behaviors 81</p> <p>Key 3: Corrective Intervention Strategies and Consultation 81</p> <p>Key 4: Support System and Additional Intervention Strategies for Students Who are Not Experiencing Success 82</p> <p><b>11 Consultation in the Community </b><b>84</b></p> <p>Referrals 84</p> <p>Speakers Bureau 85</p> <p>Parent Group 85</p> <p>Parent–Teacher Organization 85</p> <p>Service or Civic Clubs 86</p> <p>Business Partners or Partners in Education 86</p> <p>Community Task Forces 86</p> <p>Grandparent Programs 87</p> <p>Keys to Successful Community Involvement 87</p> <p><b>Part III: Addressing 21st Century Needs </b><b>89</b></p> <p><b>12 The School Counselor as Leader </b><b>91</b></p> <p>Qualities and Styles of Effective Leadership 91</p> <p>Social-Emotional Leadership 92</p> <p>Servant Leadership 92</p> <p>School Counselor’s Role as Leader and Advocate 93</p> <p>Transformative Leadership 94</p> <p>Competencies to Advocate for School Counseling Roles 95</p> <p>Promoting Equity and Cultural Competence 95</p> <p>Multicultural and Social Justice Leadership Form (MSJLF) 96</p> <p>Leading through Data-Driven Decision Making 97</p> <p>LEAD 97</p> <p><b>13 Systemic Approach to School-Wide Consultation </b><b>100</b></p> <p>Systemic Approach to School–Family–Community Consultation 101</p> <p>Identification of Stakeholders in Systems and Metasystems 101</p> <p>Evidence-Based Approaches and Activities 103</p> <p>Systemic Social and Emotional Learning 103</p> <p>Creating a Foundation of Support 104</p> <p>Adult SEL Development 104</p> <p>SEL for Students 104</p> <p>Practice Continuous Improvement 105</p> <p>Advocating for Student-within-Environment 105</p> <p>Coregulation 105</p> <p>Social Justice Initiative 106</p> <p><b>14 Consultation Supporting Student Mental Health: Anxiety </b><b>108</b></p> <p>Introduction to Anxiety and Anxiety Disorders in Children and Adolescents 108</p> <p>Prevalence of Anxiety and Depression 109</p> <p>Anxiety Disorders 109</p> <p>Generalized Anxiety Disorder (GAD) 111</p> <p>Separation Anxiety 111</p> <p>Social Anxiety (Social Phobia) 112</p> <p>Panic Disorder (PD) 113</p> <p>Specific Phobias 113</p> <p>Post-Traumatic Stress Disorder (PTSD) 114</p> <p>Obsessive Compulsive Disorder (OCD) 114</p> <p>Depression 115</p> <p>Possible Interventions and Supports 115</p> <p>The School Counselor’s Role in Addressing Anxiety Issues in Students 116</p> <p><b>15 Consultation and Trauma-Infused Practices </b><b>119</b></p> <p>What is Trauma? 119</p> <p>Recognizing the Signs of Trauma 121</p> <p>Trauma-Informed Practices in Schools 122</p> <p>The Role of the School Counselor in Building Trauma-Informed Schools 123</p> <p>Design and Deliver a Comprehensive School Counseling Program 123</p> <p>Pay Attention to the Classroom Climate 124</p> <p>Address Trauma with a Multitiered Approach 125</p> <p>Leverage Consultation to Strengthen Stakeholder Skills 127</p> <p>Engage in School-Wide Practices to Promote and Empower All Students 129</p> <p>Establish Community Partnerships 130</p> <p>Summary 130</p> <p><b>16 School Counselor Consultation and Working with Undocumented Students </b><b>132</b></p> <p>Overview of Undocumented Students 132</p> <p>DACA and Dreamers 133</p> <p>Undocumented Students’ Access to Education 134</p> <p>Working with Undocumented Students and Families in Schools 135</p> <p>Addressing Risk Factors Facing Undocumented Youth 136</p> <p>Addressing the Needs of Undocumented Students at All Levels 137</p> <p>Create Welcoming, Safe, and Supportive Environments 138</p> <p>Improve School and Family Communication 138</p> <p>Increase Awareness of Culturally Sensitive Practices 138</p> <p>Support After-School Activities 139</p> <p>Conduct Needs Assessments 139</p> <p>Obtain Consent Early 139</p> <p>Focus on College Readiness and Planning 139</p> <p>Explore Career Opportunities 140</p> <p>Provide Support for Students’ Transition to College 140</p> <p>Summary 142</p> <p>About the Authors 144</p> <p>References 146</p> <p>Index 161</p>

<p><b>Greg Brigman, Ph.D.,</b> Florida Atlantic University</p> <p><b>Elizabeth Villares, Ph.D., </b>Florida Atlantic University <p><b>Fran Mullis, Ph.D., </b>Georgia State University <p><b>Linda D. Webb, Ph.D.,</b> Florida State University <p><b>JoAnna F. White, Ed.D.,</b> Georgia State University

<p><b>Explore a wide range of strategies and techniques to build your school counselor consulting skillset</b></p> <p>In the newly revised Second Edition of <i>School Counselor Consultation: Skills for Working Effectively With Parents, Teachers, and Other School Personnel,</i> 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. <p>The book also includes: <ul><li>An emphasis on building the skills necessary for counselors to facilitate the personal, social, career, and academic growth of students</li> <li>An integration of theory and practice using an experiential approach to developing consulting competence</li> <li>Appendices and sample activities that outline the techniques and strategies used to support learning</li></ul> <p>Perfect for students pursuing master’s degrees in Education, <i>School Counselor Consultation</i> is also ideal for school counselling students and practitioners seeking a hands-on framework for applying consulting theory and approaches to the school setting.

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