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 Preface vii

provides an overview of the third edition of the ●● Learning Outcomes and Standards measure stu-
ASCA National Model (ASCA, 2012) and how it can dent results. MyLab Counseling organizes all
be applied to practice in the schools to include assignments around essential learning outcomes and
ASCA’s Mindsets and Behaviors (ASCA, 2014a). national standards for counselors.
●● Greater standardization of ancillary features is found ●● Video- and Case-Based Exercises develop deci-
in nearly every chapter. Most chapters contain incor- sion-making skills. Video- and Case-based Exer-
porated “Cultural Reflection” features, which pro- cises introduce students to a broader range of clients,
vide reflective questions aimed at getting counselor and therefore a broader range of presenting problems,
trainees to consider how every topic in this book than they will encounter in their own pre-professional
requires culturally sensitive modifications and con- clinical experiences. Students watch videos of actual
sideration in implementing the transformed role. client-therapist sessions or high-quality role-play
“Theory into Practice” features provide brief pas- scenarios featuring expert counselors. They are then
sages written by professional school counselors that guided in their analysis of the videos through a series
demonstrate real-life examples of practitioners of short-answer questions. These exercises help stu-
applying the theory and concepts covered in the dents develop the techniques and decision-making
chapter to actual practice venues, thus providing stu- skills they need to be effective counselors before they
dents with concrete applications, along with “Voices are in a critical situation with a real client.
from the Field” features. Activities are included at ●● Licensure Quizzes help students prepare for cer-
the end of every chapter. tification. Automatically graded, multiple-choice
●● As a result of updating the literature, more than 50% Licensure Quizzes help students prepare for their
of the fifth edition’s references are as recent as 2010. certification examinations, master foundational
●● Revisions have been made to the PowerPoint slides course content, and improve their performance in
available to instructors and the test questions pro- the course.
vided in the Instructor’s Manual, and the book is ●● Video Library offers a wealth of observation
fully aligned with Pearson’s MyLab Counseling opportunities. The Video Library provides more
materials. than 400 video clips of actual client-therapist ses-
sions and high-quality role plays in a database
organized by topic and searchable by keyword. The
SUPPLEMENTAL INSTRUCTIONAL Video Library includes every video clip from the
FEATURES MyLab Counseling courses plus additional videos
from Pearson’s extensive library of footage.
Supplemental to this book are pedagogical tools helpful
Instructors can create additional assignments
to school counselor educators choosing to use this book
around the videos or use them for in-class activi-
as a course textbook. The companion Instructor’s Man-
ties. Students can expand their observation experi-
ual c­ontains at least 50 multiple-choice questions,
ences to include other course areas and increase the
20 essay questions, and 15 classroom or individual activ-
amount of time they spend watching expert counse-
ities per chapter. In addition, a comprehensive Microsoft
lors in action.
PowerPoint presentation is available from the publisher
for counselor educators to use or modify for classroom
presentations. ACKNOWLEDGMENTS
This book is dedicated to the tens of thousands of profes-
ALSO AVAILABLE WITH MYLAB sional school counselors and school counselors-in-training
who struggle daily to meet the seemingly ever-expanding
COUNSELING
needs of the students, families, educational colleagues, and
This title is also available with MyLab Counseling, an communities they serve. This dedication extends to the
online homework, tutorial, and assessment program thousands of counselor educators and supervisors who
designed to work with the text to engage students and have devoted their lives to their profession, colleagues,
improve results. Within its structured environment, stu- and students. Thank you for making this a profession to be
dents see key concepts demonstrated through video clips, proud of! I especially want to thank the authors of this and
practice what they learn, test their understanding, and previous editions who contributed their perspectives and
receive feedback to guide their learning and ensure they words of wisdom. They are all true experts in their spe-
master key learning outcomes. cialty areas and are truly dedicated to the betterment of the
viii Preface

profession. It is an honor to work closely with such an Northern Colorado; Peggy L. Ceballos, University of
august group of scholars. Rebecca Fox-Gieg and Kevin North Texas; Trigg A. Even, University of North Texas
Davis of Pearson deserve special mention for their stew- Dallas; and Joe Ray Underwood, Mississippi State
ardship during the editing of this book. I am also grateful University. Finally, I am forever grateful to my family,
to the following reviewers for their helpful and supportive whose tolerance for my periodic quest of solitude makes
comments: Jennifer Murdock Bishop, University of projects such as this possible.
 ABOUT THE EDITOR

