Development of comprehensive psycho-educational programs for students in a middle school attached to a university is presented. The rationale for comprehensive psycho-educational programs, basic concepts, methods and procedures, and curriculum development are discussed. Background of the birth of comprehensive psycho-education and the integration of psycho-educational programs and clinical knowledge are reviewed. Collaboration, reframing, and empowerment are discussed as basic concepts in comprehensive psycho-education. In the last section, the developmental process of using a psycho-educational program at a school is described in the context of integration with "Comprehensive Studies" and "Mind Education".

As communication technology is increasingly applied to the training and supervision of mental health professionals, a more robust analysis of how such approaches fundamentally change the relationship between supervisor and supervisee and how these approaches both enhance and limit the outcomes of supervision is sorely needed. In this chapter clinical supervision is defined and discussed and the various technology platforms that have been used to conduct supervision at-a-distance are reviewed along with the supervision outcomes observed in the research literature with each method. The potential for technology to reduce geographic and financial barriers to the provision of quality supervision is discussed. However, the chapter also outlines the potential negative impacts technology might have to the supervisory relationship, the ethical dilemmas posed by technology-mediated supervision, and the ways in which technology-mediated supervision may place limits upon the elements of supervision that rely upon a constructivist epistemology.

This article describes a cohort model of school counselor preparation designed to enhance graduate student commitment to social justice. Foundational principles of group work are used as the vehicle for understanding self in context and for integrating the tenets associated with social justice advocacy. Key components related to program mission, admissions processes, and course sequence are discussed. Recommendations for other counselor education programs are also identified.

Teacher Mentoring Program: University-School Collaborative Induction Model Recently, the National Education Association (NEA) has predicted that more than 1 million veteran teachers are nearing retirement while, at the same time, student enrollment continues to rise. Thus, experts expect that within the next decade the United States will need more than 2 million new teachers to fill these positions (NEA, Statistics regarding the present state of our nation's educators are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse--close to 50 percent of newcomers flee the profession during their first five years of teaching (NEA, 2008). Though there may be many reasons for teacher attrition and mobility, results from a recent survey conducted by the National Center for Educational Statistics (NCES) seem to suggest that an exceedingly high percentage of teachers who abandoned their careers as teachers may have entered into the teaching profession under-prepared, overwhelmed, and under-supported, resulting in frustrated teachers who became burned out after only a few years of teaching. During the 2003-2004 school year, the NCES conducted the Teacher Follow-Up Survey (TFS) as part of a continued effort to monitor the attrition and mobility rates of all the participants of the previous year's Schools and Staffing Survey (SASS). Results indicated that out of 314,900 teachers surveyed, 16 percent of public school teachers and 19 percent of private school teachers had either left the teaching profession entirely, or had begun employment at a different school (NCES, 2007). Research has suggested that many teachers leave the profession due to increasing teacher workloads and the growing demands placed upon teachers to improve student achievement and performance regardless of each school's and each student's unique circumstances (Haberman, 2005). Of the professionals who abandoned their teaching careers to pursue other career prospects, the survey indicated that 65 percent of former public school teachers and 51percent of former private school teachers report that their workload in their new positions seems more manageable than in teaching (NCES, 2007). Additional survey results report that between 20 and 55 percent of all former teachers felt that the general work conditions; availability of resources, materials, and equipment; and support from colleagues, administration, and/or management is better in their current employment positions when compared to their former careers as educators. Fifty seven percent of former public school teachers and 28 percent of former private school teachers reported feeling a greater since of accomplishment in their new places of employment also. Still, the most alarming survey results indicate that 26 percent of former public school teachers and 20 percent of former private school teachers now working outside the field of education believe their opportunity to make a difference in the lives of others increased upon changing professions (NCES, 2007). Due to the growing level of dissatisfaction among teachers, and the ever increasing trend of teacher attrition, many districts are faced with a teacher shortage at all levels, especially in schools identified as hard to staff (Nelson, 2004). Therefore, if action is not taken to alleviate this growing problem, continued dissatisfaction will only increase teacher attrition, thus exacerbating the problem and inadvertently creating a cycle that is likely to continue threatening the framework of America's education system. As this trend continues to disrupt the core of America's educational system, it seems imperative that quality instruction for future teachers be placed at the center of our nation's reform efforts in order to combat this problem. At present, many teacher preparation programs overindulge students in the latest theories behind education, leadership, and instruction. …

