Find more resources from NASSP on the topic of Principal, Counselor, Student Connections.
- College Board Advocacy & Policy Center. (2009). A Closer Look at the Principal-Counselor Relationship. New York, NY: College Board. When principal and counselor participants in a NOSCA survey were asked to rate the extent to which elements of an effective principal-counselor relationship are present in their schools, principals rated important elements as being present more than counselors did.
- College Board Advocacy & Policy Center. (2011). School Counselors Literature and Landscape Review: The State of School Counseling in America. New York, NY: College Board. This NOSCA literature and landscape review about school counselors points out the consistency of research supporting the need for effective principal-counselor relationships. This relationship is stated as having an effect on counselors’ job satisfaction and turnover intentions.
- College Board Advocacy & Policy Center. (2012). The College Board 2012 National Survey of School Counselors and Administrators: Report on Survey Findings. New York, NY: College Board. School counselors and school administrators in public and private middle schools and high schools in all 50 states completed surveys, offering results that are nationally representative. On the whole, counselors and administrators identify the same challenges and share the same goals.
- College Board, American School Counselor Association & National Association of Secondary School Principals. (2011). Enhancing the Principal–School Counselor Relationship: Toolkit . New York, NY: College Board. This toolkit is packed with assessments, activities and worksheets to help increase student achievement by enhancing the principal-counselor relationship. (See p57–71.)
- Achieve, College Summit, NAESP & NASSP. (2012). Implementing the Common Core State Standards: The Role of the School Counselor. Washington, DC: Achieve.
- Berg, Amy C.; Melaville, Atelia & Blank, Martin J. (2006). Community & Family Engagement: Principals Share What Works. Washington, DC: Coalition for Community Schools, Institute for Educational Leadership.
- Adelman, Howard S. & Taylor, Linda. (2010). Mental Health in Schools: Engaging Learners, Preventing Problems, and Improving Schools. Thousand Oaks, CA: Corwin. For many children, schools are the main or only providers of mental health services. In this visionary and comprehensive book, two nationally known experts describe a new approach to school-based mental health — one that better serves students, maximizes resources and promotes academic performance.
- Anderson, Kim L. (2010). Culturally Considerate School Counseling: Helping Without Bias. Thousand Oaks, CA: Corwin. This unique collaboration between a veteran educator and a psychotherapist shows that the educators who are most effective in teaching diverse student populations are the ones who can “see students clearly and respond to their needs without hesitation or bias.” Framed around an original, eight-stage model of diversity development, this book provides readers with essential tools for building a sturdy foundation of mutual respect upon which schools without bias can be constructed.
- Auger, Rick. (2011). The School Counselor’s Mental Health Sourcebook: Strategies to Help Students Succeed. Thousand Oaks, CA: Corwin. The ASCA National Model urges school counselors to know every student and broaden their knowledge of mental health disorders. With more students in need of mental health services than ever before, the timing is ideal for a guide that equips staff to meet these challenges. This book provides tools for keeping students on track, including methods for addressing many disorders, such as anxiety and autism; intervention strategies that work; and effective ways to collaborate with families from various cultures.
- Schellenberg, Rita. (2008). The New School Counselor: Strategies for Universal Academic Achievement. Blue Ridge Summit, PA: Rowman & Littlefield. The New School Counselor provides school administrators, school counselor educators, supervisors and practitioners with a unified understanding of the new roles and functions of the school counselor. Schellenberg introduces standards blending, a systems-focused, integrated and student-centered approach that directly and overtly aligns school counseling programs with academic achievement missions. Each chapter includes relevant research, literature, key players, real-world applications and major developments and trends shaping contemporary school counseling in a school-reform environment. The CD that accompanies this text contains the long-awaited comprehensive electronic school-counseling data reporting system that is being hailed as innovative, timely and essential to meeting increasing accountability demands. The School Counseling Operational Plan for Effectiveness (SCOPE) and the School Counseling Operational Report of Effectiveness (SCORE) systematically walk users through accountable programming from conception to evaluation using Microsoft Office. In a click, users can access core academic and school counseling standards, data sources and preformulated worksheets for instant data analysis. SCOPE and SCORE include essential data reporting components for closing the achievement gap; action plans and results reports from the American School Counselor Association (ASCA) and the Council for Accreditation of Counseling and Related Educational Programs (CACREP); and school accountability initiatives.
- Sesno, Alice Healy. (2011). Successful Strategies for Improving Counseling Programs. Blue Ridge Summit, PA: Rowman & Littlefield. In this book, Alice Healy Sesno’s experience provides powerful insights to both counselors and administrators. Learn to start right, stay right and build a distinguished counseling program in the school. Avoid the mistakes that can put an essential service in jeopardy. Discover how to win the respect — and hearts — of students, parents and school personnel for a valuable service. With individual strategies for counselors and principals, Sesno seeks to blend these two professional groups together to forge a counseling program that can withstand budgeting attacks and downsizing demands.