Introduction to counseling and guidance
Gibson, Robert L
Introduction to counseling and guidance Robert L. Gibson, Marianne H. Mitchell. - 7th ed. - Upper Saddle River Prentice Hall 2008 - xviii, 523 p : ill. 25 cm.
Includes bibliographical references and indexes.
Contents
CHAPTER 1 HISTORIC PERSPECTIVES 1
Counseling: A Response to Human Needs 1
Our Heritage from the Past 1
The Development of Counseling and Guidance in U.S. Education 4
The Development of Institutional and Agency Counseling Programs 14
Summary 21
Discussion Questions 22
Class Activities 22
Selected Historical Readings 23
Research of Interest 23
CHAPTER 2 WHAT DO COUNSELORS DO? 24
Counseling as a Helping Profession 24
The Professional Counselor 26
Counseling as a Discipline 26
Traditional Activities 27
Individual Assessment 29 ¿ Individual Counseling 29 ¿ Group Guidance and
Counseling 29 ¿ Career Assistance 30 ¿ Placement and Follow-up 31
¿ Referral 32 ¿ Consultation 32 ¿ Research 32 ¿ Evaluation and
Accountability 33 ¿ Prevention 33
Basic Principles 34
For Schools 34 ¿ For Community Agencies 35
Future Directions for the Profession 36
Summary 38
Discussion Questions 39
Class Activities 39
Selected Readings 40
Research of Interest 40
CHAPTER 3 WHERE COUNSELORS WORK 41
Job Settings After Graduation 41
Counselors in Education Settings 41
xi
xii Contents
Training Programs for Counselors in Educational Settings 42
The Credentialing of School Counselors 43
Advantages 45
The Role and Function of Counselors in School Settings 46
An Overview 46 ¿ How Counselors in Educational Settings Spend Their
Time 47 ¿ The Elementary School Counselor 48 ¿ The Middle/Junior High
School Counselor 56 ¿ The Secondary School Counselor 59 ¿ Counselors in
Vocational Schools 64 ¿ Counselors in Higher Education 64 ¿ Counseling
Services in Community and Junior Colleges 65
Teacher and Administrator Roles in the School Counseling Program 66
The Classroom Teacher 66 ¿ The Chief School Administrator 69
The Counselor and Relationships with Other Helping Professions 70
The School Psychologist 70 ¿ The School Social Worker 71 ¿ The Special
Educator 72 ¿ School Health Personnel 72 ¿ Psychiatrists 73
Patterns of Counseling Program Organization in Educational Settings 73
Counseling in Elementary Schools 73 ¿ Counseling in Secondary Schools 75
Counseling in Institutions of Higher Education 80
The Ecology of the School 80
Future Directions for School Programs of Counseling 82
An International Perspective: Counselors in Other Countries 85
Counseling in Community and Agency Settings 98
Training Programs for Counselors in Community and Agency Settings 98
The Importance of Licensure 100
Community and Mental Health Agencies 100
The Agency Team 102 ¿ Counseling in the Community Setting 103 ¿
Employment Counseling 105 ¿ Employee Assistance Counselors 108 ¿
Correctional Counseling 109 ¿ Rehabilitation Counseling 109 ¿ Marriage
and Family Counseling 111 ¿ Pastoral Counseling 112 ¿ Gerontology
Counseling 113
Private Practice 113
Future Directions 114
International Settings: Community/Agency Counselors 116
Summary 123
Discussion Questions 124
Class Activities 124
Selected Readings 125
Research of Interest 126
CHAPTER 4 INDIVIDUAL COUNSELING 127
Theories of Counseling 128
Psychoanalytic Theory 129 ¿ Individual Psychology 131 ¿ Person-Centered
Theory 132 ¿ Behavioral Theory 134 ¿ Rational Emotive Behavior
Therapy 136 ¿ Reality Therapy 138 ¿ Transactional Analysis 139 ¿
Gestalt Counseling 141 ¿ Other Theories 142
Contents xiii
Theoretical Preferences of Practicing Counselors in Educational Settings 146
Building a Personal Theory 147
