Handbook of School counseling

Handbook of

School

counSeling

Handbook of

School

counSeling

hardin l.K. coleman

chriStine Yeh

EdITEd bY

New York London

Lawrence Erlbaum Associates

Taylor & Francis Group

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Contents

Contributors ......................................................................................................................... ix

School Counseling from a Multicultural and

an Ecological Perspective: An Introduction ................................................................... xxvii

Hardin L. K. Coleman and Christine J. Yeh

1  Introduction to the Field of School Counseling

I History of School Counseling ...............................................................................................3

John J. Schmidt

II A Concept of Best Practices in Training School Counselors .............................................15

Robbie J. Steward, Douglas M. Neil, and Matthew A. Diemer

III School Counseling: Moving Toward Standards and Models .............................................37

Carol A. Dahir

IV Student Accomplishment: Equity and the School Counselor’s Role .................................49

Hardin L. K. Coleman

V Understanding Yourself as a School Counselor .................................................................63

Christine J. Yeh and Stephanie T. Pituc

2  Diversity and School Counseling

VI The Acculturative Environment of Schools and the School Counselor:

Goals and Roles That Create a Supportive Context for Immigrant Adolescents ..............79

Edison J. Trickett and Diana Formoso

vi  Contents

VII Immigrant Children and Youth in Schools ........................................................................95

Sarah J. Lee and Karen A. Cort

VIII Racial Harassment in American Schools .......................................................................... 111

Robert T. Carter, Tamara R. Buckley, and Schekeva P. Hall

IX The Role of Ethnic Identity in the Practice of School Counseling .................................127

Shannon Casey-Cannon

X Understanding and Implementing Gay, Lesbian, Bisexual, Transgender,

Questioning Affirmative Practices as School Counselors ................................................135

Shelby J. Semino

XI Social Class in School Counseling .................................................................................... 145

William Ming Liu, Alice Fridman, and Thomasin E. Tranel Hall

XII Disability in the Schools ...................................................................................................157

Tina M. Anctil and Stephanie San Miguel Bauman

XIII Race and Ethnicity in School Counseling ........................................................................177

Marie L. Miville

XIV African American Empowerment in Secondary School Counseling ..............................195

Leon D. Caldwell, Richard Oldfield, Bettina M. Beech, and Vann Price

3  Student Development

XV Facilitating Personal and Social Development .................................................................209

Nancy Bodenhorn

XVI Physical Health and Emotional Development: A Primer for School Counselors ...........219

Laura Fillingame Knudtson and Hardin L. K. Coleman

XVII Adolescent Sexual Health and Development ...................................................................243

Laura Fillingame Knudtson and Hardin L. K. Coleman

XVIII School Counselor’s Role in Promoting Literacy in Elementary School–Aged

Children .............................................................................................................................259

Carrie J. Linskens and Hardin L. K. Coleman

XIX Designing Culturally Responsive School Counseling Career Development

Programming for Youth ....................................................................................................269

Kimberly A. S. Howard, V. Scott H. Solberg, Neeta Kantameni,

and Melissa Kraemer Smothers

4  School Counselor Competence

XX School Counselor Training: School and Societal Needs in the 21st Century .................293

John L. Romano, Kay Herting Wahl, and Julie M. Koch

Contents  vii

XXI Supervision of Professional School Counselors ...............................................................309

Diana Gruman and Mary Lee Nelson

XXII Multicultural Competence of School Counselors .............................................................321

Delila Owens and Madonna G. Constantine

XXIII Consultation With Teachers, Administrators, and Counseling Agencies ........................329

Roberto Clemente

XXIV The School Counselor’s Role in Creating Caring School Communities .......................... 351

Jennifer J. Lindwall and Hardin L. K. Coleman

5  School-Based Interventions

XXV Youth Development and Prevention in the Schools ........................................................381

Sally M. Hage, Jonathan P. Schwartz, and Sara Barnett

XXVI Individual Counseling as Intervention in the Schools .....................................................397

Jeri L. Lee and Stacie E. Putman

XXVII Focused, but Flexible: A Developmental Approach to Small Group Work

in Schools ..........................................................................................................................409

Jean Sunde Peterson and Heather L. Servaty-Seib

XXVIII Conducting Groups in Schools: Challenges and Rewards ..............................................431

