School Counselor Consultation

Greg Brigman, Ph.D., Florida Atlantic UniversityElizabeth Villares, Ph.D., Florida Atlantic University Fran Mullis, Ph.D., Georgia State University Linda D. Webb, Ph.D., Florida State University JoAnna F. White, Ed.D., Georgia State University

• Foreword xiIntroduction and Overview: Building Consultation Skills xiiiList of Tables xxiiPart I: Grounding Your Approach to Consultation in the Schools 11 School Counselors as Consultants 3Personal and Professional Growth Orientation 4Knowledge of Consultation and Human Behavior 4Consultation Skills 4A Multicultural and Diversity Perspective 5Why Consult? 62 A School-Based Approach to Consultation: Supporting Models and Theories 8Consultation in Schools 8Theoretical Approach 9Models of Consultation 10Another Approach to Organization of Models 12Models and Theory Central to this Approach 12Case Consultation Model 13Teaching/Workshop Model 143 The Practical Advantage of Adlerian Theory in Teacher and Parent Consultation 15The Three Cs of the Adlerian Approach 16Capable 16Connected 17Contributing 18Encouragement 18Mistaken Goals of Behavior 19Attention-Seeking 20Revenge- and Power-Seeking 21Avoidance of Failure 22Summary 234 Ethical Issues in Consultation 24Tripartite Relationship 24Information about the Student 25Information about the Consultee 27Nonsupervisory Relationship 27Voluntary and Temporary Relationship 28Encourages Consultee Self-Reliance 28Work-Related Relationship 29Other Ethical Issues 29Working with Other Professionals 30Competence 30Values 30Additional Considerations 31Part II: Working in Schools as a Consultant 335 Case Consultation with Teachers and Parents 35Basic Consultation Model 35Before the Consultation 36Step I: Prepare for the Consultation 36During the Consultation 37Step II: Define the Process and Develop the Relationship 37Step III: Gather and Present Information about the Student 38Summary of Five Question Guide 39Step IV: Choose Behaviors to Work On 40After the Consultation 43Step V: Follow-Up 436 Typical Issues in School Consultation 44How to Refer Students 44Teach Your Faculty the Referral Process 45Encourage Teacher Involvement 45Let Teachers Know What to Expect with Regard to Follow-up 45What Parents and Teachers Can Tell Students about Seeing the Counselor 45Frequently Asked Questions 47From Teachers 47From Parents 47From Administrators 47Consultee Resistance 487 Workshops and Education Programs 49Workshop Model 49Programs for Teachers 50Student Success Skills 52Tribes: A New Way of Learning and Being Together 52Open Circle 52Preparing Parents for a Different Approach 52Programs for Parents 53Parent Success Skills 53MegaSkills® 53Roots and Wings: Raising Resilient Children 55Building Successful Partnerships: A Guide for Developing Parent and Family Involvement 558 Other Opportunities for Consultation in Schools 56Parent–Teacher–Counselor Conferences 56Student–Teacher–Counselor Conferences 57Teacher Team Consultation 58Grade-Level Team Meetings 58School-Based Teams 59Consider Member Composition 59Determine Meeting Logistics 59The Consultative Process 61Plans for Follow-up 62Referral Teams 62Common School-Based Recommendations for Students with Task Completion Difficulties 64Teacher Advisor Programs 65Other Suggestions about Kinds of Consultation 669 Classroom Meetings: Creating a Climate of Cooperation 68Benefits of Classroom Meetings 68The Classroom Meeting Format 69Teaching Teachers to Use Classroom Meetings 71Barriers to Effective Classroom Meetings and Strategies to Overcome them 7110 Consultation with Administrators 74The Importance of Gaining Administrator Support for Your Program 74Crisis Intervention: Planning for and Responding to a Crisis 75The Role of the School Counselor 75Guidelines for Responding to a Crisis 76School-Wide Plans 78Web Sites with Links to Resources Related to Crisis Prevention and Response 