Goals of Counseling 149
The Counseling Process 150 ¿ Relationship Establishment 150 ¿ Problem
Identification and Exploration 151 ¿ Planning for Problem Solving 153 ¿
Solution Application and Termination 154
Counseling Skills 155
Communication Skills 155
Short-Term Counseling or Brief Therapy 158
Special Counseling Populations 158
Substance Abusers 158 ¿ Tobacco 159 ¿ Alcohol 159 ¿ Women 160 ¿
Older Adults 161 ¿ Business and Industry 163 ¿ AIDS Patients 163 ¿ Victims
of Abuse 164 ¿ Gays and Lesbians 166 ¿ The Disabled 167 ¿ The Poor 168
Summary 168
Discussion Questions 168
Class Activities 169
Selected Readings 169
Research of Interest 170
CHAPTER 5 GROUP TECHNIQUES FOR COUNSELORS 171
Definitions and Explanations 172
Group Guidance 172 ¿ Group Counseling 172 ¿ Group Therapy 172 ¿
T-Groups 173 ¿ Sensitivity Groups 173 ¿ Encounter Groups 173 ¿ Task
Groups 173 ¿ Psychoeducation Groups 174 ¿ Minigroups 174 ¿ Group
Process and Group Dynamics 174 ¿ In-Groups and Out-Groups 174 ¿ Social
Networks 174
Professional Standards for the Training of Group Workers 175
Group Counseling 176
Theoretical Considerations 176 ¿ Values of Group Counseling 177 ¿
Selection of Groups Members 179
Group Leadership 182
Group Process 184
The Establishment of the Group 184 ¿ Identification: Group Role and
Goal 184 ¿ Productivity 185 ¿ Realization 186 ¿ Termination 187
Group Guidance Activities 188
Values 188 ¿ Organizing Group Guidance Activities 189 ¿ Classroom
Guidance Activities 190 ¿ Values Development Activities for Groups 191 ¿
Values Defined 192
Values and Counseling 192
Historic Concerns 192 ¿ Values Theory and Process 194
Multicultural Issues and Groups 195
Technology and Groups 196
Summary 196
Discussion Questions 197
xiv Contents
Class Activities 197
Selected Readings 197
Research of Interest 198
CHAPTER 6 MULTICULTURAL COUNSELING 199
Ethnic Groups and Multicultural Counseling 200
African Americans 202 ¿ Latin Americans 204 ¿ Asian Americans 204 ¿
Arab Americans 206 ¿ Native Americans 206
The Culturally Skilled Counselor 207
Summary 210
Discussion Questions 210
Class Activities 210
Selected Readings 210
Research of Interest 211
CHAPTER 7 HUMAN ASSESSMENT FOR COUNSELING 213
Role of Assessment 213
Standardized Testing for Client Assessment 213
Standardized Test Scores: What Do They Mean? 215
Averages 215 ¿ Variations from the Average 216 ¿ Relationships 217 ¿
Statistical Symbols 218
Presenting Test Scores 218
Percentiles 219 ¿ Deciles and Quartiles 220 ¿ Standard Scores 221 ¿
Standard Error of Measurement 221 ¿ Stanines 222 ¿ Norms 222 ¿ Age
Norms 222 ¿ Grade Norms 223
Selecting a Test: What Criteria? 224
Validity 224 ¿ Reliability 225 ¿ Practicality 225
Types of Standardized Tests 225
Intelligence or Aptitude? 226 ¿ Intelligence Testing 226 ¿ Aptitude
Tests 228 ¿ Special Aptitude Tests 229 ¿ Vocational Aptitude Batteries 229 ¿
Scholastic Aptitude Tests 230 ¿ Academic Achievement Tests 231 ¿ Interest
Inventories 233 ¿ Personality Tests 235
Criterion-Referenced Testing 238
Computerized Adaptive Testing 238
Developing a Testing Program 239
Multicultural Issues 240 ¿ A Concluding Thought on Standardized Testing 241
Nonstandardized Techniques for Human Assessment 241
Concepts of Human Assessment 242
Sociology 242 ¿ Psychology 242 ¿ Anthropology 242 ¿ Economics 243 ¿
Interdisciplinary Implications for Counseling 243 ¿ Guidelines for Human
Assessment 243
Doing What Comes Naturally: Observation 245
Forms of Observation 245 ¿ Guidelines for Client Analysis Through
Observation 247
Contents xv
Observation Instruments 249
Rating Scales 249 ¿ Checklists 252 ¿ Inventories 252 ¿ Anecdotal
