Developing and Managing Your School Guidance and Counseling Program E-Book

Norman C. Gysbers

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 1128

Veröffentlichungsjahr: 2014

Beschreibung

The fifth edition of this bestseller expands and extends Gysbers and Henderson's acclaimed five-phase model of planning, designing, implementing, evaluating, and enhancing Pre-K-12 guidance and counseling programs. This enduring, influential textbook has been fully updated to reflect current theory and practice, including knowledge gained through various state and local adaptations of the model since publication of the last edition. Exciting additions to this new edition are increased attention to diversity and the range of issues that students present, counselor accountability, and the roles and responsibilities of district- and building-level guidance and counseling leaders in an increasingly complex educational environment. An abundant array of examples, sample forms, job descriptions, evaluation surveys, flyers, letters, and procedures used by various states and school districts clearly illustrate each step of program development. At the end of each chapter, a new feature called "Your Progress Check" functions as a tracking tool for growth at each stage of the change process. *Requests for digital versions from ACA can be found on www.wiley.com. *To purchase print copies, please visit the ACA website *Reproduction requests for material from books published by ACA should be directed to [email protected].

Leseprobe

CONTENTS

Cover

Title Page

Copyright

Dedication

Preface

Acknowledgments

About the Authors

Part I: Planning

Chapter 1: Evolution of Comprehensive Guidance and Counseling Programs: From Position to Services to Program

Chapter 2: A Comprehensive School Guidance and Counseling Program: Getting Organized to Get There From Where You Are

Chapter 3: A Comprehensive Guidance and Counseling Program: Theoretical Foundations and Organizational Structure

Chapter 4: Assessing Your Current Guidance and Counseling Program

Part II: Designing

Chapter 5: Designing Your Comprehensive Guidance and Counseling Program

Chapter 6: Planning Your Transition to a Comprehensive Guidance and Counseling Program

Part III: Implementing

Chapter 7: Making Your Transition to a Comprehensive Guidance and Counseling Program

Chapter 8: Managing Your New Program

Chapter 9: Ensuring School Counselor Competency

Part IV: Evaluating

Chapter 10: Evaluating Your Comprehensive Guidance and Counseling Program, Its Personnel, and Its Results

Part V: Enhancing

Chapter 11: Enhancing Your Comprehensive Guidance and Counseling Program on the Basis of Needs and Evaluation Data

Appendixes

A. American School Counselor Association Ethical Standards for School Counselors

B. Guidelines and Template for Conducting an Annual Time–Task Analysis

C. Guidance Program Evaluation Surveys

D. Sample Board of Education Policies for Referrals and for Student Guidance and Counseling Programs

E. Sample Job Descriptions

F. Procedures for Helping Students Manage Personal Crises

G. Impact of Program Balance and Ratio on Program Implementation

H. Multicultural Counseling Competencies

I. A Procedure for Addressing Parental Concerns

J. Presenting . . . Your Professional School Counselor

K. Reassignment of Nonguidance Duties

L. Sample Activity Plan Formats

M. Descriptors Related to Evaluation Categories

N. Observation Forms for Counseling, Consultation, and Referral Skills

O. Standards for a Guidance Program Audit

P. Sample Memo Regarding Major Changes and New Program Recommendations

Index

Technical Support

End User License Agreement

Guide

Cover

Table of Contents

Begin Reading

Part 1

Chapter 1

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Developing & Managing

Your School Guidance & Counseling Program

Fifth Edition

by

Norman C. Gysbers

Patricia Henderson

5999 Stevenson AvenueAlexandria, VA 22304www.counseling.org

Copyright © 2012 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher.

10987654321

American Counseling Association5999 Stevenson AvenueAlexandria, VA 22304

Director of PublicationsCarolyn C. Baker

Production ManagerBonny E. Gaston

Editorial AssistantCatherine A. Brumley

Copy EditorKathleen Porta Baker

Cover and text design by Bonny E. Gaston.

Library of Congress Cataloging-in-Publication Data

Gysbers, Norman C.

Developing & managing your school guidance & counseling program / Norman C. Gysbers, Patricia Henderson.—5th ed.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-55620-312-1 (alk. paper)

1. Educational counseling—United States. I. Henderson, Patricia, Ed.D. II. Title. III. Title: Developing and managing your school guidance and counseling program.

