Counseling Students in Levels 2 and 3: A PBIS/RTI Guide

Books

Jon M. Shepard, Jeffrey D. Shahidullah & John S. Carlson

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  • Back Matter
  • Subject Index
  • Part I: The Role of Responsive School-Based Counseling in PBIS/RTI

    Part II: Special Topics in School-Based Counseling

  • Copyright

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    Preface

    In recent years, research and legislation has increasingly sought to improve students’ learning and socialization by seeking ways to improve mental health services in schools. There are a variety of evidence-based interventions and programs available for school practitioners at the universal (i.e., service to all or many), selected (i.e., service to some), and indicated (i.e., service to few) prevention levels. This book focuses on utilizing counseling as an intervention for students who require extensive support within the secondary (i.e., selected) and tertiary (i.e., indicated) prevention levels of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI). Only a cursory view of school-based counseling at the universal or primary level of prevention is included. There are other sources (referred to in this book) that provide in-depth coverage of primary prevention approaches to school-based mental health services.

    Our major aim is to explore the role of counseling within integrated school mental health programming based on best practices in current research and practice. From the perspective of comprehensive school mental health service delivery, we apply PBIS/RTI as an organizing framework from which to provide integrative school mental health programming. Within this context, we focus specifically on utilizing counseling as an intervention for students who require extensive support.

    This book is most relevant for school mental health professionals, such as counselors, school psychologists, and social workers, who provide counseling and psychological services. It is also intended to be a useful resource for school administrators; special education directors; psychological service directors; clinical supervisors; school mental health liaisons; university faculty who teach coursework in counseling, psychology, and/or special education; students being trained in the fields of counseling, psychology, and/or special education; and other stakeholders who are interested in developing and improving school-based mental health service delivery.

    Progressive service delivery models require data-based outcomes for those children who are experiencing social-emotional-behavioral challenges in school. This book provides guidance for school mental health professionals to adapt their practices to the changing landscape associated with effective educational outcomes and accountability. Special attention is given to practical and useful techniques that can be carried out as intended and with high levels of acceptability by providers and stakeholders. Additionally, this book expounds on professional growth and development as a counselor during a time when outcomes and accountability must be examined and documented within school-based practice.

    This book is divided into two major parts. In Part I, we examine the role of responsive school-based counseling in PBIS/RTI. We emphasize collaborative approaches and view PBIS/RTI as a joint initiative of general education and special education. RTI is designed to help students be successful in the general education curriculum. As such, RTI should increase the accuracy of special education referrals. We intend for Part I to serve as a guide for school practitioners who provide evidence-based counseling services within PBIS/RTI. We examine considerations for service delivery for students in both general education and special education. Part II focuses on related topics, including advancing one's clinical skills in counseling, professional development, and emerging models for difficult service delivery areas in school mental health.

    Discussion questions are provided for each chapter. In the Resources section we have included sample forms (e.g., “Intervention Planning Form”), lists of further resources—such as a list of books and websites for counselors, students, and parents—and a counselor self-evaluation survey and professional growth plan form. We hope this book provides a useful and accessible guidebook for counselors, school psychologists, other mental health professionals, and other school personnel who work tirelessly to meet the social, emotional, and behavioral needs of their students.

    Acknowledgments

    We wish to thank our acquisitions editor, Jessica Allan, for her work, insightful considerations, and support in bringing this book to reality. We also wish to acknowledge the contribution of our advisory board. Their input was exceedingly helpful in improving the content, organization, and usefulness of chapters. Finally, we thank all of the children and families that each of us has worked with in the past. Those experiences helped to motivate us to write this book for our colleagues working in the field.

    Publisher's Acknowledgments

    Corwin wishes to acknowledge the following peer reviewers for their editorial insight and guidance.