Reports 253 ¿ Situational Observations 257 ¿ Behavioral Charting 257 ¿
Instrument Selection 257
DSM-IV-TR 258
Self-Reporting: The Autobiography and Other Techniques 260
The Autobiography: A Popular Genre 260 ¿ Self-Expression Essays 261 ¿
The Self-Description 263 ¿ Self-Awareness Exercises 264 ¿ Diaries and
Daily Schedules 266 ¿ Questionnaires 266 ¿ Structured Interviews 268 ¿
Intake Interviews 269 ¿ The Card Sort Technique 269
Group Assessment Techniques 270
Sociometric Techniques 270 ¿ The "Guess Who?" Technique 273 ¿
Communigrams 275 ¿ Social Distance Scales 275
Ecological Assessment 276
Values Assessment 277
Records 277
Basic Considerations 278
Summary 282
Discussion Questions 282
Class Activities 283
Selected Readings 283
Research of Interest 284
CHAPTER 8 COUNSELING FOR CAREER PLANNING AND DECISION
MAKING 285
Definitions and Clarifications 286
Current Interests in Career Planning 287
The Changing Nature of the World of Work 288
Theories of Career Development and Decision Making 290
Trait-Factor Theory 291 ¿ The Developmental Theories 292 ¿ Personality
Theories 296 ¿ Social Learning Theory 299 ¿ A Holistic Theory for Career
Counseling with Adults 299 ¿ Sociological Theories 300 ¿ Economic
Theories 300 ¿ Other Theories 302
Implications of Career Theories for Counselors 302
Career Counseling and the Development of Human Potential 302
Women 304 ¿ Minorities 306 ¿ The Poor 307 ¿ People with
Disabilities 308 ¿ Dual-Career Couples 309
Career Planning and Decision Making in Schools 309
The School Counselor's Role in Student Career Development 312 ¿ Techniques
for Career Planning and Decision Making 314
Career Counseling in Nonschool Settings 320
Computerized Career Assistance Systems 325
Information Systems 325 ¿ Guidance Systems 325 ¿ Career Information and
the Internet 327 ¿ Ethical Considerations 329
Summary 330
xvi Contents
Discussion Questions 330
Class Activities 331
Selected Readings 331
Research of Interest 332
CHAPTER 9 THE COUNSELOR AS DEVELOPMENTAL AND
EDUCATIONAL CONSULTANT 333
The Consultation Process 334
Consultation Models 335
Consultation Skills 340
Consultation in School Settings 340
Consulting with Teachers 341 ¿ The Counselor as a Consultant to the School
Administrator 342 ¿ Consulting with Parents 342 ¿ The Counselor as a
Curriculum Consultant 343
Consultation Services to Community and Business Organizations 344
Summary 345
Discussion Questions 345
Class Activities 346
Selected Readings 346
Research of Interest 347
CHAPTER 10 PREVENTION AND WELLNESS 348
Prevention 348
Prevention in Nonschool Settings 354
Wellness 354
Stress Management 356 ¿ Recreation and Leisure 358
Summary 360
Discussion Questions 361
Class Activities 361
Selected Readings 361
Research of Interest 362
CHAPTER 11 COUNSELING PROGRAM DEVELOPMENT AND
MANAGEMENT 363
Developing the Accountable Program 364
The Needs Assessment 365 ¿ Data Analysis and Interpretation 368 ¿
Identifying Program Priorities and Goals 368 ¿ Identifying Processes for
Achievement of Program Goals 372 ¿ Communications: An Important Part of
Procedural Planning 372
Evaluating the Counseling Program 373
A Process for Professional and Program Improvement 373 ¿ Other
Functions of Evaluation 374 ¿ Principles of Evaluation 375 ¿ Methods of
Contents xvii
Evaluation 376 ¿ Procedures for Evaluation 377 ¿ External Evaluation
Associations 378
Understanding Program Management and Development 379
Administration and Your Job 379
Program Management 382
Managing Resources 383 ¿ Managing Facilities 387 ¿ Developing and
Managing the Basic Activities 388
Research for Program Improvement 389
