be knowledgeable of such challenges in order to provide accurate information and/or proper referrals to students and their families to appropriate programs (Erford, Bradley, 2007). 

 

 It is important that the students and their family feel safe disclosing personal needs to counselors for assistance in whatever areas are needed. It is just as important for the clients to be able to trust the counselor to be able to help guide their decision making process for academic success. The counselor is expected to exemplify professional competence.  Another example to promote safety and student success in the school environment is that counselors are require to support students as a primary obligation, according to ASCA ethical standards for School Counselors (A.1.a) (ASCA, 2016). One other example would be based on the close and emotional interaction between the student and the counselor to focus on the students' concerns in order to empower the student to make positive changes as need. (Erford, 2007).

Collaboration practices can assist with improving the safety of school environment by utilizing youth-centered collaboration,  intra-organizational collaboration,  in additional to community-collaboration to identify safety concerns and develop safety plans (ASCA, 2012). Professional school counselors can facilitate activities such as parent workshops to hear parents concerns regarding safety and  to improve the school counseling core curriculum (ASCA, 2012). Counselors can also collaborate with the school district or community to utilize resources available to improve safety measures (ASCA, 2012).

Example: 

In a webinar series titled Infusing a Caring Climate into Your School the ASCA shares high school counselor Sandy Austin’s collaboration practices for a safe, welcoming and inclusive environment. In the series Ms. Austin shares that her school counseling department collaborates with teachers for classroom presentations on suicide (ASCA, 2018). More importantly the series discussed school counselor and  student collaboration to create small support groups  to provide assistance to students in need inside and outside of the school environment (ASCA, 2018). The collaboration practices Ms. Austin utilized included assigning school counselors as “sponsors” for student lead groups that address different areas of student needs such as the extended illness group that reaches out to students absent from school due to illness or the new student group which hosts a monthly lunch for new students to present them with a welcome package (ASCA, 2018). 

Another collaboration practice highlighted by the ASCA is the concept of annual agreements between school counselors and principals. As a means to reach a shared vision school counselors present principals with an annual agreement which outlines proposed goals and outcomes of the data-driven comprehensive school counseling program (ASCA, 2012).  The agreement is presented yearly and states counseling plans and plans for collaboration with all stakeholders (ASCA, 2012).  In this collaborative practice school counselors and principals must come to an agreement and the principals have to identify areas where principals can assist counselors (ASCA).  “The effective principal/ school counselor relationship is to achievement levels for all students and ensure equity in educational outcomes” (ASCA, 2012). 

Professional  high school counselors can utilize this form of collaborative practice in several ways. Counselors can present an annual agreement that outlines milestones in which school counselors will meet with students to assess their academic needs and progress towards graduation. The annual agreement can also allocate time for small group counseling and tutoring. 

Reference:

school counseling programs (3rd ed.). Alexandria, VA: Author.  ASCA Ethical Standards for School Counseling. 2016

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf.
Choate, Laura, Curry, Jennifer R. Addressing the Sexualization of Girls Through 

 

Comprehensive Programs, Advocacy, and Systemic Change: Implications for 

 

Professional School Counselors. Professional School Counseling; February 2009, 

 

Vol. 12 Issue 3, p213-222, 10p. Retrieved December 24, 2018.
Erford, Bradley, 2007 Transforming the School Counseling Profession.  

(4^th Ed.).  Upper Saddle River, NJ: Pearson.
Stloukal, Merit E. , Wickman, Scott A.¹, swickman@niu.edu

 

School Counseling Programs as Spiritual and Religious Safe Zones.

                        

Counseling & Values; Apr2011, Vol. 55 Issue 2, p157-170, 14p

        

            Retrieved December 25, 2018

The first article I chose is about legal and ethical issues with group counseling. Crespi (2009) defines three different types of groups (educational/guidance, counseling, and therapy) as well as four stages of the group process (forming, storming, norming, performing) (p. 275). The last part of the article discusses consent and confidentiality, both defining them, how to address them in small groups, and when confidentiality can be broken. Crespi also goes on to briefly describe how to select group members, topics, notification about groups, dangerous behavior, dealing with parent requests about the group counseling session, dual relationships, notes, ethics, and boundary issues (p. 276-278).

Crespi, T. D. (2009). Group counseling in the schools: Legal, ethical, and treatment issues in school practice. Psychology in the Schools, 46(3), 273–280.

