Academic, career, college, and social-emotional interventions and services
The four main school counseling program interventions include school counseling curriculum classroom lessons and annual academic, career/college access/affordability/admission, and social-emotional planning for every student; and group and individual counseling for some students. School counseling is an integral part of the education system in countries representing over half of the world's population and in other countries it is emerging as a critical support for elementary, middle, and high school learning, post-secondary options, and social-emotional/mental health.Dr. Belinda Harris, International school-based counselling scoping report In the Americas, Africa, Asia, Europe, and the Pacific, some countries with no formal school counseling programs use teachers or psychologists to do school counseling emphasizing career development.http://www.iaevg.org ; www.vanguardofcounsellors.org; Dr. Belinda Harris, International school-based counselling scoping report Countries vary in how a school counseling program and services are provided based on economics (funding for schools and school counseling programs), social capital (History, school counselor-to-student ratios, and mandates
Armenia
After the collapse of the Soviet Union, the post-Soviet Psychologists of Armenia and the government developed the School Counselor position in Armenian Schools.Australia
While national policy supports school counseling, only one Australian state requires it. The school counselor-to-student ratio ranges from 1:850 in the Australian Capital Territory to 1:18,000 in Tasmania. School counselors play an integral part in the Australian schooling system; they provide support to teachers, parents, and students. Their roles include counseling students and assisting parents/guardians to make informed decisions about their child's education for learning and behavioral issues. School counselors assist schools and parents/guardians in assessing disabilities and they collaborate with outside agencies to provide the best support for schools, teachers, students, and parents.Austria
Austria mandates school counseling at the high school level.Bahamas
The Bahamas mandate school counseling.Belgium
Although not mandated, some school counseling occurs in schools and community centers in three regions of the country.Bhutan
Bhutan mandates a school counseling program for all schools. All schools have full-time school guidance counselors.Botswana
Botswana mandates school counseling.Brazil
School counselors in Brazil have large caseloads.Canada
The roots of school counseling stemmed from a response to the conditions created by the industrial revolution in the early 1900s. Originally, school counseling was often referred to as vocational guidance, where the goal of the profession was to help individuals find their path in a time where individuals previous ways of making a living had been displaced. As people moved towards industrialized cities, counseling was required to help students navigate these new vocations. With a great discrepancy between the rich and the poor, vocational counseling was initiated to help support disadvantaged students. After World War II, vocational guidance began to shift towards a new movement of counseling, which provided a theoretical backing. As the role of school counselors progressed into the 1960s, 1970s and 1980s there has become more uncertainty as to what the role entails. This role confusion continues into the 21st century, where there is a lack of clear consensus between counselors, other teachers, administration, students and parents on what school counselors should be prioritizing. Throughout Canada, the emerging trend among school counseling programs is to provide a comprehensive and cohesive approach. These programs address the personal, social, educational and career development of students. A comprehensive program consists of four components, including developmental school counseling classroom lessons, individual student planning, responsive services, and school and community support. * Developmental School Counseling lessons involve small group and class presentations about valuable life skills, which is generally supported through classroom curriculum. * Individual student planning involves assessing students abilities, providing advice on goals and planning transitions to work and school. * Responsive services includes counseling with students, consulting with parents and teachers, and referrals to outside agencies. * Support from the school and community includes such things as professional development, community outreach and program management. The process to become a school counselor varies drastically across each province, with some requiring a graduate level degree in counseling while others require a teaching certification or both. Some provinces also require registration with the relevant provincial College of Registered Psychotherapists.Graham‐Migel, J., & Cheyne‐Zanyk, L. (2019). School counselling in Canada: An examination of the school counselling profession in Canadian provinces and territories. ''CCPA / IAC 2019 Conference''. Talk presented at CCPA/IAC Conference, Moncton, New Brunswick.China
