Culturally Responsive School Counseling Summary

Lee, C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, 163-171.

Courtland Lee, is a professor of counselor education at the University of Maryland, College Park, and is the author of this article. He addresses the developmental needs for students from diverse backgrounds and how this can be very challenging for the contemporary school counselor. Lee provides a data driven article and states that, “U.S. schools are becoming a social arena where children who represent truly diverse behavioral styles, attitudinal orientations, and value systems have been brought together with one goal-to prepare them for academic, career, and social success in the 21st Century.”

Cohen, L., Manion, L., & Morrison, K. (2013). Research Methods in Education. Routledge.
Louis Cohen, Lawrence Manion and Keith Morrison are renowned educationalists who have come together and authored various books and articles on educational guidelines. Louis Cohen, is a professor in education and has lectured at various Universities in the U.S. He has also done several works on education and psychiatric training. Lawrence Manion is also a professor in education who has done various works related to education and training. Keith Morrison is also a professor teaching education at the Macau University of Science and Technology Education.
The three authors provide us with various guidelines for both class work and fieldwork. Many institutions in the United States have adopted these various trainings and they give guidelines on how teachers and trainers should approach fieldwork assignments when working closely with their students. Some of the specific guidelines outlined in the book include the following; teachers and trainers are supposed to allow their students to get out into the field and learn first-hand information. Students learn how to deal with situations and not base those situations on theories taught in class.

Brown, S. D., & Lent, R. W. (2008). Handbook of Counseling Psychology. Hoboken, N.J: John Wiley.
Steven D. Brown and Robert W. Lent are both scholars in psychology. The Handbook of Counseling Psychology is a masterpiece in addressing various complex issues related to school counseling. Brown and Lent address several significant issues that affect school counseling and guidelines for fieldwork specifically in school counseling. These guidelines include the legal requirements of school guiding and counseling. The book also addresses the ethical issues affecting school counselors such as confidential requirements, collaborating with others, and professional consultations.

Erford, B. T. (2013). Assessment for Counselors. Belmont, Calif: Brooks/Cole Cengage Learning.
Bradley Erford is one of the most renowned psychology scholars in the United States.

He has done various contributions to the field of psychology in terms of doing numerous research, publishing articles and authoring books in the field of psychology. It is evident that most of his books including Assessment for Counselors and Research and Evaluation in Counseling have played a major role in setting up standards of evaluating school counselors. In this book, Erford addresses some of the guidelines that ought to be strictly followed in the assessment for school counselors. He touches on the professional standards that schools and states ought to consider in their assessment and evaluation of their school counselors. Some of the specific standards that he presents in his book include the conduct of the counselor, the report from his or her supervisors, and the feedback from their

clients.

Morgen, K., Miller, G., & Stretch, L. S. (2012). Addiction Counseling Licensure Issues for Licensed Professional Counselors. The Professional Counselor: Research and Practice, 2(1), 58-65.
Keith Morgen, Geri Miller and Lori-Ann Stretch are renowned researchers in the field of psychology and school counseling. In their article, the authors present some of the certifications required by National Board for Certified Counselors (NBCC) which other than providing the minimum requirements for school counselors joining the members of the board, it also provides the standards of conduct and operations for each member to ensure professionalism. The board provides certificate of merit to individuals with outstanding character who can be allowed to take up the school counseling assignment.

Capuzzi, D., & Stauffer, M. D. (2016). ACA Counseling and Psychotherapy: Theories and Interventions. John Wiley & Sons.
David Capuzzi and Mark D. Stuffer are some of the well-known psychology researchers based on their numerous works in psychology and other related fields. The two wrote, “ACA Counseling and Psychotherapy: Theories and Interventions,” which provides various theoretical situations that a school counselor would find himself/herself in and how to solve them. The article provides good practices in counseling that school counselors should apply to solve ethical dilemma situations among other complex scenarios. In the article, the authors also provide some of the activities, influence and need for school counselors to take membership in professional associations such as the American School Counseling Association (ASCA) to ensure the meet the professional standards required for school counseling.

Perkins, G. W. (2013). School Counselors and Teachers Perceptions of Elementary School Counselor Roles Related to Personal/Social, Academic, and Career Counseling.
Gerra. W. Perkins is a psychology therapist and scholar known for the numerous research works he has done on psychoactive medications. He has done made major contributions in the field of psychology and counseling. In this paper, he presents some legal, ethical and medical requirements that have majorly influenced the CACREP on the counseling program across the curriculum in various states. He also provides curriculum requirements for one to be eligible to pursue a career in school counseling. One of the requirements for example includes having a clean bill of health from any court cases involving harm to children.

