Diana L. Stephens, Ph.D. is an Associate Professor and the Coordinator of the School Counseling PPS Credential Program in the Graduate School of Education at California Lutheran University. She serves on the President’s Diversity Council and is a member of the Faculty Inclusivity Task-Group. She is a certified Family Life Educator and a Resiliency Trainer. Her collaborative work in K-12 schools and as a counselor-educator in higher education is preceded by her experience in clinical counseling, administration, and consultation in the non-profit sector. Throughout her career, she has been involved in issues of diversity, cultural inclusion, and social justice. She serves as a consultant in educational and organizational communities, conducts professional development workshops, and facilitates collaborative partnerships in co-co-creating culturally inclusive environments. She is guided by the belief that understanding diverse perspectives and honoring the cultural heritage of all humankind is essential in achieving personal and organizational success.Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41

“Culturally Proficient Collaboration is a much-needed contribution to the discussion of our past, current, and future practices in school counseling. This is more than a portrait of the culturally proficient educator, it’s a book about change. A must read for anyone in education.”

• Foreword by Trish HatchAcknowledgementsAbout the AuthorsIntroductionPart 1. The Changing Role of School Counselor- Schoolwide Leadership1. A Historical and Contemporary Perspective on School CounselingGetting CenteredThe Intent of This ChapterWhy on Earth do I Need to Know the History of School Counseling?The Role of Counselor Began in Vocational GuidanceWho Defines the Role of School Counselor?Counselor as Mental Health ProviderParadigm Shift: From Reactive Services to Comprehensive ProgramsNCLB and Standards-Based School CounselingGoing Deeper2. 21st Century Counselors Focus on Student AchievementGetting CenteredThe Intent of This ChapterTimes are Changing: The New Role of School CounselorCounselors Using Data as Catalyst for Transformational ChangeReframing Our Thinking About DataAn Illustration of the Benefits of Counselors Collecting and Analyzing DataSchool Counselors as Powerful Leadership Agents of ChangeFrom Gatekeeper to TransformerCultural Proficiency Provides a ContextGoing Deeper3. The Tools of Cultural Proficiency Provides a Framework for CollaborationGetting CenteredSuggested Guidelines as You Consider Cultural ProficiencyConcept of IntentionalityCultural Proficiency?s Inside-Out ProcessCultural Proficiency: A Paradigm ShiftCultural Proficiency as a LensThe Cultural Proficiency ToolsCultural Proficiency and CounselorsGoing DeeperPart II. Maple View - Sitting in the Fire: A Context for Culturally Proficient Counseling4. Counselor Collaboration RubricGetting CenteredUnpacking the RubricGoing Deeper5. Assessing Cultural Knowledge Through LeadershipGetting CenteredAssessing Cultural Knowledge Through LeadershipUsing the Rubric: Assessing & Developing Cultural Knowledge through LeadershipSafe School Climate at Maple View Elementary SchoolGoing Deeper6. Valuing Diversity Through AdvocacyGetting CenteredValuing Diversity Through AdvocacyUsing the Rubric: Valuing Diversity Through AdvocacyTragedy at Pine View Middle SchoolGoing Deeper7. Managing the Dynamics of Difference Through Teaming and CollaborationGetting CenteredManaging the Dynamics of Difference through Teaming and CollaborationUsing the Rubric: Managing the Dynamics of Difference through Teaming and CollaborationAccess Issues at Pine Hills High SchoolGoing Deeper8. Adapting to Diversity Through Counseling and CoordinationGetting CenteredAdapting to Diversity through Counseling and CoordinationUsing the Rubric: Adapting to Diversity through Counseling and CoordinationPregnancy as an Access Issue at Pine Hills High SchoolGoing Deeper9. Institutionalizing Cultural Knowledge through Assessment and Use of DataGetting CenteredInstitutionalizing Cultural Knowledge through Assessment and Use of DataUsing the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of DataPine View Middle School on Faith and HeterosexismPart III. Next Steps10. Sustaining Culturally Proficient Counseling: Developing a Personal Action PlanSense of UrgencyThe ‘Inside-Out’ Process is for – You, Your School and Your CommunitySeven Steps for Providing EquityResource A. Maple View School District Vignette Story BoardResource B. Pine View Middle School Schoolwide Needs Assessment (Teacher Version)Resource C. Matrix: How to Use Cultural Proficiency BooksResource D. Online Resources for Educator UseReferences