China has put substantial financial resources into school counseling with strong growth in urban areas but less than 1% of rural students receive it; China does not mandate school counseling. In China, Thomason & Qiong discussed the main influences on school counseling as Chinese philosophers Confucius and Lao-Tzu, who provided early models of child and adult development who influenced the work of Abraham Maslow and Carl Rogers. Only 15% of high school students are admitted to college in China, so entrance exams are fiercely competitive. Students entering university graduate at a rate of 99%. Much pressure is put on children and adolescents to study and attend college. This pressure is a central focus of school counseling in China. An additional stressor is that there are not enough places for students to attend college, and over one-third of college graduates cannot find jobs, so career and employment counseling and development are also central in school counseling. In China, there is a stigma related to social-emotional and mental health issues; therefore, even though most universities and many (urban) primary and secondary schools have school counselors, many students are reluctant to seek counseling for issues such as anxiety and depression. There is no national system of certifying school counselors. Most are trained in Western-developed cognitive methods including REBT, Rogerian, Family Systems, Behavior Modification, and Object Relations. School counselors also recommend Chinese methods such asCosta Rica
Costa Rica mandates school counseling.Croatia
School counseling is only available in certain schools.Cyprus
In 1991, Cyprus mandated school counseling with a goal of a 1:60 school counselor-to-student ratio and one full-time school counselor for every high school, but neither of these goals has been accomplished.Czech Republic
The Czech Republic mandates school counseling.Denmark
Denmark mandates school counseling.Egypt
School counseling services are delivered by elementary school psychologists with a ratio of 1 school psychologist to every 3,080 students.Estonia
School counseling is only available in certain schools.Finland
In Finland, legislation has been passed for a school counseling system. The Basic Education Act of 1998 stated that every student must receive school counseling services. All Finnish school counselors must have a teaching certificate, a master's degree in a specific academic subject, and a specialized certificate in school counseling. Finland has a school counselor-to-student ratio of 1:245.France
France mandates school counseling in high schools.Gambia
Gambia mandates school counseling.Georgia
The school counselor-to-student ratio in Georgia is 1:615.Germany
Two German states require school counseling at all education levels; high school counseling is established in all states.Ghana
Ghana mandates school counseling.Greece
There are provisions for academic and career counseling in middle and high schools but school counseling is not mandated. Social-emotional and mental-health counseling is done in community agencies. The National Guidance Resources Center in Greece was established by researchers at Athens University of Economics & Business (ASOEE) in 1993 under the leadership of Professor Emmanuel J. Yannakoudakis. The team received funding under the European Union (PETRA II Programme): The establishment of a national occupational guidance resources center in 1993–94. The team organized seminars and lectures to train the first career counselors in Greece in 1993. Further research projects at Athens University of Economics & Business were implemented as part of the European Union (LEONARDO Programme): a) A pilot project on the use of multimedia for career analysis, 1995–1999, b) guidance toward the future, 1995–1999, c) On the move to a guidance system, 1996-2001 and, d) Eurostage for guidance systems, 1996–1999.Netherlands
School counseling is present in high schools.Hong Kong
Hong Kong mandates school counseling.Iceland
Iceland mandates school counseling.India
In India, counseling is mandated for all schools of all boardsIndonesia
Indonesia mandates school counseling in middle and high school.Iran
Middle school students are the priority for school counseling in Iran. It is mandated in high schools but there are not enough school counselors particularly in rural areas.Ireland
In Ireland, school counseling began in County Dublin in the 1960s and went countrywide in the 1970s. However, legislation in the early 1980s severely curtailed the movement due to budget constraints. The main organization for the school counseling profession is the Institute of Guidance Counsellors (IGC), which has a code of ethics.Israel
In Israel, a 2005 study by Erhard & Harel of 600 elementary, middle, and high school counselors found that a third of school counselors were delivering primarily traditional individual counseling services, about a third were delivering preventive classroom counseling curriculum lessons, and a third were delivering both individual counseling services and school counseling curriculum lessons in a comprehensive developmental school counseling program. School counselor roles varied due to three elements: the school counselor's personal preferences, school level, and the principal's expectations. Erhard & Harel stated that the profession in Israel, like many other countries, is transforming from marginal and ancillary services to a comprehensive school counseling approach integral in the total school's education program. In 2011–12, Israel had a school counselor-to-student ratio of 1:570.Italy
School counseling is not well developed in Italy.Japan
In Japan, school counseling is a recent phenomenon with school counselors being introduced in the mid-1990s and often part-time focused on behavioral issues. Middle school students are the priority for school counseling in Japan and it is mandated.Jordan
Jordan mandates school counseling with 1,950 school counselors working in 2011–12.Latvia
School counseling was introduced in Latvia in 1929 but disappeared in World War II.Lebanon
