Developing and Managing Your School Guidance and Counseling Program. (Record no. 43671)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 11148nam a22005053i 4500 |
| 001 - CONTROL NUMBER | |
| control field | EBC1873107 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | MiAaPQ |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240729123221.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS | |
| fixed length control field | m o d | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr cnu|||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240724s2011 xx o ||||0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781119026211 |
| Qualifying information | (electronic bk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9781556203121 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (MiAaPQ)EBC1873107 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (Au-PeEL)EBL1873107 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaPaEBR)ebr11022808 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (CaONFJC)MIL769973 |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)903584480 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MiAaPQ |
| Language of cataloging | eng |
| Description conventions | rda |
| -- | pn |
| Transcribing agency | MiAaPQ |
| Modifying agency | MiAaPQ |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1027.5 -- .G929 2012eb |
| 082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.4/220973 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Gysbers, Norman C. |
| 245 10 - TITLE STATEMENT | |
| Title | Developing and Managing Your School Guidance and Counseling Program. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 5th ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Newark : |
| Name of producer, publisher, distributor, manufacturer | American Counseling Association, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2011. |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | ©2012. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource (550 pages) |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Carrier type code | cr |
| Source | rdacarrier |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Developing & -- Managing: Your School Guidance & -- Counseling Program -- Table of Contents -- Preface -- Acknowledgments -- About the Authors -- Part I: Planning -- Chapter 1: Evolution of Comprehensive Guidance and Counseling Programs: From Position to Services to Program -- Planning-Building a Foundation for Change -- Beginnings of Guidance and Counseling in the Schools: The First Two Decades of the 1900s -- Work of Frank Parsons -- Work of Jessie B. Davis -- Early Purposes of Guidance and Counseling -- Position of Vocational Counselors -- Vocational Guidance Spreads Across the Country -- Challenges to Vocational Guidance -- Early Concerns About the Position of Vocational Counselor -- Guidance and Counseling in the 1920s and 1930s: Challenges and Changes -- Changes in Purpose of Guidance and Counseling -- What Should Be the Duties of the Counselor? -- Services Model of Guidance and Counseling -- Counseling Service Predominates: Student Adjustment Is the Focus -- Vocational Guidance Continues to Be Defined -- Federal Initiatives Begin -- A Growing Interest in Psychotherapy -- Important Federal Legislation in the 1940s and 1950s -- Vocational Education Act of 1946 -- National Defense Education Act of 1958 -- New Challenges and Changes: Guidance and Counseling in the 1960s -- Pupil Personnel Services Become Dominant -- Focus on School Counselors, Not on Guidance and Counseling -- Search for Identity: Educator or Psychologist? -- Elementary Guidance and Counseling -- Calls to Change the Position-Services Model -- Comprehensive Guidance and Counseling Programs Emerge: The 1970s -- Basic Ideas, Vocabulary, and Systems Thinking -- Beginning Models for Guidance and Counseling Programs -- Integrating Career Development Into the Curriculum -- A National Project to Develop State Models -- Model Development Continues. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Putting Comprehensive Guidance and Counseling Programs Into Practice in the 1980s and 1990s -- Comprehensive Programs Gain Acceptance -- Importance of Legislation -- State Models Are Developed -- Moving Toward Full Implementation of Guidance and Counseling Programs: The Promise of the 21st Century -- ASCA National Model -- Comprehensive Programs: Direct or Indirect Services -- Selection and Training of School Counselors -- Federal and State Legislation -- Leadership and Supervision Issues and Models -- Comprehensive Guidance and Counseling Programs: Five Foundation Premises -- Your Progress Check -- References -- Chapter 2: A Comprehensive School Guidance and Counseling Program: Getting Organized to Get There From Where You Are -- Planning-Getting Organized to Get There From Where You Are -- Decide That You Want to Change -- Understand the Necessary Conditions for Effective Change -- Some General Conditions to Consider -- Some Specific Conditions to Consider -- Getting the Program Idea to Stick -- Sample Timetable of Tasks Involved in the Change Process -- Expect Resistance to Change -- What Is Resistance to Change? -- Expressing Resistance to Change -- Appreciate the Challenges Involved -- Develop Trust Among Counselors, Teachers, and Administrators -- Form Committees and Work Groups -- Steering Committee -- School-Community Advisory Committee -- Work Groups -- Meet With the Administration and District Board of Education -- Provide Leadership for Change -- Be Active -- Make a Commitment to Action -- Be Optimistic -- Your Progress Check -- References -- Chapter 3: A Comprehensive Guidance and Counseling Program: Theoretical Foundations and Organizational Structure -- Planning-Conceptualizing the Comprehensive Guidance and Counseling Program -- Understand the Theoretical Foundation of the Program -- Learn About a Perspective of Student Development. