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School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes

by Jolie Ziomek-Daigle SAGE Publications, Inc
Pub Date:
09/2015
ISBN:
9781483316482
Format:
Pbk 344 pages
Price:
AU$123.00 NZ$126.09
Product Status: In Stock Now
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School Counseling Classroom Guidance: Prevention, Accountability and Outcomes, is intended for school counselors to aid in the learning of developmental classroom guidance, a function that is often performed by school counselors. Jolie Ziomek-Daigle will present skills to assist in designing, developing, delivering, and advocating for classroom guidance. Classroom guidance is closely tied to prevention and often falls on the school counselor to develop and implement such programs.

Classroom guidance in this context is used as a means to tie developmentally appropriate and prevention-focused topics throughout the school. This includes programs aimed at fostering safety, preventing violence, bullying, substance abuse prevention, developing self esteem, social skills, and career based guidance. The book will aid counselors in developing and implementing such programs by providing sample units and lesson plans, techniques, and also tools for evaluating outcome research and trends. It will also cover guidance programs across elementary school, middle school and high school and will emphasize topics that are developmentally appropriate for each age group.

Part I: The Specialty of School Counseling and Classroom Guidance as a Delivery Service
Chapter 1: History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle
A Rich History
Counseling Today
Classroom Guidance as a Delivery Service
Professional Identity of School Counselors
Chapter 2: The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle
Attending to the Needs of K–12 Students in Three Developmental Domains
Part II: Developmental and Contextual Considerations for Classroom Guidance
Chapter 3: The Elementary School - Jolie Ziomek-Daigle and Christy W. Land
Elementary School Students
Strengths and Challenges of Elementary School Students
Comprehensive School Counseling Programs at the Elementary Level
What Is an Elementary School Like?
Chapter 4: The Middle School - Sam Steen, Joy Rose, Kristin Avina, and Dana Jenkins
Adolescent Development
The Middle School - Sam Steen, Joy Rose, Kristin Avina, Dana Jenkins
Classroom Guidance Programming: The Essential Component of Comprehensive School Counseling Programs in Middle School
Benefits of Classroom Guidance
Planning Classroom Guidance
Reflective Case Illustrations
Chapter 5: The High School - Melinda M. Gibbons and Amber N. Hughes
Selling Classroom Guidance
Developmental and Contextual Considerations
Strengths and Challenges of Working with High School Students
Cultural Considerations
Career Development Considerations
Part III: Planning, Execution, and Evaluation of Classroom Guidance
Chapter 6: Needs Assessment and Unit/Lesson Design - Clare Merlin and Andrew J. Knoblich
School Counseling Core Curriculum
Needs Assessments
Identifying Standards
Developing a Unit
Writing Objectives
Developing Classroom Guidance Lessons
Preparation and Organization
Conclusion
Chapter 7: Delivery, Evaluation, Analysis, and Reporting - Amy W. Upton
Presenting Classroom Guidance Programming
Data Collection
Reporting to Stakeholders
Counselor Performance Appraisal
ASCA School Counselor Performance Appraisal as it Related to Classroom Guidance Programming
Chapter 8: Facilitation Skills and Classroom Management - Natoya Hill Haskins
Group Counseling Skills in Classroom Guidance Programming
Basic Counseling Skills in Classroom Guidance
Respect, Genuineness, Empathy, and Unconditional Positive Regard
Integrating Your Theoretical Orientation
The Basics of Teaching and Managing
Technology in the Classroom
Ethics in Classroom Guidance
Part IV: Other Considerations in Classroom Guidance
Chapter 9: School Counselor as Active Collaborator - Christopher Janson and Sophie Maxis
Counselor Consultant
Integration into Broader Academic Curriculum
School Counselors and Multi-Tiered Systems of Support (MTSS)
Common Core Curriculum
Counselor in Leadership Roles
Professional Learning Communities
Homeroom Advisory Programs
Extending Learning and Leadership from School Staff to the Community
Marketing Comprehensive School Guidance Programs
Chapter 10: Outcome Research and Future Directions of Classroom Guidance - E. C. M. Mason, Stephanie Eberts, and Lauren Stern Wynne
Results of Effective Classroom Guidance Programming
Prevention Rather than Intervention
Teacher and Counselor Accountability
College- and Career-Readiness Focus
Components of College and Career Readiness
Diversity and Social Justice
Virtual Education/Schools and the Online Environment
History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-Daigle
The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-Daigle
The Elementary School - Jolie Ziomek-Daigle, Christy Land
The High School - Melinda Gibbobs, Amber Hughes
Needs Assessment and Unit/Lesson Design - Clare Merlin, Andrew Knoblich
Delivery, Evaluation, Analysis, and Reporting - Amy Upton
Facilitation Skills and Classroom Management - Natoya Hill Haskins
School Counselor as Active Collaborator - Chris Janson, Sophie Maxis
Outcome Research and Future Directions of Classroom Guidance - Erin Mason, Stephanie Eberts, Lauren Wynne

“Finally, a text that thoroughly covers the topic of classroom guidance – an effective tool for every school counselor at every school level.”

Tiffany Bates

Louisiana Tech University
Jolie Ziomek-Daigle, Ph.D., LPC , graduated with a M.S. in Guidance and Counseling from Loyola University- New Orleans in 1997. While completing her graduate coursework, she was employed as a psychiatric technician at DePaul/Tulane Behavioral Heath Center and worked with acute and inpatient children and adolescents. In 1998, Dr. Daigle became employed with New Orleans Public Schools and worked as a school counselor at a secondary career academy. In her final year of employment with New Orleans Public Schools (2004-2005), she worked as an elementary school counselor. In 2002, Dr. Daigle began doctoral studies at the University of New Orleans. She graduated in 2005 with a doctoral degree in Counselor Education and Supervision with a minor in School Counseling and emphasis in play therapy.

Additionally, in 2005, she accepted a position as an Assistant Professor in the School Counseling program at the University of Georgia. In 2011, she was promoted to Associate Professor with Tenure and assumed coordination of the M.Ed. program in School Counseling. She has published extensively on remediation and retention issues in counselor education, the clinical development of school counselors, school-based counseling interventions, and school-based play therapy services in the following journals: Journal of Counseling and Development, Professional School Counseling, Guidance and Counselling, Middle School Journal, the Family Journal, among others. Dr. Daigle teaches the clinical core courses such as interpersonal skills, counseling children and adolescents, psychodiagnosis, play therapy, and internship. Currently, Dr. Daigle serves in role of Professor-In Residence for Northeast Georgia Regional Sharing Agency (NE GA RESA) and Rutland Academy, which is the area as educational therapeutic school site. In this position, Dr. Daigle coordinators a two semester service-learning program, provides supervision to masteras and doctoral students who are practicing on site, and expands the therapeutic model through grants and contracts. She is the 2014 recipient of the 2014 Association for Counselor Education and Supervision (ACES) Counseling Vision and Innovation award and currently a service-learning fellow at the University of Georgia.