Denise Beesley and Lisa L. Frey

XXIX Families in Context: An Essential Component of School Counseling ............................449

Terence Patterson

XXX Crisis Management in the Schools ....................................................................................459

Michelle L. Murphy

XXXI Consultation and Collaboration as Essential Services for School Counseling

Programs ............................................................................................................................481

Michael B. Salzman

XXXII Career Development Interventions in Schools ................................................................497

Wei-Cheng J. Mau

XXXIII Creative Arts Counseling in Schools: Toward a More Comprehensive

Approach ............................................................................................................................ 517

Caroline S. Clauss-Ehlers

XXXIV Counseling the Gifted and Talented .................................................................................531

Corissa C. Lotta, Barbara A. Kerr, and Erica A. Kruger

XXXV Cultural Identity Enhancement Strategies for Culturally Diverse Youth .........................563

Hardin L. K. Coleman, Sara Cho Kim, and A. Yang

viii  Contents

6  Working With Socioemotional Challenges

XXXVI Interpersonal Relationships ...............................................................................................587

Stephanie T. Pituc and Tracy R. Juliao

XXXVII Suicide Prevention, Intervention, and Postvention ..........................................................613

Sheri Bauman

XXXVIII Working With School Failure ............................................................................................635

Karen A. Cort

XXXIX Measuring and Evaluating Adolescent Connectedness ...................................................651

Michael J. Karcher, Michelle R. Holcomb, and Elias Zambrano

XL Bullying and Peer Victimization .......................................................................................673

Susan M. Swearer, Eric S. Buhs, Amanda B. Siebecker, Kelly Brey Love,

and Courtney K. Miller

XLI School Violence .................................................................................................................693

Anne Gregory and Elise Cappella

XLII Substance Abuse ................................................................................................................717

Chris Wood and Lisa Hinkelman

7  Accountability and Professional Issues in School Counseling

XLIII Evaluating School Guidance and Counseling Programs: Past, Present,

and Future .........................................................................................................................739

Norman C. Gysbers

XLIV Research in and on School Counseling ............................................................................751

Bryan S. K. Kim and Saul G. Alamilla

XLV The Essential Role of School–Community Partnerships in School Counseling .............765

Mary E. Walsh and Jillian DePaul

XLVI Law and Ethics in School Counseling ..............................................................................785

Patricia L. Wolleat

XLVII Professional Activities in Professional School Counseling ..............................................811

Keith€M. Davis, Laurie L. Williamson, and Barbara A. Scarboro

Author Index ......................................................................................................................825

Subject Index .....................................................................................................................865

Contributors  ix

CONTRIBUTORS

(in alphabetical order)

Saul G. Alamilla

University of California at Santa Barbara

Saul G. Alamilla, MS, MA, is a doctoral candidate in the Department of Counseling, Clinical, and

School Psychology at the University of California at Santa Barbara. He received a BA degree in soci￾ology in 2002 and an MS degree in counseling in 2004, both from the California State University at

Fullerton. He earned an MA degree in counseling psychology from the University of California at

Santa Barbara in 2006. His current research interests include Latino/a mental health, ethnic/racial

psychology, and the measurement of cultural constructs.

Tina M. Anctil

Washington State University

Tina M. Anctil, PhD, is Assistant Professor of counseling psychology at Washington State University.

She coordinates the EdM in School Counseling Program at WSU and is the administrator of the WSU

School Counseling Professional Education Advisory Board. In addition to teaching in the School

Counseling Program, she is a licensed professional counselor and a certified rehabilitation counselor.

She has worked in school settings across the country, assisting children and adolescents with dis￾abilities with their educational and career development pursuits. Her research agenda is varied but

is fundamentally concerned with how schools can empower all students to achieve in spite of life’s

challenges including disabilities, mental health disorders, poverty, and other risk factors.

x  Contributors

Sara Barnett

Teachers College, Columbia University

Sara Barnett, MA, MEd, currently teaches fifth grade in the South Bronx as member of the New York

City Teaching Fellows Program. She holds a BA from Harvard University and an MA and EdM in coun￾seling psychology from Teachers College, Columbia University. Her research interests include minority

student achievement, majority privilege, and racial-cultural identity development, among others.

