An in-depth look at all aspects of creating and managing a comprehensive school counseling program, with a focus on designing systemic programs to serve all students.

Accessible and inclusive, this comprehensive guide to K-12 school counseling explores delivery systems and the practical tools professional school counselors need to design, implement, manage, and evaluate comprehensive, developmentally appropriate school counseling programs for all students. Starting from the perspective of “what is a school?” it presents and updates all of the elements of a comprehensive school counseling program, including the holistic, balanced, preventive, and reflective elements, and those integrated with the academic agenda. Aligned with the most current ASCA National Model, ASCA Competencies, and new 2016 CACREP Standards, Comprehensive School Counseling Programs underlines the professional context of school counseling in the real world of public education. The updated, revised chapters of this new edition written by contemporary experts in the field of school counseling.

Colette T. Dollarhide, Associate Professor of Counselor Education at The Ohio State University, earned her master’s and doctorate degrees in counseling and educational psychology from the University of Nevada, Reno. She earned her bachelor’s degree in political science from California State University at Fullerton. She has been a counselor since 1988 and a counselor educator since 1995. For the past 15 years, Dr. Dollarhide’s teaching and research focus has specialized in school counseling at the master’s and doctoral levels, but she has also taught career counseling, college student development, theories and techniques of counseling, foundations of school counseling, special issues in school counseling (at elementary, middle, and secondary school levels), counseling through play, ethics, consultation, supervision, group counseling, pedagogy in counselor education, and practice and internships. Her research agenda includes school counseling leadership, professional identity, social justice, and counseling pedagogy, and Dr. Dollarhide has published and presented papers at international, national and state conferences. Her professional service includes President of C-AHEAD (now AHC), eight years as a reviewer for Counselor Education and Supervision (CES), coeditor for a first-ever CES special section on school counselor supervision, four years as a reviewer for Journal of Counseling and Development (JCD), and Editor of the Journal of Humanistic Counseling.

Dr. Kelli Saginak, Ed.D., NCC, lives with her family in Oshkosh, Wisconsin. Her career has served the field of counseling and education, as a teacher, counselor, prevention specialist, and consultant. Kelli is an advocate for young people and strives to educate, train, and inspire professional counselors to serve today’s youth, as leaders, advocates, and agents of systemic change. Her passion for youth inspires her writing, scholarship, and teaching in the areas of school counseling, counseling process, counseling with children and adolescents, lifespan development, and addictions counseling. Kelli presents on a variety of counseling-related topics and has co-authored several publications, such as: School Counseling in the Secondary School: A Comprehensive Process and Program and most recently, the 3rd edition of Comprehensive School Counseling Programs: K-12 Delivery Systems in Action.

Brief Table of Contents 

Chapter 1. The Profession of School Counseling - 1

Chapter 2. Schools as Social Institutions - 20

Chapter 3. Qualities of Comprehensive School Counseling Programs - 35

Chapter 4. The ASCA National Model - 64

Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87

Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP  Foundation System Management System - 110

Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123                        

Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138

Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156

Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178

Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194

Chapter 12. Ethical, Personal, and Professional Issues - 207

Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223

Appendix B Websites To Consult - 235

References - 239

Index - 278

Detailed Table of Contents 

Chapter 1. The Profession of School Counseling - 1

    Overview of this Text

    Professional Competencies of School Counselors

    Personal Qualities of a School Counselor

    Commitment to Diversity and Social Justice

    Philosophies of Counseling

    Philosophies of Education

    Philosophies of School Counseling

    ASCA Role Statement and National Standards

    Introduction to Models for CSCPs

    Conclusion

Chapter 2. Schools as Social Institutions - 20

    What Makes Effective Schools?

    Effective Relationships within Educational Communities

    School Counselor as Coordinator

    Coordination (and Leadership) in School Counseling

    Conclusion

Chapter 3. Qualities of Comprehensive School Counseling Programs - 35

    Comprehensive School Counseling Programs

    CSCPs are Holistic  

    CSCPs are Systemic 

    CSCPs are Balanced

    CSCPs are Preventive

    CSCPs are Integrated

    CSCPs are Reflective

Chapter 4. The ASCA National Model - 64

    The Professionalization of School Counseling

    The ASCA National Model

    The Themes: Leadership, Advocacy, Collaboration, and Systemic Change

    The Elements of the ASCA National Model: Foundation, Management, Delivery, and Accountability

    The Flow

Chapter 5. The Themes of Your Comprehensive School Counseling Program: Leadership, Advocacy, Collaboration, & Systemic Change - 87

    Leadership, Advocacy, and Collaboration in a CSCP

    Leadership: School Counselor as Leader

    Advocacy: School Counselor as Advocate

    Advocacy for Systemic Issues: Social Justice

    Collaboration: School Counselors as Collaborators

    Systemic Change: School Counselor as Systemic Change Agent

    Leadership, Advocacy, and Collaboration: Examples and Issues

Chapter 6. Foundation, Management, and Accountability Systems of Your CSCP  Foundation System Management System - 110

    Accountability System

Chapter 7. Delivery of Your Comprehensive School Counseling Program - 123                        

    Delivery Models

    Various Models of Delivery Systems

Chapter 8. Delivery System: Counseling Activities in the DAP Model - 138

    Counseling Activities

    The School Counselor as Counselor

    Individual Counseling

    Group Counseling

    Peer Facilitators

    Counseling with Adult Partners

Chapter 9. Delivery System: Educating Activities in the Domain Activities/Partners (DAP) Model - 156

    School Counselor as Educator

    Educating Students for Healthy Development

    Steps For Designing Learning Experiences

    Integrating the Curriculum Using Multiple Intelligences

    Delivering the Curriculum

    Educating Adult Stakeholders

Chapter 10. Delivery System: Consultation in the Domains/Activities/Partners (DAP) Model - 178

    Consultation

    Generic Process Model of Consultation

    Multicultural Considerations

    Consultation with Student Partners

    Consultation with Adult Partners

    General Issues: Overcoming Common Challenges in Consultation

Chapter 11. A Comprehensive School Counseling Program (CSCP) in Action: A Ramp Middle School - 194

    Recognized ASCA Model Program (RAMP)

    A RAMP-Designated Middle School Program

    Illustrating the RAMP Process: Components of the BMS Program

    Becoming a RAMP Program Over Time

Chapter 12. Ethical, Personal, and Professional Issues - 207

    School Counseling and Ethics

    The School Counseling Codes of Ethics

    Legal Issues

    Ethical Decision-Making Process

    Common Legal/Ethical Problems

    Professional Liability, Insurance, and Certification

    Responding to Legal Action

    Resources and Recommendations for School Counselors

    Personal Mental Health: Seeking Balance

    Professional Health: Being Realistic

Appendix A Program Goals for Adult Partners in the Domains/Activities/Partners (DAP) Model - 223

Appendix B Websites To Consult - 235

References - 239

Index - 278