Bradley T. Erford, Ph.D., LCPC, NCC, LPC, LP, LSP, is (Cengage, 2007, 2013; Pearson Merrill, 2020), Research
a professor in the human development counseling program and Evaluation in Counseling (Cengage, 2008, 2015),
of the Department of Human and Organizational Develop- Educational Applications of the WISC-IV (Western Psy-
ment in the Peabody College at Vanderbilt University. He chological Services, 2006), and Group Activities: Firing
was President of the American Counseling Association Up for Performance (Pearson Merrill, 2007). He is also the
(ACA) for 2012–2013 and also was Treasurer. He is the General Editor of The American Counseling Association
recipient of the ACA Research Award, ACA Extended Encyclopedia of Counseling (ACA, 2009). His research
Research Award, ACA Arthur A. Hitchcock Distinguished specialization falls primarily in development and technical
Professional Service Award, ACA Professional Develop- analysis of psychoeducational tests and has resulted in the
ment Award, Thomas J. Sweeney Award for Visionary publication of more than 70 refereed journal articles, 100
Leadership and Advocacy, and ACA Carl D. Perkins Gov- book chapters, and a dozen published tests. He was a rep-
ernment Relations Award. He was also inducted as an resentative to the ACA Governing Council and the ACA
ACA Fellow. In addition, he has received the Association 20/20 Visioning Committee. He is a past president and
for Assessment in Counseling and Education (AACE) past treasurer of AACE, past chair and parliamentarian of
AACE/MECD Research Award, AACE Exemplary Prac- the American Counseling Association—Southern (U.S.)
tices Award, AACE President’s Merit Award, the Associa- Region, past chair of ACA’s Task Force on High Stakes
tion for Counselor Education and Supervision’s (ACES) Testing, past chair of ACA’s Standards for Test Users
Robert O. Stripling Award for Excellence in Standards, Task Force, past chair of ACA’s Inter-professional Com-
Maryland Association for Counseling and Development mittee, past chair of the ACA Public Awareness and Sup-
(MACD) Maryland Counselor of the Year, MACD Coun- port Committee (co-chair of the National Awards
selor Advocacy Award, MACD Professional Development Sub-committee), chair of the Convention and past chair of
Award, and MACD Counselor Visibility Award. He is the the Screening Assessment Instruments Committees for
editor of numerous texts, including Orientation to the AACE, past president of the Maryland Association for
Counseling Profession (Pearson Merrill, 2010, 2014, Counseling and Development (MACD), past president of
2018), Crisis Intervention and Prevention (Pearson Mer- Maryland Association for Measurement and Evaluation
rill, 2010, 2014, 2018), Group Work in the Schools (Pear- (MAME), past president of Maryland Association for
son Merrill, 2010; Routledge, 2015), Group Work: Process Counselor Education and Supervision (MACES), and past
and Applications (Pearson Merrill, 2011; Routledge, president of the Maryland Association for Mental Health
2019), Transforming the School Counseling Profession Counselors (MAMHC). He is also a senior associate editor
(Pearson Merrill, 2003, 2007, 2011, 2015, 2019), Profes- of the Journal of Counseling & Development and the ACA
sional School Counseling: A Handbook of Principles, Pro- Practice Briefs. Dr. Erford is a Licensed Clinical Profes-
grams and Practices (PRO-ED, 2004, 2010, 2016), sional Counselor, Licensed Professional Counselor,
Clinical Experiences in Counseling (Pearson, 2015), An Nationally Certified Counselor, Licensed Psychologist,
Advanced Lifespan Odyssey for Counseling Professionals and Licensed School Psychologist. Dr. Erford was a school
(Cengage, 2017), Applying Techniques to Common psychologist/counselor in the Chesterfield County (VA)
Encounters in School Counseling: A Case-based Approach Public Schools. He maintains a private practice specializ-
(Pearson Merrill, 2014), and The Counselor’s Guide to ing in assessment and treatment of children and adoles-
Clinical, Personality and Behavioral Assessment (Cen- cents. A graduate of The University of Virginia (Ph.D.),
gage, 2006), as well as the author/coauthor of Mastering Bucknell University (M.A.), and Grove City College
the NCE and CPCE (Pearson Merrill, 2011, 2015, 2020), (B.S.), he teaches courses in Testing and Measurement,
40 Techniques Every Counselor Should Know (Merrill/ Lifespan Development, Research and Evaluation in Coun-
Prentice Hall, 2010, 2014, 2020), Assessment for C
­ ounselors seling, School Counseling, and Stress Management.

