Contemporary Case Studies in School Counseling

Herausgeber: Heltner, Erika; Ohrtman, Marguerite

• Broschiertes Buch

Produktbeschreibung

Contemporary Case Studies in School Counseling is not a guide to school counseling but rather a conversation starter on the challenges that school counselors face on a daily basis. From cyber- sexting to unmotivated students to anxiety disorders, school counselors must be ready for the unexpected. Throughout the sixteen case studies, readers will be guided through therapies, strategies, and solutions from a school counselor's perspective. Readers are given a first hand look into the rationale, biases, and experiences that guide the counseling process. From the perspective of a school counselor, readers will be vividly drawn into the varying situations and approaches for each case study, guided through various therapy approaches, and given questions for discussion in small groups or large classrooms. This book will help train better school counselors, as the audience will be presented with current situations and problems that school counselors face in the twenty-first century .

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Produktdetails

• Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
• Seitenzahl: 210
• Erscheinungstermin: 17. Juli 2019
• Englisch
• Abmessung: 229mm x 152mm x 13mm
• Gewicht: 349g
• ISBN-13: 9781538118047
• ISBN-10: 1538118041
• Artikelnr.: 55496404

Autorenporträt

Dr. Marguerite Ohrtman is the director of School Counseling and Clinical Training in the Counseling and Student Personnel Program at the University of Minnesota. She is a former classroom teacher and school counselor, and is a licensed professional counselor in the State of Minnesota. Dr. Ohrtman teaches graduate-level school counseling trainees in courses such as Introduction to School Counseling, Practicum/Internship, Crisis in the School, Career, and Child and Adolescent Counseling. In addition, she serves as the vice president of Post-Secondary Institutions on the Minnesota School Counseling Association Board. Erika Heltner, M.Ed. is a practicing school counselor at Sunrise Park Middle School in White Bear Lake, Minnesota. She worked for eleven years as a secondary Language Arts teacher and has worked for eight years as a school counselor at the elementary, middle and high school level. In her experience as a teacher and a counselor, she has worked with diverse populations across urban and suburban settings on topics ranging from anxiety to depression to relational aggression. In addition, Erika has experience supervising counselor trainees and working as an intervention specialist in the school settings. Ms. Helter has also developed and presented many presentations and professional development for teachers, staff, and fellow school counselors.

Inhaltsangabe

Part I: Humanist Theory Chapter 1: Elementary: LiamLiam is a new student
and is struggling to make new friends in his first grade classroom. He was
a strong student prior to moving mid-year, but now is struggling to focus
and is refusing at times to do any work. The school counselor tried to
connect with Liam using a person-centered humanistic approach, where he
focuses on building's Liam's sense of self. Chapter 2: Middle School:
SarahThe school counselor explores the need of a middle school aged girl
with generalized anxiety. By exploring the therapeutic relationship and
resistance, the counselor works with the student to identify healthy coping
strategies and approaches to managing her anxiety in a school setting. 3.
Chapter 3: High School: DeeDee A fourteen year old girl, DeeDee, from a
minority population struggles with conflict resolution. A critical look at
a school counselor's role in understanding and navigating a different
culture, this case discusses the importance of person-centered counseling
strategies and self-awareness in the counseling process. Part II: Adlerian
Theory 4. Chapter 4: Elementary: Xavier Elementary school is hard for 4th
grader, Xavier, who is constantly in trouble due to his high level of
energy in the classroom and lack of respect for classroom rules. He is
referred to his school counselor to develop energy managing skills; however
the school counselor utilizes an Adlerian approach to help the child and
teacher celebrate his cultural norms, while finding success in the
classroom setting. 5. Chapter 5: Middle School: Parker An 8th grader,
Parker, has identified as LGBTQ to their school counselor. With the support
from Parker's parents and family, Parker would like to work on enhancing
the middle school climate for other LGBTQ students. The school counselor
works with Parker with an Adlerian lens to promote a positive school
culture for all students. 6. Chapter 6: High School: Graham A young
freshmen in high school struggles with the school setting, although he is
extremely bright and verbal. He is failing classes, struggles with
friendships, and does not have support at home. The school counselor works
with Graham on his anger management, ADHD, and developing social skills to
utilize his strengths with Adlerian counseling. Part III: Reality Choice
Theory 7. Chapter 7: Elementary: Mia An anxious second grade student, Mia,
is referred by her parents to her school counselor for nail biting and
avoiding school. Mia struggles with large groups and school triggers these
responses. The school counselor works with Mia and her family to develop
relaxation and breathing techniques. By helping her meet her physiological
needs, the school counselor is helping Mia control her own reality. 8.
Chapter 8: Middle School: Mason and Alexander Two 7th grade boys, Mason and
Alexander, are sent to the school counselor's office for fighting during
lunch time. The counselor works to better understand the situation and lack
of understanding between the two young men. With a reality choice
theoretical perspective, the school counselor teaches Mason and Alexander
basic counseling skills so that they can better understand each other and
develop a positive partnership. 9. Chapter 9: High School: Zoey Zoey storms
into her school counselors office, upset that her parents are pressuring
her to go to their alma mater for college. She is frustrated and feels that
she is not being given the autonomy she is deserved. The school counselor
works to help Zoey advocate for herself and develop strategies to gain back
the freedom she is lacking. Part IV: Family Systems Theory 10. Chapter 10:
Elementary: Olivia An elementary child in 2nd grade challenges her school
counselor as she struggles with communicating with school staff. Olivia
would bark or twirp, but would refuse to communicate verbally with words.
As her verbal skills developed, her behaviors became more aggressive that
often endangered others and herself. Over two years, the school counselor
worked with Olivia and her family support to find resources to meet her
varying needs. 11. Chapter 11: Middle School: Mikaela Mikaela is in 6th
grade, and she is referred to her counselor when her parents discover that
she's been sending revealing photos to older men. The counselor works to
understand the client's family system and uses a psychoanalytic lens to
help her client establish appropriate boundaries as she moves through a
highly dynamic developmental phase in her life. 12. Chapter 12: High
School: Jamal Jamal was an advanced student in a high school setting.
Following a sports injury, Jamal was diagnosed with a Traumatic Brain
Injury and developed new personality traits that negatively impacted his
relationships and schoolwork. Jamal's school counselor worked closely with
his parents and guardians with a Family Systems approach to navigate the
challenges of his diagnosis and to come to the terms of Jamal's changed
future. Part V: Cognitive Behavior Theory 13. Chapter 13: Elementary:
Kendra Kendra is constantly removed from her third grade classroom for
being disruptive and for aggressive behaviors to her classroom teacher.
Kendra struggles to identify her triggers and developmentally, she is still
learning that her thoughts and behaviors are connected. The school
counselor helps Kendra focus on her cognitions and their connections to her
behaviors through CBT interventions. 14: Chapter 14: Middle School: Hailey
The middle school counselor receives an angry voicemail from Hailey's
mother, who declares that her daughter is being bullied at school and via
Snapchat. Hailey's mother accuses the school of doing nothing to put a stop
to the bullying and threatens a lawsuit. When the counselor meets with
Hailey, she uncovers a history of relational aggression between Hailey's
group of girlfriends and works to educate the girls on how to communicate
more effectively and resolve conflicts more compassionately. The counselor
focuses on Existential and Cognitive Behavioral strategies in her
counseling sessions with Hailey. 15. Chapter 15: High School: Kyle An
eleventh grader, Kyle is in danger of not graduating, but he remains
unmotivated to engage in his education and planning for his future. The
counselor uses strategies based in Person-centered and Cognitive Behavioral
theories to meet the needs of this student.