Achieving Excellence in School Counseling through Motivation, Self-Direction, Self-Knowledge and Relationships

Karl L. Squier - Lady of the Lake Learning Systems
Patricia Nailor - Providence College, Providence, RI
John C. Carey - Ronald H. Fredrickson Center for School Counseling Outcome Research & Evaluation, UMASS Amherst
Achieving Excellence in School Counseling through Motivation, Self-Direction, Self-Knowledge and Relationships
May 2014 | 208 pages | Corwin
Create Flyer

Purchase

eBook
ISBN: 9781483306735
Available from January 0001
Paperback
ISBN: 9781483306728
Available from January 0001

Description

A new research-based approach to the design, delivery and evaluation of K–12 school counseling programs

Learn about a Construct-Based Approach (CBA) to school counseling that uses four research-based constructs to focus school counseling programs on areas that can significantly increase the impact on student achievement and school improvement. Discover essential school counseling processes in which all students participate: student planning, academic support, college and career readiness, and personal growth and social interaction.

 The authors, leading educational experts, use research to refocus attention on student results, a challenging results-based school counseling curriculum, and meaningful student assessments. See examples of how a CBA looks in practice with the following: 

  • In-depth analysis of student standards and competencies
  • Developmentally-appropriate scope and sequence
  • Documented curriculum activities
  • Sample student assessments  

An online toolkit consisting of electronic files with structured processes, clearly-defined protocols and easy-to-use tools to help implement a CBA is also available. 

This groundbreaking approach can help transform your counseling program. You will love it. Your students will love it. Get started today! Visit www.excellenceinschoolcounseling.com for more information, including online and onsite consulting services that are available. 

 

Contents

Dedication

Dedication

Table of Contents

Table of Contents

Foreword

Foreword

Acknowledgments

Acknowledgments

About the Authors

  • 1. Introduction
  • Purpose of Book
  • How Book Chapters are Organized
  • Book Chapter Descriptions
  • From Concept to Practice
  • CBA Toolkit Components
  • Construction Site Components
  • Chapter 1 Construction Zone
  • 2. A Simple Language Set
  • Importance of the Language We Use
  • Construct
  • Context
  • Results
  • Curriculum
  • Student Assessment
  • Program Implementation and Evaluation
  • How the Terms in the Language Set Relate
  • Standards and Competencies are the Foundation of the Curriculum
  • Chapter 2 Construction Zone
  • 3. Research-Based Constructs
  • Definition of Research-Based
  • New Focus on Personal, Social and Life Skills
  • Motivation
  • Self-Knowledge and Self-Direction
  • Relationships
  • Conclusions
  • Chapter 3 Construction Zone
  • 4. Relevant Contexts for K-12 School Counseling Programs
  • From Constructs to Contexts
  • Competency Statements Emerge from Contexts
  • Contexts Consist of Essential Processes
  • Academic Support
  • Chapter 4 Construction Zone
  • 5. Student Results (Standards and Competencies)
  • Achieving Excellence
  • Counseling-Learning Environment (CLE)
  • Two Types of Student Results
  • Construct-Based Student Standards
  • A Vision to Live By
  • Competencies as Proficiency Builders
  • Writing Meaningful Competency Statements
  • A Focus on Cognitive Skill Development
  • A Focus on Metacognitive Skill Development
  • Role of School Counselors
  • Chapter 5 Construction Zone
  • 6. Role of Curriculum in a CBA
  • Where We Are in the CBA Building Process
  • Essential Characteristics of a CBA Curriculum
  • Principles for Learner Centered School Communities
  • Results-Based CBA Curriculum in a Nutshell
  • Chapter 6 Construction Zone
  • 7. Assessing Student Progress toward CBA Counseling Standards
  • CBA Student Proficiency Assessments
  • Assessing Current Levels of Competency
  • Assessing Gains after Interventions
  • Assessing Progress towards Standards at Key Transition Points
  • Assessing Curriculum-Related Proficiencies
  • Importance of Linking CBA to Research-Based Constructs
  • Chapter 7 Construction Zone
  • 8. CBA Program Implementation: Focus on Planning
  • Shift in Focus from Building to Implementing a CBA
  • How to Begin
  • Why All the Fuss About Planning?
  • Three Perspectives on the Planning Process
  • Four Types of Plans
  • Chapter 8 Construction Zone
  • 9. CBA Program Implementation: Focus on Program Delivery
  • Delivering a CBA Program with Fidelity
  • Data Management
  • School Counseling Data Management System
  • Chapter 9 Construction Zone
  • 10. BA Program Implementation: Focus on Evaluation
  • Program Evaluation is an Improvement Process
  • What Needs to be Evaluated
  • Chapter 10 Construction Zone
  • 11. CBA’s Contribution to School Improvement Initiatives
  • Contribution to Current Practice
  • Contribution to Knowledge and Skill Requirements Initiatives
  • ACT’s Five Principles
  • CBA Contribution to School-Based Intervention Initiatives
  • Toward a More Holistic View of Student Learning
  • Chapter 11 Construction Zone
  • 12. Power and Potential
  • What is Power and Potential?
  • A Vision to Live By
  • Summary of Key Points
  • School Counselor Accountability

