The Professional School Counselor: A Concierge of Academic, Career, and Social Supports
Edition: 1
Copyright: 2024
Pages: 316
Edition: 1
Copyright: 2024
Pages: 360
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School counseling is a critical component of a student's educational journey. School counselors are pivotal in supporting students' academic, social, and emotional development.
The Professional School Counselor: A Concierge of Academic, Career, and Social Supports is a groundbreaking publication designed to address the current school counseling practice gaps by expanding theory into practice with real-world examples and case studies to encourage readers to implement their new skills.
Edited by Chris Wilder and Jennifer Money-Brady, The Professional School Counselor: A Concierge of Academic, Career, and Social Supports:
features 14 chapters written by school counselor educators or practicing school counselors with expertise in that specific field.
includes a myriad of topics such as counseling theories, ethical considerations in counseling, counseling techniques, working with diverse populations, and crisis management.
explores contemporary issues in school counseling, the impact of technology on counseling, mental health awareness, and the impact of systemic issues on student well-being.
integrates From the Files of the School Counselor vignettes within each chapter that are stories from the field that describe how practitioners have implemented specific elements of their comprehensive school counseling program.
is invaluable to students in school counseling programs as well as practicing school counselors to enhance their knowledge and skills.
Chapter 1: Introduction to School Counseling
- Overview of the history and purpose of school counseling
- Importance of school counseling in the education system
- Professional standards for school counselors
- From the files of the school counselor
Chapter 2: Ethical Considerations in School Counseling
- Overview of ethical considerations in school counseling practice
- Ethical principles and codes of conduct for school counselors
- Confidentiality and informed consent in school counseling
- CACREP 2024 standards focused on Ethics
- From the files of the school counselor
Chapter 3: Working with Diverse Populations
- Overview of cultural and diversity issues in school counseling
- Understanding and respecting different cultural backgrounds of students
- Implementing culturally responsive practices in school counseling
- From the files of the school counselor
Chapter 4: Crisis Management and Response
- Overview of crisis management and response in school settings
- Preparing for and responding to crises in school settings
- Providing ongoing support for students affected by crises
- From the files of the school counselor
Chapter 5: Career Counseling and Planning
- Overview of career counseling and planning in school settings
- Assessing students' career interests, skills, and goals
- Supporting students in post-secondary planning and decision-making
- From the files of the school counselor
Chapter 6: Collaboration and Referrals: Working with Administrators, Faculty, Families, and Communities
- Overview of collaborating with staff and faculty
- Managing the referral process
- Overview of collaborating with families and communities in school counseling
- Engaging families and communities in the counseling process
- Building partnerships with community organizations to support student wellbeing
- From the files of the school counselor
Chapter 7: Collaboration and referrals: Working with Families and Caregivers
- Overview of collaborating with families and communities in school counseling
- Engaging families and communities in the counseling process
- Ethical considerations
- Diversity considerations
- Developmentally appropriate interventions
- Religious and spiritual considerations
- From the files of the school counselor
Chapter 8: School Counselors' Role in Addressing Mental Health Concerns
- Overview of mental health concerns affecting students in school settings
- Supporting students with mental health concerns
- Working with school and community resources to address mental health concerns
- From the files of the school counselor
Chapter 9: Theories for Program Delivery
- Overview of counseling theories and their relevance to school counseling
- Application of counseling theories in school counseling practice
- Understanding human behavior and development in the context of school settings
- Building therapeutic relationships with students
- CACREP 2024 standards focused on:
- Direct Student Services
- Instruction
- Appraisal and Advisement
- Counseling
- Indirect Student Services
- Consultation
- Collaboration
- Referrals
- From the files of the school counselor
Chapter 10: School Counseling Models
- Overview of various school counseling models
- Building therapeutic relationships with students
- Implementing evidence-based counseling interventions
- Overview of counseling theories and their relevance to school counseling
- Understanding human behavior and development in the context of school settings
- Application of counseling theories in school counseling practice
- CACREP 2024 standards focused on School Counseling Models
- From the files of the school counselor F
Chapter 11: Multi-Tiered Systems of Support in School Counseling
- Multi-Tiered Systems of Support (MTSS)
- Multi-Tiered, Multi-Domain System of Supports (MTMDSS)
- School-Wide Interventions:
- Tier 1, Tier 2, and Tier 3 Interventions
- Role of School Counselors in MTSS
- Evidence-Based Practices
- Data-Driven Decision Making
- From the files of the school counselor
Chapter 12 : Contemporary Issues in School Counseling
- Overview of contemporary issues facing school counselors
- Supporting student well-being in the context of systemic issues such as racism and discrimination.