    • Jennifer Betters
    • School Counselor
    • Verona Area School District
    • Verona, Wisconsin
    • Janet Slowman Chee
    • School Psychologist and Chief of Planning
    • Tsehootsoi Medical Center
    • Fort Defiance, Arizona
    • Karen M. Joseph
    • School Counselor
    • Roberto Clemente Middle School,
    • Montgomery County Public Schools, Maryland
    • Germantown, Maryland
    • Diana Joyce
    • Psychologist, Associate Scholar
    • University of Florida
    • Gainesville, Florida
    • Neil MacNeill
    • Principal
    • Ellenbrook Primary School
    • Ellenbrook, Western Australia, Australia
    • Katy Olweiler
    • Counselor
    • Lakeside School
    • Seattle, Washington
    • Diane P. Smith
    • School Counselor
    • Smethport Area School District
    • Smethport, Pennsylvania

    About the Authors

    Jon M. Shepard, PhD, LSSP, is a licensed psychologist and licensed specialist in school psychology in Texas, currently a practicing school psychologist in Denton, Texas. He has worked in school districts in the Dallas–Fort Worth, Texas, area and in Oklahoma. Dr. Shepard also maintains a part-time private practice working with children, adolescents, and adults. After receiving his master's degree in counseling at Harding School of Theology, he worked for Youth Villages in Tennessee, providing in-home family counseling to assist at-risk and juvenile offending youth. He received training and supervision in using Multi-Systemic Therapy (MST) while working there. Dr. Shepard received his PhD in educational psychology at Oklahoma State University. He completed his predoctoral internship at the Oklahoma Health Consortium with rotations in the Oklahoma City Public Schools, Norman Child Guidance Clinic, and Jim Thorpe Rehabilitation Hospital.

    Jeffrey D. Shahidullah, EdS, NCSP, is a school psychology PhD student at Michigan State University. He holds a BA degree in psychology and an EdS degree in school psychology from Baylor University. He is a nationally certified school psychologist (NCSP) and has practiced in multiple public school districts in Central Texas, as well as the Methodist Children's Home, a residential program for at-risk youth. Jeff has experience working within PBIS and RTI frameworks to provide general education social skills and group counseling services, as well as special education counseling services. Additionally, Jeff has experience providing counseling services to children and families within a medical setting as a child behavioral health consultant at the University of Michigan Health System–C. S. Mott Children's Hospital, Ann Arbor. His research and professional interests pertain to the prevention and intervention of academic and behavior problems and pediatric school psychology.

    John S. Carlson, PhD, NCSP, is an associate professor and director of clinical training of the School Psychology Program within the nationally renowned College of Education at Michigan State University. He is both a nationally certified school psychologist and a licensed psychologist (Michigan). In addition to his faculty work at MSU, Dr. Carlson provides mental health services and consultation to children, families, and schools within his private practice, Child and Adolescent Psychological Services, PLC, in East Lansing, Michigan. He holds a BS degree in child psychology from the University of Minnesota and his MA and PhD in school psychology from the University of Wisconsin–Madison. He completed his predoctoral internship at Primary Children's Medical Center, Department of Psychiatry, in Salt Lake City, Utah. His research and clinical interests pertain to evidence-based interventions for children's mental health issues.