ix
This page intentionally left blank
 ABOUT THE AUTHORS

Gary E. Goodnough, NCC, is the chair of the Counselor p­ ositions include Director of Clinical Experiences at Loy-
Education and School Psychology Department at Plym- ola University Maryland and faculty in the school coun-
outh State University, New Hampshire. He received a seling program, Chief of the Student Services and
Ph.D. in counselor education from the University of Vir- Alternative Programs Branch at the Maryland State Depart-
ginia in 1995 and is a National Certified Counselor and ment of Education, state specialist for school counseling, a
state-licensed clinical mental health counselor. A former local school system counseling supervisor, a middle and
high school director of guidance, he has coedited a book high school counselor, and a special education teacher. She
on school counseling, written several articles and book has made numerous presentations over the course of her
chapters, and made numerous regional and national profes- career, particularly in the areas of ethics and legal issues for
sional presentations. counselors and public policy and legislation. Dr. Linde is an
ACA Fellow and the recipient of the ACA Carl Perkins
Vivian V. Lee is associate professor in the Counseling and Award, the Association for Counselor Education and
Human Development Program at Johns Hopkins Univer- Supervision’s (ACES) Program Supervisor Award, the
sity. Prior to joining the faculty at JHU, Lee was associate Southern Association for Counselor Education and Super-
professor of transcultural counseling at University of vision’s (SACES) Program Supervisor Award, and ACA
Malta. She is the former Senior Director at the National President’s Award, as well as numerous awards from the
Office for School Counselor Advocacy of the College Maryland state counseling association and from the state of
Board. She is a former teacher, secondary school counse- Maryland for her work in student services and youth suicide
lor, director of school counseling, and counselor educator. prevention. She has held a number of leadership positions
She continues to teach school counseling courses as an in the ACA and its entities and was the 2009–2010 Presi-
adjunct at the University of Maryland at College Park. Her dent and the 2012–2013 Treasurer of the ACA.
work includes research in the area of school counselor pro-
fessional development, she has served as trainer with the Patricia J. Martin is a nationally recognized leader in the
Education Trust’s National Center for Transforming reform of school counseling and efforts to solidify counse-
School Counseling Initiative, and she has published arti- lors’ work as an integral part of the primary mission for
cles and book chapters on developing school counseling schools. She has served as a public school educator for over
programs, conflict resolution and violence, and group 35 years, as well as a mathematics teacher, school counse-
counseling. She received her master’s and doctoral degrees lor, district supervisor of counselors, high school principal,
from the University of Virginia and worked in public edu- chief educational administrator, and assistant superinten-
cation for 24 years before joining the College Board. dent of schools. She has developed and managed institu-
tional programs and system policies that directly impact
Erin H. Leff is an attorney, mediator, and retired master’s- access and educational equity for all students. Pat provided
level psychologist who has worked in special education for leadership nationally in the development and implementa-
over 30 years. She earned an M.S. in educational psychol- tion of a multi-year Wallace Foundation Grant at Education
ogy from the University of Wisconsin–Madison and a J.D. Trust, Inc.—The National Initiative for Transforming
from Rutgers–Camden. She has worked as an attorney, a School Counseling (1995–2001), redefining the role of
psychologist, and a program administrator in multiple school counselors and establishing redesigned models for
states. She has been a special education due process hear- counselor education pre-service programs focused on advo-
ing officer, appeals officer, and mediator. She has provided cacy and equity in educational outcomes for all students.
training on various topics in special education and media- Recently (2003–2013) at the College Board, Pat led the
tion. She also has provided instruction on special educa- National Office for School Counselor Advocacy (NOSCA),
tion law and process at the graduate level. creating national prominence for counselors in education
reform by developing a distinct body of college and career
Lynn Linde is the Senior Director of the Center for readiness work, the largest depository in the nation, for
Counseling Practice, Policy and Research at the American advancing school counselors’ role in this venue. In addition,
Counseling Association (ACA). She received her master’s at NOSCA she led the development of surveys and dissem-
degree in school counseling and her doctorate in counseling ination of results from the 2011 and 2012 National Surveys
from George Washington University. Her previous of School Counselors, seminal works supported by the