The second article discusses how to plan and implement groups in a high school setting. The authors, Ripley and Goodnough offer strategies that they’ve found to be successful in running counseling groups in high school: focusing on the needs of the students and structure of the school’s schedule, collaborating with administrators and teachers to ensure students were excused to attend sessions and allowed to make up any missed classwork, running an in-service about group counseling for the staff, and conducting a needs assessment (Ripley & Goodnough, 2001). Finally, they go on to discuss setting up groups. They established procedures, set up a schedule for each group and student, sought outside help when they needed it, and set up a co-leader with counselors from other agencies and the school counselor. 

Ripley, V. V., & Goodnough, G. E. (2001). Planning and implementing group counseling in a high school. (Perspective From The Field). Professional School Counseling, (1), 62. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.80306026&site=eds-live&scope=site

Book Reference 1:

In the Dollarhide and Saginak (2017) text, they give a brief overview of small- and large-group counseling. They state that small-group counseling is for students who want to connect with others, and define the 3 types of small-group counseling: crisis-centered, problem-centered, and growth-centered. Large-group counseling is similar to classroom guidance and taught to an entire class (p. 127). 

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

The second reference also comes from the Dollarhide and Saginak (2017) text. In this section, they talk about structured/psychoeducational groups vs. process groups. In structured/psychoeducational groups, the counselor is the leader. In a high school setting, they would discuss issues such as stress/anger management, drug/tobacco/alcohol resistance, study skills, college planning, and career exploration (p. 151). Process groups focus more on interactions and relationships among the group members. In the high school setting, they would discuss issues such as sexual orientation, career counseling, self-esteem, loss/grief, diversity, and help with suicide/depression (p. 151). 

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

The third reference comes from the Bradley Erford text, Transforming the School Counseling Profession (2007). In the section on the Delivery model, Erford quickly defines group counseling as “allowing school counselors to address issues common to several students at one time. . .” (p. 34). The section also gives examples on what the groups are based on and what the group counseling sessions may consist of. 

Erford, B.T., (2007) Transforming the school counseling profession. (4th ed.).  Upper Saddle River, NJ: Pearson

The last reference comes from the Erford (2007) text as well. In this section, they discuss group counseling in more detail over the course of 9 pages. He defines group counseling, discusses four different types of group work and defines each one, how to set them up and choose students, collaborating with staff and parents, addressing confidentiality, running groups, and evaluating/terminating groups (p. 292-301). 

Erford, B.T., (2007) Transforming the school counseling profession. (4th ed.).  Upper Saddle River, NJ: Pearson

In the first article, by Kelly Kozlowski, she discusses how teachers and counselors integrate counseling lessons into academic lessons. When this happens, academics aren’t stopped, but are included in the school counselor’s lesson. She goes on to give several examples of how to combine academics into counseling lessons. To prepare, counselors need to incorporate their state academic standards with the ASCA student standards. She suggests you can start with either set of standards and then work in the other. Collaboration between the counselor and teacher is also key when delivering these core curriculum lessons. Finally she addresses limitations and implications of this practice, both of which address collaboration. 

Kozlowski, K. A. (2013). Integrating School Counseling Core Curriculum into Academic Curriculum. Journal of School Counseling, 11(5). Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1012286&site=eds-live&scope=site

In this article, written by Emelita Outerbridge, the Bermuda school system developed a curriculum for its counseling program. They involved primary and secondary school counselors to develop the curriculum, taking into account both the ACA and ASCA. During the development, they took into consideration families, community, the economy, stress, school challenges, and the needs that the students are facing. They wanted to focus on healthy human growth and development, behavior, and personality in their curriculum. The result was a curriculum that included “lessons, modules, and activities that are designed to help all students develop competence in essential life skills” (Outerbridge, 1999). They also included some curriculum to supplement their curriculum. 

Outerbridge, E. A. J. (1999). Developing a guidance and counseling program curriculum for the Bermuda school system. Professional School Counseling, 3(2), 116–121. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1999-08258-006&site=eds-live&scope=site

The first reference comes from the ASCA National Model book. It defines core curriculum as “a planned, written instructional program that is comprehensive in scope, preventive in nature, and developmental in design” (American School Counselor Association, 2012). Core curriculum lessons are delivered as lessons or activities that are aligned with the counseling program’s mission statement. The lessons are focused on “academic achievement, career development, and personal/social growth” (p. 85). The lessons and activities can be delivered in a large-group setting or a small-group setting. 

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

The second reference also comes from the ASCA National Model book. Under the Management section, it has a section on lesson plans and how to deliver them successfully. You should follow the ASCA student standards, establish clear learning objectives, list any needed materials, state procedures, how you’ll evaluate the lesson, and any follow-up needed for students who struggles with the lesson.