  • Resource A: Treatment Integrity Checklist

    Resource B: Intervention Planning Form

    Resource C: Resources for Counselors, Students, and Parents

    Resources for Counselors—Publishing Companies, Manuals, Curricula, Counseling Forms, Books, Dvds/Multimedia, Child Therapy Toys and Games
    The Bureau for At-Risk Youth (http://www.at-risk.com)
    Center for School Mental Health Analysis and Action
    Childswork Childsplay (http://www.childswork.com)
    Child Therapy Toys (http://www.childtherapytoys.com)
    Counseling Forms Online (http://www.CounselingFormsOnline.com)
    Courage to Change (http://www.couragetochange.com)
    Creative Therapy Store (http://www.creativetherapystore.com/)
    James Stanfield (http://www.stanfield.com)
    The School Counselor Toolkit (http://www.School-Counselor.org)
    Social Skills Central (http://www.socialskillscentralstore.com)
    The Therapy Shoppe (http://www.therapyshoppe.com)
    Whole Person Associates (http://www.wholeperson.com)
    Books for Children and Adolescents with Autism
    The Aspie Teen's Survival Guide: Candid Advice for Teens, Tweens, and Parents, From a Young Man With Asperger's Syndrome, by J. D. Kraus; Age Level: Teens and tweens
    Can I Tell You About Asperger Syndrome?: A Guide for Friends and Family, by Jude Welton; Age Level: 7–15
    Freaks, Geeks & Asperger Syndrome: A User Guide to Adolescence, by Luke Jackson; Age Level: Teens
    Keisha's Doors/las Puertas De Keisha: An Autism Story/una Historia De Autismo Libro Uno (Spanish and English Edition), by Marvie Ellis (Author) and Jenny Loehr (Illustrator); Age Level: Young children
    Look Me in the Eye: My Life With Asperger's, by John Elder Robison; Age Level: Teens and up
    My Social Stories Book by Carol Gray; Age Level: 9 and up
    The New Social Story Book, by Carol Gray; Age Level: Elementary school age
    Preparing for Life: The Complete Guide for Transitioning to Adulthood for Those With Autism and Asperger's Syndrome, by Jed Baker; Age Level: 16 and up
    Since We're Friends: An Autism Picture Book, by Celeste Shally and David Harrington; Age Level: Preschool through second grade
    Social Skills Picture Book for High School and Beyond, by Jed Baker; Age Level: Teens and up
    Tacos Anyone? An Autism Story (English and Spanish Text) (Spanish and English Edition), by Marvie Ellis (Author) and Jenny Loehr (Illustrator); Age Level: Young children
    Take Control of Asperger's Syndrome: The Official Strategy Guide for Teens With Asperger's
    Syndrome and Nonverbal Learning Disorders, by Janet Price and Jennifer Engel Fisher; Age Level: 10 and up
    What It Is to Be Me!: An Asperger Kid Book, by Angela Wine; Age Level: 4 and up
    Books for Children and Adolescents (ADHD, Social-Emotional Concerns, Trauma, Mental Illness, Substance Abuse)
    The ADHD Workbook for Teens: Activities to Help You Gain Motivation and Confidence, by Lara Honos-Webb; Age Level: 13 and up
    Anger and Anger Management (Teen Mental Health), by Charlie Quill; Age Level: 12 and up
    Antisocial Behavior (Teen Mental Health), by Frank Spalding; Age Level: 12 and up
    Anxiety and Panic Attacks (Teen Mental Health), by Judith Levin; Age Level: 12 and up
    Beyond the Blues: A Workbook to Help Teens Overcome Depression, by Lisa Schab, Age Level: 13 and up
    Coping With Post-Traumatic Stress Disorder: Dealing With Tragedy, by Carolyn Simpson and Dwain Simpson; Age Level: 12 and up
    Depression, Anger, Sadness: Teens Write About Facing Difficult Emotions, by Al Desetta, Keith Hefner, and Laura Longhine; Age Level: 14 and up
    Depression and Mood Disorders (Teen Mental Health), by Judith Levin; Age Level: 12 and up
    Drugs and Mental Illness (Drug Abuse Prevention Library), by Maia Miller; Age Level: 12 and up
    Investigating Depression and Bipolar Disorder: Real Facts for Real Lives (Investigating Diseases), by Abigail Meisel; Age Level: 14 and up
    Mind Race: A Firsthand Account of One Teenager's Experience With Bipolar Disorder, by Patrick E. Jamieson and Moira A. Rynn; Age Level: 12 and up
    Monochrome Days: A First-Hand Account of One Teenager's Experience With Depression, by Cait Irwin, Dwight L. Evans M.D., and Linda Wasmer Andrews; Age Level: Teens
    Obsessive-Compulsive Disorder (Teen Mental Health), by Sandra Giddens; Age Level: 12 and up