In Lebanon, the government sponsored the first training of school counselors for public elementary and middle schools in 1996. There are now school counselors in one-fifth of the elementary and middle schools in Lebanon but none in high schools.(Ayyash-Abdo, Alamuddin, and Mukallid, 2010);Dr. Belinda Harris, International school-based counselling scoping report School counselors have been trained in delivering preventive, developmental, and remedial services. Private schools have some school counselors serving all grade levels but the focus is individual counseling and remedial. Challenges include regular violence and wartime strife, not enough resources, and a lack of a professional school counseling organization, assigned school counselors covering two or more schools, and only two school counseling graduate programs in the country. Last, for persons trained in Western models of school counseling, there are dangers of overlooking unique cultural and family aspects of Lebanese society.Lithuania
School counseling was introduced in 1931 but disappeared during World War II.Macau
Macau mandates school counseling.Malaysia
Malaysia mandates school counseling in middle and high school.Malta
In Malta, school counseling services began in 1968 in the Department of Education based on recommendations from a UNESCO consultant and used these titles: Education Officer, School Counsellor, and Guidance Teacher. Through the 1990s they included school counselor positions in primary and trade schools in addition to secondary schools. Guidance teachers are mandated at a 1:300 teacher to student ratio. Malta mandates school counseling.Nepal
Nepal mandates school counseling.New Zealand
New Zealand mandates school counseling but since 1988 when education was decentralized, there has been a decline in the prevalence of school counselors and the quality and service delivery of school counseling.Nigeria
In Nigeria, school counseling began in 1959 in some high schools. It rarely exists at the elementary level. Where there are federally funded secondary schools, there are some professionally trained school counselors. However, in many cases, teachers function as career educators. School counselors often have teaching and other responsibilities that take time away from their school counseling tasks. The Counseling Association of Nigeria (CASSON) was formed in 1976 to promote the profession, but there is no code of ethics. However, a certification/licensure board has been formed. Aluede, Adomeh, & Afen-Akpaida (2004) discussed the over-reliance on textbooks from the US and the need for school counselors in Nigeria to take a whole-school approach, lessen individual approaches, and honor the traditional African world view valuing the family and community's roles in decision-making as paramount for effective decision-making in schools.Norway
Norway mandates school counseling.Oman
There are some school counseling services at the high school level.Philippines
The Philippines mandates school counseling in middle and high school. The Congress of the Philippines passed the Guidance and Counseling Act of 2004 with a specific focus on Professional Practice, Ethics, National Certification, and the creation of a Regulatory Body, and specialists in school counseling are subject to this law.Poland
School counseling was introduced in 1918 but disappeared during World War II.Portugal
Portugal mandates school counseling at the high school level.Romania
Romania mandates school counseling.Rwanda
School counseling focuses on trauma-based counseling. It focuses on academic performance, prevention, and intervention with HIV/AIDS, and establishing peace-building clubs.Saudi Arabia
School counseling is developing in Saudi Arabia. In 2010, 90% of high schools had some type of school counseling service.Serbia
School counseling is available in certain schools.Singapore
Singapore mandates school counseling.Slovakia
Slovakia mandates school counseling.South Korea
In South Korea, school counselors must teach a subject besides counseling, but not all school counselors are appointed to counseling positions, even though Korean law requires school counselors in all middle and high schools.Kim, Kay-Hyon, 2006Spain
Spain provides school counseling at the high school level although it is unclear if mandated. There was around one counselor for every 1,000 primary and secondary (high school) students .St. Kitts
St. Kitts mandates school counseling.Sweden
Sweden mandates school counseling. In Sweden, school counselors' work was divided into two work groups in the 1970s. The work groups are called and . They worked with communication methodology but the ''Switzerland
School counseling is found at the high school level.Syria
School counseling has focused on trauma-based counseling of students. Prior to the war it was done in schools but it is now found in either a school club or refugee camp sponsored and staffed by UNICEF.Taiwan
In Taiwan, school counseling traditionally was done by guidance teachers. Recent advocacy by the Chinese Guidance and Counseling Association pushed for licensure for school counselors in Taiwan's public schools. Prior to this time, the focus had been primarily individual and group counseling, play therapy, career counseling and development, and stress related to national university examinations.Tanzania
Tanzania mandates school counseling.Thailand
The Thai government has put substantial funding into school counseling but does not mandate it.Trinidad and Tobago
Trinidad and Tobago mandate school counseling.Turkey
Turkey mandates school counseling and it is in all schools.Uganda
Uganda mandates school counseling.United Arab Emirates
There is some school counseling at the high-school level in the United Arab Emirates.United Kingdom
School counseling originated in the UK to support underachieving students and involved specialist training for teachers. Head of Year (e.g., Head of Year 7, Head of Year 8, etc.) are school staff members, usually teachers, who oversee a year group within a secondary school. These Heads of Year ensure students within the year cohort behave properly within the school, but these Heads also support students in their social and emotional well-being and course and career planning options. Wales and Northern Ireland require school counseling. There has also been a huge leap forward in the United Kingdom within schools, where now professional trained counsellors are being employed to oversee mental health of children. Counsellors do need to be a member of an Accrediting Organisation such as thUnited States
