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<p>Preface vii</p> <p>Acknowledgments xiii</p> <p>About the Authors xv</p> <p><b>Part I </b><b>Planning</b><br /><br />Chapter 1 Evolution of Comprehensive Guidance and Counseling Programs: From Position to Services to Program 3</p> <p>Chapter 2 A Comprehensive School Guidance and Counseling Program: Getting Organized to Get There From Where You Are 39</p> <p>Chapter 3 A Comprehensive Guidance and Counseling<br />Program: Theoretical Foundations and Organizational Structure 57</p> <p>Chapter 4 Assessing Your Current Guidance and Counseling Program 91</p> <p><b>Part II </b><b>Designing<br /></b><br />Chapter 5 Designing Your Comprehensive Guidance and Counseling Program 139</p> <p>Chapter 6 Planning Your Transition to a Comprehensive Guidance and Counseling Program 187</p> <p><b>Part III </b><b>Implementing<br /></b><br />Chapter 7 Making Your Transition to a Comprehensive Guidance and Counseling Program 223</p> <p>Chapter 8 Managing Your New Program 267</p> <p>Chapter 9 Ensuring School Counselor Competency 305<br /><br /><b>Part IV </b><b>Evaluating<br /></b><br />Chapter 10 Evaluating Your Comprehensive Guidance and Counseling Program, Its Personnel, and Its Results 353</p> <p><b>Part V </b><b>Enhancing<br /></b><br />Chapter 11 Enhancing Your Comprehensive Guidance and Counseling Program on the Basis of Needs and Evaluation Data 381</p> <p>Appendixes<br /><br />A. American School Counselor Association Ethical Standards for School Counselors 405</p> <p>B. Guidelines and Template for Conducting an Annual Time–Task Analysis 419</p> <p>C. Guidance Program Evaluation Surveys 431</p> <p>D. Sample Board of Education Policies for Referrals and for Student Guidance and Counseling Programs 439</p> <p>E. Sample Job Descriptions 445</p> <p>F. Procedures for Helping Students Manage Personal Crises 453</p> <p>G. Impact of Program Balance and Ratio on Program Implementation 457</p> <p>H. Multicultural Counseling Competencies 463</p> <p>I. A Procedure for Addressing Parental Concerns 467</p> <p>J. Presenting . . . Your Professional School Counselor 469</p> <p>K. Reassignment of Nonguidance Duties 473</p> <p>L. Sample Activity Plan Formats 477</p> <p>M. Descriptors Related to Evaluation Categories 483</p> <p>N. Observation Forms for Counseling, Consultation, and Referral Skills 497</p> <p>O. Standards for a Guidance Program Audit 501</p> <p>P. Sample Memo Regarding Major Changes and New Program Recommendations 511</p> <p>Index 513</p>

<p><b>Norman C. Gysbers, PhD,</b> is a Curators’ Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri–Columbia.</p> <p><b>Patricia Henderson, EdD, </b>is a former director of guidance at the Northside Independent School District in San Antonio, Texas.</p>

<p>"A rich resource for school counselors, school counseling program leaders, and counselor educators alike. I have relied on previous editions to help me organize my own campus program, lead a district program, and educate graduate students. I highly recommend this book!” —<i><b>Elias Zambrano</b></i>, PhD The University of Texas at San Antonio</p> <p>“This book guides you through the steps necessary to transform a traditional, reactive ‘one student at a time’ school counseling program into a program that is responsive and ensures that the academic, personal, social, and career needs of all students are being met.” —<b><i>Mary L. Libby</i></b>, Head Counselor John Jay High School San Antonio, TX</p> <p>“Gysbers and Henderson’s significant and valued contributions to the profession continue with this fifth edition. Their work supports the school counseling profession as integral and central to education and leads to excellence in school counseling programs that facilitate student learning and development” —<b><i>Kenneth F. Hughey</i></b>, PhD Kansas State University</p>

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