    A Terrible Thing Happened—A story for children who have witnessed violence or trauma, by Margaret H. Holmes, Sasha J. Mudlaff, and Cary Pillo; Age Level: 4 and up
    Up and Down the Worry Hill: A Children's Book About Obsessive-Compulsive Disorder and Its Treatment, by Aureen Pinto Wagner; Age Level: 4 and up
    What to Do When Your Temper Flares: A Kid's Guide to Overcoming Problems With Anger, by Dawn Huebner and Bonnie Matthews; Age Level: 8 and up
    What to Do When Your Brain Gets Stuck: A Kid's Guide to Overcoming OCD, by Dawn Huebner and Bonnie Matthews; Age Level: 8 and up
    What to Do When You Worry Too Much: A Kid's Guide to Overcoming Anxiety, by Dawn Huebner and Bonnie Matthews; Age Level: 6 and up
    Therapeutic Books for Children (Publishing Companies)
    JayJo Books (http://www.jayjo.com)—books for children with chronic illness and other conditions
    Magination Press (http://www.maginationpress.com)—storybooks, picture books, and workbooks to help children deal with a variety of psychological concerns and challenges
    Books for Parents About Childhood and Adolescent Autism
    1001 Great Ideas for Teaching and Raising Children With Autism or Asperger's, Revised and Expanded 2nd Edition, by Ellen Notbohm and Veronica Zysk
    Asperger's Syndrome: A Guide for Parents and Professionals, by Anthony Attwood
    Facing Autism: Giving Parents Reasons for Hope and Guidance for Help, by Lynn M. Hamilton
    Helping Your Child with Autism Spectrum Disorder: A Step-By-Step Workbook for Families, by Stephanie B. Lockshin, Jennifer M. Gillis, and Raymond G. Romanczyk
    Parenting Your Asperger Child: Individualized Solutions for Teaching Your Child Practical Skills, by Alan Sohn and Cathy Grayson
    A Parent's Guide to Asperger Syndrome and High-Functioning Autism, by Sally Ozonoff, Geraldine Dawson, and James McPartland
    A Parent's Guide to Autism: Answers to the Most Common Questions, by Charles A. Hart
    Books for Parents About Childhood and Adolescent Anxiety, OCD, Depression, Mood Instability, Schizophrenia, and Substance Use
    The ADD & ADHD Answer Book: Professional Answers to 275 of the Top Questions Parents Ask, by Susan Ashley
    Adolescent Depression: A Guide for Parents (A Johns Hopkins Press Health Book), by Espen J. Aarseth
    Adolescent Drug & Alcohol Abuse: How to Spot it, Stop it, and Get Help for Your Family, by Nikki Babbit
    Anxiety-Free Kids: An Interactive Guide for Parents and Children, by Bonnie Zucker
    Freeing Your Child From Anxiety: Powerful, Practical Solutions to Overcome Your Child's Fears, Worries, and Phobias, by Tamar E. Chansky
    If Your Adolescent Has Depression or Bipolar Disorder: An Essential Resource for Parents (Adolescent Mental Health Initiative), by Dwight L. Evans M.D. and Linda Wasmer Andrews
    If Your Adolescent Has Schizophrenia: An Essential Resource for Parents, by Raquel Gur and Ann Braden Johnson
    Parenting Children With ADHD: 10 Lessons That Medicine Cannot Teach, by Vincent J. Monastra
    Rescuing Your Teenager From Depression, by Norman T. Berlinger
    Survival Strategies for Parenting Children With Bipolar Disorder: Innovative Parenting and Counseling Techniques for Helping Children With Bipolar Disorder and the Conditions That May Occur With It, by George T. Lynn
    Talking Back to OCD, by John S. March
    What to Do When Your Child Has Obsessive-Compulsive Disorder, by Aureen Pinto Wagner
    Resources for Parents and Families
    Active Parenting Publishers (http://www.ActiveParenting.com)
    Military Family Resources (http://www.militaryfamily.com)
    The Stepfamily Foundation Inc. (http://www.stepfamily.org)
    Support for Parents and Families of Children with Disabilities
    Attention Deficit Disorder Association (http://www.add.org/)
    AutismWeb: A Parent's Guide to Autism Spectrum Disorders (http://www.autismweb.com/)
    Children and Adults With Attention Deficit/Hyperactivity Disorder (http://www.chadd.org)
    Children's Disabilities Information (http://www.childrensdisabilities.info/)
    National Alliance on Mental Illness (http://www.nami.org)
    National Center for Learning Disabilities (http://www.ncld.org/)
    National Resources for Parents of Children and Youth With Disabilities (http://www.washington.edu/doit/Brochures/Parents/naparent.html)
    Support for Families of Children With Disabilities (http://www.supportforfamilies.org/internetguide/)