- Technology issues and considerations
- From the files of the school counselor
Chapter 13: Program Management with ASCA’s National Model 4th Edition and other Supports
- Beliefs
- Vision Statement
- Mission Statement Program Planning
- School Data Summary
- Annual Student Outcome Goals
- Program website
- Action Plans l Classroom and Group l Closing the Gap
- Lesson Plans
- Annual Administrative Conference
- Use of Time
- Calendars l Annual l Weekly
- Advisory Council
- From the files of the school counselor
Chapter 14: Program Assessment
- Evidenced-based practices
- Program effectiveness
- How are students are different as result of the school counseling program?
- Annual results and reports
- From the files of the school counselor
Chris Wilder, Ph.D. LPC-S (TX) is an Associate Professor at Tarleton State University and Director of Student Counseling Center at McLennan Community College, a joint venture with Tarleton State University Department of Counseling. In addition to these duties, Dr. Wilder is the School Counseling coordinator. His research interest includes supervision, ethical issues, and school counselor advocacy. He has over 30 years of professional counseling experiences in outpatient clinics, college counseling centers, public high schools, and in faith based settings. Dr. Wilder has been trained in counseling clients across the lifespan, including adults, adolescents, and children. He earned his master’s degree and doctorate in Counseling from the University of North Texas in Denton, Texas.
Dr. Wilder is a member of the Association of Counselor Education and Supervision, the Texas Counseling Association where he served as co-chair of the ethics committee, the Texas School Counselor Association, and is a member of the ACES SCIN Secondary Counselor Research group.
He was awarded the Outstanding Practitioner Award from Chi Sigma Iota for 2011. In 2024 he was nominated for and received the CHANCELLOR’S ACADEMY OF TEACHER EDUCATORS (CATE) AWARD from the Texas A&M University System. The CATE Award recognizes and honors both individuals and university teams who are making noteworthy and exemplary contributions to quality, innovation, and continuous improvement in teacher preparation.
Dr. Money-Brady is a Clinical Assistant Professor for the Seattle University Online School Counseling program. Previously, Dr. Money-Brady was an Associate Professor and the Director of School Counseling for Indiana Wesleyan University since 2017. Dr. Money- Brady is a licensed school counselor and National Credentialed Counselor who completed her doctoral degree in Counselor Education and Supervision in 2018. Dr. Money-Brady brings 18 total years of experience as a school counselor. Brebeuf Jesuit Preparatory School built the foundation of Dr. Money-Brady’s Jesuit background as a student and more recently as the Director of Academic Counseling for eight years. She also has worked in mental health with children at the Joseph Maley Foundation and Horizons at SRES, and in grief support group facilitation with Brooke’s Place since 2007. Dr. Money-Brady is the Past Chair and Treasurer of the Board of Directors of the Indiana School Counselor Association. Dr. Money-Brady is a member of the American School Counselor Association, Association of Counselor Education and Supervision, the American Educational Research Association, Indiana School Counselor Association, Indiana Counselor Association, International Association for Resilience and Trauma Counseling, National Board of Certified Counselors, the National Alliance for Grieving Children and she is a fierce ally for LGTBQ+ through the Human Rights Campaign, Trinity Haven, and Indiana Youth Group. Dr. Money-Brady is a member of the ACES SCIN Secondary Counselor Research group, and she has an interest in Advocacy, Leadership, Adverse Childhood Experiences and Trauma, Supervision and Collaboration with Administrators, Educator Self-Care from Compassion Fatigue, and Hope. She spends her summers supervising a team of counseling students and licensed counselors at Horizon’s at St. Richard’s Academic and Enrichment Summer program. She has also been the Grant Program Director for HRSA Behavioral Health Workforce Education and Training Program # 1M01HP45172-01-00 from 2021 thru 2025, which involves a collaborative approach to supporting trauma-responsive care for schools, hospitals, clinics and private practices through counseling and nursing students within the Indiana Wesleyan University program at sites around the United States. Outside of teaching, research, and service, Dr. Money-Brady enjoys being with her husband also an educator and their daughter. She spends her free time in nature with their family pets, hiking, and traveling. Jen is the recipient of the 2022 ACES Professional Service Award.
