Gary E. Goodnough
Plymouth State University
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Publication
Featured researches published by Gary E. Goodnough.
The Journal for Specialists in Group Work | 2004
Patrick Akos; Gary E. Goodnough; Amy Milsom
The American School Counselor Association has endorsed group work as an important component of school counseling programs, and research has demonstrated the effectiveness of group work in schools. Yet there is still considerable variation in practice of group work in schools. The type of group training preservice school counselors receive is an important factor. School counselor educators should maximize the one group course format by integrating and sequencing content most appropriate for school counseling, linking and infusing group principles in all coursework, especially practicum and internship classes, and consider group leadership skills and competencies in admission and programmatic decisions. This manuscript presents a one-course infusion model for preparing school counselors for group work.
Preventing School Failure | 2007
Amy Milsom; Gary E. Goodnough; Patrick Akos
School counselors provide a variety of services to students with disabilities, and becoming involved in the Individualized Education Program (IEP) process is an opportunity through which school counselors can demonstrate their unique contributions. The authors highlight specific skills (e.g., group facilitation, consultation) and developmental knowledge (e.g., career, psychosocial) of school counselors in relation to their roles in serving students with disabilities throughout the IEP process. The authors recommend ways in which educators can encourage school counselors to become involved in the provision of services to students with disabilities.
The Journal of Counselor Preparation and Supervision | 2015
Rachelle Pérusse; Timothy A. Poynton; Jennifer Parzych; Gary E. Goodnough
A national survey regarding the preparation of entry-level school counseling students was conducted to assess changes over time that may have occurred in the credit hours, screening methods, faculty experiences, course content, fieldwork requirements, and importance of The Education Trust concepts. Key findings include increases in the number of faculty with school counseling experience and the number of programs requiring practicum and internship to be completed in a school setting, and decreases in the number of courses designed specifically for school counseling students and the importance of supervision. Authors Notes Correspondence addressing this article should be sent to Melissa S. Ockerman: [email protected]
Professional school counseling | 2004
Rachelle Pérusse; Gary E. Goodnough; Jenn Donegan; Candice Jones
Career Development Quarterly | 1996
Spencer G. Niles; Gary E. Goodnough
Counselor Education and Supervision | 2001
Rachelle Pérusse; Gary E. Goodnough; Carolyn J. Noel
Counselor Education and Supervision | 2001
Rachelle Pérusse; Gary E. Goodnough
Counselor Education and Supervision | 2005
Rachelle Pérusse; Gary E. Goodnough
Professional school counseling | 2001
Rachelle Pérusse; Gary E. Goodnough; Carolyn J. Noel
Psychology in the Schools | 2009
Rachelle Pérusse; Gary E. Goodnough; Vivian V. Lee