    Resource D: Evidence-Based Interventions, Programs, and Manuals

    Blueprints for Violence Prevention: Model Programs. This resource from the Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado Boulder highlights model intervention programs that prevent violence. This website provides a brief summary of each intervention program, a video segment describing each program, and contact information to get more information about the program. A strong research design, sustained effect, and multiple site replication of the evidence-based violence deterrent effects is represented in these “Model” programs. (http://www.colorado.edu/cspv/blueprints/modelprograms.html)

    Collaborative for Academic, Social, and Emotional Learning (CASEL): 2013 CASEL Guide. This resource identifies well-designed, evidence-based social and emotional learning (SEL) programs that have a strong likelihood of broad dissemination in schools. The CASEL Guide also shares best practices for district and school teams on how to select and implement SEL programs. (http://casel.org/guide/)

    Empirically Supported Interventions in School Mental Health. The Center for School Mental Health Assistance (2002; CSMHA) provides a list of evidence-based treatments that can be adapted for use in schools. (http://csmh.umaryland.edu/Resources/ResourcePackets/files/empiricallysupported.pdf)

    Evidence-Based Mental Health Treatment for Children and Adolescents by APA Division 53. This website presents mental health treatments that have the strongest scientific support and are most likely to work. The specific, manualized treatment programs are organized by mental health disorders (e.g., depression, ADHD) for professionals. In addition, a section for parents provides a general overview of different types of psychotherapy (e.g., cognitive-behavior therapy, family therapy). (http://www.effectivechildtherapy.com)

    National Center for Mental Health Promotion and Youth Violence Prevention. The goal of this website is to provide technical assistance (TA) and training to school districts and communities that receive grants from the U.S. Departments of Education and Justice, and Substance Abuse and Mental Health Services Administration (SAMHSA). Products and services that help to plan, implement, evaluate, and sustain activities that foster resilience, promote mental health, and prevent youth violence and mental and behavioral disorders are featured. (http://www.promoteprevent.org/about/tacenter)

    National Child Traumatic Stress Network Empirically Supported Treatments and Promising Practices. This website presents facts pertaining to clinical treatment and trauma-informed service approaches implemented by National Child Traumatic Stress Network centers. The goal of these interventions is to reduce the impact of exposure to traumatic events on children and adolescents. (http://www.nctsn.org/resources/topics/treatments-that-work/promising-practices)

    Promising Practices Network on Children, Families, and Communities: What Works for Children and Families. This website presents programs that have been documented as having ratings meeting the criteria for a “Proven” or “Promising” approach to improve the lives of children and families. Research information pertaining to children's well-being, academic success, and economic security are featured. The purpose of this website is to promote the successful implementation of best practices and model programs. (http://www.promisingpractices.net/default.asp)

    SAMHSA's National Registry of Evidence-Based Programs and Practices. The National Registry of Evidence-based Programs and Practices (NREPP) is a searchable online registry of mental health and substance abuse interventions that have been reviewed for evidence of effectiveness. This registry helps identify scientifically based approaches to preventing and treating mental disorders. (http://www.nrepp.samhsa.gov/)

    School Psychiatry Program and MADI Resource Center; Massachusetts General Hospital. This website was created for parents, educators, and clinicians working to support children and adolescents with mental health conditions. The site provides general school-based intervention strategies when working with those diagnosed with depression, bipolar disorder, attention deficit/hyperactivity disorder, autism spectrum disorders, and anxiety disorders, including panic disorder and obsessive-compulsive disorder. (http://www.schoolpsychiatry.org)