School counseling is a critical component of a student's educational journey. School counselors are pivotal in supporting students' academic, social, and emotional development.
The Professional School Counselor: A Concierge of Academic, Career, and Social Supports is a groundbreaking publication designed to address the current school counseling practice gaps by expanding theory into practice with real-world examples and case studies to encourage readers to implement their new skills.
Edited by Chris Wilder and Jennifer Money-Brady, The Professional School Counselor: A Concierge of Academic, Career, and Social Supports:
features 14 chapters written by school counselor educators or practicing school counselors with expertise in that specific field.
includes a myriad of topics such as counseling theories, ethical considerations in counseling, counseling techniques, working with diverse populations, and crisis management.
explores contemporary issues in school counseling, the impact of technology on counseling, mental health awareness, and the impact of systemic issues on student well-being.
integrates From the Files of the School Counselor vignettes within each chapter that are stories from the field that describe how practitioners have implemented specific elements of their comprehensive school counseling program.
is invaluable to students in school counseling programs as well as practicing school counselors to enhance their knowledge and skills.
Chapter 1: Introduction to School Counseling
- Overview of the history and purpose of school counseling
- Importance of school counseling in the education system
- Professional standards for school counselors
- From the files of the school counselor
Chapter 2: Ethical Considerations in School Counseling
- Overview of ethical considerations in school counseling practice
- Ethical principles and codes of conduct for school counselors
- Confidentiality and informed consent in school counseling
- CACREP 2024 standards focused on Ethics
- From the files of the school counselor
Chapter 3: Working with Diverse Populations
- Overview of cultural and diversity issues in school counseling
- Understanding and respecting different cultural backgrounds of students
- Implementing culturally responsive practices in school counseling
- From the files of the school counselor
Chapter 4: Crisis Management and Response
- Overview of crisis management and response in school settings
- Preparing for and responding to crises in school settings
- Providing ongoing support for students affected by crises
- From the files of the school counselor
Chapter 5: Career Counseling and Planning
- Overview of career counseling and planning in school settings
- Assessing students' career interests, skills, and goals
- Supporting students in post-secondary planning and decision-making
- From the files of the school counselor
Chapter 6: Collaboration and Referrals: Working with Administrators, Faculty, Families, and Communities
- Overview of collaborating with staff and faculty
- Managing the referral process
- Overview of collaborating with families and communities in school counseling
- Engaging families and communities in the counseling process
- Building partnerships with community organizations to support student wellbeing
- From the files of the school counselor
Chapter 7: Collaboration and referrals: Working with Families and Caregivers
- Overview of collaborating with families and communities in school counseling
- Engaging families and communities in the counseling process
- Ethical considerations
- Diversity considerations
- Developmentally appropriate interventions
- Religious and spiritual considerations
- From the files of the school counselor
Chapter 8: School Counselors' Role in Addressing Mental Health Concerns
- Overview of mental health concerns affecting students in school settings
- Supporting students with mental health concerns
- Working with school and community resources to address mental health concerns
- From the files of the school counselor
Chapter 9: Theories for Program Delivery
- Overview of counseling theories and their relevance to school counseling
- Application of counseling theories in school counseling practice
- Understanding human behavior and development in the context of school settings
- Building therapeutic relationships with students
- CACREP 2024 standards focused on:
- Direct Student Services
- Instruction
- Appraisal and Advisement
- Counseling
- Indirect Student Services
- Consultation
- Collaboration
- Referrals
- From the files of the school counselor
Chapter 10: School Counseling Models
- Overview of various school counseling models
- Building therapeutic relationships with students
- Implementing evidence-based counseling interventions
- Overview of counseling theories and their relevance to school counseling
- Understanding human behavior and development in the context of school settings
- Application of counseling theories in school counseling practice
- CACREP 2024 standards focused on School Counseling Models
- From the files of the school counselor F
Chapter 11: Multi-Tiered Systems of Support in School Counseling
- Multi-Tiered Systems of Support (MTSS)
- Multi-Tiered, Multi-Domain System of Supports (MTMDSS)
- School-Wide Interventions:
- Tier 1, Tier 2, and Tier 3 Interventions
- Role of School Counselors in MTSS
- Evidence-Based Practices
- Data-Driven Decision Making
- From the files of the school counselor
Chapter 12 : Contemporary Issues in School Counseling
- Overview of contemporary issues facing school counselors
- Supporting student well-being in the context of systemic issues such as racism and discrimination.