Sheri Bauman

University of Arizona

Sheri Bauman, PhD, is Associate Professor in the Department of Educational Psychology and is direc￾tor of the MEd program in School Counseling and Guidance at the University of Arizona. Her research

focuses on school bullying, with an emphasis on relational bullying and teacher responses to bully￾ing. In addition, she conducts research on professional issues in school counseling and on aspects of

group work. She is editor-elect of the Journal for Specialists in Group Work and will become editor in

July 2007. She is a licensed psychologist with a small clinical practice in Las Cruces, New Mexico.

Stephanie San Miguel Bauman

Washington State University

Stephanie San Miguel Bauman, PhD, is Associate Professor of counseling psychology at Washington

State University. She coordinates the EdM in Counseling Program at the WSU Tri-Cities campus and

is a member of the WSU School Counseling Professional Education Advisory Board. She received her

PhD from the University of California at Santa Barbara in 1995. Her research interests include risk

and resiliency factors for children of color, children with chronic illnesses, and their families. She has

published in the areas of social support for families of children with autism, learning disabilities and

social skills, and multicultural counseling.

Bettina M. Beech

University of Memphis

Dr. Beech is Associate Professor in the Department of Psychology. She received her DrPH in com￾munity health sciences in the School of Public Health from the University of Texas Health Science

Center at Houston and a master’s degree in public health from Temple University. She has focused

her research in the area of behavioral risk factors that contribute to chronic diseases, specifically

among adolescents and ethnic minority populations. Dr. Beech has been the Principal Investigator

of 14 grants from the National Institutes of Health, The Assisi Foundation, and Memphis Alliance for

Public Health.

Denise Beesley

University of Oklahoma

Denise Beesley, PhD, is Associate Professor of educational psychology at the University of Oklahoma

(OU). She currently serves as the Coordinator for the school counseling program and as Director of

the OU Counseling Psychology Assessment Clinic. Her research interests include school counselor

and teacher training, working with at-risk youth, diversity issues, relational and behavioral health, and

psychological and psycho-educational assessment. She serves on the Editorial Board of the Journal

of School Counseling.

Contributors  xi

Nancy Bodenhorn

Virginia Tech

Nancy Bodenhorn, PhD, was a school counselor for 20 years before earning her PhD in counselor

education. Nancy’s career has included counseling at all three academic levels, alternative schools,

and gifted and talented magnet schools. She has worked in schools in four different states as well as

in international schools in Kuwait, Bangkok, and Brussels. After that exciting career, Nancy is follow￾ing a new direction, transferring her passion to the next generation of school counselors. She earned

her PhD at Michigan State and has been teaching at Virginia Tech since 2001.

Tamara R. Buckley

Hunter College, City University of New York

Tamara R. Buckley, PhD, earned her doctorate in counseling psychology from Columbia University,

Teachers College in 2001. She is currently Associate Professor at Hunter College, City University of

New York in the Department of Educational Foundations and Counseling Program, and she is a New

York State licensed psychologist. Dr. Buckley’s research focuses on racial identity and health, educa￾tional, organizational outcomes.

Eric S. Buhs

University of Nebraska–Lincoln

Eric S. Buhs, PhD, is Assistant Professor of educational psychology at the University of Nebraska￾Lincoln in the Cognition, Learning, and Development program. His research interests include exam￾ining children’s peer relationships and school adjustment with a focus on the role of behavioral

correlates of peer rejection and the examination of cultural and ethnic differences in aggression. He

has been conducting and publishing research using longitudinal examinations of peer rejection effects

on victimization, social exclusion, and classroom engagement and is currently examining potential

effects of aggression and victimization on adjustment in Latino adolescent populations.

Leon D. Caldwell

University of Memphis

Leon D. Caldwell, PhD, is Visiting Associate Professor of counseling psychology in the Department

of Counseling, Educational Psychology, and Research at the University of Memphis. Dr. Caldwell’s

research focuses on the cultural determinants to health behaviors, African American male mental

health promotion, adolescent mental health promotion, youth development and violence prevention

intervention, and academic performance of African American and other underrepresented students.

Dr. Caldwell has served as a consultant on national projects involving issues such as gang prevention,

health disparities elimination, cultural competence, and the academic achievement gap.