Positive Outcomes of Research 389 ¿ Some Definitions 390 ¿ The Research
Process 392 ¿ Utilizing Research Reports 395 ¿ Writing Research Grant
Applications 396 ¿ Reporting Research Results 397 ¿ Ethical Issues in
Human Research 398
Program Leadership 398
Summary 399
Discussion Questions 400
Class Activities 400
Selected Readings 400
Research of Interest 401
CHAPTER 12 ETHICAL AND LEGAL GUIDELINES 402
The Nature of Ethics 402
Ethical Issues 403
Competence 403 ¿ Confidentiality and Privileged Communication 403 ¿
Personal Relationships with Clients 405
The Counselor and the Law 406
The Counselor and Title IX 408 ¿ The Counselor and the Buckley
Amendment 408 ¿ School Counselors and Public Law 94-142 409 ¿ The
Counselor and the Americans with Disabilities Act 409
Legal Concerns of Counselors 410
Confidentiality 410 ¿ Competence and Malpractice 411 ¿ Counselors as
Expert Witnesses 411 ¿ Third-Party Payments 412
Summary 412
Discussion Questions 413
Class Activities 413
Selected Readings 413
Research of Interest 413
APPENDIX A POSITION STATEMENT: CHILD ABUSE/NEGLECT
PREVENTION (ASCA) 414
APPENDIX B RESPONSIBILITIES OF USERS OF STANDARDIZED
TESTS (RUST) (AAC) 416
APPENDIX C CODE OF ETHICS (ACA) 420
xviii Contents
APPENDIX D ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE
OF CONDUCT (APA) 442
APPENDIX E CODE OF ETHICS (AMHCA) 458
APPENDIX F CODE OF ETHICS (AAMFT) 470
APPENDIX G CODE OF ETHICS (NBCC) 476
APPENDIX H GUIDELINES FOR THE USE OF THE INTERNET FOR
PROVISION OF CAREER INFORMATION AND
PLANNING SERVICES (NCDA) 483
APPENDIX I THE PRACTICE OF INTERNET COUNSELING
(NBCC) 486
APPENDIX J CAREER COUNSELING COMPETENCIES (NCDA) 490
APPENDIX K COMPETENCIES IN ASSESSMENT AND EVALUATION
FOR SCHOOL COUNSELORS (AACE) 495
REFERENCES 498
AUTHOR INDEX 000
SUBJECT INDEX 000
9780131738218
BF636.6 .G53 2008
Introduction to counseling and guidance Robert L. Gibson, Marianne H. Mitchell. - 7th ed. - Upper Saddle River Prentice Hall 2008 - xviii, 523 p : ill. 25 cm.
Includes bibliographical references and indexes.
Contents
CHAPTER 1 HISTORIC PERSPECTIVES 1
Counseling: A Response to Human Needs 1
Our Heritage from the Past 1
The Development of Counseling and Guidance in U.S. Education 4
The Development of Institutional and Agency Counseling Programs 14
Summary 21
Discussion Questions 22
Class Activities 22
Selected Historical Readings 23
Research of Interest 23
CHAPTER 2 WHAT DO COUNSELORS DO? 24
Counseling as a Helping Profession 24
The Professional Counselor 26
Counseling as a Discipline 26
Traditional Activities 27
Individual Assessment 29 ¿ Individual Counseling 29 ¿ Group Guidance and
Counseling 29 ¿ Career Assistance 30 ¿ Placement and Follow-up 31
¿ Referral 32 ¿ Consultation 32 ¿ Research 32 ¿ Evaluation and
Accountability 33 ¿ Prevention 33
Basic Principles 34
For Schools 34 ¿ For Community Agencies 35
Future Directions for the Profession 36
Summary 38
Discussion Questions 39
Class Activities 39
Selected Readings 40
Research of Interest 40
CHAPTER 3 WHERE COUNSELORS WORK 41
Job Settings After Graduation 41
Counselors in Education Settings 41
xi
xii Contents
Training Programs for Counselors in Educational Settings 42
The Credentialing of School Counselors 43
Advantages 45
The Role and Function of Counselors in School Settings 46
An Overview 46 ¿ How Counselors in Educational Settings Spend Their
Time 47 ¿ The Elementary School Counselor 48 ¿ The Middle/Junior High
School Counselor 56 ¿ The Secondary School Counselor 59 ¿ Counselors in
Vocational Schools 64 ¿ Counselors in Higher Education 64 ¿ Counseling
Services in Community and Junior Colleges 65
