School Counseling Classroom Guidance

Jolie Ziomek-Daigle, Ph.D., LPC , graduated with a M.S. in Guidance and Counseling from Loyola University- New Orleans in 1997. While completing her graduate coursework, she was employed as a psychiatric technician at DePaul/Tulane Behavioral Heath Center and worked with acute and inpatient children and adolescents. In 1998, Dr. Daigle became employed with New Orleans Public Schools and worked as a school counselor at a secondary career academy. In her final year of employment with New Orleans Public Schools (2004-2005), she worked as an elementary school counselor. In 2002, Dr. Daigle began doctoral studies at the University of New Orleans. She graduated in 2005 with a doctoral degree in Counselor Education and Supervision with a minor in School Counseling and emphasis in play therapy. Additionally, in 2005, she accepted a position as an Assistant Professor in the School Counseling program at the University of Georgia. In 2011, she was promoted to Associate Professor with Tenure and assumed coordination of the M.Ed. program in School Counseling. She has published extensively on remediation and retention issues in counselor education, the clinical development of school counselors, school-based counseling interventions, and school-based play therapy services in the following journals: Journal of Counseling and Development, Professional School Counseling, Guidance and Counselling, Middle School Journal, the Family Journal, among others. Dr. Daigle teaches the clinical core courses such as interpersonal skills, counseling children and adolescents, psychodiagnosis, play therapy, and internship. Currently, Dr. Daigle serves in role of Professor-In Residence for Northeast Georgia Regional Sharing Agency (NE GA RESA) and Rutland Academy, which is the area’s educational therapeutic school site. In this position, Dr. Daigle coordinators a two semester service-learning program, provides supervision to master’s and doctoral students who are practicing on site, and expands the therapeutic model through grants and contracts. She is the 2014 recipient of the 2014 Association for Counselor Education and Supervision (ACES) Counseling Vision and Innovation award and currently a service-learning fellow at the University of Georgia.

"Finally, a text that thoroughly covers the topic of classroom guidance – an effective tool for every school counselor at every school level."

• Part I: The Specialty of School Counseling and Classroom Guidance as a Delivery ServiceChapter 1: History of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-DaigleA Rich HistoryCounseling TodayClassroom Guidance as a Delivery ServiceProfessional Identity of School CounselorsChapter 2: The Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-DaigleAttending to the Needs of K–12 Students in Three Developmental DomainsPart II: Developmental and Contextual Considerations for Classroom GuidanceChapter 3: The Elementary School - Jolie Ziomek-Daigle and Christy W. LandElementary School StudentsStrengths and Challenges of Elementary School StudentsComprehensive School Counseling Programs at the Elementary LevelWhat Is an Elementary School Like?Chapter 4: The Middle School - Sam Steen, Joy Rose, Kristin Avina, and Dana JenkinsAdolescent DevelopmentThe Middle School - Sam Steen, Joy Rose, Kristin Avina, Dana JenkinsClassroom Guidance Programming: The Essential Component of Comprehensive School Counseling Programs in Middle SchoolBenefits of Classroom GuidancePlanning Classroom GuidanceReflective Case IllustrationsChapter 5: The High School - Melinda M. Gibbons and Amber N. HughesSelling Classroom GuidanceDevelopmental and Contextual ConsiderationsStrengths and Challenges of Working with High School StudentsCultural ConsiderationsCareer Development ConsiderationsPart III: Planning, Execution, and Evaluation of Classroom GuidanceChapter 6: Needs Assessment and Unit/Lesson Design - Clare Merlin and Andrew J. KnoblichSchool Counseling Core CurriculumNeeds AssessmentsIdentifying StandardsDeveloping a UnitWriting ObjectivesDeveloping Classroom Guidance LessonsPreparation and OrganizationConclusionChapter 7: Delivery, Evaluation, Analysis, and Reporting - Amy W. UptonPresenting Classroom Guidance ProgrammingData CollectionReporting to StakeholdersCounselor Performance AppraisalASCA School Counselor Performance Appraisal as it Related to Classroom Guidance ProgrammingChapter 8: Facilitation Skills and Classroom Management - Natoya Hill HaskinsGroup Counseling Skills in Classroom Guidance ProgrammingBasic Counseling Skills in Classroom GuidanceRespect, Genuineness, Empathy, and Unconditional Positive RegardIntegrating Your Theoretical OrientationThe Basics of Teaching and ManagingTechnology in the ClassroomEthics in Classroom GuidancePart IV: Other Considerations in Classroom GuidanceChapter 9: School Counselor as Active Collaborator - Christopher Janson and Sophie MaxisCounselor ConsultantIntegration into Broader Academic CurriculumSchool Counselors and Multi-Tiered Systems of Support (MTSS)Common Core CurriculumCounselor in Leadership RolesProfessional Learning CommunitiesHomeroom Advisory ProgramsExtending Learning and Leadership from School Staff to the CommunityMarketing Comprehensive School Guidance ProgramsChapter 10: Outcome Research and Future Directions of Classroom Guidance - E. C. M. Mason, Stephanie Eberts, and Lauren Stern WynneResults of Effective Classroom Guidance ProgrammingPrevention Rather than InterventionTeacher and Counselor AccountabilityCollege- and Career-Readiness FocusComponents of College and Career ReadinessDiversity and Social JusticeVirtual Education/Schools and the Online EnvironmentHistory of Counseling, Emergence of School Counseling, and Classroom Guidance - Jolie Ziomek-DaigleThe Three Broad Domains: Academic, Career, and Social/Emotional - Jolie Ziomek-DaigleThe Elementary School - Jolie Ziomek-Daigle, Christy LandThe High School - Melinda Gibbobs, Amber HughesNeeds Assessment and Unit/Lesson Design - Clare Merlin, Andrew KnoblichDelivery, Evaluation, Analysis, and Reporting - Amy UptonFacilitation Skills and Classroom Management - Natoya Hill HaskinsSchool Counselor as Active Collaborator - Chris Janson, Sophie MaxisOutcome Research and Future Directions of Classroom Guidance - Erin Mason, Stephanie Eberts, Lauren Wynne