xi
xii About the Authors

Kresge Foundation, which is guiding the national agenda Connecticut Association for Counselor Education and Super-
for college and career readiness today. As a team member vision. She is actively involved with statewide advocacy
of the National Consortium of School Counseling for Post- efforts to support K–12 comprehensive school counseling
secondary Success, she worked in support of former First programming. She is an invited team member of the Con-
Lady Michelle Obama’s Reach Higher Initiative, advanc- necticut Reach Higher Team, which is focused on improving
ing the White House College Opportunity Agenda. school counseling programs to increase college access and
opportunity. She has published articles in the areas of coun-
Spencer G. Niles is Dean and Professor at the School of selor preparation and college and career readiness and has
Education at the College of William & Mary. Previously, delivered numerous presentations on program advocacy.
he served as Distinguished Professor and Department
Head for Educational Psychology, Counseling, and Spe- Rachelle Pérusse is an Associate Professor in the School
cial Education at the Pennsylvania State University. Prior Counseling Program at the University of Connecticut.
to joining the faculty at Penn State, he served on the coun- Before becoming a school counselor educator, Dr. Pérusse
selor education faculty at the University of Virginia. Dean worked as a high school counselor in a rural school district
Niles was recently identified as one of the most influential in Georgia with predominantly first-generation and low-
deans of education in the United States. He is a Past Presi- income students and students of color. She was President of
dent of Chi Sigma Iota International and President Elect of both the Connecticut School Counselor Association
the National Career Development Association (NCDA). (CSCA) and the North Atlantic Region for Counselor Edu-
He is the recipient of the NCDA Eminent Career Award, cators and Supervisors. She represented CSCA on the State
ACA’s Thomas Sweeney Visionary Leadership and Advo- of Connecticut’s P-20 Council for Career and College
cacy Award, President’s Award, David Brooks Distin- Readiness and served on the Connecticut Department of
guished Mentor Award, ACA Extended Research Award, Higher Education’s College Readiness Project. She received
ACA’s Visionary Leader and Advocate Award, and Uni- the NOSCA National Advocacy Award for leadership in
versity of British Columbia Noted Scholar Award. Niles is creating a college-going culture at the master’s school coun-
a Fellow of ACA and NCDA. He has served previously as selor preparation level. In 2014, she was invited to speak on
President for the National Career Development Associa- a panel at First Lady Michelle Obama’s first White House
tion (2003–2004), Editor for The Career Development Convening on School Counseling. Her current research is
Quarterly, Editor for the Journal of Counseling & Devel- focused on preparing all students in grades 4 through 8 to
opment, and continues to serve on numerous journal edito- attend a postsecondary option of their choice, as well as
rial boards. He has authored or coauthored approximately increasing the number of girls and students of color who
140 publications and delivered over 150 presentations on choose a STEM career. Dr. Pérusse has had several articles
career development theory and practice. He has taught in published about national trends in school counselor educa-
over 25 countries and is an Honorary Member of the Japa- tion and has co-edited two books: Critical Incidents in
nese Career Development Association, Honorary Member Group Counseling and Leadership, Advocacy, and Direct
of the Italian Association for Educational and Vocational Service Strategies for Professional School Counselors.
Guidance, a member of the Board of Directors for the
International Center for Career Development and Public Elana Rock is an Associate Professor of Special Educa-
Policy, and a Lifetime Honorary Member of the Ohio tion in the Teacher Education Department at Loyola Uni-
Career Development Association. versity Maryland. She earned a B.A. in psychology from
the University of Pennsylvania, an M.A. in teaching chil-
Jennifer Parzych, Ph.D., has been an assistant professor and dren with emotional disturbance from New York Univer-
coordinator in the school counseling program at Southern sity, and an Ed.D. in special education from Johns Hopkins
Connecticut State University since 2015. Prior to this University. Dr. Rock has served as an expert research
appointment, she was an assistant professor in the school ­consultant to the U.S. District Court’s Special Master over-
counseling program at Mercy College in New York from seeing special education service delivery in Baltimore City
2013 to 2015. She received a Ph.D. in counselor education Public Schools and continues to consult with schools and
from the University of Connecticut in 2013. Before ­becoming school districts on special education issues. Her research
a school counselor educator, she was a school counselor at publications and presentations focus on children with con-
the high school and middle school levels in Connecticut for comitant high-prevalence disorders, the evaluation of ser-
15 years. Professionally, she has served as the president vice delivery in special education, and special education
(2014–2015) and middle-level vice president (2013–2014) teacher education. Prior to earning her doctorate, she
and is currently the treasurer of the Connecticut School taught elementary and secondary students with learning
Counselor Association. She is also President Elect of the disabilities and emotional/behavioral disorders.
 BRIEF CONTENTS

