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College Counseling Newsletter

College Counseling Newsletter

Naviance Family Connection is a web-based, college counseling program that the Great Hearts Academies use to aid students in the college search and research process. It is also the vehicle in which the college counselor is able to process and monitor student application materi- als to colleges and universities. Among a variety of services, Naviance allows students to complete an online college questionnaire, build a resume , and research colleges. Through Naviance, Great Hearts college counselors can easily communicate with students, particularly regarding upcoming meetings and events, scholarship opportunities, and to offer other valuable web resources for college and career plan- ning. Juniors have been given passwords and login information, as well as a Naviance tutorial exercise during their College Admission 101 workshops. Here are some helpful reminders to get to some key areas.
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Chandler Preparatory Academy Office of College Counseling

Chandler Preparatory Academy Office of College Counseling

     The College Counseling Office maintains a strong rapport with college admissions officers across the country.  We travel throughout the year visiting college campuses and attending [r]

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Texas College Counseling Association Spring 2009

Texas College Counseling Association Spring 2009

The Texas College Counseling Association hosted a booth at the TCA Professional Growth Conference in November 2008. Those who stopped by could register to win two prizes. The names of the lucky winners were announced at the TCCA Luncheon and Business Meeting at the conference. Congratulations to the

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The Effects of College Counseling on High-Achieving, Low-Income Students

The Effects of College Counseling on High-Achieving, Low-Income Students

This paper reports the results of a pilot study, using a randomized controlled trial to provide college counseling to high-achieving students from relatively poor families. We followed 107 high school seniors through the college admissions process in 2006-2007; we selected 52 of these students at random, offering them ten hours of individualized college advising with a nearby college counselor. The counseling had little or no effect on college application quality, but does seem to have influenced the choice of where the students applied to college. We estimate that students offered counseling were 7.9 percentage points more likely than students not offered counseling to enroll in colleges ranked by Barron’s as “Most Competitive”, though this effect was not statistically significant. More than one-third of the students who accepted the offer of counseling did not follow through on all of the advice they received. Going beyond the framework of the randomized experiment, our statistical analysis suggests that counseling would have had approximately twice as much effect if all students matched with counselors had followed the advice of the counselors.
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PROFILE College Counseling e- mail: Admission Office e- mail:

PROFILE College Counseling e- mail: Admission Office e- mail:

Accreditation   –   Oldfields   is   accredited   by   the   Association   of   Maryland   Independent   Schools   and   the   Middle   States   Association   of   Colleges   and   Secondary   Schools   and   is   approved   by   the   Maryland   State   Department  of  Education.  In  addition,  Oldfields  is  a  member  of  the  National  Association  of  Independent   Schools,   the   National   Coalition   of   Girls’   Schools,   The   Association   of   Boarding   Schools,   the   National   Association  of  Principals  of  Schools  for  Girls,  Potomac  and  Chesapeake  Association  of  College  Admission   Counseling,  and  the  National  Association  of  College  Admission  Counseling.  Oldfields  recognizes  NAIS  and   NACAC  Principles  of  Good  Practice.  
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Efficacy Study of Using Cognitive Information Process Model in College Counseling

Efficacy Study of Using Cognitive Information Process Model in College Counseling

Osborn and Baggerly (2004) utilized a sample of 1280 (representing a 53% re- sponse rate) public school counselors from the State of Florida to analyze school counselors’ perception of career counseling and career testing preferences, priorities, and predictors. Their research result also demonstrated that the CIP theory was one of the two most preferred career intervention approaches. The other theory is the traditional trait-and-factory. The world is undergoing some major technology changes in the past five years especially in the field of quan- tum theory, gene-editing, and artificial intelligence. The world of career is be- coming more and more unpredictable, so recommendations of occupations and career direction are seen not comprehensive or complete. Therefore, inspiring clients’ own decision-making and challenging clients’ thinking process by using CIP theory seem to be more promising.
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College Counseling Quarterly

College Counseling Quarterly

N o one expects you to declare your future career during your high school years, yet it can be beneficial to begin to research what areas are interesting to you and that you have the personality and skills to do well in. In addition, when you decide to apply to colleges, having identified some areas of interest can help you focus on some potential college majors and possible career options. Many students change their majors during their undergraduate years in college because they are often exposed to areas of interest and/or careers they knew nothing about while in high school. So, relax knowing you do not need to plan your entire life today! Most people who are happy in their work life find that the work they do fits their personality, interests, work values and skills. Here are the steps that help you begin this process:
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Communication Between College Counselors and Academic Faculty When Supervising Graduate Student Trainees

