‘This should become a standard graduate school text for up-and-coming school counselors. The author knows school counseling, school counselors, and what school counselors face on a daily basis. This book helps it all make sense, and makes it even easier to grow as a counselor.’
—Gloria Avolio De Paul, Elementary School Counselor
School District of Hillsborough County, Tampa, FL
Blend individual therapeutic approaches into a model that works for you!
The process of behavioral change often transcends any single counseling methodology. However, successfully employing diverse intervention strategies requires a coherent framework and an integrated approach.
Richard D. Parsons presents a transtheoretical, or eclectic, model school counselors can use to evaluate student information, select the most effective interventions from a variety of theories, and coordinate the interventions with sequential steps for behavioral change. Following the format of the companion books on behavioral, cognitive, and solution-focused school counseling, this concise text includes:
- A reflective, meaning-making model as a basis for effective school counseling
- An introduction to the fundamental principles of eclectic or transtheoretical practice
- Clinical illustrations of eclectic intervention strategies that promote change
- In-depth case studies and guided practice exercises
Ideal for individual study or for use in group development, this practical guide allows new and less experienced practitioners to grow from ‘novice’ to ‘expert’ through ample opportunities for practice and feedback.
Tabella dei contenuti
Introduction to the Book Series
Preface
Acknowledgments
About the Author
Section I. The Transtheoretical Model of Change, an Integrative Model Guiding a School Counselor’s Reflective Practice
1. The School Counselor as Reflective Practitioner
2. The Fundamental Principles of the Transtheoretical Model
Section II. Integrating Stages and Processes of Change
3. The Stages of Change
4. The Processes of Change
5. Matching Stage and Process
Section III. TTM Guiding Reflective Practice: A Look at the School Counselor in Action
6. School Counselors Reflecting In and On Practice
7. Practice in Procedural Thinking
Epilogue
References
Index
Circa l’autore
Richard D. Parsons, Ph.D. is a Full Professor in the Counselor Education Department at West Chester University. Dr. Parsons has over 45 years of university teaching in counselor preparation programs. Prior to his University teaching Dr. Parsons spent 9 years as a school counselor in an inner-city high school.
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