A new research-based approach to the design, delivery and evaluation of K–12 school counseling programs
Learn about a Construct-Based Approach (CBA) to school counseling that uses four research-based constructs to focus school counseling programs on areas that can significantly increase the impact on student achievement and school improvement. Discover essential school counseling processes in which all students participate: student planning, academic support, college and career readiness, and personal growth and social interaction.
The authors, leading educational experts, use research to refocus attention on student results, a challenging results-based school counseling curriculum, and meaningful student assessments. See examples of how a CBA looks in practice with the following:
- In-depth analysis of student standards and competencies
- Developmentally-appropriate scope and sequence
- Documented curriculum activities
- Sample student assessments
An online toolkit consisting of electronic files with structured processes, clearly-defined protocols and easy-to-use tools to help implement a CBA is also available.
This groundbreaking approach can help transform your counseling program. You will love it. Your students will love it. Get started today!
Inhaltsverzeichnis
Dedication
Table of Contents
Foreword
Acknowledgments
About the Authors
1. Introduction
Purpose of Book
How Book Chapters are Organized
Book Chapter Descriptions
From Concept to Practice
CBA Toolkit Components
Construction Site Components
Chapter 1 Construction Zone
2. A Simple Language Set
Importance of the Language We Use
Construct
Context
Results
Curriculum
Student Assessment
Program Implementation and Evaluation
How the Terms in the Language Set Relate
Standards and Competencies are the Foundation of the Curriculum
Chapter 2 Construction Zone
3. Research-Based Constructs
Definition of Research-Based
New Focus on Personal, Social and Life Skills
Motivation
Self-Knowledge and Self-Direction
Relationships
Conclusions
Chapter 3 Construction Zone
4. Relevant Contexts for K-12 School Counseling Programs
From Constructs to Contexts
Competency Statements Emerge from Contexts
Contexts Consist of Essential Processes
Academic Support
Chapter 4 Construction Zone
5. Student Results (Standards and Competencies)
Achieving Excellence
Counseling-Learning Environment (CLE)
Two Types of Student Results
Construct-Based Student Standards
A Vision to Live By
Competencies as Proficiency Builders
Writing Meaningful Competency Statements
A Focus on Cognitive Skill Development
A Focus on Metacognitive Skill Development
Role of School Counselors
Chapter 5 Construction Zone
6. Role of Curriculum in a CBA
Where We Are in the CBA Building Process
Essential Characteristics of a CBA Curriculum
Principles for Learner Centered School Communities
Results-Based CBA Curriculum in a Nutshell
Chapter 6 Construction Zone
7. Assessing Student Progress toward CBA Counseling Standards
CBA Student Proficiency Assessments
Assessing Current Levels of Competency
Assessing Gains after Interventions
Assessing Progress towards Standards at Key Transition Points
Assessing Curriculum-Related Proficiencies
Importance of Linking CBA to Research-Based Constructs
Chapter 7 Construction Zone
8. CBA Program Implementation: Focus on Planning
Shift in Focus from Building to Implementing a CBA
How to Begin
Why All the Fuss About Planning?
Three Perspectives on the Planning Process
Four Types of Plans
Chapter 8 Construction Zone
9. CBA Program Implementation: Focus on Program Delivery
Delivering a CBA Program with Fidelity
Data Management
School Counseling Data Management System
Chapter 9 Construction Zone
10. BA Program Implementation: Focus on Evaluation
Program Evaluation is an Improvement Process
What Needs to be Evaluated
Chapter 10 Construction Zone
11. CBA’s Contribution to School Improvement Initiatives
Contribution to Current Practice
Contribution to Knowledge and Skill Requirements Initiatives
ACT’s Five Principles
CBA Contribution to School-Based Intervention Initiatives
Toward a More Holistic View of Student Learning
Chapter 11 Construction Zone
12. Power and Potential
What is Power and Potential?
A Vision to Live By
Summary of Key Points
School Counselor Accountability
References
Über den Autor
Dr. John Carey is Director of the Ronald H. Fredrickson Center for School Counseling Outcome Research & Evaluation and Professor of School Counseling at UMASS Amherst. He is a recipient of an American School Counseling Association (ASCA) Counselor Educator of the Year Award. Dr. Carey is included on the Fulbright Specialist Roster and works internationally to improve school-based counseling and school counselor education. His research interests include school counseling outcome measurement, policy research in school-based counseling, standards-based models of school counseling, and the development of research-based interventions to promote academic achievement and eliminate the achievement gap. He is coeditor of Multicultural Counseling in Schools: A Practical Handbook.
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