In theVenezuela
School counseling is mandated in Venezuela and it has focused on cultural competency.Vietnam
School counseling is mandated in Vietnam.Roles, school counseling programs, ethics, and school counseling professional associations
Professional school counselors ideally implement a school counseling program that promotes and enhances student achievement (Hatch & Bowers, 2003, 2005; ASCA, 2012). A framework for appropriate and inappropriate school counselor responsibilities and roles is outlined in the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012). School counselors, in USA states, have a master's degree in school counseling from a Counselor Education graduate program. China requires at least three years of college experience. In Japan, school counselors were added in the mid-1990s, part-time, primarily focused on behavioral issues. In Taiwan, they are often teachers with recent legislation requiring school counseling licensure focused on individual and group counseling for academic, career, and personal issues. In Korea, school counselors are mandated in middle and high schools. School counselors are employed in elementary, middle, and high schools, in district supervisory settings, in Counselor Education faculty positions (usually with an earned Ph.D. in Counselor Education in the USA or related graduate doctorates abroad), and post-secondary settings doing academic, career, college access/affordability/admission, and social-emotional counseling, consultation, and program coordination. Their work includes a focus on developmental stages of student growth, including the needs, tasks, and student interests related to those stages (Schmidt, 2003). Professional school counselors meet the needs of student in three basic domains: academic development,Elementary school counseling
Elementary school counselors provide academic, career, college access, and personal and social competencies and planning to all students, and individual and group counseling for some students and their families to meet the developmental needs of young children K-6.(Hatch & Bowers, 2003; ASCA, 2012) Transitions from pre-school to elementary school and from elementary school to middle school are an important focus for elementary school counselors. Increased emphasis is placed on accountability for helping close achievement and opportunity gaps at the elementary level as more school counseling programs move to evidence-based work with data and specific results. School counseling programs that deliver specific competencies to all students help to close achievement and opportunity gaps.(Bryan, Holcomb-McCoy, Moore-Thomas, & Day-Vines, 2009; College Board, 2008; Holcomb-McCoy, 2007) To facilitate individual and group school counseling interventions, school counselors use developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, systemic, family, multicultural,(Holcomb-McCoy & Chen-Hayes, 2007; Portman, 2009) narrative, and play therapy theories and techniques. Sink & Stroh (2003) released a research study showing the effectiveness of elementary school counseling programs in Washington state.Middle school counseling
High school counseling
Education credentials, certification, and accreditation
The education of school counselors around the world varies based on the laws and cultures of countries and the historical influences of their educational and credentialing systems and professional identities related to who delivers academic, career, college readiness, and personal/social information, advising, curriculum, and counseling and related services.Canada
In Canada, the educational requirements to become a school counselor vary by province. Below is an overview of the general provincial requirements for school counselors:China
In China, there is no national certification or licensure system for school counselors.Korea
Korea requires school counselors in all middle and high schools.Philippines
In the Philippines, school counselors must be licensed with a master's degree in counseling.Taiwan
Taiwan instituted school counselor licensure for public schools (2006) through advocacy from the Chinese Guidance and Counseling Association.United States
In the US, a school counselor is a certified educator with a master's degree in school counseling (usually from a Counselor Education graduate program) with school counseling graduate training including qualifications and skills to address all students’ academic, career, college access and personal/social needs. Once one has completed a master's degree one can take one of the certification options in order to become fully licensed as a professional school counselor. Over half of all Counselor Education programs that offer school counseling are accredited by the Council on the Accreditation of Counseling and Related Educational Programs (CACREP) and all in the US with one in Canada. In 2010 one was under review in Mexico. CACREP maintains a current list of accredited programs and programs in the accreditation process on their website. CACREP desires to accredit more international counseling university programs. According to CACREP, an accredited school counseling program offers coursework in Professional Identity and Ethics, Human Development, Counseling Theories, Group Work, Career Counseling, Multicultural Counseling, Assessment, Research and Program Evaluation, and Clinical Coursework—a 100-hour practicum and a 600-hour internship under supervision of a school counseling faculty member and