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

In the book Transforming the School Counseling Profession by Bradley T. Erford, over the course of 13 pages, he discusses everything to take into consideration when delivering curriculum lessons specifically in a classroom setting: classroom seating, respecting the teacher’s rules, dealing with discipline and disruptive behavior, creating the curriculum, units, and lessons, considering multiple-intelligences, establishing learning objectives, differentiation, activities used, and the introduction, conclusion, assessment, and follow-up of the lesson (Erford, 2007, p. 224-237). This section also includes a table with examples of curriculum including the topic and grade levels, as well as how to write measurable learning objectives. Some of the high school topics on this table include signs of suicide, sexual harassment, conflict resolution, social/emotional awareness, life skills, character education, service learning, and alcohol/drug prevention (p. 230). 

Erford, B.T., (2007) Transforming the school counseling profession. (4th ed.).  Upper Saddle River, NJ: Pearson

In the Comprehensive School Counseling Program book by Dollarhide and Saginak, they give a helpful table on pages 167-168 that give ways to incorporate the core curriculum lessons for each of the eight multiple intelligences at the high school level. It breaks it down by intelligence and then what academic area, developmental area, and instructional method. They also have a section on large-group counseling which typically occurs in a classroom setting, delivered to a large number of students. The counselor collaborates with teachers and the lessons are sometimes taught by both the counselor and teacher. The lessons are highly structured and can involve any number of topics that apply to most students in the classroom, such as career counseling, conflict resolution, social skills, alcohol/drug education, and sexuality (Dollarhide and Saginak, 2017, p. 127-128). 

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

ASCA. (n.d.). ASCA Webinar Series - Infusing a Caring Climate Into Your School. Alexanderia , VA . Retrieved from https://videos.schoolcounselor.org/infusing-a-caring-climate-into-your-school

Bruckner, M. M. (2015). It takes culture. Educational Leadership, 72(5), 60-64.

 Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

 

Porter, G. E. (2001). Collaboration among school mental health professionals: A necessity, not a luxury. Professional School Counseling, 3(5), 315. Retrieved from https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=14&sid=8475ecf8-c140-4ca6-9eb5-1e2828011995%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2001-14301-003&db=psyh

This article discusses how professional school counselors can successfully accomplish the four themes of the ASCA National Model when they actively engage in consultation (Baker, 2010). The article highlights that those needing consultation regarding student needs naturally prefer to consult professional school counselors (Baker, 2010). The article presents  five different consultation processes which include the prescription, provision, initiation, mediation and collaboration (Baker, 2010). The prescription describes the process in which a counselor observes the issue and creates a plan to address it. Provision takes place when the counselor has to personally carryout the provision while initiation is when a school counselor is the one who notices an area of concern (Baker, 2010). Mediation and collaboration takes place when a counselor works with others to come to a solution (Baker, 2010).  The “Walking in my students shoes” section of the article presents a case study of a 15 year old high school freshman who’s teacher approached the school counselor to initiate a consultation process (Baker, 2010). The counselor processed to place them self in the student’s shoes to create the prescription then set up a meeting with the teachers and group home staff to discuss the provision (Baker, 2010).  The article also provided several other case studies specifically for high school students. It then concluded by highlighting that school counselor consultation can lead to the improvement of student achievement (Baker, 2010). 

Baker, S. B. (2010). School Counselor Consultation: A Pathway to Advocacy, Collaboration, and Leadership. Professional School Counseling, 12(3), p. 200. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=6&sid=647fbd2a-3c77-4b28-b812-11f9ad5d8a57%40sessionmgr102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsgcl.194331813&db=edsgea

 Consultation Practices book sources:

Book Reference 1:

ASCA National Model A Framework for Counseling Programs

According to the ASCA National Model, consultation falls under indirect student services. consultation includes working with teachers, parents, administrators and others to support student achievement, serve as student advocates, and gather information to best support students. At the high school level this could include attending and leading IEP and 504 meetings, participating actively in grade level and department meetings, meeting with parents and teachers to advocate for students individually and in groups, or attend leadership meetings pertaining to students all in order to support and advocate for each student and their needs.