Diana L. Stephens, Ph.D. is an Associate Professor and the Coordinator of the School Counseling PPS Credential Program in the Graduate School of Education at California Lutheran University. She serves on the President’s Diversity Council and is a member of the Faculty Inclusivity Task-Group. She is a certified Family Life Educator and a Resiliency Trainer. Her collaborative work in K-12 schools and as a counselor-educator in higher education is preceded by her experience in clinical counseling, administration, and consultation in the non-profit sector. Throughout her career, she has been involved in issues of diversity, cultural inclusion, and social justice. She serves as a consultant in educational and organizational communities, conducts professional development workshops, and facilitates collaborative partnerships in co-co-creating culturally inclusive environments. She is guided by the belief that understanding diverse perspectives and honoring the cultural heritage of all humankind is essential in achieving personal and organizational success.Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41

“Culturally Proficient Collaboration is a much-needed contribution to the discussion of our past, current, and future practices in school counseling. This is more than a portrait of the culturally proficient educator, it’s a book about change. A must read for anyone in education.”

• Foreword by Trish HatchAcknowledgementsAbout the AuthorsIntroductionPart 1. The Changing Role of School Counselor- Schoolwide Leadership1. A Historical and Contemporary Perspective on School CounselingGetting CenteredThe Intent of This ChapterWhy on Earth do I Need to Know the History of School Counseling?The Role of Counselor Began in Vocational GuidanceWho Defines the Role of School Counselor?Counselor as Mental Health ProviderParadigm Shift: From Reactive Services to Comprehensive ProgramsNCLB and Standards-Based School CounselingGoing Deeper2. 21st Century Counselors Focus on Student AchievementGetting CenteredThe Intent of This ChapterTimes are Changing: The New Role of School CounselorCounselors Using Data as Catalyst for Transformational ChangeReframing Our Thinking About DataAn Illustration of the Benefits of Counselors Collecting and Analyzing DataSchool Counselors as Powerful Leadership Agents of ChangeFrom Gatekeeper to TransformerCultural Proficiency Provides a ContextGoing Deeper3. The Tools of Cultural Proficiency Provides a Framework for CollaborationGetting CenteredSuggested Guidelines as You Consider Cultural ProficiencyConcept of IntentionalityCultural Proficiency?s Inside-Out ProcessCultural Proficiency: A Paradigm ShiftCultural Proficiency as a LensThe Cultural Proficiency ToolsCultural Proficiency and CounselorsGoing DeeperPart II. Maple View - Sitting in the Fire: A Context for Culturally Proficient Counseling4. Counselor Collaboration RubricGetting CenteredUnpacking the RubricGoing Deeper5. Assessing Cultural Knowledge Through LeadershipGetting CenteredAssessing Cultural Knowledge Through LeadershipUsing the Rubric: Assessing & Developing Cultural Knowledge through LeadershipSafe School Climate at Maple View Elementary SchoolGoing Deeper6. Valuing Diversity Through AdvocacyGetting CenteredValuing Diversity Through AdvocacyUsing the Rubric: Valuing Diversity Through AdvocacyTragedy at Pine View Middle SchoolGoing Deeper7. Managing the Dynamics of Difference Through Teaming and CollaborationGetting CenteredManaging the Dynamics of Difference through Teaming and CollaborationUsing the Rubric: Managing the Dynamics of Difference through Teaming and CollaborationAccess Issues at Pine Hills High SchoolGoing Deeper8. Adapting to Diversity Through Counseling and CoordinationGetting CenteredAdapting to Diversity through Counseling and CoordinationUsing the Rubric: Adapting to Diversity through Counseling and CoordinationPregnancy as an Access Issue at Pine Hills High SchoolGoing Deeper9. Institutionalizing Cultural Knowledge through Assessment and Use of DataGetting CenteredInstitutionalizing Cultural Knowledge through Assessment and Use of DataUsing the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of DataPine View Middle School on Faith and HeterosexismPart III. Next Steps10. Sustaining Culturally Proficient Counseling: Developing a Personal Action PlanSense of UrgencyThe ‘Inside-Out’ Process is for – You, Your School and Your CommunitySeven Steps for Providing EquityResource A. Maple View School District Vignette Story BoardResource B. Pine View Middle School Schoolwide Needs Assessment (Teacher Version)Resource C. Matrix: How to Use Cultural Proficiency BooksResource D. Online Resources for Educator UseReferences