References

References

Additional materials

Description

A new research-based approach to the design, delivery and evaluation of K–12 school counseling programs

Learn about a Construct-Based Approach (CBA) to school counseling that uses four research-based constructs to focus school counseling programs on areas that can significantly increase the impact on student achievement and school improvement. Discover essential school counseling processes in which all students participate: student planning, academic support, college and career readiness, and personal growth and social interaction.

 The authors, leading educational experts, use research to refocus attention on student results, a challenging results-based school counseling curriculum, and meaningful student assessments. See examples of how a CBA looks in practice with the following: 

  • In-depth analysis of student standards and competencies
  • Developmentally-appropriate scope and sequence
  • Documented curriculum activities
  • Sample student assessments  

An online toolkit consisting of electronic files with structured processes, clearly-defined protocols and easy-to-use tools to help implement a CBA is also available. 

This groundbreaking approach can help transform your counseling program. You will love it. Your students will love it. Get started today! Visit www.excellenceinschoolcounseling.com for more information, including online and onsite consulting services that are available. 

 

Contents

Dedication

Dedication

Table of Contents

Table of Contents

Foreword

Foreword

Acknowledgments

Acknowledgments

About the Authors

  • 1. Introduction
  • Purpose of Book
  • How Book Chapters are Organized
  • Book Chapter Descriptions
  • From Concept to Practice
  • CBA Toolkit Components
  • Construction Site Components
  • Chapter 1 Construction Zone
  • 2. A Simple Language Set
  • Importance of the Language We Use
  • Construct
  • Context
  • Results
  • Curriculum
  • Student Assessment
  • Program Implementation and Evaluation
  • How the Terms in the Language Set Relate
  • Standards and Competencies are the Foundation of the Curriculum
  • Chapter 2 Construction Zone
  • 3. Research-Based Constructs
  • Definition of Research-Based
  • New Focus on Personal, Social and Life Skills
  • Motivation
  • Self-Knowledge and Self-Direction
  • Relationships
  • Conclusions
  • Chapter 3 Construction Zone
  • 4. Relevant Contexts for K-12 School Counseling Programs
  • From Constructs to Contexts
  • Competency Statements Emerge from Contexts
  • Contexts Consist of Essential Processes
  • Academic Support
  • Chapter 4 Construction Zone
  • 5. Student Results (Standards and Competencies)
  • Achieving Excellence
  • Counseling-Learning Environment (CLE)
  • Two Types of Student Results
  • Construct-Based Student Standards
  • A Vision to Live By
  • Competencies as Proficiency Builders
  • Writing Meaningful Competency Statements
  • A Focus on Cognitive Skill Development
  • A Focus on Metacognitive Skill Development
  • Role of School Counselors
  • Chapter 5 Construction Zone
  • 6. Role of Curriculum in a CBA
  • Where We Are in the CBA Building Process
  • Essential Characteristics of a CBA Curriculum
  • Principles for Learner Centered School Communities
  • Results-Based CBA Curriculum in a Nutshell
  • Chapter 6 Construction Zone
  • 7. Assessing Student Progress toward CBA Counseling Standards
  • CBA Student Proficiency Assessments
  • Assessing Current Levels of Competency
  • Assessing Gains after Interventions
  • Assessing Progress towards Standards at Key Transition Points
  • Assessing Curriculum-Related Proficiencies
  • Importance of Linking CBA to Research-Based Constructs
  • Chapter 7 Construction Zone
  • 8. CBA Program Implementation: Focus on Planning
  • Shift in Focus from Building to Implementing a CBA
  • How to Begin
  • Why All the Fuss About Planning?
  • Three Perspectives on the Planning Process
  • Four Types of Plans
  • Chapter 8 Construction Zone
  • 9. CBA Program Implementation: Focus on Program Delivery
  • Delivering a CBA Program with Fidelity
  • Data Management
  • School Counseling Data Management System
  • Chapter 9 Construction Zone
  • 10. BA Program Implementation: Focus on Evaluation
  • Program Evaluation is an Improvement Process
  • What Needs to be Evaluated
  • Chapter 10 Construction Zone
  • 11. CBA’s Contribution to School Improvement Initiatives
  • Contribution to Current Practice
  • Contribution to Knowledge and Skill Requirements Initiatives
  • ACT’s Five Principles
  • CBA Contribution to School-Based Intervention Initiatives
  • Toward a More Holistic View of Student Learning
  • Chapter 11 Construction Zone
  • 12. Power and Potential
  • What is Power and Potential?
  • A Vision to Live By
  • Summary of Key Points
  • School Counselor Accountability

