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School Counseling Classroom Guidance
Prevention, Accountability, and Outcomes
Edited by:
October 2015 | 344 pages | SAGE Publications, Inc
“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
Intended for school counselors to aid in the learning of developmental classroom guidance, School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes teaches the fundamentals, strategies, and research outcomes of classroom guidance programming for comprehensive, developmentally appropriate school counseling programs. The content of this book looks at the history and fundamentals of classroom guidance, how these activities meet CACREP and ASCA standards, how and why activities should be aligned to the larger academic curriculum and state/national teaching standards, recommendations on how to develop and assess classroom guidance units, a sampling of units and lessons, techniques in managing the classroom, and outcome research and trends.
School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes is part of the Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the Series, please visit www.sagepub.com/vip/cpiseries.
–Tiffany Bates, Louisiana Tech University
Intended for school counselors to aid in the learning of developmental classroom guidance, School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes teaches the fundamentals, strategies, and research outcomes of classroom guidance programming for comprehensive, developmentally appropriate school counseling programs. The content of this book looks at the history and fundamentals of classroom guidance, how these activities meet CACREP and ASCA standards, how and why activities should be aligned to the larger academic curriculum and state/national teaching standards, recommendations on how to develop and assess classroom guidance units, a sampling of units and lessons, techniques in managing the classroom, and outcome research and trends.
School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes is part of the Counseling and Professional Identity Series, which targets specific competencies identified by CACREP (Council for Accreditation of Counseling and Related Programs). To learn more about each text in the Series, please visit www.sagepub.com/vip/cpiseries.
Part I: The Specialty of School Counseling and Classroom Guidance as a Delivery Service
Jolie Ziomek-Daigle
Chapter 1: History of Counseling, Emergence of School Counseling, and Classroom Guidance
Jolie Ziomek-Daigle
Chapter 2: The Three Broad Domains: Academic, Career, and Social/Emotional
Part II: Developmental and Contextual Considerations for Classroom Guidance
Jolie Ziomek-Daigle and Christy W. Land
Chapter 3: The Elementary School
Sam Steen, Joy Rose, Kristin Avina, and Dana Jenkins
Chapter 4: The Middle School
Sam Steen, Joy Rose, Kristin Avina, Dana Jenkins
Melinda M. Gibbons and Amber N. Hughes
Chapter 5: The High School
Part III: Planning, Execution, and Evaluation of Classroom Guidance
Clare Merlin and Andrew J. Knoblich
Chapter 6: Needs Assessment and Unit/Lesson Design
Amy W. Upton
Chapter 7: Delivery, Evaluation, Analysis, and Reporting
Natoya Hill Haskins
Chapter 8: Facilitation Skills and Classroom Management
Part IV: Other Considerations in Classroom Guidance
Christopher Janson and Sophie Maxis
Chapter 9: School Counselor as Active Collaborator
E. C. M. Mason, Stephanie Eberts, and Lauren Stern Wynne
Chapter 10: Outcome Research and Future Directions of Classroom Guidance
Jolie Ziomek-Daigle
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, Christy Land
The Elementary School
Melinda Gibbobs, Amber Hughes
The High School
Clare Merlin, Andrew Knoblich
Needs Assessment and Unit/Lesson Design
Amy Upton
Delivery, Evaluation, Analysis, and Reporting
Natoya Hill Haskins
Facilitation Skills and Classroom Management
Chris Janson, Sophie Maxis
School Counselor as Active Collaborator
Erin Mason, Stephanie Eberts, Lauren Wynne
Outcome Research and Future Directions of Classroom Guidance
Supplements
Instructor Teaching Site
Password-protected Instructor Resources include the following:
- An author-created, Microsoft® Word® test bank is available containing multiple choice and/or essay questions for each chapter. The test bank provides you with a range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding.
- A Respondus electronic test bank is available and can be used on PCs. The test bank contains multiple choice and/or essay questionsfor each chapter and provides you with a diverse range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding. Respondus is also compatible with many popular learning management systems so you can easily get your test questions into your online course.
“Finally, a text that thoroughly covers the topic of classroom guidance – an effective tool for every school counselor at every school level.”
Louisiana Tech University
“School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes is an indispensible text for all students training for the profession of school counseling. This text provides comprehensive information for school counselors as they deliver classroom guidance to all students. With the diverse students in our schools, novice school counselors often struggle with responsibilities such as classroom management, lesson plan development, and evaluating student learning outcomes. Ziomek-Daigle provides comprehensive information surrounding these areas and includes discussion questions and exercises to facilitate concept application to various learning styles, the Common Core Curriculum, and other current initiatives.”
The University of Tennessee