The development of a comprehensive program of psycho-education for students in a secondary school attached to a Japanese university is presented. The rationale for the program, basic concepts, methods and procedures, and curriculum development to address youth violence and enhance appropriate self-assertion among Japanese youth are discussed.

Japan has experienced enormous social change in the past 40 years, including the near disappearance of the three-generation household and the emergence of the nuclear household, intensified urbanization, and an increase in the participation of women and immigrants in the workforce. These changes have been accompanied by the erosion of the traditional Japanese family structure, rising divorce rates, rising crime and violence among Japanese youth, and an epidemic of suicides, particularly among middle-aged men. Encouraged by a broader social acceptance of counseling and psychotherapy in addressing an array of mental health concerns, family counselors in Japan can expect to see a significant increase in demand for their services.

Historically, as well as currently, school counselors have been involved in promoting development in three domains--academic, career, and personal/social (Baker 2000; Gysbers & Henderson, 2001; Herr, 2001; Myrick, 1997; Paisley & McMahon, 2001). The emphasis has varied over time based on a variety of factors (Paisley & Borders, 1995), but the legitimacy of these domains for counselor involvement has remained consistent. Recently, the academic domain has received particular attention. School counselors have been asked to consider their contribution to educational experiences and for all students and to connect their programs to the overall mission of the school. The purpose of this article is to provide background for and descriptions of the transformations in school counselor preparation and practice related to the academic domain of development. AMERICAN EDUCATION AS THE CONTEXT FOR SCHOOL COUNSELING TRANSFORMATION American education is undergoing significant change. No longer content to accept effort as a substitute for evidence, today's public demands that educators make observable differences in the lives of every child. In this era of educational reform, greater emphasis is being placed upon making school personnel accountable for bringing all students to high levels of academic performance (Eriksen, 1997; Fields & Hines, 2000). Making educators accountable for helping all students meet high levels of academic achievement has necessitated that the very mission of public schooling shift from teaching to learning. This shift from a teacher-centered to a learner-centered curriculum means that student outcomes have replaced teacher activities as the accepted measure of educational excellence. This shift in mission comes at a time when globalism, multiculturalism, and rapid changes in technology create the demand for a differently skilled and more knowledgeable workforce and foster the need for a literate citizenry of life-long learners. Clearly, meeting the demands of living in a global society and America's status as a world leader are increasingly dependent on the development and better use of all of our human resources (Elam, 1993). Increasing diversity has necessitated an increased sensitivity to cultural differences through changes in educational programs, policies, and procedures. National educational priorities include ensuring that every remain in school until graduation and that all students are educated to high standards. Under such mandates, all school personnel and educational policy makers are responsible for establishing responsive policies and initiating new strategies to prevent students from leaving school prior to graduation and assisting them in meeting higher standards. Ensuring that every is successful is the responsibility not only of teachers and administrators, however, but also of school counselors, psychologists, social workers, staff, students, parents, business people, and the community at large (House & Hayes, 2002). Clearly, school counselors have a significant role to play in ensuring success. Because they have a school-wide perspective on serving the needs of every student, school counselors are in an ideal position to serve as advocates for all students and as agents for removing systemic barriers to academic success. Educational reform has been focused on accountability for performance by setting more rigorous academic standards, devising new assessment strategies, and restructuring pre-service and in-service training for teachers and administrators (Mohrman & Lawler, 1996). Despite the recent emphasis upon a radical transformation of schooling, however, practicing counselors and the educators who prepare them have been largely absent from school reform efforts (Aubrey, 1985; House & Martin, 1998). Critically, the majority of school counselor education programs have adopted a mental health orientation that reflects little concern for how school counselors address the academic achievement of students (Collison et al. …