References

References

Additional materials

SAGE Publishing Logo

Achieving Excellence in School Counseling through Motivation, Self-Direction, Self-Knowledge and Relationships

Karl L. Squier , Patricia Nailor , John C. Carey
Cancel Print

May 2014 | 208 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781483306728 $39.95
Lifetime 27/02/2023 9781483306735 $36.00

A new research-based approach to the design, delivery and evaluation of K–12 school counseling programs

Learn about a Construct-Based Approach (CBA) to school counseling that uses four research-based constructs to focus school counseling programs on areas that can significantly increase the impact on student achievement and school improvement. Discover essential school counseling processes in which all students participate: student planning, academic support, college and career readiness, and personal growth and social interaction.

 The authors, leading educational experts, use research to refocus attention on student results, a challenging results-based school counseling curriculum, and meaningful student assessments. See examples of how a CBA looks in practice with the following: 

  • In-depth analysis of student standards and competencies
  • Developmentally-appropriate scope and sequence
  • Documented curriculum activities
  • Sample student assessments  

An online toolkit consisting of electronic files with structured processes, clearly-defined protocols and easy-to-use tools to help implement a CBA is also available. 

This groundbreaking approach can help transform your counseling program. You will love it. Your students will love it. Get started today! Visit www.excellenceinschoolcounseling.com for more information, including online and onsite consulting services that are available. 

 


Table Of Contents:

  • Dedication
  • Table of Contents
  • Foreword
  • Acknowledgments
  • About the Authors
  • 1. Introduction
  • Purpose of Book
  • How Book Chapters are Organized
  • Book Chapter Descriptions
  • From Concept to Practice
  • CBA Toolkit Components
  • Construction Site Components
  • Chapter 1 Construction Zone
  • 2. A Simple Language Set
  • Importance of the Language We Use
  • Construct
  • Context
  • Results
  • Curriculum
  • Student Assessment
  • Program Implementation and Evaluation
  • How the Terms in the Language Set Relate
  • Standards and Competencies are the Foundation of the Curriculum
  • Chapter 2 Construction Zone
  • 3. Research-Based Constructs
  • Definition of Research-Based
  • New Focus on Personal, Social and Life Skills
  • Motivation
  • Self-Knowledge and Self-Direction
  • Relationships
  • Conclusions
  • Chapter 3 Construction Zone
  • 4. Relevant Contexts for K-12 School Counseling Programs
  • From Constructs to Contexts
  • Competency Statements Emerge from Contexts
  • Contexts Consist of Essential Processes
  • Academic Support
  • Chapter 4 Construction Zone
  • 5. Student Results (Standards and Competencies)
  • Achieving Excellence
  • Counseling-Learning Environment (CLE)
  • Two Types of Student Results
  • Construct-Based Student Standards
  • A Vision to Live By
  • Competencies as Proficiency Builders
  • Writing Meaningful Competency Statements
  • A Focus on Cognitive Skill Development
  • A Focus on Metacognitive Skill Development
  • Role of School Counselors
  • Chapter 5 Construction Zone
  • 6. Role of Curriculum in a CBA
  • Where We Are in the CBA Building Process
  • Essential Characteristics of a CBA Curriculum
  • Principles for Learner Centered School Communities
  • Results-Based CBA Curriculum in a Nutshell
  • Chapter 6 Construction Zone
  • 7. Assessing Student Progress toward CBA Counseling Standards
  • CBA Student Proficiency Assessments
  • Assessing Current Levels of Competency
  • Assessing Gains after Interventions
  • Assessing Progress towards Standards at Key Transition Points
  • Assessing Curriculum-Related Proficiencies
  • Importance of Linking CBA to Research-Based Constructs
  • Chapter 7 Construction Zone
  • 8. CBA Program Implementation: Focus on Planning
  • Shift in Focus from Building to Implementing a CBA
  • How to Begin
  • Why All the Fuss About Planning?
  • Three Perspectives on the Planning Process
  • Four Types of Plans
  • Chapter 8 Construction Zone
  • 9. CBA Program Implementation: Focus on Program Delivery
  • Delivering a CBA Program with Fidelity
  • Data Management
  • School Counseling Data Management System
  • Chapter 9 Construction Zone
  • 10. BA Program Implementation: Focus on Evaluation
  • Program Evaluation is an Improvement Process
  • What Needs to be Evaluated
  • Chapter 10 Construction Zone
  • 11. CBA’s Contribution to School Improvement Initiatives
  • Contribution to Current Practice
  • Contribution to Knowledge and Skill Requirements Initiatives
  • ACT’s Five Principles
  • CBA Contribution to School-Based Intervention Initiatives
  • Toward a More Holistic View of Student Learning
  • Chapter 11 Construction Zone
  • 12. Power and Potential
  • What is Power and Potential?
  • A Vision to Live By
  • Summary of Key Points
  • School Counselor Accountability
  • References