a certified school counselor site supervisor (CACREP, 2001). When CACREP released the 2009 Standards, the accreditation process became performance-based including evidence of school counselor candidate learning outcomes. In addition, CACREP tightened the school counseling standards with specific evidence needed for how school counseling students receive education in foundations; counseling prevention and intervention; diversity and advocacy; assessment; research and evaluation; academic development; collaboration and consultation; and leadership in K-12 school counseling contexts. Certification practices for school counselors vary internationally. School counselors in the USA may opt for national certification through two different boards. The National Board for Professional Teaching Standards (NBPTS) requires a two-to-three year process of performance based assessment, and demonstrate (in writing) content knowledge in human growth/development, diverse populations, school counseling programs, theories, data, and change and collaboration. In February 2005, 30 states offered financial incentives for this certification. Also in the US, the National Board for Certified Counselors (NBCC) requires passing the National Certified School Counselor Examination (NCSC), including 40 multiple choice questions and seven simulated cases assessing school counselors' abilities to make critical decisions. Additionally, a master's degree and three years of supervised experience are required. NBPTS also requires three years of experience, however state certification is required (41 of 50 states require a master's degree). At least four states offer financial incentives for the NCSC certification.Job growth and earnings
The rate of job growth and earnings for school counselors depends on the country that one is employed in and how the school is funded—public or independent. School counselors working in international schools or "American" schools globally may find similar work environments and expectations to the USA. School counselor pay varies based on school counselor roles, identity, expectations, and legal and certification requirements and expectations of each country. According to the Occupational Outlook Handbook (OOH), the medianNotable school counselors
*See also
* Advocacy *References
Evidence- and research-based school counseling articles, books, DVDs
Abilities, disabilities, gifts, talents, and special education in school counseling
* *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * * *Marshak, L. E., Dandeneau, C. J., Prezant, F. P., & L'Amoreaux, N. A. (2009). ''The school counselor's guide to helping students with disabilities.'' San Francisco, CA: Jossey-Bass. * * * * *Trolley, B. C., Haas, H. S., & Patti, D. C. (2009). ''The school counselor's guide to special education.'' Thousand Oaks, CA: Corwin Press. * * * *Academic interventions, closing achievement gaps
* * * * * *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * *Hatch, T. (2014). "The use of data in school counseling: Hatching results for students programs, and the profession." Thousand Oaks, CA: Corwin Press. *Holcomb-McCoy, C. (2007). ''School counseling to close the achievement gap: A social justice framework for success.'' Thousand Oaks, CA: Corwin Press. * * *Johnson, R. S. (2002). ''Using data to close the achievement gap: How to measure equity in our schools.'' Thousand Oaks, CA: Corwin. * * * * * * * *Schellenberg, R. (2008). The new school counselor: Strategies for universal academic achievement. Lanham, MD: Rowman Littlefield Education. * *Squier, K. L., Nailor, P., & Carey, J. C. (2014). ''Achieving excellence in school counseling through motivation, self-direction, self-knowledge, and relationships.'' Thousand Oaks, CA: Corwin. * * * * * * *Weinbaum, A. T., Allen, D., Blythe, T., Simon, K., Seidel, S., & Rubin, C. (2004). Teaching as inquiry: Asking hard questions to improve student achievement. New York: Teachers College Press. *Accountability; evidence- and data-based school counseling program curricula, evaluation, and practices
*Astramovich, R. L., Hoskins, W. J., & Coker, J. K. (2008). ''The Accountability Bridge: A model for evaluating school counseling programs.'' Dubuque, IA: Kendall Hunt. *Brigman, G., Lemberger, M., & Moor, M. (2012). Striving to evince educational excellence: Measures for Adlerian counselors to demonstrate impact on student achievement and behavior. ''Journal of Individual Psychology.'' *Brigman, G., Villares, E., & Webb, L. (2013). The efficacy of individual psychology approaches for improving student achievement and behavior. ''Journal of Individual Psychology.'' * * * * * *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * *Dimmitt, C., Carey, J. C., & Hatch, T. (2007). ''Evidence-based school counseling: Making a difference with data-driven practices.'' Thousand Oaks, CA: Corwin Press. * *Hatch, T. (2014). "The use of data in school counseling: Hatching results for students programs, and the profession." Thousand Oaks, CA: Corwin Press. * * * * * * *Mariani, M., Webb, L., Villares, E., & Brigman, G. (2012). Effects of participation in student success skills on pro-social and bullying behavior. * * * * * * * * * *Stone, C. B., & Dahir, C. A. (2011). ''School counselor accountability: A MEASURE of student success (3rd ed.).'' Boston, MA: Pearson. * *Villares, E., Brigman, G., & Maier, A. (2010). Student Success Skills: Building quality worlds and advocating for school counseling programs. ''International Journal of Choice Theory and Reality Therapy, 1.'' * *Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of Student Success Skills on standardized test scores: A meta-analysis ''Counseling Outcome Research and Evaluation,''doi 2150137811434041 * * * * *Young, A., & Kaffenberger, C. (2009). ''Making data work (2nd ed.)'' Alexandria, VA: American School Counselor Association.Advocacy, empowerment, equity, social justice
