Restructuring School Counselor Education: Work in Progress

Hayes, Richard L.; Dagley, John C.; Horne, Arthur M.

doi:10.1002/j.1556-6676.1996.tb01883.x

Cited by 25 publications

(21 citation statements)

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“…9). This awareness of the need for infusing counseling and psychological services into Japanese efforts at educational reform coincides with similar calls for reform in counselor education and practice in the United States (Hayes, Dagley, & Horne, 1996;Kameguchi, 2000b.…”

mentioning

confidence: 75%

“…Using models developed independently in the United States (Hayes, Dagley, & Horne, 1996; and Japan (Center for Clinical Research on School Development, 1999), the authors initiated a collaborative study aimed at understanding and responding to the real world demands of schools or homes as the principle places in which children actually live. This research project has been operated from two sites: one at the Center for Clinical Research on School Development in the Graduate School of Education of The University of Tokyo, and the other at the Department of Counseling and Human Development Services in the College of Education of The University of Georgia.…”

Section: Cross-cultural Collaborationmentioning

confidence: 99%

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Psycho-Education for Japanese Youth

Hayes

Kameguchi

2005

Int J Adv Counselling

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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.Youth under age 20 now account for more than half of all violent acts committed in Japan. Although the crime rate for youthful offenders appears to have stabilized at a level approaching 5% (Japanese Ministry of Justice, 1999Justice, , 2002, school-related issues such as bullying, non-attendance at school, violence directed at classroom teachers, and recurrent classroom disruptions have Japanese educators rightly concerned about the future for their children (Hayes, 2001). In explanation, officials in the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) point to a set of social conditions that have been shaping contemporary Japan for more than two decades. Declining birthrates, expanding urbanization, substantive decreases in the educational functions traditionally performed in the home and local community, a growing emphasis on respect for individual rights at the expense of social responsibility, and the tendency of youth to be drawn further into their own worlds as a function of global consumerism have all been identified as factors contributing to the exacerbation of youth violence (MEXT, 2001).

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confidence: 75%

Section: Cross-cultural Collaborationmentioning

confidence: 99%

Psycho-Education for Japanese Youth

Hayes

Kameguchi

2005

Int J Adv Counselling

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“…Some researchers suggest that academic difficulties stem from poverty, crime, and violence that afflict many poor and minority communities (Hayes, Dagley, & Horne, 1996;Myrick, 1997). Others argue that academic difficulties are the result of an absence of effective diversity training for educators, (Patton & Day-Vines, 2005), limited funding for inner city schools (Kozol, 1991), educational policies and practices that conflict with cultural values and viewpoints of students from marginalized groups (Education Trust, 2003), and an inability of the school, community, and families to work collaboratively (Bryan, 2005;Sue & Sue, 1999;Tucker, 1999).…”

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confidence: 98%

Group Counseling for African American Elementary Students: An Exploratory Study

Steen

2009

The Journal for Specialists in Group Work

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“…The emphasis of this era was for counselors to sift and sort, and to identify promising young American students to enter the sciences and pursue higher education (Hayes, Dagley, & Horne, 1996). In the era from the 1960s until recently, the social concerns within the schools have been about teenage pregnancy, drug use, assault, and high dropout rates.…”

Section: Policy Institutionalismmentioning

confidence: 99%

Below the accountability radar screen:What does state policy say about school counseling?

Eilers

2004

EPAA

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I examine the state policy context of implementing an initiative that transforms the training and role of today's school counselors. This is essentially a story of political process. Like the implementation of many initiatives, the Transforming School Counselor Initiative (TSCI) is a process of gaining support and then institutionalizing a newly-formed vision for the role and function of a profession that has been a part of the school organization for the better part of a century. I examine the educational reform contexts of California, Florida, Georgia, Indiana and Ohio as it relates to implementing the Initiative. As such, the framework for analysis on state policy context draws from macropolitical processes as a way of examining practices and actions of key state stakeholders, such as the state departments of education, the counseling profession's state-level association and state legislation and statutory language. The final 2 of 30 analysis ranks the 5 states with regard to their institutional capacity to fully implement and stabilize reform initiatives related to school counseling.

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Restructuring School Counselor Education: Work in Progress

Cited by 25 publications

References 25 publications

Psycho-Education for Japanese Youth

Psycho-Education for Japanese Youth

Group Counseling for African American Elementary Students: An Exploratory Study

Below the accountability radar screen:What does state policy say about school counseling?

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