LB1027.5.G929 2012

371.4’220973—dc23

2011023182

Dedication

To School Counselors and Their Leaders

Preface

One of the most fundamental obligations of any society is to prepare its adolescents and young adults to lead productive and prosperous lives as adults. This means preparing all young people with a solid enough foundation of literacy, numeracy, and thinking skills for responsible citizenship, career development, and lifelong learning. (Harvard Graduate School of Education, 2011, p. 1)

As we enter the second decade of the 21st century, the United States continues to undergo substantial changes in its occupational, social, and economic structures. Occupational and industrial specialization continue to increase dramatically. Increasing size and complexity are the rule rather than the exception, often creating job invisibility and making the transition from school to work and from work to further education and back again more complex and difficult.

Social structures and social and personal values also continue to change and become more diverse. Emerging social groups are challenging established groups, asking for equality. People are on the move, too, from rural to urban areas and back again and from one region of the country to another in search of economic, social, and psychological security. Our population is becoming increasingly diverse.

All of these changes are creating substantial challenges for our children and adolescents. A rapidly changing work world and labor force; violence in the home, school, and community; divorce; teenage suicide; substance abuse; and sexual experimentation are just a few examples. These challenges are not abstract aberrations. These challenges are real, and they are having and will have a substantial impact on the personal–social, career, and academic development of our children and adolescents.

Responding to Challenges

In response to these and other continuing societal and individual needs and challenges, educational leaders and policymakers are in the midst of reforming the entire educational enterprise (National Association of Secondary School Principals, 2004; No Child Left Behind Act of 2001; Race to the Top, 2011; Zhao, 2009). Guidance and counseling in the schools also continues to undergo reform, changing from a position-services model to a comprehensive program firmly grounded in principles of human growth and development. This change makes guidance and counseling in the schools an integral part of education and an equal partner with the overall instruction program, focusing on students’ academic, career, and personal–social development.

Traditionally, however, guidance and counseling was not conceptualized and implemented in this manner because, as Aubrey (1973) suggested, guidance and counseling was seen as a support service lacking a content base of its own. Sprinthall (1971) made this same point when he stated that the practice of guidance and counseling has little content and that guidance and counseling textbooks usually avoid discussion of a subject matter base for guidance and counseling programs.

If guidance and counseling is to become an equal partner in education and meet the increasingly complex needs of individuals and society, our opinion is that guidance and counseling must conceptually and organizationally become a program with its own content base and structure. This call is not new; many early pioneers issued the same call. But the call was not loud enough during the early years, and guidance and counseling became a position and then a service with an emphasis on duties, processes, and techniques. The need and the call continued to emerge occasionally thereafter, however, but not until the late 1960s and early 1970s did it reemerge and become visible once more in the form of a developmental comprehensive program.

This is not to say that developmental guidance and counseling was not present before the late 1960s. What it does mean is that by the late 1960s the need for attention to aspects of human development other than “the time-honored cognitive aspect of learning subject matter mastery” (Cottingham, 1973, p. 341) had again become apparent. Cottingham (1973) characterized these other aspects of human development as “personal adequacy learning” (p. 342). Kehas (1973) pointed to this same need by stating that an individual should have opportunities “to develop intelligence about his [or her] self—his [or her] personal, unique, idiosyncratic, individual self” (p. 110).

Reconceptualization of Guidance and Counseling

The next step in the evolution of guidance and counseling was to establish guidance and counseling as a comprehensive program—a program that is an integral part of education with a content base and organizational structure of its own. In response to this need, Gysbers and Moore (1981) published a book titled Improving Guidance Programs. It presented a content-based, kindergarten through 12th-grade comprehensive guidance and counseling program model and described the steps to implement the model. The first, second, third, and fourth editions of our current book built on the model and implementation steps presented in Improving Guidance Programs and substantially expanded and extended the model and implementation steps. This fifth edition expands and extends the model and steps even further, sharing what has been learned through various state and local adoption and adaptations since 2006.

Organization of This Book

Five phases of developing comprehensive guidance and counseling programs are used as organizers for this book. The five phases are planning (Chapters 1–4), designing (Chapters 5 and 6), implementing (Chapters 7–9), evaluating (Chapter 10), and enhancing (Chapter 11). In several chapters, ways to attend to the increasing diversity of school populations and the roles and responsibilities of district- and building-level guidance and counseling leaders are highlighted. The appendixes offer examples of forms and procedures used by various states and school districts in the installation of comprehensive guidance and counseling programs. Also included as an appendix are the ethical standards of the American School Counselor Association (ASCA) and the Multicultural Counseling Competencies of the Association for Multicultural Counseling and Development (Arredondo et al., 1996; Sue, Arredondo, & McDavis, 1992).