* * *Bryan, J., Moore-Thomas, C., Day-Vines, N. L., Holcomb-McCoy, C., & Mitchell, N. (2009). ''Characteristics of students who receive school counseling services: Implications for practice and research''. ''Journal of School Counseling'', 7 . *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * *Cox, A. A., & Lee, C. C. (2007). Challenging educational inequities: School counselors as agents of social justice. In C. C. Lee, (Ed.)., ''Counseling for social justice, 2nd ed. (pp. 3–14).'' Alexandria, VA: American Counseling Association. * * * * *Ockerman, M. S., Mason, E. C. M., & Chen-Hayes, S. F. (2013). School counseling supervision in challenging times: The CAFE supervisor model. ''Journal of Counselor Preparation and Supervision'', 5(2), Article 4. DOI:10.7729/51.0024 http://repository.wcsu.edu/jcps/vol5/iss2/4/ * * * *Studer, J. R. (2005). ''The professional school counselor: An advocate for students.'' Belmont, CA: Wadsworth.ASCA National Model, school counseling programs, closing gaps
*Alberta Education, Special Education Branch (1995). ''From position to program: Building a comprehensive school guidance and counselling program: Planning and resource guide.'' Edmonton, Alberta, Canada: Author. *American School Counselor Association/Hatch, T. & Bowers, J. (2012). ''The ASCA National Model: A framework for school counseling programs, (3rd ed.)'' Alexandria, VA: Author. * * *Campbell, C. A., & Dahir, C. A. (1997). ''Sharing the vision: The national standards for school counseling programs.'' Alexandria, VA: American School Counselor Association. * * * * *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * * *De Leon, Angela P., 2011. "A Model Prekindergarten through 4th Year of College (P-16) Individual Graduation Plan Proposal." Applied Research Projects, Texas State University-San Marcos. http://ecommons.txstate.edu/arp/364 * * *Fezler, B., & Brown, C. (2011). ''The international model for school counseling programs.'' Pembroke Pines, FL: Association of American Schools in South America (AASSA). https://www.aassa.com/uploaded/Educational_Research/US_Department_of_State/Counseling_Standards/International_Counseling_Model_Handbook.pdf * * * Hatch, T. (2008). Professional challenges in school counseling: Organizational, institutional and political. ''Journal of School Counseling'', 6(22). Retrieved froBilingual school counseling
* *Bruhn, R. A., Irby, B. J., Lou, M., Thweatt, W. T. III, & Lara-Alecio, R. (2005). A model for training bilingual school counselors. In J. Tinajero and V. Gonzales (Eds.), ''Review of research and practice,'' (pp. 145–161). Mahwah, NJ: Erlbaum. *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * *Career and college access/admission/readiness; closing opportunity/attainment gaps
* * * * * *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. *Chen-Hayes, S. F., Saud Maxwell, K., & Bailey, D. F. (2009). ''Equity-based school counseling: Ensuring career and college readiness for every student.'' DVD. Hanover, MA: Microtraining Associates. *The College Board. (2008). ''Inspiration & innovation: Ten effective counseling practices from the College Board's Inspiration Award schools.'' Washington, D.C.: Author. *The College Board. (2010). ''The college counseling sourcebook: Advice and strategies from experienced school counselors.'' (7th ed.). Washington, DC: Author. * *De Leon, Angela P., 2011. ''A Model Prekindergarten Through 4th Year of College (P-16) Individual Graduation Plan Proposal.'' Applied Research Projects, Texas State University-San Marcos. http://ecommons.txstate.edu/arp/364 *Fallon, M. A. C. (2011). Enrollment management's sleeping giant: The net price calculator mandate. ''Journal of College Admissions, Spring,'' 6-13. *Fitzpatrick, C., & Costantini, K. (2011). ''Counseling 21st Century students for optimal college and career readiness: A 9th-12th grade curriculum.'' New York, NY: Routledge. * * * Hatch, T., & Bardwell, R. (2012). School counselors using data. In National Association for College Admission Counseling (Ed.), NACAC's Fundamentals of College Admission Counseling (3rd ed.). Arlington, VA: Counseling. *Hatch, T. (2012). School counselors: Creating a college-going culture in K-12 schools. In National Association for College Admission Counseling (Ed.), NACAC's Fundamentals of College Admission Counseling (3rd ed.). Arlington, VA: National Association for College Admission Counseling. *Horn, L., & Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. (National Center for Education Statistics No. 187). Washington, D. C.: United States Department of Education. *Hossler, D., Schmidt, J., & Vesper, N. (1998). ''Going to college: How social, economic, and educational factors influence the decisions students make.'' Baltimore: Johns Hopkins University Press. * * * * * * * * *National Association of College Admission Counseling. (2008). ''Fundamentals of college admission counseling (2d ed.)''. Dubuque, IA: Kendall-Hunt. * * * * * * * * * * * * *Caseloads, collaboration, resources, schedule changes, school counselor/student ratios
* *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * * * * *Counseling theories in schools
*Henderson, D. A. & Thompson, C. L. (2010). ''Counseling children.'' New York: Brooks/Cole/Cengage. * * *Perusse, R., and Goodnough, G. E., (Eds.). (2004). ''Leadership, advocacy, and direct service strategies for professional school counselors.'' Belmont, CA: Brooks/Cole/Cengage. * *Sklare, G. B. (2014). ''Brief counseling that works: A solution-focused therapy approach for school counselors and other mental health professionals (3rd ed).'' Thousand Oaks, CA: Corwin Press. *Winslade, J. M., & Monk G. D. (2007). ''Narrative counseling in schools: Powerful and brief (2nd ed.).'' Thousand Oaks, CA: Corwin Press.Credentialing exams for school counselors