Teacher and Administrator Roles in the School Counseling Program 66
The Classroom Teacher 66 ¿ The Chief School Administrator 69
The Counselor and Relationships with Other Helping Professions 70
The School Psychologist 70 ¿ The School Social Worker 71 ¿ The Special
Educator 72 ¿ School Health Personnel 72 ¿ Psychiatrists 73
Patterns of Counseling Program Organization in Educational Settings 73
Counseling in Elementary Schools 73 ¿ Counseling in Secondary Schools 75
Counseling in Institutions of Higher Education 80
The Ecology of the School 80
Future Directions for School Programs of Counseling 82
An International Perspective: Counselors in Other Countries 85
Counseling in Community and Agency Settings 98
Training Programs for Counselors in Community and Agency Settings 98
The Importance of Licensure 100
Community and Mental Health Agencies 100
The Agency Team 102 ¿ Counseling in the Community Setting 103 ¿
Employment Counseling 105 ¿ Employee Assistance Counselors 108 ¿
Correctional Counseling 109 ¿ Rehabilitation Counseling 109 ¿ Marriage
and Family Counseling 111 ¿ Pastoral Counseling 112 ¿ Gerontology
Counseling 113
Private Practice 113
Future Directions 114
International Settings: Community/Agency Counselors 116
Summary 123
Discussion Questions 124
Class Activities 124
Selected Readings 125
Research of Interest 126
CHAPTER 4 INDIVIDUAL COUNSELING 127
Theories of Counseling 128
Psychoanalytic Theory 129 ¿ Individual Psychology 131 ¿ Person-Centered
Theory 132 ¿ Behavioral Theory 134 ¿ Rational Emotive Behavior
Therapy 136 ¿ Reality Therapy 138 ¿ Transactional Analysis 139 ¿
Gestalt Counseling 141 ¿ Other Theories 142
Contents xiii
Theoretical Preferences of Practicing Counselors in Educational Settings 146
Building a Personal Theory 147
Goals of Counseling 149
The Counseling Process 150 ¿ Relationship Establishment 150 ¿ Problem
Identification and Exploration 151 ¿ Planning for Problem Solving 153 ¿
Solution Application and Termination 154
Counseling Skills 155
Communication Skills 155
Short-Term Counseling or Brief Therapy 158
Special Counseling Populations 158
Substance Abusers 158 ¿ Tobacco 159 ¿ Alcohol 159 ¿ Women 160 ¿
Older Adults 161 ¿ Business and Industry 163 ¿ AIDS Patients 163 ¿ Victims
of Abuse 164 ¿ Gays and Lesbians 166 ¿ The Disabled 167 ¿ The Poor 168
Summary 168
Discussion Questions 168
Class Activities 169
Selected Readings 169
Research of Interest 170
CHAPTER 5 GROUP TECHNIQUES FOR COUNSELORS 171
Definitions and Explanations 172
Group Guidance 172 ¿ Group Counseling 172 ¿ Group Therapy 172 ¿
T-Groups 173 ¿ Sensitivity Groups 173 ¿ Encounter Groups 173 ¿ Task
Groups 173 ¿ Psychoeducation Groups 174 ¿ Minigroups 174 ¿ Group
Process and Group Dynamics 174 ¿ In-Groups and Out-Groups 174 ¿ Social
Networks 174
Professional Standards for the Training of Group Workers 175
Group Counseling 176
Theoretical Considerations 176 ¿ Values of Group Counseling 177 ¿
Selection of Groups Members 179
Group Leadership 182
Group Process 184
The Establishment of the Group 184 ¿ Identification: Group Role and
Goal 184 ¿ Productivity 185 ¿ Realization 186 ¿ Termination 187
Group Guidance Activities 188
Values 188 ¿ Organizing Group Guidance Activities 189 ¿ Classroom
Guidance Activities 190 ¿ Values Development Activities for Groups 191 ¿
Values Defined 192
Values and Counseling 192
Historic Concerns 192 ¿ Values Theory and Process 194
Multicultural Issues and Groups 195
Technology and Groups 196
Summary 196
Discussion Questions 197
xiv Contents
Class Activities 197
Selected Readings 197
Research of Interest 198