78Crisis and Trauma Resources: Professional Development 78Additional Resources 78The Process of School-Wide Change 79The School Counselor and Discipline Planning 79Advocating for Student Involvement When Assessing School-Wide Need 79Providing Workshops/In-Service for Teachers 80Providing Workshops/Information to Parents 80Helping Administrators and Staff Understand the “Scope” of School-Wide Discipline 80Being Involved in the Development of a School-Wide Plan for Discipline 80A Four-Key Approach to School-Wide Discipline 81Key 1: The Identification, Development, and Practice of Desired Social Skills 81Key 2: Encouraging and Reinforcing Desired Behaviors 81Key 3: Corrective Intervention Strategies and Consultation 81Key 4: Support System and Additional Intervention Strategies for Students Who are Not Experiencing Success 8211 Consultation in the Community 84Referrals 84Speakers Bureau 85Parent Group 85Parent–Teacher Organization 85Service or Civic Clubs 86Business Partners or Partners in Education 86Community Task Forces 86Grandparent Programs 87Keys to Successful Community Involvement 87Part III: Addressing 21st Century Needs 8912 The School Counselor as Leader 91Qualities and Styles of Effective Leadership 91Social-Emotional Leadership 92Servant Leadership 92School Counselor’s Role as Leader and Advocate 93Transformative Leadership 94Competencies to Advocate for School Counseling Roles 95Promoting Equity and Cultural Competence 95Multicultural and Social Justice Leadership Form (MSJLF) 96Leading through Data-Driven Decision Making 97LEAD 9713 Systemic Approach to School-Wide Consultation 100Systemic Approach to School–Family–Community Consultation 101Identification of Stakeholders in Systems and Metasystems 101Evidence-Based Approaches and Activities 103Systemic Social and Emotional Learning 103Creating a Foundation of Support 104Adult SEL Development 104SEL for Students 104Practice Continuous Improvement 105Advocating for Student-within-Environment 105Coregulation 105Social Justice Initiative 10614 Consultation Supporting Student Mental Health: Anxiety 108Introduction to Anxiety and Anxiety Disorders in Children and Adolescents 108Prevalence of Anxiety and Depression 109Anxiety Disorders 109Generalized Anxiety Disorder (GAD) 111Separation Anxiety 111Social Anxiety (Social Phobia) 112Panic Disorder (PD) 113Specific Phobias 113Post-Traumatic Stress Disorder (PTSD) 114Obsessive Compulsive Disorder (OCD) 114Depression 115Possible Interventions and Supports 115The School Counselor’s Role in Addressing Anxiety Issues in Students 11615 Consultation and Trauma-Infused Practices 119What is Trauma? 119Recognizing the Signs of Trauma 121Trauma-Informed Practices in Schools 122The Role of the School Counselor in Building Trauma-Informed Schools 123Design and Deliver a Comprehensive School Counseling Program 123Pay Attention to the Classroom Climate 124Address Trauma with a Multitiered Approach 125Leverage Consultation to Strengthen Stakeholder Skills 127Engage in School-Wide Practices to Promote and Empower All Students 129Establish Community Partnerships 130Summary 13016 School Counselor Consultation and Working with Undocumented Students 132Overview of Undocumented Students 132DACA and Dreamers 133Undocumented Students’ Access to Education 134Working with Undocumented Students and Families in Schools 135Addressing Risk Factors Facing Undocumented Youth 136Addressing the Needs of Undocumented Students at All Levels 137Create Welcoming, Safe, and Supportive Environments 138Improve School and Family Communication 138Increase Awareness of Culturally Sensitive Practices 138Support After-School Activities 139Conduct Needs Assessments 139Obtain Consent Early 139Focus on College Readiness and Planning 139Explore Career Opportunities 140Provide Support for Students’ Transition to College 140Summary 142About the Authors 144References 146Index 161