Includes bibliographical references and index.

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

"The importance of consultation has been discussed for decades. In 1962, Gilbert Wrenn stressed its importance in his book, Counseling in a Changing World. Faust (1968), in his now classic book for elementary school counselors, stated that consultation was more important than either group or individual counseling. Dinkmeyer and Caldwell (1970) recognized consultation as a key component of a developmental guidance program. Over the years, consultation as a counselor intervention has continued to receive support (Dustin & Ehly, 1992; Gysbers & Henderson, 2000; Paisley & McMahon, 2001; Wittmer, 2000). The ASCA National Model: A Framework for School Counseling Programs (2019) includes consultation as a key responsive service critical to the successful implementation of a comprehensive developmental school guidance and counseling program. Writers such as Dinkmeyer, Carlson, and Dinkmeyer (2000) and Myrick (2003) encourage school counselors to consult with adults, because children and adolescents are often powerless to make changes; therefore, it is more useful to work with the significant adults in their lives. Consultation is also time efficient. The counselor can teach the consultee skills that may be applied in similar situations. Thus, more children and adolescents can be reached through consultation than through individual or small group counseling"-- Provided by publisher.

Junior High School Christian Living/Edukasyon sa Pagpapakatao (CL/ESP)

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