The Menu is a collection of 15 five-course menus, from the breads at the start of a meal, to the starters, mains, desserts and petit fours, that promise to inspire and invigorate the home cook and host. Co-authored by celebrated chef David Laris and master baker and pâtissier Dean Brettschneider, The Menu an inspiring collection of 15 five-course menus suitable for use in the modern home kitchen. The menus, categorised by themes such as Celebrate, New Comfort Food and Contemporary Global Inspirations, provide guidance and direction for putting together a sit-down function with family, friends or even work associates. If preferred, the recipes can be prepared separately, or mixed and matched according to taste. Additional notes from David Laris on tableware, flowers, lighting, music and even conversation, make this book an invaluable resource for the aspiring home cook and host.
A collection of 15 five-course menus, from the breads at the start of a meal, to the starters, mains, desserts and petit fours, that promise to inspire the home cook and host.
Activities to assist the teaching of English to children whose native language is other than English.
Activities to assist the teaching of English to children whose native language is other than English.
Full of practical advice in a lighthearted approach for traders, brokers, and investors. From a world-renowned reading psychological coach and a practitioner of NLP (Neuro Linquistic Programming).
Full of practical advice in a lighthearted approach for traders, brokers, and investors. From a world-renowned reading psychological coach and a practitioner of NLP (Neuro Linquistic Programming).
The purpose of this study is to identify student counseling needs at the high school level. Furthermore, the role of these needs and the role of needs assessments were explored in the context of the current movement towards Comprehensive School Counseling Programs (CSCPs) and the ASCA National Model. In other words, this study aimed to examine how counselors should use data and student feedback in the implementation and maintenance of their counseling programs. Students were asked to identify their counseling needs in three categories of the career, academic, and personal/social domains. Students reported the most need in the career domain with secondary emphasis on the academic domain, while reporting little need in the personal/social domain. Differences were found among gender and grade level needs as well. Possible interpretations and the implication of these results are discussed.
The purpose of this study is to identify student counseling needs at the high school level.
The researcher examined school counselors' perceptions of the readiness level of school districts in Mississippi to implement the American School Counseling Association (ASCA) National Model. The researcher also addressed certain school and counselor characteristics that could be predictors of this level of readiness. The predictor variables included grade level of counselor's school (elementary, middle, high school/vocational), number of years of counseling experience, years of experience as a classroom teacher, student-to-counselor ratio, age, race, and level of education (M.S., Ed. S., Ph. D.). The dependent variable was the school counselor's perceived level of readiness of the school district based on their overall scores on the ASCA National Model District Readiness Survey. The researcher also examined the perceived readiness level of school districts in the State of Mississippi in each of the 7 ASCA National Model readiness indicators (i. e., community support, leadership, guidance curriculum, school counselors' beliefs and attitudes, school counselors' skills, district resources, and staffing/time use). Based on mean scores for the seven readiness indicators on the ASCA National Model District Readiness Survey, school counselors perceived two indicators as being ready to implement the ASCA National Model: School Counselors' Beliefs and Attitudes and School Counselors' Skills. School counselors perceived three indicators as being minimally ready: Community Support, Leadership, and Guidance Curriculum. School counselors perceived two indicators as being not ready to implement the ASCA National Model: District Resources and Staffing/Time Use. Based on school counselor perceptions, the "overall" readiness level of Mississippi school districts to implement the ASCA National Model is a minimal level of readiness. For the dependent variable overall readiness level, student-to-counselor ratio and gender were the most influential predictor variables. Female school counselors perceived their school districts as being more ready to implement the ASCA National Model than male school counselors. Also, schools with lower student-to-counselor ratios perceived their school districts as more ready to implement the ASCA National Model than schools with higher student-to-counselor ratios.
Based on mean scores for the seven readiness indicators on the ASCA National Model District Readiness Survey, school counselors perceived two indicators as being ready to implement the ASCA National Model: School Counselors' Beliefs and ...
The New School Counselor provides school administrators and 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 pre-formulated worksheets for instantaneous data analysis. SCOPE and SCORE include essential data reporting components for closing the achievement gap action plans and results reports of the American School Counselor Association (ASCA), the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and school accountability initiatives.
focused model that promotes the school counselor's dual roles of educator and
mental health provider. ... Association National Model (ASCA, 2005), Council for
Accreditation of Counseling and Related Educational Programs (CACREP, 2001)
, ...
A largely undiscussed problem exists in the counseling community. Each year many excellent professional counselors with little or no administrative preparation or leadership experience are asked to assume administrative roles in schools, colleges and universities, state and federal government offices, community agencies, and foundations. The purpose of this book is to lighten their challenge by providing them with knowledge of the basic tasks and tools needed by a professional administrator and, equally important, how to adapt those tasks and tools to various professional settings. Key features of this outstanding new book include the following: *General Skills -- Chapters 1 and 2 address the meanings of the terms leadership, management and administration, examine the tasks associated with each term, and provide the concepts and skills (e.g., strategic planning, budgeting, recruitment and development of staff, use of technology, etc.) needed by any counseling administrator in any setting. *Applications -- Chapters 3-9 examine the similarities and differences in counseling leadership and management in different settings. The point is made that counseling services are rarely stand-alone structures; typically they are part of larger institutions to which they must demonstrate their contribution. No other book examines how counseling services are adapted to different settings. *Expertise -- Written by three professional counselors who collectively have more than 90 years of administrative experience, this book supplements existing research and scholarship with a wealth of personal experience -- especially on those topics where the published literature is thin. This book is appropriate for the following audiences: 1) graduate students in counselor education or counseling psychology who aspire to leadership positions; 2) practicing counselors entering (or those new to) administrative positions; 3) practicing counselors seeking to understand the institutional settings in which they practice; and 4) counseling administrators seeking an easy-to-use reference volume.
Perspectives on Leadership and Management of Counseling Services Across
Settings Edwin L. Herr, Dennis E. ... the American School Counselor Association
(ASCA) National Model for School Counseling Programs cited in chapter 3.