Part I: Planning

Chapter 1 traces the evolution of guidance and counseling in the schools from the beginning of the 20th century. The changing influences, emphases, and structures from then until now are described and discussed in detail. The emergence of comprehensive guidance and counseling programs is highlighted. Having an understanding of the evolution of guidance and counseling in the schools and the emergence of developmental comprehensive programs is the first step toward improving your school’s guidance and counseling program. Chapter 2 is based on this understanding and focuses on the issues and concerns in planning and organizing for guidance and counseling program improvement. Chapter 3 then presents a model guidance and counseling program based on the concept of life career development; it is organized around four basic elements. Chapter 4, the last chapter in the planning phase, discusses the steps involved in finding out how well your current program is working and where improvement is needed.

Part II: Designing

Chapter 5 begins the designing phase of the program improvement process and focuses on designing the program of your choice. Issues and steps in selecting the desired program structure for your comprehensive program are presented. Chapter 6 describes the necessary tasks required to plan the transition to a comprehensive guidance and counseling program.

Part III: Implementing

Chapter 7 presents the details of beginning a new program in a school or district, and Chapter 8 emphasizes the details of managing and maintaining the program. Chapter 9 first looks at how to ensure that school counselors have the necessary competence to develop, manage, and implement a comprehensive guidance and counseling program and then highlights counselor supervision procedures.

Part IV: Evaluating

Comprehensive guidance and counseling program evaluation is discussed in detail in Chapter 10. Program evaluation, personnel evaluation, and results evaluation are featured, with attention given to procedures for each.

Part V: Enhancing

Chapter 11 focuses on the use of data gathered from program, personnel, and results evaluation and from needs assessments to redesign and enhance a comprehensive guidance and counseling program that has been in place for a number of years. The chapter uses actual data gathered in a school district and describes in detail the way this school district built on the guidance and counseling program foundation it had established in the early 1980s to update and enhance its program to meet continuing and changing student, school district, and community needs.

Who Should Read This Book

A goal of this book is to inform and involve all members of a kindergarten through 12th-grade guidance and counseling staff in the development and management of comprehensive school guidance and counseling programs. Although specific parts are highlighted for guidance and counseling program leaders (central or building-level directors, supervisors, coordinators, department heads) and school administrators, the information provided is important for all to know and use. In addition, this book is designed for practitioners already on the job as well as for counselors-in-training and administrators-in-training. It can and should be used in preservice education as well as in-service education.

The Fifth Edition: What Is New?

All of the chapters in the fifth edition have been reorganized and updated to reflect current theory and practices. A more complete theory base for comprehensive guidance and counseling programs is provided, along with updated examples of the contents of various components of comprehensive guidance and counseling programs drawn from many state models and from the ASCA (2005) National Model. New information and practical ideas and methods have been added to assist school counselors and school counselor leaders in better understanding the issues involved in developing and managing comprehensive school guidance and counseling programs.

Increased attention is given in this fifth edition to the important topic of diversity. Increased attention is also given to expanded discussions of whom school counselors’ clients are and the range of issues they present. Also, increased attention is given to helping school counselors and their leaders be accountable for the work they do and for evaluating and reporting the impact of their programs’ activities and services on students’ academic, career, and personal and social development. In addition, increased attention is given to the issues and challenges that the leaders of comprehensive guidance and counseling programs face in an increasingly complex educational environment.

Finally, a new section, Your Progress Check, is found at the end of each chapter. This feature allows you to check the progress you are making as you move through the planning, designing, implementing, evaluating, and enhancing phases of change.

Concluding Thoughts

Some readers may think that guidance and counseling program improvement is a simple task requiring little staff time and few resources. This is not true. Substantial work can be completed during the first several years but, with the necessary resources available to ensure successful implementation, at least 4 to 5 years are usually required. To carry the program through the enhancement phase may require an additional 5 years. Then we recommend an ongoing program improvement process.

Moreover, the chapter organization may lead some readers to think that guidance and counseling program improvement activities follow one another in a linear fashion. Although a progression is involved, some of the activities described in Chapters 2 through 10 may be carried out concurrently. This is particularly true for the evaluation procedures described in Chapter 10, some of which are carried out from the beginning of the program improvement process throughout the life of the program. The program enhancement process follows evaluation and connects back to the beginning, but at a higher level, as program redesign unfolds. Thus, the process is spiral, not circular. Each time the redesign process unfolds, a new and more effective guidance and counseling program emerges.