    What Works Clearinghouse (WWC). As an initiative of the U.S. Department of Education's Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education. WWC reviews evidence for student behavior interventions including programs, curricula, and practices whose purpose is to foster positive behavioral outcomes. (http://ies.ed.gov/ncee/wwc/)

    Resource E: ABC Observation Form

    Resource F: Daily Behavior Rating Form (Teacher)

    Resource G: Counselor Self-Evaluation Survey

    Instructions: Rate yourself on each of the following items based on what you perceive as your relative strengths and weaknesses as a counselor. This is not to be a comparison rating with other counselors, but rather a rating of one's own relative strengths and weaknesses. The purpose of this survey is to facilitate self-reflection and self-awareness to identify personal strengths as well as areas that can be targeted for additional growth. After completing, follow the scoring instructions at the end of the survey.

    Enter number in blank: 1 = Significant weakness for me

    • 2 = Relative weakness for me
    • 3 = Relative strength for me
    • 4 = Significant strength for me
    • I am knowledgeable in the code of ethics of my credentialing/licensing agency as well as state and federal laws applicable to the provision of mental health services.
    • I regularly plan counseling sessions. For example, I plan activities and lessons and may use curricula, manuals, or books to assist me.
    • During assessment, I explore the potential impact of setting variables (e.g., classroom, home, peers, community, events) on the client's behavior.
    • I seek clients’ input (or team members’ input when client is a young child) to assist in developing relevant counseling goals.
    • I am generally optimistic about the usefulness of counseling.
    • I have supportive relationships outside of work.
    • I stay apprised of the research and recommendations for evidence-based practices.
    • I am knowledgeable regarding diagnostic considerations, such as formal diagnostic criteria (DSM and special education definitions), differential diagnoses, and comorbidities.
    • I seek opportunities for professional growth through workshops, conferences, and other learning opportunities.
    • I am accepting and nonjudgmental with clients.
    • I live a healthy lifestyle (e.g., sleep, diet, exercise, manage health care needs).
    • I measure clients’ present levels of performance to establish a baseline.
    • I implement evidence-based interventions in counseling.
    • I can explain how my theoretical orientation guides my counseling.
    • I provide clear direction and guidance regarding the counseling process with clients. For example, I clearly explain and clarify the goals and expectations for counseling.
    • I am genuine and authentic in my interactions with clients. I am free to be myself within the appropriate boundaries of the therapeutic relationship.
    • I am flexible with clients and recognize what's really important in the moment. I am able to shift gears and address the felt needs of the client even when it might take us away from the planned session.
    • I share relevant and useful strategies with teachers/school personnel to promote the generalization of skills students learn in counseling to the natural setting.
    • I seek help when I'm experiencing personal or professional problems.
    • I behave professionally in my work setting. I am careful not to engage in inappropriate types of behaviors that may negatively impact my reputation or erode trust with clients or coworkers.
    • I use (or implement) counseling techniques skillfully.
    • I instill hope in my clients.
    • I have a healthy sense of humor and try not to take myself too seriously.
    • I facilitate collaboration between multiple settings. For example, I provide information to parents regarding resources in the school and/or community and offer assistance in establishing connections when needed.
    • I am knowledgeable in (and carefully consider) the potential influence of cultural variables in assessment and treatment.
    • I use multiple methods to measure clients’ progress.
    • I can implement a wide repertoire of well-developed counseling techniques and methods.
    • I have a solid understanding of a variety of seminal theoretical orientations to guide my understanding and practice of psychological counseling.
    • I am self-aware in my interactions with clients. I seek to understand how my attitudes and behaviors may influence clients.
    • I develop clear and measurable counseling goals.
    • I know which theoretical orientations are most appropriate to guide my counseling based on the client's context.
    • I often genuinely experience eager anticipation regarding a client's potential progress.
    • I have good timing and pacing in counseling. For example, I am good at gauging the amount of time to focus on topics or activities, I am in sync with my clients, I know appropriate times to transition to something new or slow down the process, etc.
    • I am effective in keeping counseling sessions focused and “on track.”
    • I am knowledgeable in the various aspects of child and adolescent development.
    • I regularly use basic counseling skills during sessions (e.g., active listening, use of body language, paraphrasing, reflecting meaning or feeling, etc.).
    • When collaborating/consulting with others, I consistently follow up to provide clarification, give assistance, problem solve, and monitor progress.
    • I am knowledgeable about how neurobiological processes can impact clients’ behaviors.
    • I enjoy hobbies and interests outside of work.
    • I am friendly and upbeat with clients.
    • I involve myself in both personal and professional growth activities.
    • I collect data to measure clients’ progress on goals.
    • During team problem solving, I listen to other team members carefully and demonstrate that I value their input.
    • I set short-term and long-term professional goals for myself.
    • I enjoy my current work.
    • I seek consultation from professional colleagues and/or supervisors when I need guidance or assistance.
    • I am effective in promoting the implementation of well-designed classroom interventions through designing, explaining, demonstrating, organizing, and communicating.
    • In my use of evidence-based interventions I gather data and monitor outcomes. I conduct my own formal/informal research as a scientist-practitioner.
    • I seek to be well informed regarding schoolwide and classroom expectations for students as well as the expectations for teachers and school staff to assist me in designing ecologically valid as well as “doable” interventions.
    • I demonstrate care and warmth with clients in counseling.