Elise Cappella

Institute for Juvenile Research, University of Illinois at Chicago

Dr. Cappella is Assistant Professor at the Institute for Juvenile Research, University of Illinois at Chi￾cago. She received her PhD in clinical–community psychology from the University of California,

Berkeley. Her research integrates education and psychology with the goal to understand the social–

emotional and academic development of children in schools. She currently is studying an interven￾tion to promote learning and positive behavior among students in urban high poverty schools and

has conducted research on children’s peer relationships and achievement trajectories. Dr. Cappella

began an appointment as Assistant Professor in the Department of Applied Psychology at New York

University in 2007.

xii  Contributors

Robert T. Carter

Teachers College, Columbia University

Robert T. Carter, PhD, is Professor of Psychology and Education in the Counseling Psychology Program

at Teachers College, Columbia University. Dr. Carter is known internationally for his work on Black

and White racial identity. He has published in the areas of psychotherapy processes and outcome,

career development, cultural values, racial identity issues, educational achievements, and equality in

education through the lens of racial identity. He also provides consultation on organizational, legal,

and educational issues associated with race and diversity.

Shannon Casey-Cannon

Alliant International University

Shannon Casey-Cannon, PhD, is Assistant Professor at the California School of Professional Psychology

at Alliant International University. She is currently doing research related to ethnic identity, cognitions

associated with shifting between diverse cultural environments, and minority student achievement.

Dr. Casey-Cannon teaches Psychometrics, Statistics, and Research Design, as well as courses related

to cognitive behavioral therapy.

Sara Cho Kim

University of Wisconsin–Madison

Sara Cho Kim, MS Ed, is a 5th-year doctoral student in counseling psychology at the University of

Wisconsin–Madison. She has presented and published on topics related to cultural identity formation,

psychosocial factors in student achievement, and stereotype threat. Her major research interests are in

studying cultural and contextual factors influencing psychological processes and outcomes for Asian

Americans. In addition, she has taught courses on multicultural counseling and career development as

an adjunct professor at Shippensburg University. She received her master’s degree from the University

of Pennsylvania.

Caroline S. Clauss-Ehlers

Rutgers, the State University of New Jersey

Caroline S. Clauss-Ehlers, PhD, is Assistant Professor of counseling psychology at the Graduate School

of Education, Rutgers, the State University of New Jersey. Her research interests include cross-cultural

psychology with children and families, bilingualism in psychotherapy, resilience, and public educa￾tion through the media. A key interest is to explore what fosters resilience in children and adolescents

at home, in the community, and in schools. Her recent books include Diversity Training for Classroom

Teaching: A Manual for Students and Educators (Springer, 2006), and she was coeditor of Community

Planning to Foster Resilience in Children (Kluwer Academic Publishers, 2004).

Roberto Clemente

Roosevelt University, Chicago

Roberto Clemente holds a PhD in counselor education from Oregon State University, a master’s in

school guidance, and a bachelor’s in science education from the University of Puerto Rico. He was

an Associate Professor at the University of Northern Iowa and is currently at Roosevelt University in

Chicago in the Counseling and Human Services Department. He has written two book chapters and

several refereed articles, and has coauthored a book on ethnically diverse children and counseling

interventions. In addition to providing sensitivity and multicultural training in schools and mental

health agencies, he has conducted international consultation activities in St. Petersburg, Russia, Gua￾temala, Mexico, and Puerto Rico.

Contributors  xiii

Hardin L. K. Coleman

University of Wisconsin–Madison

Hardin L. K. Coleman, PhD, is Professor of counseling psychology and Associate Dean in the School

of Education at the University of Wisconsin–Madison. His primary teaching and training focus is on

the development of school counselors and professional development training in multicultural compe￾tence for teachers. His clinical focus is with lower income African American families with a particular

interest in adolescents. His current research focus is on the noncognitive factors that affect minority

student achievement in K–12 educational settings and interventions that enhance cultural identity

development. His other research interests include the development of cultural identity, strategies for

effectively coping with cultural diversity, and bicultural competence.

Madonna G. Constantine

Teachers College, Columbia University

Madonna G. Constantine, PhD, is Professor of psychology and education in the Department of Coun￾seling and Clinical Psychology at Teachers College, Columbia University. The scope of her work

includes exploring the psychological, educational, and vocational issues of African Americans; devel￾oping models of cross-cultural competence in counseling, training, and supervision; and examining

the intersections of variables such as race and ethnicity in relation to mental health and educa￾tional processes and outcomes. She is currently involved on several editorial boards in her field, and

she serves in various leadership capacities in counseling and psychological associations across the

country.