*Schellenberg, R. (2012). ''The school counselor’s study guide for credentialing exams.'' New York: Routledge.Cultural competence, ethnic/racial identity development in schools
* *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * *Holcomb-McCoy, C. & Chen-Hayes, S. F. (2011). Culturally competent school counselors: Affirming diversity by challenging oppression. In B. T. Erford, (Ed). ''Transforming the school counseling profession. (3rd ed).'' (pp. 90–109). Boston: Pearson. * * * * * * * * * * *Counseling core curriculum, lesson plans, classroom management
*Fitzpatrick, C., & Costantini, K. (2011). ''Counseling 21st Century students for optimal college and career readiness: A 9th-12th grade curriculum.'' New York, NY: Routledge. * * *Goodnough, G. E., Perusse, R., & Erford, B. T. (2011). Developmental classroom guidance. In B. T. Erford, (Ed.)., ''Transforming the school counseling profession (3rd ed.).'' (pp. 154–177). Boston: Pearson. *Perusse, R., & Goodnough, G. E., (Eds.). (2004). ''Leadership, advocacy, and direct service strategies for professional school counselors.'' Belmont, CA: Brooks/Cole. *Villares, E., Brigman, G., & Maier, A. (2010). Student Success Skills: Building quality worlds and advocating for school counseling programs. ''International Journal of Choice Theory and Reality Therapy, 1.'' * *Villares, E., Frain, M., Brigman, G., Webb, L., & Peluso, P. (2012). The impact of Student Success Skills on standardized test scores: A meta-analysis ''Counseling Outcome Research and Evaluation,''doi 2150137811434041 * *Ethics and law in school counseling
* * * * *Stone, C. B. (2005). ''School counseling principles: Ethics and law.'' Alexandria, VA: American School Counselor Association.Gay, lesbian, bisexual, transgender school counseling
* *Chen-Hayes, S. F. (2012). Counseling and advocacy with a gay father, a straight mom, and a transgender adolescent. In S. H. Dworkin & M. Pope, (Eds.)., ''Casebook for counseling lesbian, gay, bisexual, and transgender persons and their families (pp. 45–52).'' Alexandria, VA: American Counseling Association. * *Chen-Hayes, S. F., & Haley-Banez, L. (2000). ''Lesbian, bisexual, gay, and transgendered counseling in schools and families (1, 2).'' DVDs. Hanover, MA: Microtraining Associates. *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * *Fisher, E. S., & Komosa-Hawkins, K., (Eds.). (2013). ''Creating safe and supportive learning environments: A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families.'' New York: Routledge. * * * * * *Ryan, C., & Chen-Hayes, S. F. (2013). Educating and empowering families of lesbian, gay, bisexual, transgender, and questioning students. In E. S. Fisher & K. Komosa-Hawkins, (Eds.)., Creating safe and supportive learning environments: A guide for working with lesbian, gay, bisexual, transgender, and questioning youth and families (pp. 209–229). New York: Routledge. * * *Smith, S. D., & Chen-Hayes, S. F. (2004). Leadership and advocacy strategies for lesbian, bisexual, gay, transgendered, and questioning (LBGTQ) students: Academic, career, and interpersonal success. In R. Perusse and G. E. Goodnough (Eds.), ''Leadership, advocacy, and direct service strategies for professional school counselors (pp. 187–221).'' Belmont, CA: Brooks/Cole/Cengage. * *Group counseling in schools
*Brigman, G., & Early, B. (2001). ''Group counseling for school counselors: A practical guide.'' Portland, ME: Walch. * * *International school counseling
*Aluede, O. O., Adomeh, I. O. C., & Afen-Akpaida, J. E. (2004). Some thoughts about the future of guidance and counseling in Nigeria. ''Education'' Winter, 2004. * * * *Erhard, R., & Harel, Y. (2005). ''International Journal for the Advancement of Counseling'', 27 87–98. *Harris, B. (2013). ''International school-based counselling scoping report.'' https://www.bacp.co.uk/media/2050/counselling-minded-international-school-based-counselling-harris.pdf *Hosenshil, T. H., Amundson, N. E., & Niles, S. G. (2013). ''Counseling around the world: An international handbook.'' Alexandria, VA: American Counseling Association. * *Fezler, B., & Brown, C. (2011). ''The international model for school counseling programs.'' Pembroke Pines, FL: Association of American Schools in South America (AASSA). https://www.aassa.com/uploaded/Educational_Research/US_Department_of_State/Counseling_Standards/International_Counseling_Model_Handbook.pdf * *Jiang, G. R. (2007). The development of school counseling in the Chinese mainland. ''Journal of Basic Education'', 14" 65-82. *Lee, S. M., Oh, I., & Suh, S. (2007). Comparison study of Korean and American school counseling for developing a Korean school counseling model. ''Korean Journal of Counseling Psychology, 19,'' 539-567. * * * * * * * *Thomason, T. C., & Qiong, X. (2007). School counseling in China Today. ''Journal of School Counseling,'' Downloaded fromLeadership, systemic change, principal perceptions of school counseling
* * * * *Chen-Hayes, S. F., Miller, E. M., Bailey, D. F., Getch, Y. Q., & Erford, B. T. (2011). Leadership and achievement advocacy for every student. In B. T. Erford, (Ed)., ''Transforming the school counseling profession (3rd ed.)'' (pp. 110–128). Boston, MA: Pearson. *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * * * * *Devoss, J. A., & Andrews, M. F. (2006). ''School counselors as educational leaders.'' Boston, MA: Houghton-Mifflin. * * * * * * * * * * *Johnson, J., Rochkind, J., Ott, A., & DuPont, S. (2010). ''Can I get a little advice here? How an overstretched high school guidance system is undermining students' college aspirations.'' San Francisco: Public Agenda. * * * * * * * * * *Reynolds, S. E., & Hines, P. L. (2001). ''Guiding all kids: Systemic guidance for achievement in schools. (2nd ed.).'' Bloomington, IN: American Student Achievement Institute. *Reynolds, S. E., & Hines, P. L. (2001). ''Vision-to-action: A step-by-step activity guide for systemic educational reform. (6th ed.).'' Bloomington, IN: American Student Achievement Institute. * * * * *Outcome research in school counseling