CHAPTER 6 MULTICULTURAL COUNSELING 199
Ethnic Groups and Multicultural Counseling 200
African Americans 202 ¿ Latin Americans 204 ¿ Asian Americans 204 ¿
Arab Americans 206 ¿ Native Americans 206
The Culturally Skilled Counselor 207
Summary 210
Discussion Questions 210
Class Activities 210
Selected Readings 210
Research of Interest 211
CHAPTER 7 HUMAN ASSESSMENT FOR COUNSELING 213
Role of Assessment 213
Standardized Testing for Client Assessment 213
Standardized Test Scores: What Do They Mean? 215
Averages 215 ¿ Variations from the Average 216 ¿ Relationships 217 ¿
Statistical Symbols 218
Presenting Test Scores 218
Percentiles 219 ¿ Deciles and Quartiles 220 ¿ Standard Scores 221 ¿
Standard Error of Measurement 221 ¿ Stanines 222 ¿ Norms 222 ¿ Age
Norms 222 ¿ Grade Norms 223
Selecting a Test: What Criteria? 224
Validity 224 ¿ Reliability 225 ¿ Practicality 225
Types of Standardized Tests 225
Intelligence or Aptitude? 226 ¿ Intelligence Testing 226 ¿ Aptitude
Tests 228 ¿ Special Aptitude Tests 229 ¿ Vocational Aptitude Batteries 229 ¿
Scholastic Aptitude Tests 230 ¿ Academic Achievement Tests 231 ¿ Interest
Inventories 233 ¿ Personality Tests 235
Criterion-Referenced Testing 238
Computerized Adaptive Testing 238
Developing a Testing Program 239
Multicultural Issues 240 ¿ A Concluding Thought on Standardized Testing 241
Nonstandardized Techniques for Human Assessment 241
Concepts of Human Assessment 242
Sociology 242 ¿ Psychology 242 ¿ Anthropology 242 ¿ Economics 243 ¿
Interdisciplinary Implications for Counseling 243 ¿ Guidelines for Human
Assessment 243
Doing What Comes Naturally: Observation 245
Forms of Observation 245 ¿ Guidelines for Client Analysis Through
Observation 247
Contents xv
Observation Instruments 249
Rating Scales 249 ¿ Checklists 252 ¿ Inventories 252 ¿ Anecdotal
Reports 253 ¿ Situational Observations 257 ¿ Behavioral Charting 257 ¿
Instrument Selection 257
DSM-IV-TR 258
Self-Reporting: The Autobiography and Other Techniques 260
The Autobiography: A Popular Genre 260 ¿ Self-Expression Essays 261 ¿
The Self-Description 263 ¿ Self-Awareness Exercises 264 ¿ Diaries and
Daily Schedules 266 ¿ Questionnaires 266 ¿ Structured Interviews 268 ¿
Intake Interviews 269 ¿ The Card Sort Technique 269
Group Assessment Techniques 270
Sociometric Techniques 270 ¿ The "Guess Who?" Technique 273 ¿
Communigrams 275 ¿ Social Distance Scales 275
Ecological Assessment 276
Values Assessment 277
Records 277
Basic Considerations 278
Summary 282
Discussion Questions 282
Class Activities 283
Selected Readings 283
Research of Interest 284
CHAPTER 8 COUNSELING FOR CAREER PLANNING AND DECISION
MAKING 285
Definitions and Clarifications 286
Current Interests in Career Planning 287
The Changing Nature of the World of Work 288
Theories of Career Development and Decision Making 290
Trait-Factor Theory 291 ¿ The Developmental Theories 292 ¿ Personality
Theories 296 ¿ Social Learning Theory 299 ¿ A Holistic Theory for Career
Counseling with Adults 299 ¿ Sociological Theories 300 ¿ Economic
Theories 300 ¿ Other Theories 302
Implications of Career Theories for Counselors 302
Career Counseling and the Development of Human Potential 302
Women 304 ¿ Minorities 306 ¿ The Poor 307 ¿ People with
Disabilities 308 ¿ Dual-Career Couples 309
Career Planning and Decision Making in Schools 309
The School Counselor's Role in Student Career Development 312 ¿ Techniques
for Career Planning and Decision Making 314
Career Counseling in Nonschool Settings 320
Computerized Career Assistance Systems 325
Information Systems 325 ¿ Guidance Systems 325 ¿ Career Information and