    Scoring: Add up the scores from the items that comprise each domain for a total score. To get the total score for five of the domains *add up the total score then divide by 2(Applied Counseling Skills; Assessment and Case Conceptualization; Collaboration and Generalization; Emotional Health and Self-Care; Therapeutic Relationship).

    Total

    • Applied Counseling Skills (Appl): *13, 17, 21, 27, 33, 36 / 2 =
    • Assessment and Case Conceptualization (A/CC): *3, 8, 25, 31, 35, 38 / 2 =
    • Collaboration and Generalization (C/G): *18, 24, 37, 43, 47, 49 / 2 =
    • Developing Goals (DG): 4, 12, 30
    • Emotional Health and Self-Care (Emo): *6, 11, 19, 23, 39, 45 / 2 =
    • Ethics, Professionalism, and Judgment (Eth): 1, 20, 46
    • Evidence-Based Practice (EBP): 7, 13, 48
    • Expectation of Progress (EP): 5, 22, 32
    • Measuring Outcomes (MO): 12, 26, 42
    • Professional Growth (PG): 9, 41, 44
    • Theoretical Orientation (ThO): 14, 28, 31
    • Therapeutic Relationship (ThR): *10, 16, 17, 29, 40, 50 / 2 =
    • Therapeutic Structure and Process (ThStr): 2, 15, 34

    Interpretation: Transfer total scores to Score Profile to view your relative areas of strength and weakness across domains. Place an “X” in the corresponding box on the Score Profile. For further analysis, examine individual items within the domains.

    Score Profile

    3 Greatest Strengths

    • _____
    • _____
    • _____

    3 Weakest Areas

    • _____
    • _____
    • _____
    Reflection Questions
    • How can I maximize or capitalize on my strength areas in counseling?
    • What are some specific steps I can take to make growth in my weakest areas?

    Resource H: Personal and Professional Growth Plan Form

    Provision of School-Based Counseling or Therapy

    Name: _____Date: _____

    • Self-Assessment (Use results from Counselor Self-Evaluation Survey in Resource G)

      My personal strength areas as a counselor/therapist:

      Weakest areas as a counselor/therapist:

    • Planning for Goal Setting (Consider the following questions)
      • What else might I consider in assessing my strengths and weaknesses as a counselor?
      • Am I open to feedback from others?
      • What types of blind spots might I be susceptible to?
      • Am I too self-critical of myself as a counselor?
      • What types of personal and professional growth activities benefit me most?
      • Am I developing goals that are meaningful, relevant, challenging, attainable, specific, positive, time limited, and measureable?
    • Goals

    Targeted Area 1:_____

    Targeted Area 2: _____

    Targeted Area 3: _____

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