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| 001 | EBC1873107 | ||
| 003 | MiAaPQ | ||
| 005 | 20240729123221.0 | ||
| 006 | m o d | | ||
| 007 | cr cnu|||||||| | ||
| 008 | 240724s2011 xx o ||||0 eng d | ||
| 020 |
_a9781119026211 _q(electronic bk.) |
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| 020 | _z9781556203121 | ||
| 035 | _a(MiAaPQ)EBC1873107 | ||
| 035 | _a(Au-PeEL)EBL1873107 | ||
| 035 | _a(CaPaEBR)ebr11022808 | ||
| 035 | _a(CaONFJC)MIL769973 | ||
| 035 | _a(OCoLC)903584480 | ||
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| 050 | 4 | _aLB1027.5 -- .G929 2012eb | |
| 082 | 0 | _a371.4/220973 | |
| 100 | 1 | _aGysbers, Norman C. | |
| 245 | 1 | 0 | _aDeveloping and Managing Your School Guidance and Counseling Program. |
| 250 | _a5th ed. | ||
| 264 | 1 |
_aNewark : _bAmerican Counseling Association, _c2011. |
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| 264 | 4 | _c©2012. | |
| 300 | _a1 online resource (550 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 505 | 0 | _aDeveloping & -- 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 | _aPutting 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 | _aLife 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 | _aDesigning-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 | _aUnderstanding 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 | _aClarifying Job Descriptions. | |
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic 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 | _aEducational counseling -- United States. | |
| 655 | 4 | _aElectronic books. | |
| 700 | 1 | _aHenderson, Patricia. | |
| 776 | 0 | 8 |
_iPrint version: _aGysbers, Norman C. _tDeveloping and Managing Your School Guidance and Counseling Program _dNewark : American Counseling Association,c2011 _z9781556203121 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1873107 _zClick to View |
| 999 |
_c43671 _d43671 |
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