the Internet 327 ¿ Ethical Considerations 329
Summary 330
xvi Contents
Discussion Questions 330
Class Activities 331
Selected Readings 331
Research of Interest 332
CHAPTER 9 THE COUNSELOR AS DEVELOPMENTAL AND
EDUCATIONAL CONSULTANT 333
The Consultation Process 334
Consultation Models 335
Consultation Skills 340
Consultation in School Settings 340
Consulting with Teachers 341 ¿ The Counselor as a Consultant to the School
Administrator 342 ¿ Consulting with Parents 342 ¿ The Counselor as a
Curriculum Consultant 343
Consultation Services to Community and Business Organizations 344
Summary 345
Discussion Questions 345
Class Activities 346
Selected Readings 346
Research of Interest 347
CHAPTER 10 PREVENTION AND WELLNESS 348
Prevention 348
Prevention in Nonschool Settings 354
Wellness 354
Stress Management 356 ¿ Recreation and Leisure 358
Summary 360
Discussion Questions 361
Class Activities 361
Selected Readings 361
Research of Interest 362
CHAPTER 11 COUNSELING PROGRAM DEVELOPMENT AND
MANAGEMENT 363
Developing the Accountable Program 364
The Needs Assessment 365 ¿ Data Analysis and Interpretation 368 ¿
Identifying Program Priorities and Goals 368 ¿ Identifying Processes for
Achievement of Program Goals 372 ¿ Communications: An Important Part of
Procedural Planning 372
Evaluating the Counseling Program 373
A Process for Professional and Program Improvement 373 ¿ Other
Functions of Evaluation 374 ¿ Principles of Evaluation 375 ¿ Methods of
Contents xvii
Evaluation 376 ¿ Procedures for Evaluation 377 ¿ External Evaluation
Associations 378
Understanding Program Management and Development 379
Administration and Your Job 379
Program Management 382
Managing Resources 383 ¿ Managing Facilities 387 ¿ Developing and
Managing the Basic Activities 388
Research for Program Improvement 389
Positive Outcomes of Research 389 ¿ Some Definitions 390 ¿ The Research
Process 392 ¿ Utilizing Research Reports 395 ¿ Writing Research Grant
Applications 396 ¿ Reporting Research Results 397 ¿ Ethical Issues in
Human Research 398
Program Leadership 398
Summary 399
Discussion Questions 400
Class Activities 400
Selected Readings 400
Research of Interest 401
CHAPTER 12 ETHICAL AND LEGAL GUIDELINES 402
The Nature of Ethics 402
Ethical Issues 403
Competence 403 ¿ Confidentiality and Privileged Communication 403 ¿
Personal Relationships with Clients 405
The Counselor and the Law 406
The Counselor and Title IX 408 ¿ The Counselor and the Buckley
Amendment 408 ¿ School Counselors and Public Law 94-142 409 ¿ The
Counselor and the Americans with Disabilities Act 409
Legal Concerns of Counselors 410
Confidentiality 410 ¿ Competence and Malpractice 411 ¿ Counselors as
Expert Witnesses 411 ¿ Third-Party Payments 412
Summary 412
Discussion Questions 413
Class Activities 413
Selected Readings 413
Research of Interest 413
APPENDIX A POSITION STATEMENT: CHILD ABUSE/NEGLECT
PREVENTION (ASCA) 414
APPENDIX B RESPONSIBILITIES OF USERS OF STANDARDIZED
TESTS (RUST) (AAC) 416
APPENDIX C CODE OF ETHICS (ACA) 420
xviii Contents
APPENDIX D ETHICAL PRINCIPLES OF PSYCHOLOGISTS AND CODE
OF CONDUCT (APA) 442
APPENDIX E CODE OF ETHICS (AMHCA) 458
APPENDIX F CODE OF ETHICS (AAMFT) 470
APPENDIX G CODE OF ETHICS (NBCC) 476
APPENDIX H GUIDELINES FOR THE USE OF THE INTERNET FOR
PROVISION OF CAREER INFORMATION AND
PLANNING SERVICES (NCDA) 483
APPENDIX I THE PRACTICE OF INTERNET COUNSELING
(NBCC) 486
APPENDIX J CAREER COUNSELING COMPETENCIES (NCDA) 490
APPENDIX K COMPETENCIES IN ASSESSMENT AND EVALUATION
FOR SCHOOL COUNSELORS (AACE) 495
REFERENCES 498
AUTHOR INDEX 000
SUBJECT INDEX 000
9780131738218
BF636.6 .G53 2008