Karen A. Cort

Teachers College, Columbia University

Karen A. Cort is currently a doctoral candidate in counseling psychology at Teachers College, Colum￾bia University. She received her MA and EdM in psychological counseling, and MPhil from Teachers

College, Columbia University. She has worked with students for over 10 years in academia, serving as

a high school counselor for 5 years and as an adjunct faculty member at LaGuardia Community Col￾lege, John Jay College of Criminal Justice, and Dowling College. Her research interests include race,

education, and adolescent development, specifically focusing on students of color.

Carol A. Dahir

New York Institute of Technology

Carol A. Dahir, EdD, is Associate Professor in counselor education at New York Institute of Technol￾ogy. Dahir is the coauthor of The National Standards for School Counseling Programs (1997) and has

also coauthored The Transformed School Counselor (2006) and School Counselor Accountability: A

Measure of Student Success 2e (2007) with Carolyn Stone. She writes and presents extensively about

transforming school counseling, school counseling program development, and accountability in text￾books, journals, publications, and professional development venues across the nation.

Keith M. Davis

Appalachian State University

Keith M. Davis, PhD, NCC, is a Licensed North Carolina School Counselor and Associate Professor in

the Department of Human Development and Psychological Counseling at Appalachian State Univer￾sity, Boone, North Carolina. He has worked in public education as a high school teacher and high

school and elementary school counselor.

xiv  Contributors

Jillian DePaul

Boston College

Jillian DePaul, MA, MEd, is a doctoral student in counseling psychology at Boston College’s Lynch

School of Education. She received clinical training at a variety of settings, including Fenway Commu￾nity Health Center, the Tufts University Counseling Center, and Chelmsford High School. Her research

interests include systemic interventions in schools, gender identity and socialization, and issues of

sexual orientation in schools. Prior to pursuing graduate studies in psychology, Jillian taught fifth

grade for 2 years in Austin, TX, as a member of the Alliance for Catholic Education, a service program

housed at the University of Notre Dame.

Matthew A. Diemer

Michigan State University

Matthew A. Diemer, PhD, is Assistant Professor in the Michigan State University MA Counseling Pro￾gram. His teaching and training interests include preparing culturally competent counselors, social

justice counseling perspectives, comprehensive guidance models, and integrating career development

into the practice of (particularly school) counselors. His research interests include the cultural con￾text of career development, facilitating sociopolitical development and critical consciousness among

oppressed/marginalized individuals, and synthesizing these domains to explore sociopolitical devel￾opment/critical consciousness as a predictor of career development and occupational attainment

among economically disadvantaged youth of color.

Laura Fillingame Knudtson

University of Wisconsin–Madison

Laura Fillingame Knudtson, MA, is a doctoral candidate in counseling psychology at the University of

Wisconsin–Madison. She earned her master’s in educational psychology from the University of Min￾nesota. Laura’s clinical work focuses on working with diverse adolescent populations as well as the

clinical supervision of master’s level counseling psychology trainees. She has conducted research in

the areas of positive youth development, racial/ethnic identity development, minority student achieve￾ment, body image, and training medical professionals’ skills in working with adolescent patients.

Laura’s current work focuses on adolescent sexual decision making and sexual health education.

Lisa L. Frey

University of Oklahoma

Lisa L. Frey, PhD, is Assistant Professor in the counseling psychology program of the Department of

Educational Psychology at the University of Oklahoma. Her teaching and research has been greatly

influenced by her previous clinical experience, which focused on work with youth who have experi￾enced trauma and/or perpetrated violence, as well as individuals from diverse populations. Dr. Frey

has consulted extensively in schools and community agencies. Her research interests are in the

areas of at-risk youth, particularly youth who have been identified as delinquent and girls involved

in the juvenile justice system; diversity; applications of the relational cultural model; and relational

development.

Alice Fridman

University of Iowa

Alice Fridman is a doctoral student in her 3rd year of the counseling psychology program at the

University of Iowa. She received her BA in psychology from Carleton College in 2003. Her research

interests include social class and other multicultural issues, and her clinical interests include trauma

recovery, diversity issues, gender issues, and play therapy.