Finally, it is important to understand that a comprehensive guidance and counseling program, as described in the chapters that follow, provides a common language for the program elements that enable students, parents, teachers, administrators, school board members, and school counselors in a school district to speak with a common voice when they describe what a program is. They all see the same thing and use the same language to describe the program’s framework. This is the power of common language, whether the program is in a small or large rural, urban, or suburban school district. Within the basic framework at the local district level, however, the guidance knowledge and skills (competencies) students are to learn, the activities and services to be provided, and the allocations of school counselor time are tailored specifically to student, school, and community needs and local resources. This provides the flexibility and opportunity for creativity for the personnel in every school district to develop and implement a comprehensive guidance and counseling program that makes sense for their districts. We are convinced that without the common language for the program elements and the obligation to tailor it to fit local school districts, guidance and counseling and the work of school counselors will be lost in the overall educational system and, as a result, will continue to be marginalized and seen as a supplemental activity that is nice to have, but not necessary.

References

American School Counselor Association. (2005).

The ASCA National Model: A framework for school counseling programs

(2nd ed.). Alexandria, VA: Author.

Arredondo, P., Toporek, R., Brown, S., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalization of the multicultural counseling competencies.

Journal of Multicultural Counseling and Development, 24,

42–78.

Aubrey, R. F. (1973). Organizational victimization of school counselors.

The School Counselor, 20,

346–354.

Cottingham, H. F. (1973). Psychological education, the guidance function, and the school counselor.

The School Counselor, 20,

340–345.

Gysbers, N. C., & Moore, E. J. (1981).

Improving guidance programs.

Englewood Cliffs, NJ: Prentice-Hall.

Harvard Graduate School of Education. (2011).

Pathways to prosperity: Meeting the challenge of preparing young Americans for the 21st century

. Cambridge, MA: Author.

Kehas, C. D. (1973). Guidance and the process of schooling: Curriculum and career education.

The School Counselor, 20,

109–115.

National Association of Secondary School Principals. (2004).

Breaking ranks II: Strategies for leading high school reform.

Reston, VA: Author.

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).

Race to the Top. (2011). In

Wikipedia

. Retrieved from

http://en.wikipedia.org/wiki/Race_to_the_Top

Sprinthall, N. A. (1971).

Guidance for human growth.

New York, NY: Van Nostrand Reinhold.

Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession.

Journal of Counseling & Development, 70,

477–486.

Zhao, Y. (2009).

Catching up or leading the way

. Alexandria, VA: Association for Supervision and Curriculum Development.

Acknowledgments

With this fifth edition, we gratefully acknowledge the substantial contributions of school counselors as they work with children, young people, parents, teachers, administrators, and community members throughout the United States. It is to school counselors and their leaders that we dedicate this book. At the same time, we also gratefully acknowledge the assistance of those individuals who helped us make all five editions of this book possible. Unfortunately, it is impossible to list them all, but know that we appreciate their support and encouragement. We particularly acknowledge the work of the counselors, head counselors, and administrators from Northside Independent School District, San Antonio, Texas. We appreciate the district’s willingness to host visitors who come to see a comprehensive guidance and counseling program at work. Thanks also to Linda Coats who typed a number of the revised chapters and helped assemble the revised chapters into the final book form. Finally, thanks to Carolyn Baker, director of publications at the American Counseling Association, for all of her help.

About the Authors

Norman C. Gysbers is a Curators’ Professor in the Department of Educational, School, and Counseling Psychology at the University of Missouri—Columbia. He received his BA from Hope College, Holland, Michigan, in 1954. He was a teacher in the Muskegon Heights Michigan School District (1954–1956) and served in the U.S. Army Artillery (1956–1958). He received his MA (1959) and PhD (1963) from the University of Michigan. He joined the faculty of the College of Education, University of Missouri, in 1963 as an assistant professor. In addition to his duties as an assistant professor, he also served as the licensed school counselor at the University Laboratory School until 1970.

He was awarded a Franqui Professorship from the Université Libre de Bruxelles, Brussels, Belgium, and lectured there in February 1984. He was a visiting scholar at the University of Hong Kong in May 2000, 2002, and 2004 and at the Chinese University of Hong Kong in January 2001; a Scholar in Residence at the University of British Columbia in July–August 2000; and a Visiting Scholar at National Taiwan Normal University in January 2011.

His research and teaching interests are in career development, career counseling, and school guidance and counseling program development, management, and evaluation. He is author of 90 articles, 38 chapters in published books, 15 monographs, and 22 books, one of which was translated into Italian, Korean, Japanese, and Chinese.

He has received many awards, most notably the National Career Development Association’s Eminent Career Award in 1989, the American School Counselor Association’s Mary Gehrke Lifetime Achievement Award in 2004, the William T. Kemper Award for Excellence in Teaching in 2002, the Governor’s Award for Excellence in Teaching in 2004, the Faculty/Alumni Award from the University of Missouri in 1997, and the Distinguished Faculty Award from the University of Missouri in 2008.