Communication Between College Counselors and Academic Faculty When Supervising Graduate Student Trainees

College counseling centers play an important role in the training and supervision of counselor trainees.This article addresses the importance of communication between college counselors [r]

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More details >>> HERE <<< Download, Download Free EBook Online Courses For Career Counselling User Experience

More details >>> HERE <<< Download, Download Free EBook Online Courses For Career Counselling User Experience

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Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools

Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools

In general, high school students face a lack of counseling services they receive from college counselors, because of the presently accepted astonishingly low ratio of students to counselors (McClafferty, McDonough, & Nuñez, 2002). In California the number of students to counselors is 979:1, which is higher than the national average. Due to the fact that college counselors are over-worked and under-supported, public high school students today lack proper college counseling and proper curriculum advising. It seems that within public schools the counselors’ time is often spent addressing issues such as scheduling, discipline, monitoring dropout potential, drugs, pregnancy, suicide prevention, sexuality, and crisis counseling, with college counseling making up only 20% of their responsibilities (McClafferty et. al., 2002). Given the number of children per counselor, unconsciously accepted cultural expectations of students’ abilities will likely automatically operate giving disadvantage or advantage to those students whom the counselors assume will fail or succeed. “Depending on how a guidance counselor interprets the student’s college aspirations, he or she is likely to filter the types of information shared with students” (Corwin, et. al., 2004, pp. 445-446). As with other educational resources, students of color and low-SES students tend to suffer more from lack of college counseling than their wealthier white counterparts due to college
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2. Case conceptualization proficiency a. Completion of capstone project

2. Case conceptualization proficiency a. Completion of capstone project

levels to enhance funding and programs that affect mental health services in general, and the practice of mental health counseling in particular (Mean=3.35; SD=0.81). The overall mean and standard deviation for this group of students was 3.95 and 0.81 respectively. Furthermore, three (3) students took the survey who specialized in college counseling. For this specialty area, fourteen out of 23 items' mean fell below the 3.5 cutoff score, which included the following: 72. History and philosophy of college counseling, student affair, and higher education (Mean=3.33; SD=.58); 73. Issues, problems, and trends in student development in higher education (Mean=3.33; SD=.58); 75. Legal and ethical issues and standards of practice specifically related to college counseling (Mean=3.33; SD=1.53); 79. Historical and contemporary theories of college counseling and student development (Mean=3.33; SD=0.58); 81. Impact of different kinds of college environments (Mean=3.33; SD=1.53); 86. Methods and procedures in group work applicable to college populations (Mean=2.33; SD=0.58); 87. Small-group counseling approaches appropriate for the
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Design and Implementation of Therapist Online Counseling

Design and Implementation of Therapist Online Counseling

While the design and delivery of traditional educational content will continue to be the primary focus for e-learning units, TAO represents an opportunity for university or college instructional units to engage in cross-unit collaboration with campus wellness and student support services. High-quality instructional design in the area of student support services can become an integral part of every institution’s mission to better serve the needs of the student body. Some postsecondary schools will have the resources to replicate and improve upon this model in cases where IT infrastructure, instructional design units, and college counseling centers can come together to create HIPAA-compliant interventions to serve the student population. For schools without access to these resources, there are few options that directly apply to the needs of the college counseling center. One commercial product designed for college counseling centers is offered through TAOConnect at taoconnect.org that has licensed the platform and psychoeducational materials from the University of Florida that were used at the Counseling and Wellness Center.
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Counseling and College Completion: The Road Ahead

Counseling and College Completion: The Road Ahead

In setting the stage for the convening, Kvaal identified college counseling as the key leverage point to support the North Star goal due to the power of counseling to address the three major types of barriers to college enrollment for low-income students: academic, financial, and informational. Low-income students have limited access to counseling services compared to middle-class youth, due to high student-counselor ratios in many low-income schools and families’ inability to afford supplemental tools and coaching. However, research has shown that a little information has large potential impacts. For example, as Kvaal noted, Michael Hurwitz found that one additional counselor in a school predicted a 10 percentage-point increase in college attendance. (http://media.collegeboard.com/digitalServices/ pdf/advocacy/policycenter/research-brief-measuring-impact-high-school-counselors-college-enrollment.pdf) With encouraging findings like this in mind, Kvaal expressed his hope that the event would be an opportunity to identify shared goals and challenges in three key areas of college counseling: training and professional development, innovation and research, and counseling tools.
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THE NATIONAL CENTER FOR HIGHER EDUCATION RISK MANAGEMENT (NCHERM) ANNOUNCES THE NCHERM THREAT ASSESSMENT SUMMIT

