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Culturally Proficient Collaboration: Use and Misuse of School Counselors [Minkštas viršelis]

  • Formatas: Paperback / softback, 200 pages, aukštis x plotis: 254x177 mm, weight: 420 g
  • Išleidimo metai: 02-Aug-2011
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1412986982
  • ISBN-13: 9781412986984
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 200 pages, aukštis x plotis: 254x177 mm, weight: 420 g
  • Išleidimo metai: 02-Aug-2011
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1412986982
  • ISBN-13: 9781412986984
Kitos knygos pagal šią temą:
Optimize school counselors and raise your schools cultural competence

The authors make a compelling case for recognizing professional school counselors as leaders of 21st-century change rather than "gatekeepers" of the status quo. Todays school leaders need to acknowledge counselors value in the necessary work of providing equitable resources and opportunities for children in todays multicultural environment. Aligned with the American School Counseling Association National Model for school counseling programs, Culturally Proficient Collaboration provides a conceptual framework and practical protocols for utilizing school counselors as:





Change agents for school improvement Creators of results-based programs Advocates for equity among demographic groups

Included are case stories and reflective activities for building educators skills in serving as leaders, advocates, collaborators, and systemic-change agents. Readers will find a clearly outlined path for empowering counselors to transform your leadership team and your school for the benefit of all students.

Recenzijos

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, its a book about change. A must read for anyone in education. -- Matthew Meyers, Counselor At a time when many schools do not seem to know what to do with the growing diversity in their populations, this book offers tools for transforming schools into collaborative cultures of care. Stephens and Lindsey are grounded in current best practices promoted by the American School Counselor Association (ASCA) and the Transforming School Counseling Initiative (TSCI), and they recognize the need for school counselors to understand and use data to promote greater equity, genuine cultural appreciation, and vibrant opportunities for all students. -- Rolla E. Lewis, Associate Professor "With this book, the authors have bestowed a significant gift. Counselors, school leaders, and teachers now have a clear map to guide our journeys toward equitable service. And all of us receive leadership with this clear application of cultural proficiency, as we work to apply this conceptual model to our specific areas of service." -- John Krownapple, Coordinator for Cultural Proficiency "This is a book that every school counselor, social worker, administrator, and teacher should read and keep on their bookshelves. The authors challenge readers to look within themselves and reflect upon ways they perpetuate and support current counseling practices. The authors leave the reader with a heightened sense of awareness related to Cultural Proficiency Counseling practices and a desire to move beyond traditional methods." -- Kimberly Johnson-Burkhalter, Equity and Diversity Educational Consultant "Culturally Proficient Collaboration provides a framework for serious reflection for successful implementation of a comprehensive guidance program." -- Bob Tyra, Project Director "This timely book from Diana Stephens provides the perfect tool set for teachers, counselors and school leaders. It provides practical strategies for delivering necessary counseling services to the marginalized students who need them the most. An indispensable resource for educators who want to make a difference." -- Kyunghae Schwartz, Director of Administrative Support Services "A number of factors contribute to our children feeling disconnected within their families, schools and communities. This disconnect in our culture can sometimes end in acts of violence by word or deed. Culturally Proficient Collaboration will help administrators, teachers and counselors maximize their talents and professional training." -- Marie Alviz, Counselor