Book Reference 2:
Consultation: Comprehensive school counseling programs: K–12 delivery systems in action

When I think of consultation, I always thought of it being synonymous with advocacy which it seems like is correct however it also includes a large amount of collaboration and implementation of strategies to best support students and their needs. As consultants, counselors are expected to work with parents, guardians, teachers, administrators, school psychologists, nurses, and social workers among others help students be as successful as possible during their educational careers. I think that this is especially important during high school years. This is a time when students are navigating the real idea of post secondary goals, possible career academies, and working through individual plans with counselors, teachers, and parents. High school is a time when students need a consultant, often as a guidance counselor, to answer questions and address concerns.

Book Reference 3:
ASCA National Model A Framework for Counseling Programs: Chapter 4 delivery system.
This chapter discusses consultation as a form of indirect student services. It highlights that indirect services not only supports student achievement but also promotes  equity for all students. Through indirect services school counselors can share and gather information related to student success. This chapter defines as the workings with school staff and parents in addition to advocating on behalf of students to promote academic, career and social /emotional development.

Reference 4:
American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf
This article address professional school counselor competencies. One of such competencies includes an appropriate professional development plan. Professional competencies also includes a professional school counselor's ability to seek consultation and professional guidance as needed.


References

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

American School Counselor Association. (2012). ASCA school counselor competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

Baker, S. B. (2010). School Counselor Consultation: A Pathway to Advocacy, Collaboration, and Leadership. Professional School Counseling, 12(3), p. 200. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=6&sid=647fbd2a-3c77-4b28-b812-11f9ad5d8a57%40sessionmgr102&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsgcl.194331813&db=edsgea

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

Additional Resource for Individual Student Planning

The American School Counsleors Associations' position on individual school counseling is that it is important to recognize each student as an individual and to work with all stakeholders in a students educational journey (teachers, parents/guardians, counselors etc) to identify strengths, ambitions, goals etc to develop their pathways especially in high school when looking towards postsecondary goals. "The focus of academic and career planning is threefold: to help students acquire the skills to achieve academic success, to make connections between school and life experiences and to acquire knowledge and skills to be college and/or career ready upon high school graduation" (ASCA, 2017).

Reference

ASCA. (2017). The School Counselor and Individual Student Planning for Postsecondary Preparation.
Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_IndStudentPlanning.pdf

 Book Reference 1:
According to the ASCA National Model, Individual student planning falls under direct student services. Individual student planning is especially important for high school students as it addresses graduation plans as well as individual learning plans. These services allow students to plan and manage their own learning (ASCA, 2012).

Book Reference 2:
The ASCA National Model also points out strategies for how individual student planning can be implemented. Two strategies include Appraisal and Advisement. In the school I currently work in, we use a tool called Naviance so that students can engage in personality and career surveys to begin evaluating their interests abilities and skills which are all a part of the appraisal process. During the advisement strategies, counselors help high school students to make "future plans base on academic, career, and personal/social data" (ASCA, 2012). This could be done via individual meetings with students or small group meetings.

Book Reference 3:
Dollarhide and Saginak talk about individual student planning as a direct service for k-12 students. They specifically mention using individual student planning for post secondary goals as well as helping students to understand their strengths and goals. While I agree that the earlier you get these balls rolling the more smoothly the transition from middle to high School and high school on will be however I think the actual individual planning is most needed when students are in 9th and 10th grade before applying to colleges, career academy etc. I am glad that the text mentions  direct services in support of the ASCA national model.

Book Reference 4

Often when we think about individual planning, we think about academic planning specifically but as Dollarhide and Saginak discuss, individual student planning also includes defining personal goals. School counselors are also responsible for individual student planning at each educational transition (elementary, middle, high, and into post secondary goals) (2017). I mention this because at the high school level, a counselor should be able to look back at past individual student plans or at least have discussions with students about them to evaluate their prior asperations an goals in comparison with those for the present and future.

References

American School Counselor Association. (2012). ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 
Picture and video:

Picture:

Below is an example of a very general plan for a student that I would use likely with 9th grade students. I would also include a section for potential post secondary goals and include a plan with completed courses, courses needed for graduation, and any additional requirements such as service learning hours. 