THE NATIONAL CENTER FOR HIGHER EDUCATION RISK MANAGEMENT (NCHERM) ANNOUNCES THE NCHERM THREAT ASSESSMENT SUMMIT

He served as Director of Counseling at New England College from 2001-2007 and currently serves as Director of Counseling and Testing at Western Kentucky University. He is a certified QPR suicide prevention trainer and trained in BASICS alcohol intervention. Brian is also a certified trainer in John Byrne's Aggression Management program. Brian has presented nationally on counseling ethics, mandated counseling, and testing and assessment for the American College Counseling Association (ACCA), Association of College and University Counseling Center Directors (AUCCCD), American College Personnel Association (ACPA) and the National Association of Forensic Counselors (NAFC). He has taught graduate classes in counseling theory, ethics, testing and assessment and program
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Carson-Newman College Master of Science in Counseling School Counseling Program History of Program Development and Accomplishments

Carson-Newman College Master of Science in Counseling School Counseling Program History of Program Development and Accomplishments

 In March 2008, Dr. Sharon Teets, Dr. Patty Kraft, and Dr. Carolyn Brewer met to discuss the needs of the school counseling program. A detailed list of that process including the resulting move to a new location, the move from the School of Education to the School of Nursing and Behavioral Health to work with the other counseling programs, and the updates and revision of the program to include the Tennessee, CACREP, and NCATE standards for 2009 may be viewed in the linked documents. Click here to view history.

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LEWIS & CLARK COLLEGE GRADUATE SCHOOL OF EDUCATION AND COUNSELING

LEWIS & CLARK COLLEGE GRADUATE SCHOOL OF EDUCATION AND COUNSELING

II.K.5.b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor‐client relationship. Studies will also facilitate student self‐awareness so that the counselor‐client relationship is therapeutic and the counselor maintains appropriate professional boundaries;

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EDUCATIONAL RESOURCES

EDUCATIONAL RESOURCES

sba.gov/training/index.html. The Small Business Center at Gateway Community College offers an associate degree program, college credit courses, workshops, free counseling services, designated computers with small-business software and a small-business library resource center for existing or potential entrepreneurs and small-business owners. The New Haven chapter of SCORE offers counselors offering advice and support for current and potential small business owners. Long Wharf Campus, 60 Sargent Dr., Room 207A, New Haven 06511. 203-865-7645, rbednarz@gwcc.commnet.ed u .
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Texas Southern University College of Education Department of Counseling

Texas Southern University College of Education Department of Counseling

The process by which urban professionals are prepared is referred to as ExPO ± which stands for College of Education (COE) expectations, practices, and outcomes. The overall expectation for candidates at Texas Southern University given its underlying vision, mission, and philosophy, is that the COE will f ac ilit at e the preparat ion of urban professionals (that is, administrators, counselors, and teachers). Faculty responds to this expectation with practices that result in candidate acquisition of knowledge, skills, and dispositions at initial and advanced levels. The outcomes of these practices are urban professionals who manifest caring, competent, committed, culturally responsive qualities and characteristics as depicted in the graphic.
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The Student Handbook M.Ed. Counseling Program College of Education Wichita State University. Master of Education Counseling

The Student Handbook M.Ed. Counseling Program College of Education Wichita State University. Master of Education Counseling

These student retention procedures are based on the expectation that persons who enroll in the program have the capabilities to be self-directing and self-evaluating. Minimum requirements for continuation are the establishment and maintenance of a 3.00 or better grade point average, and satisfactory performance in each program course taken. Student progress is monitored through faculty observation and individual conferences as may be advised, or as requested by the individual student. Professions engaged in protection of the public health and welfare charge their members with the responsibility of monitoring potential new members. Therefore, the counseling program faculty believe a component of their responsibility to their students, their profession, and the eventual consumers of services provided by graduates, is necessary to monitor students' academic progress which not only includes course work but also includes the personal characteristics of students that will affect their professional performance in counseling. These characteristics should be of a quality so as to enhance the students' professionalism or helping capacity.
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LAURA J. PERRY CURRICULUM VITA

LAURA J. PERRY CURRICULUM VITA

Santa Fe Community College, Gainesville, Florida. May 1994 – February 1997. Associate of Arts transfer degree advisor. Assisted students with degree planning, course selection, registration, and matriculation. Conducted information sessions during new student orientation. Presented lectures on effecting transfer to upper division universities. Participated in Student Counseling Service personal development workshop series (Task Management).

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