Teachers Resource Books

Counseling Strategies that Work! Evidence-based Interventions for School Counselors

Counseling Strategies that Worktargets the unique, day-to-day problems encountered by today's school counselor and provides a new perspective on treatment selection. This text is an anthology of intervention strategies that are rooted in scientific evidence supporting their effectiveness when applied to the day-to-day "problems" confronting today's school counselor.

It is an excellent source for counseling techniques courses or as a reading assigned as part of their field placement experiences, as well as a useful reference text for all those currently employed as school counselors. Every chapter provides a blending of theory, practice and guided, personalized application.

The content is broken down succinctly, beginning with a brief introduction to the nature of the problems being addressed before delving into a detailed presentation with case illustration of the application of an intervention strategy.

Each chapter includes:

• A brief introduction to the nature of the problems being addressed.
• Precis of sample research supporting a specific intervention technique.
• Detailed presentation with case illustration of the application of the intervention strategy.
• A listing of clinical recommendations for direct application.
• A list of web based and literature based resources of additional material.

From the Back Cover

Counseling Strategies that Work! targets the unique, day-to-day problems encountered by today’s school counselor and provides a new perspective on treatment selection.

This text is a collection of intervention strategies rooted in scientific evidence that supports their effectiveness when applied to the day-to-day “problems” confronting today’s school counselor. It is an excellent resource for counseling techniques courses or field placement experiences, as well as a useful reference for those currently employed as school counselors. Every chapter provides a blend of theory, practice, and guided, personalized application. The content is presented succinctly, beginning with a brief introduction to the nature of the problems being addressed before delving into a detailed discussion accompanied by a case illustrating how to apply the intervention strategy.

Review

"Kids are smarter than we sometimes give them credit for!"
? Roxanne P., Buffalo, New York
"The most fun part of teaching is simply listening to the things kids say. On the first day of school I was introducing the subject matter we'd be covering in American history. I asked the kids to think of how a knowledge of history could help people to get along better in life. One of the tough kids in class wasn't volunteering any answers, so I called on him to respond. As he sat up straight in his seat, some of his buddies began guffawing behind him. I ignored them and repeated the question: 'How do you use history to get along?' He turned around to his friends and said, without missing a beat, 'Knock off the laughing, or you're history.'"
?Becka R., Mesa, Arizona
"Sometimes the day's curriculum goes in unexpected directions, no matter how well you plan. Jeff, a chemistry teacher in Minnesota, sat down after a class to plan his next unit. "Suddenly, this loud crack scared me half to death," Jeff says. "I must have jumped three feet. Let's just say one of my students had mixed something combustible! You can tell them over and over again to clean up their messes, but sometimes they don't!"
"What did I learn my first year of school? Get organized!?Even two minutes of disorganization results in complete chaos for the rest of the hour. Get organized."
? Robert T., Galveston, Texas
"Some lessons you only learn through experience."
? Joan M., Kent, Washington
"I really benefited from our state's mandated mentor system my first year teaching, especially in the area of discipline. I overcame several really difficult discipline issues with the sage advice of my mentor. I can't recommend mentoring highly enough. It gave me the foundation I needed to continue teaching through the rough spots."
? Tamara B., Michigan
"I have discovered over the years that there is no technique that always works. What was magic last week is boring this week. To that end, I frequently change the environment by rearranging furniture, updating the materials I place on my walls, and completely changing the look and feel of my classroom?.Ever since I gave up the 'nailed-to-the-floor' mind-set, teaching¾and learning?have been exciting for all of us."
? Genna R., Phoenix, Arizona -- Review

Review

"Kids are smarter than we sometimes give them credit for!"
— Roxanne P., Buffalo, New York
"The most fun part of teaching is simply listening to the things kids say. On the first day of school I was introducing the subject matter we'd be covering in American history. I asked the kids to think of how a knowledge of history could help people to get along better in life. One of the tough kids in class wasn't volunteering any answers, so I called on him to respond. As he sat up straight in his seat, some of his buddies began guffawing behind him. I ignored them and repeated the question: 'How do you use history to get along?' He turned around to his friends and said, without missing a beat, 'Knock off the laughing, or you're history.'"
—Becka R., Mesa, Arizona
"Sometimes the day's curriculum goes in unexpected directions, no matter how well you plan. Jeff, a chemistry teacher in Minnesota, sat down after a class to plan his next unit. "Suddenly, this loud crack scared me half to death," Jeff says. "I must have jumped three feet. Let's just say one of my students had mixed something combustible! You can tell them over and over again to clean up their messes, but sometimes they don't!"
"What did I learn my first year of school? Get organized!…Even two minutes of disorganization results in complete chaos for the rest of the hour. Get organized."
— Robert T., Galveston, Texas
"Some lessons you only learn through experience."
— Joan M., Kent, Washington
"I really benefited from our state's mandated mentor system my first year teaching, especially in the area of discipline. I overcame several really difficult discipline issues with the sage advice of my mentor. I can't recommend mentoring highly enough. It gave me the foundation I needed to continue teaching through the rough spots."
— Tamara B., Michigan
"I have discovered over the years that there is no technique that always works. What was magic last week is boring this week. To that end, I frequently change the environment by rearranging furniture, updating the materials I place on my walls, and completely changing the look and feel of my classroom….Ever since I gave up the 'nailed-to-the-floor' mind-set, teaching¾and learning—have been exciting for all of us."
— Genna R., Phoenix, Arizona

See all Editorial Reviews