Annandale, N. O., Heath, M. A., Dean, B., Kemple, A., & Takino, Y. (2011). Assessing Cultural Competency in School Crisis Plans. Journal of School Violence, 10(1), 16-33.
Neil O.

Annandale, Melissa Allen Heath, Brenda Dean, Ana Kemple and Yozo Takino are scholars in the field of psychology. Annandale is a Student Counseling and Psychological Services Officer at the University of Nevada, Heath is an Officer at the Department of Counseling Psychology and Special Education at Brigham Young University, Kemple and Takino are both school psychologists. In this journal, they provide the guidelines to assessing the cultural competencies that a school has in place for a crisis. The authors explain the different crises’ that might happen in schools and how the school counselors should respond to these

crises’.

Perkins, G., Oescher, J., & Ballard, M. B. (2010). The Evolving Identity of School Counselors as Defined by the Stakeholders. Journal of School Counseling, 8(31), n31.
Gerra Perkins, Jeffery Oescher and Mary Ballard in their work, “The Evolving Identity of School Counselors as Defined by the Stakeholders,” provide various guidelines for both class work and fieldwork which have been adopted by various training institutions in the United States. In their work, they give guidelines on how teachers and trainers should approach fieldwork assignments when dealing with their students.

Herlihy, B., & Corey, G. (2014). ACA Ethical Standards Casebook. John Wiley & Sons.
Barbara Herlihy and Gerald Corey are profound psychology scholars. In their casebook, “ACA Ethical Standards,” provides us with various theoretical situations that a school counselor would find himself/herself in and how to solve them. This guidebook is fantastic for teaching future school counselors about the profession and their ethical responsibilities and ethical capability among the current professionals.

Welfel, E. R. (2015). Ethics in Counseling & Psychotherapy. Cengage Learning.
Elizabeth Reynolds Welfel is a Counseling Psychologist. In her book, she addresses some of the pressing needs that school counselors ought to consider when dealing with a multicultural client base. She also prepares you on how to effectively deal with ethical and legal issues that will come to play in your practice. Welfel gives you a ten-step model for ethical decision making guidelines as you face multiple ethical cases and challenging dilemmas. She provides a new edition and integrates the 2014 ACA Code of Ethics and discussions she has had in the past to make this a user-friendly book.

Florida Department of Education. (2010). Florida’s School Counseling Framework. Retrieved from http://fldoe.org/core/fileparse.php/7690/urlt/0070167-finalcounselframework2010.pdf.
This pdf from the Florida Department of Education gives you a detailed report on the framework for school counselors in the state of Florida. The framework includes: The goals of the school counseling program, program systems, accountability, developing your school district counseling program, scope and sequence for Florida school counselors, problem solving / response to intervention, and students with special needs. These are the frameworks that every Florida school counseling must follow when they are working in schools.

Garringer, M., & MacRae, P . (2008). Building Effective Peer Mentoring Programs in Schools: An Introductory Guide. Folsom, CA: Mentoring Resource Center.
Mike Garringer, Director of Knowledge Management and Patti Macrae wrote an introductory guide for peer mentoring programs. They hope that these programs are created to give positive outcomes for youth in which older youth befriend and mentor younger children in a structured environment. Garringer and Macrae give detailed explinations how to start these programs in school and very little financial resouces are needed for this project. This is a positive cross-age peer program that can help change the lives of both parties involved.

Grubbs, N. (2013). School Counselor – Parent Collaborations: Parents’ Perceptions of How School Counselors Can Meet Their Needs.” Retrieved from http://scholarworks.gsu.edu/cps_diss/91.
Dr. Natalie Grubbs is a licensed professional counselor in the Atlanta area specializing in family conflict, parenting challenges, family transitions, and childhood social and emotional issues. When Natalie wrote this article, she was finishing up her dissertation at Georgia State University. This article is meant to give assistance, support, and educate parents in what they need from school counselors. Her analysis included nine themes that parents wanted school counselors to always address. The list is as follows: Parenting Skills, Adolescent Self-Management, Self-Awareness and Esteem, Academic Opportunities and Career Choices, Peer Relationships and Skills, Emotional Wellness, Physical Health and Wellness, Parent-Teacher/Staff Communication, and Technology Safety and Use. This article helps ensure that school counselors better meet the needs of not only students, but also parents.

School District of Indian River County. (2009). Guidance Counselor. Retrieved from https://www.indianriverschools.org/employment/104-job-descriptions-instructional.
The School District of Indian River County has given a complete listing of what is required for school guidance counselors. At the school I work at, we must follow the district guidelines and also our Board of Directors Charter guidelines. Fieldwork in this district is very strict because they worry about confidentiality being taken advantage of for the students. You are required to be a part of a school counselor program and provide documents showing that you are in the right class at the right time that fieldwork would take place.