Recent Product Reviews:

"This book takes a vital next step for the school counseling profession by defining what results we expect students to achieve based on research. Not only do the authors propose standards for student excellence, but also demonstrate the importance of delivering meaningful learning opportunities and assessing student proficiency and achievement."
From the Foreword by Clarence Johnson and Sharon Johnson
"The authors present a systematic roadmap for implementing the innovative and promising Construct-Based Approach to school counseling. This research-based approach will assist counselors and schools in targeting student skills and competencies that are vital for student achievement and success, specifically motivation, self-direction, self-knowledge, and relationships."
Jon M. Shepard, School Psychologist, Denton Independent School District, Denton, Texas
"The authors provide a new model for school counseling interventions, ensuring that every K-12 student has specific competencies in four key school counseling standards from educational success research."
Stuart Chen-Hayes, Associate Professor & Program Coordinator, Counselor Education/School Counseling, Lehman College of the City University of New York
"This pioneering book takes the ASCA National Model to a new level. With over 50 years of research in how the brain functions and how students learn school counselors will find this book extremely helpful in their implementation of the ASCA National Model as it defines roles for administrators, parents, teachers, and the community."
Judy Bowers, School Counselor Consultant
“For the first time, we have a comprehensive school counseling curriculum built on more than fifty years of research designed around four main constructs supporting students’ success: (a) motivation, (b) self-direction, (c) self-knowledge, and (d) relationships. Any person passionate about designing a proactive, research-based approach to school counseling will love this book. The Construct-Based Approach (CBA) detailed by Squier, Nailor, and Carey is grounded in data-based decision making, strategic program implementation and ongoing evaluation. CBA is focused on enhancing students’ “self-direction or self-determination skills”. These factors have been shown to be more closely associated with future success than academic skills or performance on achievement tests. The constructs and strategies in this book are designed to ensure that all students are successful in school and, more importantly, throughout their life. This book shows school counselors how to make a measurable difference in students’ lives. School counselors will appreciate how the authors connect the strong research base to a curriculum laid out clearly in scope and sequence, with activities, interventions, and assessment strategies included. In fact, as school counselors examine the curriculum, they will find many issues they encounter daily through responsive services. Through this approach, however, school counselors have an intentional, planned sequence for equipping all students with the knowledge, behaviors, and skills they need to be successful, while targeting sub-populations that need additional support. Crisis requiring responsive services will be reduced tremendously as a result. I highly recommend this book for any school counselor in-training, beginning school counselor, school counselor who wishes to evolve current practices, or any school looking to make a measurable impact in students’ lives!”
Brett Zyromski Associate Professor, Northern Kentucky University

Recommendations