It takes culture  discusses the issues Iowa’s Council Bluffs Community School district faced in 2005  when their high schools faced the lowest graduation rates in the state. District board of educator leaders and school counselors utilized collaboration practices to address the issue by collaborating with the community in comprehensive strategic planning  group (Bruckner, 2015). Educators and counselors also created new mission statements that addressed the low graduation rates (Bruckner, 2015).  The community worked to created systemic changes by reorganizing some district and school specific programs to better meet the needs of students (Bruckner, 2015). School counselors and graduation coaches developed student intervention plans and to follow up on individual students (Bruckner, 2015). They also met regularly with a facilitator to insure that every student was addressed (Bruckner, 2015). Principals also participated in the collaboration efforts by participating in monthly professional development (Bruckner, 2015). Support from the community was astonishing, educators collaborated with local business to get funding for free summer learning programs for student with specific learning needs (Bruckner, 2015). The leaders also extended their reach to the elementary and middle schools to increase student enthusiasm and the community assisted by organizing career fairs geared towards middle school and elementary school students (Bruckner, 2015). In the end the district’s graduation rates moved from 65 percent to 85 percent and the community’s outlook changes.

https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=1&sid=8475ecf8-c140-4ca6-9eb5-1e2828011995%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=000348824500011&db=edswss


Article 2: COLLABORATION AMONG SCHOOL MENTAL HEALTH PROFESSIONALS: A NECESSITY, NOT A LUXURY

This article not only address the fears that many students feel regarding safety in school but also address the importance of collaboration between school counselors and other mental health professionals. “Collaboration between school-employed and school-based mental health providers increases the opportunity to augment and expand the quality and quantity of service desperately needed by so many students” (Porter, 2001).   The article highlights that consultation is one of the most widely used school based intervention for violence (Porter, 2001).  Most importantly authors discuss how collaborations between departments can increase resources and decrease inconsistency (Porter, 2001). The article also discusses how a study of collaboration between high school counselors and mental health clinicians in which it was discovered that the help of the school counselors greatly improved the impact of the clinicians work (Porter, 2001).

https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=14&sid=8475ecf8-c140-4ca6-9eb5-1e2828011995%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2001-14301-003&db=psyh

ASCA. (n.d.). ASCA Webinar Series - Infusing a Caring Climate Into Your School. Alexanderia , VA . Retrieved from https://videos.schoolcounselor.org/infusing-a-caring-climate-into-your-school

Bruckner, M. M. (2015). It takes culture. Educational Leadership, 72(5), 60-64.

 

Comprehensive Programs, Advocacy, and Systemic Change: Implications for 

 

 

Crespi, T. D. (2009). Group counseling in the schools: Legal, ethical, and treatment issues in school practice. Psychology in the Schools, 46(3), 273–280.

 

  Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson. 

 

Erford, B.T., (2007) Transforming the school counseling profession. (4th ed.).  Upper Saddle River, NJ: Pearson

 

Gewertz, C. (2018). School Counselors Responsible for 482 Students on Average, Report Finds.Retrieved fromhttp://blogs.edweek.org/edweek/high_school_and_beyond/2018/02/school_counselors_responsible_for_482_students_on_average.html

Kalchik, S., Oertle, K. M., & Illinois University, O. of C. C. R. and L. (2011). The Relationship of Individual Career Plans to Programs of Study and Career Pathways. Transition Highlights. Issue 3. Office of Community College Research and Leadership. Office of Community College Research and Leadership. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED521422&site=eds-live&scope=site
 
 

 

Porter, G. E. (2001). Collaboration among school mental health professionals: A necessity, not a luxury. Professional School Counseling, 3(5), 315. Retrieved from https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=14&sid=8475ecf8-c140-4ca6-9eb5-1e2828011995%40sessionmgr4007&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=2001-14301-003&db=psyh

 

Professional School Counselors. Professional School Counseling; February 2009, 

Vol. 12 Issue 3, p213-222, 10p. Retrieved December 24, 2018.
 Erford, Bradley, 2007 Transforming the School Counseling Profession.  

(4^th Ed.).  Upper Saddle River, NJ: Pearson.
Stloukal, Merit E. , Wickman, Scott A.¹, swickman@niu.edu

 

Reese, S. (2010). A Leading Role for Career Guidance Counselors. Techniques: Connecting Education and Careers, 85(7), 16–19. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ909592&site=eds-live&scope=site

Ripley, V. V., & Goodnough, G. E. (2001). Planning and implementing group counseling in a high school. (Perspective From The Field). Professional School Counseling, (1), 62. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsgea&AN=edsgcl.80306026&site=eds-live&scope=site

 

School counseling programs (3rd ed.). Alexandria, VA: Author.  ASCA Ethical Standards for School Counseling. 2016 https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf.
 Choate, Laura, Curry, Jennifer R. Addressing the Sexualization of Girls Through 

School Counseling Programs as Spiritual and Religious Safe Zones. Counseling & Values; Apr2011, Vol. 55 Issue 2, p157-170, 14p Retrieved December 25, 2018