Attitudes and Competencies of Counselors and Counselor Educators Regarding Family Counseling in the Schools PDF Download

Author: Nancy Conner Beck
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 152

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Author: Marjorie Star Snyder
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 192

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Book Description
A comprehensive search of multiple databases for references to the connection between families and schools yields a rich representation from family therapy, school counseling, school psychology, and education literature supporting the idea that schools must serve not only students, but students' families as well. One of the common themes emerging from the literature is that schools must recognize the impact of family systems upon a student's school performance and that many student school problems are related to family dysfunction. The literature suggests that school-based family counseling may be an essential component of family-friendly school services; that is, for the purposes of this dissertation, the provision of formal family counseling in the school setting by the school counselor or school psychologist. However, the literature does not address teachers' attitudes towards school-based family counseling, which seems important given that they are on the front lines of identifying students needing any kind of intervention. This study explores teacher attitudes and characteristics relating to recognizing and identifying students' needs for family counseling and their self-reported likelihood to refer them for school-based family counseling services.

Author: American School Counselor Association
Publisher:
ISBN: 9781929289592
Category : Educational counseling
Languages : en
Pages : 152

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Book Description
"The ASCA National Model reflects a comprehensive approach to the design, implementation and assessment of a school counseling program that improves student success. The publication defines the school counselor's role in implementation of a school counseling program and provides step-by-step tools to build each componenet of your school counseling program, including defining, managing, delivering and assessing. This fourth edition reflects current education practices, aligns with the ASCA Mindsets & Behaviors for Student Success: K-12 College- and Career-Readiness Standards for Every Student and the ASCA professional standards & competencies and assists school counselors in developing an examplary school counseling program"-[P. 4], Cover.

Author: Sabri Dogan
Publisher:
ISBN:
Category :
Languages : en
Pages : 219

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Book Description
The biggest educational attainment gap between any two groups is seen between English Language Learners (ELL) and non-ELL students. Of ELL students, the largest majority by far are immigrant students. Because school counselors are in a unique position that enables them to provide essential services to promote immigrant students' well-being, development, and success, it is important to explore school counselors' experiences and perceptions of their work. The purpose of this Phenomenological qualitative research study was to explore: (a) school counselors' perceptions of their competencies and what resources they utilize to develop their competencies in working with immigrant students and families, (b) school counselors' beliefs and attitudes toward being a social justice advocate and how these beliefs and attitudes affect their support and services to immigrants, and (c) school counselors' perceptions of their impact on linguistically diverse families' language policies (FLP) and their perceptions of how FLP influences student outcomes. Data was collected through semi-structured interviews from 13 school counselors who work at schools that have five percent or greater of immigrant students in the state of Ohio, in the United States of America. Seven major themes emerged from the data: (1) They feel competent in addressing immigrants' needs and challenges; however, their personal identities and experience impact their self-perceived competence level, (2) they believe that their training did not include counseling immigrants and was not sufficient for working effectively with immigrants, (3) they learn best about how to provide counseling services by willingly and intentionally leaving their comfort zones in order to seek out diverse experiences, (4) they need more professional development, language assistance, and collaboration with key stakeholders to improve their work, (5) The more they learn about immigrant students and families, they develop greater awareness of the individual differences in immigrant populations, as well as begin to develop greater humility about both the knowledge they have gained and how much they still have to learn, (6) social justice is at the heart of their work, and (7) They believe immigrant families should speak their native language with their children, and there was a range of opinions of whether or not FLP impacts student outcomes. In addition to the themes, four paradigms were identified based on the participants' perceptions and experiences in working with immigrant students and families: (1) Superficial Awareness, (2) Growing Awareness, (3) Flexibility (in cognition, affect, behavior), and (4) Culturally Competent School Counselor. Each paradigm is explained based on six domains: awareness/dimensionality, competence, affiliation with social justice advocacy, notion of FLP, involvement with translation, and what they think they need to improve. Findings are discussed in terms of their implications for school counselors, counselor educators, educators, and researchers. Recommendations on how to better prepare school counselors in providing effective and efficient services and support to immigrant students and families are presented.

Author:
Publisher:
ISBN: 9781732000308
Category :
Languages : en
Pages :

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Book Description
The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.

Author: Brian A. Gerrard
Publisher: Routledge
ISBN: 1351029967
Category : Psychology
Languages : en
Pages : 340

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Book Description
Written by experts in the field, School-Based Family Counseling: An Interdisciplinary Practitioner’s Guide focuses on how to make integrated School-Based Family Counseling (SBFC) interventions, with a focus on integrating schools and family interventions, in an explicit step-by-step manner. Departing from the general language used in most texts to discuss a technique, this guide’s concrete yet user-friendly chapters are structured using the SBFC meta-model as an organizing framework, covering background information, procedure, evidence-based support, multicultural counseling considerations, challenges and solutions, and resources. Written in discipline-neutral language, this text benefits a wide variety of mental health professionals looking to implement SBFC in their work with children, such as school counselors and social workers, school psychologists, family therapists, and psychiatrists. The book is accompanied by online video resources with lectures and simulations illustrating how to implement specific SBFC interventions. A decision tree is included to guide intervention.

Author: Laura R. Haddock
Publisher: Routledge
ISBN: 1315521679
Category : Psychology
Languages : en
Pages : 273

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Book Description
Preparing the Educator in Counselor Education is a comprehensive skill development resource for counselor educators looking to engage students, develop curriculum, and provide effective feedback. Chapters fully aligned with the 2016 CACREP standards and grounded in current research discuss topics including pedagogy, identity development, classroom diversity, student engagement, teaching strategies, ethical and legal issues, gatekeeping, and mentoring. The book is replete with guided practice exercises, descriptive commentary, illustrative case studies, and examples from seasoned professionals that provide context, humor, and encouragement.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 652

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Author: Diana L. Stephens
Publisher: Corwin Press
ISBN: 1412986982
Category : Education
Languages : en
Pages : 201

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Book Description
"This book provides a conceptual framework and practical protocols for recognizing school counselors as change agents for school improvement and equity advocates for all students"-- Provided by publisher.

Author: Gwendolyn M. Duhon
Publisher: Edwin Mellen Press
ISBN:
Category : Education
Languages : en
Pages : 320

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Book Description
This volume utilizes an interdisciplinary approach to issues and practices in school counselling, with submissions from professionals, practitioners, educators, and academicians in school counselling, counsellor education and teacher education.