- Technology issues and considerations
- From the files of the school counselor
Chapter 13: Program Management with ASCA’s National Model 4th Edition and other Supports
- Beliefs
- Vision Statement
- Mission Statement Program Planning
- School Data Summary
- Annual Student Outcome Goals
- Program website
- Action Plans l Classroom and Group l Closing the Gap
- Lesson Plans
- Annual Administrative Conference
- Use of Time
- Calendars l Annual l Weekly
- Advisory Council
- From the files of the school counselor
Chapter 14: Program Assessment
- Evidenced-based practices
- Program effectiveness
- How are students are different as result of the school counseling program?
- Annual results and reports
- From the files of the school counselor
Chris Wilder, Ph.D. LPC-S (TX) is an Associate Professor at Tarleton State University and Director of Student Counseling Center at McLennan Community College, a joint venture with Tarleton State University Department of Counseling. In addition to these duties, Dr. Wilder is the School Counseling coordinator. His research interest includes supervision, ethical issues, and school counselor advocacy. He has over 30 years of professional counseling experiences in outpatient clinics, college counseling centers, public high schools, and in faith based settings. Dr. Wilder has been trained in counseling clients across the lifespan, including adults, adolescents, and children. He earned his master’s degree and doctorate in Counseling from the University of North Texas in Denton, Texas.
Dr. Wilder is a member of the Association of Counselor Education and Supervision, the Texas Counseling Association where he served as co-chair of the ethics committee, the Texas School Counselor Association, and is a member of the ACES SCIN Secondary Counselor Research group.
He was awarded the Outstanding Practitioner Award from Chi Sigma Iota for 2011. In 2024 he was nominated for and received the CHANCELLOR’S ACADEMY OF TEACHER EDUCATORS (CATE) AWARD from the Texas A&M University System. The CATE Award recognizes and honors both individuals and university teams who are making noteworthy and exemplary contributions to quality, innovation, and continuous improvement in teacher preparation.
Dr. Money-Brady is a Clinical Assistant Professor for the Seattle University Online School Counseling program. Previously, Dr. Money-Brady was an Associate Professor and the Director of School Counseling for Indiana Wesleyan University since 2017. Dr. Money- Brady is a licensed school counselor and National Credentialed Counselor who completed her doctoral degree in Counselor Education and Supervision in 2018. Dr. Money-Brady brings 18 total years of experience as a school counselor. Brebeuf Jesuit Preparatory School built the foundation of Dr. Money-Brady’s Jesuit background as a student and more recently as the Director of Academic Counseling for eight years. She also has worked in mental health with children at the Joseph Maley Foundation and Horizons at SRES, and in grief support group facilitation with Brooke’s Place since 2007. Dr. Money-Brady is the Past Chair and Treasurer of the Board of Directors of the Indiana School Counselor Association. Dr. Money-Brady is a member of the American School Counselor Association, Association of Counselor Education and Supervision, the American Educational Research Association, Indiana School Counselor Association, Indiana Counselor Association, International Association for Resilience and Trauma Counseling, National Board of Certified Counselors, the National Alliance for Grieving Children and she is a fierce ally for LGTBQ+ through the Human Rights Campaign, Trinity Haven, and Indiana Youth Group. Dr. Money-Brady is a member of the ACES SCIN Secondary Counselor Research group, and she has an interest in Advocacy, Leadership, Adverse Childhood Experiences and Trauma, Supervision and Collaboration with Administrators, Educator Self-Care from Compassion Fatigue, and Hope. She spends her summers supervising a team of counseling students and licensed counselors at Horizon’s at St. Richard’s Academic and Enrichment Summer program. She has also been the Grant Program Director for HRSA Behavioral Health Workforce Education and Training Program # 1M01HP45172-01-00 from 2021 thru 2025, which involves a collaborative approach to supporting trauma-responsive care for schools, hospitals, clinics and private practices through counseling and nursing students within the Indiana Wesleyan University program at sites around the United States. Outside of teaching, research, and service, Dr. Money-Brady enjoys being with her husband also an educator and their daughter. She spends her free time in nature with their family pets, hiking, and traveling. Jen is the recipient of the 2022 ACES Professional Service Award.