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Life Career Development -- Career Consciousness -- Goals of a Program From a Life Career Development Perspective -- Learn About the Place of Comprehensive Guidance and Counseling Programs in the Educational Enterprise -- Learn About the Four Comprehensive Guidance and Counseling Program Elements That Constitute a Comprehensive Program -- Element 1: Program Content -- Element 2: Organizational Framework: Structural Components -- Element 2: Organizational Framework: Program Components -- Element 2: Organizational Framework: Time Allocations -- Element 3: Program Resources -- Element 4: Development, Management, and Accountability -- Understand the Power of Common Language -- Understand the Importance of the Program Concept -- Appreciate the Flexibility and Adaptability of a Program -- Learn About Six Program Imperatives -- Your Progress Check -- References -- Chapter 4: Assessing Your Current Guidance and Counseling Program -- Planning-Conducting a Thorough Assessment of the Current Program -- Getting Ready -- Gather Student and Community Status Information -- What Information Is Useful -- Ideas on How to Conduct an Assessment of Student and Community Status -- Identify Current Resource Availability and Use -- Personnel Resources -- Financial Resources -- Political Resources -- Study Current Guidance and Counseling Program Delivery -- Qualitative Design -- Quantitative Design -- Gather Perceptions About the Program -- What Is Assessed -- Ideas on How to Conduct a Perception Survey -- Present a Report Describing the Current Program -- Attend to Diversity -- Leadership Roles and Responsibilities -- Initiation -- Implementation -- Closure -- Your Progress Check -- Staff Involvement -- Current Program Learnings -- References -- Part II: Designing -- Chapter 5: Designing Your Comprehensive Guidance and Counseling Program. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Designing-Adapting the Guidance and Counseling Program Model -- Define the Basic Structure of Your Program -- Content Areas -- Structural Components -- Program Components -- Identify and List Student Competencies by Content Area and School Level or Grade Grouping -- Reaffirm Policy Support -- Establish Priorities for Program Delivery (Qualitative Design) -- Priorities for School Counselors' Competencies -- Priorities for Other Guidance and Counseling Program Staff -- Priorities for Parents -- Priorities for Clients to Be Served -- Priorities for Student Competencies -- Priorities for Guidance Activities for Each Component -- Qualitative Design Summary -- Establish Parameters for Resource Allocation (Quantitative Design) -- Set Priorities for School Counselors' Time -- Recommended Design-Related Counselor-Student Ratios -- Determine Minimum Numbers of Students to Be Served -- Attend to Diversity -- Leadership Roles and Responsibilities -- Decision-Making Process -- Write Down and Distribute the Description of the Desired Program -- Empowering School Counselors -- Your Progress Check -- Definitions -- Design Decisions -- Strengthened Support Base -- References -- Chapter 6: Planning Your Transition to a Comprehensive Guidance and Counseling Program -- Designing-Planning the Transition -- Specify Changes Needed to Implement a Comprehensive Guidance and Counseling Program Districtwide -- Comparing and Contrasting Your Current Program With Your Desired Program -- Establishing Goals for Change -- Identifying Ways to Effect the Changes -- Develop a Plan for Accomplishing Districtwide Program Improvement -- Listing What Needs to Be Done to Implement Changes -- Outlining Your Master Plan for Resource Development -- Begin Building-Level Program Improvement Efforts -- Assisting Building-Level Staff to Prepare for Change. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Understanding the Districtwide Desired Program Design and Description -- Understanding the Program Development Process -- Attend to Diversity -- Expand the Leadership Base -- Building-Level Guidance and Counseling Program and Staff Leaders -- Districtwide Program Development Leaders -- District-Level Guidance and Counseling Program Leader Roles and Responsibilities -- Your Progress Check -- Program Development Process -- Expanded Focus -- References -- Part III: Implementing -- Chapter 7: Making Your Transition to a Comprehensive Guidance and Counseling Program -- Implementing-Making the Transition -- Make Efficient Use of Personnel, Financial, and Political Resources -- Personnel Resources -- Financial Resources -- Political Resources -- Provide Impetus for Making Desired Changes -- Focus on Special Projects -- Federal and State Priorities -- District Priorities -- Community Priorities -- Building Priorities -- Facilitate Building-Level Changes -- Using a Goal-Based Program Improvement System -- Developing and Implementing the Building Master Plan for Change -- Developing the Building Action Plans for Implementation -- Advocate for Your Changing Program: Implement Public Relations Activities -- Planning Your Public Relations Program -- Implementing Your Public Relations Program -- Attend to Diversity -- Guidance and Counseling Program Leaders' Roles and Responsibilities -- Your Progress Check -- Efficient Use of Resources -- Provide Impetus for Making Needed Changes -- References -- Chapter 8: Managing Your New Program -- Implementing-Managing the New Program -- Improve Program Activities -- Designing Program Activities -- Displacing Nonguidance Activities -- Streamlining Counselor Involvement in Nonguidance Activities -- Adding New Activities -- Augmenting Existing Activities -- Enhance the Role of the Professional School Counselor. |
| 505 8# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Clarifying Job Descriptions. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on publisher supplied metadata and other sources. |
| 590 ## - LOCAL NOTE (RLIN) | |
| Local note | Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Educational counseling -- United States. |
| 655 #4 - INDEX TERM--GENRE/FORM | |
| Genre/form data or focus term | Electronic books. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Henderson, Patricia. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Main entry heading | Gysbers, Norman C. |
| Title | Developing and Managing Your School Guidance and Counseling Program |
| Place, publisher, and date of publication | Newark : American Counseling Association,c2011 |
| International Standard Book Number | 9781556203121 |
| 797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN) | |
| Corporate name or jurisdiction name as entry element | ProQuest (Firm) |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1873107">https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1873107</a> |
| Public note | Click to View |
No items available.