Diana L. Stephens, Ph.D. is an Associate Professor and the Coordinator of the School Counseling PPS Credential Program in the Graduate School of Education at California Lutheran University. She serves on the President’s Diversity Council and is a member of the Faculty Inclusivity Task-Group. She is a certified Family Life Educator and a Resiliency Trainer. Her collaborative work in K-12 schools and as a counselor-educator in higher education is preceded by her experience in clinical counseling, administration, and consultation in the non-profit sector. Throughout her career, she has been involved in issues of diversity, cultural inclusion, and social justice. She serves as a consultant in educational and organizational communities, conducts professional development workshops, and facilitates collaborative partnerships in co-co-creating culturally inclusive environments. She is guided by the belief that understanding diverse perspectives and honoring the cultural heritage of all humankind is essential in achieving personal and organizational success.Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – randallblindsey@gmail.comWebsite - CCPEP.orgTwitter - @RBLindsey41

“Culturally Proficient Collaboration is a much-needed contribution to the discussion of our past, current, and future practices in school counseling. This is more than a portrait of the culturally proficient educator, it’s a book about change. A must read for anyone in education.”

• Foreword by Trish HatchAcknowledgementsAbout the AuthorsIntroductionPart 1. The Changing Role of School Counselor- Schoolwide Leadership1. A Historical and Contemporary Perspective on School CounselingGetting CenteredThe Intent of This ChapterWhy on Earth do I Need to Know the History of School Counseling?The Role of Counselor Began in Vocational GuidanceWho Defines the Role of School Counselor?Counselor as Mental Health ProviderParadigm Shift: From Reactive Services to Comprehensive ProgramsNCLB and Standards-Based School CounselingGoing Deeper2. 21st Century Counselors Focus on Student AchievementGetting CenteredThe Intent of This ChapterTimes are Changing: The New Role of School CounselorCounselors Using Data as Catalyst for Transformational ChangeReframing Our Thinking About DataAn Illustration of the Benefits of Counselors Collecting and Analyzing DataSchool Counselors as Powerful Leadership Agents of ChangeFrom Gatekeeper to TransformerCultural Proficiency Provides a ContextGoing Deeper3. The Tools of Cultural Proficiency Provides a Framework for CollaborationGetting CenteredSuggested Guidelines as You Consider Cultural ProficiencyConcept of IntentionalityCultural Proficiency?s Inside-Out ProcessCultural Proficiency: A Paradigm ShiftCultural Proficiency as a LensThe Cultural Proficiency ToolsCultural Proficiency and CounselorsGoing DeeperPart II. Maple View - Sitting in the Fire: A Context for Culturally Proficient Counseling4. Counselor Collaboration RubricGetting CenteredUnpacking the RubricGoing Deeper5. Assessing Cultural Knowledge Through LeadershipGetting CenteredAssessing Cultural Knowledge Through LeadershipUsing the Rubric: Assessing & Developing Cultural Knowledge through LeadershipSafe School Climate at Maple View Elementary SchoolGoing Deeper6. Valuing Diversity Through AdvocacyGetting CenteredValuing Diversity Through AdvocacyUsing the Rubric: Valuing Diversity Through AdvocacyTragedy at Pine View Middle SchoolGoing Deeper7. Managing the Dynamics of Difference Through Teaming and CollaborationGetting CenteredManaging the Dynamics of Difference through Teaming and CollaborationUsing the Rubric: Managing the Dynamics of Difference through Teaming and CollaborationAccess Issues at Pine Hills High SchoolGoing Deeper8. Adapting to Diversity Through Counseling and CoordinationGetting CenteredAdapting to Diversity through Counseling and CoordinationUsing the Rubric: Adapting to Diversity through Counseling and CoordinationPregnancy as an Access Issue at Pine Hills High SchoolGoing Deeper9. Institutionalizing Cultural Knowledge through Assessment and Use of DataGetting CenteredInstitutionalizing Cultural Knowledge through Assessment and Use of DataUsing the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of DataPine View Middle School on Faith and HeterosexismPart III. Next Steps10. Sustaining Culturally Proficient Counseling: Developing a Personal Action PlanSense of UrgencyThe ‘Inside-Out’ Process is for – You, Your School and Your CommunitySeven Steps for Providing EquityResource A. Maple View School District Vignette Story BoardResource B. Pine View Middle School Schoolwide Needs Assessment (Teacher Version)Resource C. Matrix: How to Use Cultural Proficiency BooksResource D. Online Resources for Educator UseReferences