Gysbers was editor of The Career Development Quarterly from 1962 to 1970; president of the National Career Development Association, 1972–1973; president of the American Counseling Association, 1977–1978; and vice president of the Association of Career and Technical Education, 1979–1982. He was the editor of The Journal of Career Development from 1978 until 2006.

Patricia Henderson is a former director of guidance at the Northside Independent School District in San Antonio, Texas. She received her AB in English from Mount Holyoke College in 1962, her MA in guidance from California State University, San Jose, in 1967, and her EdD in educational leadership from Nova University in 1986. She is certified as a school counselor and midmanagement administrator by California and Texas. She has been a teacher, counselor, and administrator in public schools. She has been an adjunct professor at California State University, Fullerton; California State University, Long Beach; Our Lady of the Lake University in San Antonio; and the University of Texas at San Antonio and is currently at Texas A&M University—San Antonio.

Henderson consults with school districts and has conducted workshops at numerous professional meetings. Her professional interests are in school guidance and counseling; program development, management, implementation, evaluation, and improvement; enhancing roles of school counselors through supervision, staff leadership, and meaningful school counselor performance evaluation; creating systemic change through collaborative program development; and counselor supervision. She and Dr. Gysbers have also coauthored Leading and Managing Your School Guidance Program Staff (1998), Comprehensive Guidance Programs That Work—II (1997), and Implementing Comprehensive School Guidance Programs: Critical Issues and Successful Responses (2002). She wrote “The Theory Behind the ASCA National Model,” included in The ASCA National Model (2nd ed.). She is coauthor with Larry Golden of Case Studies in School Counseling (2007).She is the author of The New Handbook of Administrative Supervision in Counseling (2009). She has authored or coauthored 30 articles or chapters. She wrote The Comprehensive Guidance Program for Texas Public Schools: A Guide for Program Development, Pre-K–12th Grade (1990, 2004, in press) under the auspices of the Texas Education Agency and the Texas Counseling Association and Guidelines for Developing Comprehensive Guidance Programs in California Public Schools (1981) with D. Hays and L. Steinberg.

She has received awards from professional associations for her writing, research, and contributions to professional development and recognition as an outstanding supervisor at the state and national levels. She received the Texas Association for Counseling and Development Presidential Award in 1990, an Honorary Service Award from the California State PTA in 1978, and Lifetime Membership in the Texas PTA in 1999. She received the William Truax Award from the Texas Counseling Association in 2005, the Mary E. Gehrke Lifetime Achievement Award from the American School Counselor Association in 2006, and the 2010 Lifetime Achievement Award from the Association for Counselor Education and Supervision.

Henderson has been a member or chair of numerous committees and held leadership positions within the California Counseling Association, Texas Counseling Association, American School Counselor Association, Association for Counselor Education and Supervision, and American Counseling Association. She has been president of the Texas Counseling Association (1992–1993), Texas Association for Counselor Education and Supervision (1988–1989), and Texas Career Development Association (1995–1996).

Part IPlanning

Chapter 1Evolution of Comprehensive Guidance and Counseling Programs: From Position to Services to Program

Planning—Building a Foundation for Change

Study the history of guidance and counseling in the schools.

Learn about the people, events, and societal conditions that helped shape guidance and counseling in the schools.

Understand the implications of the shift from position to services to program in the conceptualization and organization of guidance and counseling.

By the beginning of the 20th century, the United States was deeply involved in the Industrial Revolution. It was a period of rapid industrial growth, social protest, social reform, and utopian idealism. Social protest and social reform were being carried out under the banner of the Progressive Movement, a movement that sought to change negative social conditions associated with the Industrial Revolution.

These conditions were the unanticipated effects of industrial growth. They included the emergence of cities with slums and immigrant-filled ghettos, the decline of puritan morality, the eclipse of the individual by organizations, corrupt political bossism, and the demise of the apprenticeship method of learning a vocation. (Stephens, 1970, pp. 148–149)

Guidance and counseling was born in these turbulent times as vocational guidance during the height of the Progressive Movement and as “but one manifestation of the broader movement of progressive reform which occurred in this country in the late 19th and early 20th centuries” (Stephens, 1970, p. 5). The beginnings of vocational guidance can be traced to the work of a number of individuals and social institutions. People such as Charles Merrill, Frank Parsons, Meyer Bloomfield, Jessie B. Davis, Anna Reed, E. W. Weaver, and David Hill, working through a number of organizations and movements such as the settlement house movement, the National Society for the Promotion of Industrial Education, and schools in San Francisco, Boston, Detroit, Grand Rapids, Seattle, New York, and New Orleans, were all instrumental in formulating and implementing early conceptions of guidance and counseling.