Higher Education

Developing Your School Counseling Program: A Handbook for Systemic Planning, 1st Edition

  • Zark VanZandt University of Southern Maine, Gorham
  • Jo Hayslip
  • ISBN-10: 0534562957  |  ISBN-13: 9780534562953
  • 175 Pages
  • © 2001 | Published
  • College Bookstore Wholesale Price = $114.00



This practical handbook, designed to complement a theoretical text, is perfect for students who will be entering the workforce as school counselors as well as for seasoned school counselors who are ready to implement change in their programs. The book emphasizes developing, organizing, and administering school counseling programs. It not only explains to readers how to develop a school counseling program, but it also goes the extra step in teaching the skills needed and the process of developing a program. After completing this handbook, readers will be prepared to organize or reorganize their school guidance program on a developmental, comprehensive basis.

Table of Contents

1. Creating Frameworks for Program Success.
Developing a Rationale. Defining Accountability. Counselor Effectiveness. Lessons from Covey.
2. Working as a Team.
The Human Factor. Functioning as a Team. Group Process Skills. Stages of Group Process. Task and Maintenance Issues. Synergy in Groups.
3. Conceptualizing the Program.
Seeing the Big Picture. Developing a Flow Chart. A Suggested Format for Your Plan of Action.
4. Examining Program Models.
Program Considerations. The Missouri Model. The Guidance Curriculum. Individual Planning. Responsive Services. System Support/Program Management. The Multi-Dimensional Model. New Developments - National Models. Textbook List.
5. Determining Program Priorities and Focus.
Sociological Assessment. Needs Assessment. Creating the Needs Assessment. Time and Task Analysis. Formative Evaluation. Professional Integrity. Synthesizing the Information. Becoming Focused. A Focus on Outcomes.
6. Building Your Curriculum.
Procedure for Developing a Guidance Curriculum. Bringing Diversity Perspectives into the Counseling Curriculum.
7. Assigning Responsibilities.
Preparing to Deliver Your Program. Inservice Education.
8. Organizing Program Support.
Program Policy Statements. Administrative Support. Advisory Committee. Developing Your Budget. Grant Writing.
9. Developing Public Awareness and Support.
Creating an Inviting Atmosphere. Public Relations Categories. Activities: Organizing Public Relations Strategies.
10. Establishing Program Leadership and Supervision.
Leadership Styles. Models of Supervision. Conceptual Framework for Clinical Supervision. Challenges to the Change Agent.
11. Ensuring Personal Development.
A Matter of Competence. Beyond Mediocrity.
12. Conducting Program Evaluation.
Framework for Program Evaluation. The Guidance Curriculum. Individual Planning. Responsive Services. System Support/Program Management.
13. Humanizing Technology.
Technical Competencies. Program Connections. Personalizing Technology. Changing Technology.
14. Synthesis.
Appendix A: ASCA Role Statement: The School Counselor.
Appendix B: School Counselor Competencies.
Appendix C: ASCA Position Statement: The School Counselor and Developmental Guidance.
Appendix D: The School Counselor and Comprehensive School Counseling Programs.
Appendix E: ASCA Ethical Standards for School Counselors.
All chapters contain Activities and conclude with a Summary. Most chapters conclude with References and Reflections on the Chapter.

Efficacy and Outcomes


"An easy read…Everything about this book says 'practical and useful.'"

— Nicholas Colangelo, University of Iowa

"A wonderful text or supplementary text….Includes some important areas heretofore left out of school counseling books such as mission-driven school guidance programs, leadership, and technology."

— Carolyn Stone, University of North Florida

"A comprehensive book that covers the basic approaches to school counseling programs (including various models of school counseling), designing a school counseling curriculum, a system approach to school counseling, program evaluation, and accountability."

— James O. Fuller, Indiana Wesleyan University