Page 9: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2005). Guiding the school counselor: An overview of roles and responsibilities. Retrieved from https://iris.peabody.vanderbilt.edu/module/cou/
American School Counselor Association. (2004). Ethical standards for school counselors Retrieved January 26, 2006, from http:www.schoolcounselor.org/content.asp?contentid=173
American School Counselor Association. (2004). Position statement: Cultural diversity. Retrieved January 26, 2006, from http://www.schoolcounselor.org/files/PS_Cultural%20Diversity.pdf
American School Counselor Association. (2004). Position statement: Students with special needs. Retrieved January 19, 2006, from http://www.schoolcounselor.org/files/Special%20Needs.pdf
American School Counselor Association. (2004). The role of the school counselor. Retrieved January 26, 2006, from http://www.schoolcounselor.org/contentasp?contentid=240
Bowen, M. L., & Glenn, E. E. (1998). Counseling interventions for students who have mild disabilities. Professional School Counseling, 2, 16–25.
Brigman, G., & Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7(2), 91–98.
Cheek, J. R., Bradley, L. J., Reynolds, J., & Coy, D. (2002). An intervention for helping elementary students reduce test anxiety. Professional School Counseling, 6, 162–164.
Ciechalski, J. C., & Schmidt, M. W. (1995). The effects of social-skills training on students with exceptionalities. Elementary School Guidance & Counseling, 29, 217–222.
Cook, J. B., & Kaffenberger, C. J. (2003). Solution shop: A solution-focused counseling and study skills program for middle school. Professional School Counseling, 7, 116–123.
Coster, W. J., & Haltiwanger, J. T. (2004). Social-behavioral skills of elementary students with physical disabilities included in general education classrooms. Remedial and Special Education, 25, 95–103.
Frye, H. N. (2005). How elementary school counselors can meet the needs of students with disabilities. Professional School Counseling, 8(5), 442–451.
Myrick, R. D. (2003). A group counseling intervention for children with attention deficit hyperactivity disorder. Professional School Counseling, 7, 108–115.
Sink, C. A., & Stroh, H. R. (2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6, 350–364.
Smith, D. D. (2003). Introduction to special education: Teaching in an age of opportunity (6th ed.). Boston: Pearson/ Allyn and Bacon.
Webb, L., Brigman, G., & Campbell, C. (2005). Linking school counselors and student success: A replication of the student success skills approach targeting the academic and social competence of students. Professional School Counseling, 8(5), 407–414.
Gysbers, N. (2003). Comprehensive guidance and counseling programs: The evolution of accountability. Professional School Counseling, 8, 1–14.
Focusing on the theme of accountability throughout the twentieth century and at present, the article explores ways in which school counselors can demonstrate their accountability and contribution to student achievement. The article features empirical data, lists of prerequisites to achieve accountability, and also speculations on the future of the accountability issue in regard to school counselors.
Milsom, A. (2002). Students with disabilities: School counselor involvement and preparation. Professional School Counseling, 5(5), 331–338.
The article discusses results from a study seeking to closely define school counselors’ roles in relation to students with disabilities by directly interviewing a random 400 members of the American School Counseling Association (ASCA). The study also posed questions about the involvement of special education topics in school counseling education programs, and conclusions from these questions are provided in the discussion section of the article.
Milsom, A., & Akos, P. (2003). Preparing school counselors to work with students with disabilities. Counselor Education & Supervision, 43, 86–95.
To determine the level at which disability content is being incorporated into school counselor education programs, this study surveyed 137 participant programs from 42 states. The study discusses both the encouraging and challenging implications of its findings for school counselors’ preparedness to work with students with disabilities.
Parsad, B., Alexander, D., Farris, E., & Hudson, L. (2003). High School Guidance Counseling, NCES 2003-015. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
A look at school counseling in U.S. high schools in the 2001-2002 academic year, the report examines staff characteristics, programs, and activities involving school counselors and eleventh and twelfth graders. In addition, the report provides a comprehensive perspective for readers with its comparison of the new data collected to results from the 1984 supplement to the High School and Beyond Longitudinal survey data.
American School Counselor Association (2003). The ASCA national model: A framework for school counseling programs. (2nd ed.). Alexandria, VA: American School Counselor Association.
School counselors can find information in this book on how to develop, organize, implement, and revise counseling programs at their schools. The book discusses counselors’ roles and their impact on students, including those with disabilities. Perspectives on other topics, such as leadership, advocacy, and systemic change are also provided. Second editions of this book come with CD-ROMs.
Baumberger, J. P., & Harper, R. E. (1999). Assisting students with disabilities: What school counselors can and must do. Thousand Oaks, CA: Corwin Press.
This reference handbook features a description of TREAT, a comprehensive assessment model designed to help school counselors working with students with disabilities on an individual basis. The book provides a case study (in some cases more than one) for each chapter, and it explains how counselors and school leaders can create counseling programs that meet federal requirements and student needs.
American School Counselor Association http://www.schoolcounselor.org
The American School Counselor Association (ASCA) focuses on providing professional development to school counselors, enhancing school counseling programs, and researching effective school counseling practices. The Website provides sections for School Counselors & Members, Administrators, Parents & Public, and the Press. Under the School Counselors & Members portion, for instance, visitors can click on Member Info, Legislative Affairs, Publications, Career/Roles, ASCA National Model, Resource Center, Legal/Ethical, and Awards categories. Worth noting, the Website provides links to state associations under the School Counselors & Members section athttp://www.schoolcounselor.org/content.asp?pl=325&sl=127&contentid=179. Visitors can also read about appropriate and inappropriate roles for school counselors by linking to http://www.schoolcounselor.org/files/appropriate.pdf. The larger Website also features Advertise/Exhibit information, ASCA News, and the Online Bookstore.
American Counseling Association http://www.counseling.org
This Website features information for the counseling profession and those it serves. Publications, guides, licensure charts, tips, and resources for professional development are just some of the sections visitors can explore on the site. Information for counseling students, such as a list of graduate programs, is posted, and there is a section with an active career center, as well. Public policy updates are available to provide news and background resources to counselors and others interested in the field.