*Brooks-McNamara, V., & Torres, D. (2008). ''The reflective school counselor's guide to practitioner research: Skills and strategies for successful inquiry.'' Thousand Oaks, CA: Corwin Press. * * * * * * * * * * * *Lapan, R. T., Whitcomb, S. A., & Aleman, N. M. (2012). Connecticut professional school counselors: College and career counseling services and smaller ratios benefit students. " ''Professional School Counseling'' 16," 117-124. * * * *Personal/social interventions: abuse, addictions, anxiety, bullying, conflict, obesity, peer mediation, self-mutilation, violence)
* * *Carney, J. V. (2008). Perceptions of bullying and associate trauma during adolescence. ''Professional School Counseling'', 11, 179–188. *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * *Curtis, R., Van Horne, J. W., Robertson, P., & Karvonen, M. (2010). Outcomes of a school-wide positive behavioral support program. ''Professional School Counseling'', 13 159-164. * * * * * * * * * Walley, C. T., & Grothaus, T. (2013). A qualitative examination of school counselors’ training to recognize and respond to adolescent mental health issues ''Journal of School Counseling'' 11(11). Retrieved froPoverty, homelessness, classism
* * * * * *Rural school counseling
* * * *School-family-community partnerships; parenting interventions for academic success
* * * * * *Bryan, J., & Holcomb-McCoy, C. (2010). Collaboration and partnerships with families and communities. ''Professional School Counseling'', 14 ii-v. * *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * *Griffen, D., & Farris, A. (2010). ''School counselors and school-family-community collaboration: Finding resources through community asset mapping'', 13 248–256. * * * * * * * *Suarez-Orozco, C., Onaga, M., & de Lardemelle, C. (2010). Promoting academic engagement among immigrant adolescents through school-family-community collaboration. ''Professional School Counseling'', 14 15-26. *Supervision, site supervisors, and school counselor education
* *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * * * * * * * * * * * * * * * *Ockerman, M. S., Mason, E. C. M., & Chen-Hayes, S. F. (2013). School counseling supervision in challenging times: The CAFE supervisor model. ''Journal of Counselor Preparation and Supervision, 5(2), Article 4.'' DOI:10.7729/51.0024 http://repository.wcsu.edu/jcps/vol5/iss2/4/ * * * * *Schellenberg, R. (2012). ''The school counselor's guide to credentialing exams.'' New York: Routledge. *Stoltenberg, C. D., & McNeil, B. W. (2009). ''IDM supervision: An integrated developmental model for supervising counselors and therapists (3rd ed.).'' New York: Routledge. *Studer, J. R. (2006). ''Supervising the school counselor trainee: Guidelines for practice.'' Alexandria, VA: American Counseling Association. * *Studer, J. R., & Diambra, J. F. (2010). ''A guide to practicum and internship for school counselor trainees.'' New York: Routledge. * * *Technology and school counseling
*Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * *Sabella, R. (2008). ''GuardingKids.com: A practical guide to keeping kids out of high-tech trouble.'' Minneapolis, MN: Educational Media. *Sabella, R. (2004). ''Counseling in the 21st Century: Using technology to improve practice.'' Alexandria, VA: American Counseling Association. *Sabella, R. (2003). ''SchoolCounselor.com: A friendly and practical guide to the World Wide Web (2nd ed.).'' Minneapolis, MN: Educational Media. *Schellenberg, R. C. (2008). The new school counselor: Strategies for universal academic achievement. Rowman Littlefield Education.Transforming school counseling roles and professional identity
* * *Chen-Hayes, S. F., Ockerman, M. S., & Mason, E. C. M. (2014). ''101 solutions for school counselors and leaders in challenging times.'' Thousand Oaks, CA: Corwin. * * * *Hart, P. J., & Jacobi, M. (1992). ''From gatekeeper to advocate: Transforming the role of the school counselor.'' New York: College Entrance Examination Board. * * * * * *Kurosawa, S. (2000). Sukuru kaunseringu katsudo no gohonbasira/Five important roles in school counselling. In M. Murayama (Ed.), ''Rinsyoshinrisi niyoru sukuru kaunsera: Jissai to tenbo'' (pp. 89–99). Tokyo, Shibundo. * * * *Martin, P. J., Robinson, S. G., & Erford, B. T. (2011). Transforming the school counseling profession. In B. T. Erford, Ed., ''Transforming the school counseling profession (3rd ed).'' (pp. 1–18). Boston: Pearson. * *Murayama, S. (2002). Rinsyoshinrisi niyoru sukuru maunsera no tenkai/The development of school counsellors by clinical psychologists. In M. Murayama (Ed.), ''Rinsyoshinrisi niyoru sukuru kaunsera: Jissai to tenbo'' (pp. 9–22). Tokyo: Shibundo. *Ockerman, M. S., Mason, E. C. M., & Chen-Hayes, S. F. (2013). School counseling supervision in challenging times: The CAFE supervisor model. ''Journal of Counselor Preparation and Supervision, 5(2), Article 4.'' DOI:10.7729/51.0024 http://repository.wcsu.edu/jcps/vol5/iss2/4/ *Okamoto, J. (2002). Sukuru kaunsera tono renkei/Collaboration with school counsellors. In T. Matsuhara (Ed.), ''Sukuru kausera to renkei shita shido'' (pp. 4–13). Tokyo: Kyoikukaihatsukenkyusyo. * * * * *Schellenberg, R. (2012). ''The school counselor's study guide for credentialing exams.'' New York: Routledge. *Schellenberg, R. (2008). The new school counselor: Strategies for universal academic achievement. Rowman Littlefield. *Sink, C. (2011). School-wide responsive services and the value of collaboration. ''Professional School Counseling'', 14 ii-iv. * *Stone, C. B., & Dahir, C. A. (2006). ''The transformed school counselor.'' Boston, MA: Lahaska Press/Houghton Mifflin. * * * *External links