School reform has moved to the forefront of public issues as stakeholders throughout the United States increase the emphasis on raising the educational achievement of all students. At the same time, the cost of doing business in education continues to out-distance increases in funding, forcing school officials to examine the cost-benefit ratio of all school programs in efforts to reduce expenses. Not surprisingly, school counselors and school counseling programs are increasingly being scrutinized by school boards and administrators to determine their effectiveness in meeting the overall objectives of schools (Fields & Hines, 2000). Despite the national call to enhance educational opportunities for all students, school counselors are too often seen as ancillary to the mission of schools and are not included as an integral part of standards-based school reform (Anderson & Reiter, 1995; Fields & Hines, 2000; House & Martin, 1998). School counselors and what they do are topics that are conspicuously missing from discussions of school reform and from initiatives designed to support all students in successfully achieving high academic standards. The omission of school counselors from school reform efforts is an enormous mistake, especially when school counselors hold the keys to many students' dreams and aspirations. Opportunities for fulfilling these aspirations, especially for poor students and students of color, are almost always inextricably linked to the course of study they follow in school. The lack of proactive efforts to get students into a rigorous curriculum and support them once there can be a huge barrier to being successful in an increasingly demanding workplace (Schneider & Stevenson, 1999). This article presents the view that school counselors must be proactive leaders who are effective collaborators in advocating for the success of all students. Closing the existing achievement gap between poor students and students of color and their more advantaged peers is the focused mission of schools today (The Education Trust, 1996; 1999; Elam, 1993). School counselors need to be integral players in closing this gap by assisting schools in helping all students gain access to rigorous academic preparation that will lead to greater opportunity for all students. By helping students gain access to these rigorous courses, school counselors will promote equity for all students--especially those not currently served. Working in this way, school counselors will help those who have traditionally been the least served by schools become better prepared for the future. The Call for Change Educational equity in a democratic society requires that all children have equal access to quality teaching and a rich curriculum (Elam, 1993). Moreover, all students deserve to receive the support necessary to succeed academically and to be prepared to select from a wide array of postsecondary options upon graduation. However, data from state and local educational agencies show repeatedly that economically disadvantaged students and students of color are systematically denied the kind of education that leads to success in the marketplace (The Education Trust, 1999). The gap that separates poor students and students of color from other young Americans is wide and getting wider. Although the 1970s and 1980s saw progress in narrowing the gap, by 1990 the achievement gap began to widen again and continues to grow wider (Jencks & Phillips, 1998; National Center for Education Statistics [NCES], 2001; Reyes, Wagstaff, & Fusarelli, 1999; The Education Trust, 2001). More African-American and Latino-American students are graduating from high school and entering college, but often these high school diplomas are of limited value (Lomotey, 1990; Reyes, Scribner, & Paredes Scribner, 1999; Shujaa, 1994; Valenzuela, 1999). This is supported by the fact that the proportion of African Americans and Latinos earning a college degree has barely changed in more than 2 decades (NCES, 2001). …