Foreword ix
Trish A. Hatch
Acknowledgments xiii
About the Authors xv
Introduction 1(4)
PART I THE CHANGING ROLE OF SCHOOL COUNSELOR: SCHOOLWIDE LEADERSHIP
5(72)
Introduction to Part I
6(4)
Features of the
Chapters
6(1)
Glossary
7(3)
1 The Evolving Role of School Counselor
10(14)
Getting Centered
10(2)
The Intent of This
Chapter
12(1)
Why on Earth Do I Need to Know the History of School Counseling?
13(3)
Who Defines the Role of School Counselor?
16(1)
Counselor as Mental Health Provider
17(1)
Paradigm Shift: From Reactive Services to Comprehensive Programs
18(2)
Standards-Based School Counseling Services and Student Success
20(3)
Going Deeper
23(1)
2 21st Century Counselors Focus on Student Achievement
24(18)
Getting Centered
24(2)
The Intent of This
Chapter
26(1)
Times Are Changing---The New Role of School Counselor
27(5)
Counselors Using Data as a Catalyst for Transformational Change
32(2)
Refraiming Our Thinking About Data
34(1)
An Illustration of the Benefits of Counselors Collecting and Analyzing Data
35(1)
School Counselors as Powerful Leadership Agents of Change
36(3)
From Gatekeeper to Transformer
39(1)
Cultural Proficiency Provides a Context
40(1)
Going Deeper
41(1)
3 The Tools of Cultural Proficiency Provide a Framework for Collaboration
42(19)
Getting Centered
42(3)
Suggested Guidelines as You Consider Cultural Proficiency
45(1)
Concept of Intentionality
46(1)
Cultural Proficiency's Inside-Out Process
47(1)
Cultural Proficiency: A Paradigm Shift
48(1)
Cultural Proficiency as a Lens
49(1)
The Cultural Proficiency Tools
49(9)
Cultural Proficiency and Counselors
58(1)
Going Deeper
59(2)
4 Counselor Collaboration Rubric: Misuse to Use
61(16)
Getting Centered
61(2)
Unpacking the Rubric
63(12)
Going Deeper
75(2)
PART II MAPLE VIEW---SITTING IN THE FIRE: A CONTEXT FOR CULTURALLY PROFICIENT COUNSELING
77(64)
Introduction to Part II
78(7)
Maple View School District
79(1)
High School
80(1)
Middle School
80(1)
Elementary School
81(2)
Sitting in the Fire
83(2)
5 Assessing Cultural Knowledge Through Leadership
85(10)
Getting Centered
85(1)
Assessing Cultural Knowledge Through Leadership
86(4)
Using the Rubric: Assessing and Developing Cultural Knowledge Through Leadership
90(2)
Safe School Climate at Maple View Elementary School
92(2)
Going Deeper
94(1)
6 Valuing Diversity Through Advocacy
95(11)
Getting Centered
95(2)
Valuing Diversity Through Advocacy
97(3)
Using the Rubric: Valuing Diversity Through Advocacy
100(2)
Tragedy at Pine View Middle School
102(2)
Going Deeper
104(2)
7 Managing the Dynamics of Difference Through Teaming and Collaboration
106(12)
Getting Centered
106(1)
Managing the Dynamics of Difference Through Teaming and Collaboration
107(4)
Using the Rubric: Managing the Dynamics of Difference Through Teaming and Collaboration
111(5)
Going Deeper
116(2)
8 Adapting to Diversity Through Counseling and Coordination
118(11)
Getting Centered
118(1)
Adapting to Diversity Through Counseling and Coordination
119(4)
Using the Rubric: Adapting to Diversity Through Counseling and Coordination
123(2)
Pregnancy as an Access Issue at Pine Hills High School
125(3)
Going Deeper
128(1)
9 Institutionalizing Cultural Knowledge Through Assessment and Use of Data
129(12)
Getting Centered
129(1)
Institutionalizing Cultural Knowledge Through Assessment and Use of Data
130(4)
Using the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of Data
134(1)
Pine View Middle School on Faith and Heterosexism
135(5)
Going Deeper
140(1)
PART III NEXT STEPS
141(14)
10 Sustaining Culturally Proficient Counseling: Developing a Personal Action Plan
142(13)
Sense of Urgency and Intentionality
142(1)
The Inside-Out Process Is for You, Your School, and Your Community
143(9)
From Words to Action: Seven Steps to Providing Equity Using
Chapters 5-9
152(3)
Resources 155(1)
Resource A Maple View School District Vignette Storyboard 156(3)
Resource B Pine View Middle School: Schoolwide Needs Assessment (Teacher Version) 159(3)
Resource C Cultural Proficiency Books Matrix: How to Use Our Books 162(3)
Resource D Online Resources for Educators 165(3)
References 168(4)
Index 172
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 Presidents 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 Randys 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.com Website - CCPEP.org Twitter - @RBLindsey41