The past three decades have seen a growing interest in improving the quality of U.S. public education, especially related to increasing the high school graduation rate. Despite the attention, the most recent national data show limited gains over the past quarter of a century. Although more than 85% of 19- to 24-year-olds nationally have earned a high school diploma or its equivalent (U.S. Department of Commerce [USDOC], 2000), approximately 5 of every 100 students over the age of 16 who were enrolled in high school in any of the past 10 years dropped out prior to completing a high school program (U.S. Department of Education [USDOE], 1999). Moreover, more than two thirds (67.3 percent) of all dropouts were 16 to 18 years old. Critically, reform efforts have done little to improve the rate at which students graduate from a regular high school program by the typical age of 18 years. And, as we discuss, wide disparities in data collection methods have made it impossible to accurately describe the academic trajectories of students and develop responsive policies based meaningful data. As a guiding metaphor for the present study, therefore, we imagined a busload of students bound for graduation. What we wanted to know was how many of the students who were expected to get the bus (i.e., those eighth graders who were presently enrolled in the school district and assigned to enroll in the high school in the fall) actually got the bus (i.e., enrolled) and then how many of these students actually got off at graduation 4 years later. Along the way, we hoped to capture an accurate picture of how many of this cohort got off prior to graduation, when and why they got off, and where they went once they got off the bus (i.e., withdrew, transferred, or were retained in grade). In addition, we were interested in identifying when and how many students got the bus along the way, either as transfers from other schools or as members of the cohort returning to the school. THE HIGH COST OF DROPPING OUT Recognizing that a 12-year curriculum is the norm for virtually every U.S. public school today, the failure to receive a high school diploma on time places millions of young Americans at risk each year. Unable to meet the minimum requirement for advanced education or entry into the workforce, dropouts experience higher unemployment rates and lower earnings than other workers (Coley, 1995; Sherraden, 1986; USDOE, 1999). Among males age 25-34, for example, the 1998 employment rate was 87% for those who received a high school diploma or were granted a General Education Diploma (GED) versus 78.5% among those who dropped out (USDOE, 2000a). Although in 1998, females were slightly more likely than males to have completed high school by age 24 (87.1% versus 84.6%; USDOE, 1999), females with a high school diploma or GED were employed far more often than those who had dropped out of school (69.5% versus 47.3%, respectively; USDOE, 1999). Significantly, failing to complete high school presents several major social consequences that include (a) forgone national income, (b) forgone tax revenues for the support of government services, (c) increased demand for social services, (d) increased crime and antisocial behavior, (e) reduced political participation, (f) reduced intergenerational mobility, and (g) poorer levels of health (Coley; Jaffe, 1998; Rumberger, 1987; Tidwell, 1988; USDOE, 1999). As the demographic face of America changes, it is instructive to view the dropout statistics by race and socioeconomic status. National statistics by race show that Hispanic students (7.8%) were more likely than Black (6.5%), White (4.0%), and Asian (5.0%) students to leave school prior to graduation (USDOE, 2000a). In addition, more young adults living in low-income families (11.0%) dropped out versus middle (5.0%) and high-income (2.1%) families (USDOE, 1999). These disparities highlight the fact that the dropout problem is most concentrated in large urban areas where poor and minority students tend to live (Coley, 1995). …

Despite calls for collaboration between counselor educators and school counselors, little is known about how collaboratives develop and what, if any, benefits are derived by the participants. In this article, the authors describe an 8‐year collaboration between a group of university‐based counselor educators and school counselors in 1 partnership community. Interviews with selected members of the collaborative were conducted to assess the participants' perceptions of the impact of this collaborative on their professional lives. A qualitative analysis of interviews revealed that renewal, professional development, and community are central to the experience of participants. Implications for future collaborations and research are discussed.

Development of comprehensive psycho-educational programs for students in a middle school attached to a university is presented. The rationale for comprehensive psycho-educational programs, basic concepts, methods and procedures, and curriculum development are discussed. Background of the birth of comprehensive psycho-education and the integration of psycho-educational programs and clinical knowledge are reviewed. Collaboration, reframing, and empowerment are discussed as basic concepts in comprehensive psycho-education. In the last section, the developmental process of using a psycho-educational program at a school is described in the context of integration with “Comprehensive Studies” and “Mind Education”.

The article describes how consultants, working with school personnel, can use an action research approach to implement a program of value‐driven needs assessment. The presentation is focused on a collaborative consultation model of program evaluation. A case example illustrates the collaborative development of instruments for assessing the effectiveness of a school guidance and counseling program.