Chapter 1 Becoming a Professional School Counselor: Current Perspectives, Historical Roots,

and Future Challenges 1
Bradley T. Erford

Chapter 2 The ASCA National Model: Developing a Comprehensive, Developmental School

Counseling Program 26
Bradley T. Erford

Chapter 3 Transformational Thinking in Today’s Schools 42

Patricia J. Martin

Chapter 4 Systemic, Data-Driven School Counseling Practice and Programming for

Equity 67
Vivian V. Lee and Gary E. Goodnough

Chapter 5 Accountability: Assessing Needs, Determining Outcomes, and Evaluating

Programs 94
Bradley T. Erford

Chapter 6 Outcome Research on Evidence-Based School Counseling Interventions and

Programs 131
Bradley T. Erford

Chapter 7 Ethical, Legal, and Professional Issues in School Counseling 145

Lynn Linde

Chapter 8 Culturally Competent School Counselors: Affirming Diversity by Challenging

Oppression 172
Bradley T. Erford

Chapter 9 Leadership and Advocacy for Every Student’s Achievement and

Opportunity 190
Bradley T. Erford

Chapter 10 Implementing the Developmental School Counseling Core Curriculum in the

Classroom 211
Rachelle Pérusse, Jennifer Parzych, and Bradley T. Erford

Chapter 11 Academic K–12 Development and Planning for College and Career
Readiness 232
Bradley T. Erford

Chapter 12 Promoting Career and Individual Planning in Schools 250

Spencer G. Niles and Bradley T. Erford

Chapter 13 Counseling Individuals and Groups in School 269

Bradley T. Erford

xiii
xiv Brief Contents

Chapter 14 Consultation, Collaboration, and Encouraging Parent Involvement 293

Bradley T. Erford

Chapter 15 Systemic Approaches to Counseling Students Experiencing Complex and

Specialized Problems 316
Bradley T. Erford, Vivian E. Lee, and Elana Rock

Chapter 16 The Professional School Counselor and Students with Disabilities 341
Elana Rock and Erin H. Leff

Chapter 17 Helping Students with Mental and Emotional Disorders 382

Bradley T. Erford
 CONTENTS

Chapter 1 Becoming a Professional School Counselor: Current Perspectives, Historical

Roots, and Future Challenges 1
Bradley T. Erford

On Becoming a Professional School Counselor: Your Destiny 1

The Rise of Professional School Counseling in the United States 2
The Role of the Professional School Counselor in the 1920s, 1930s, and 1940s 4
Student Personnel Administration 4
Psychologists, Working as Researchers and Clinicians 5
Personnel Work in Industry 5
Social Work 5
Mental Health and Psychiatry 5
Guidance as the Personalization of Education 6
Guidance as the Integration of Education 6
Guidance as the Coordination of Student Personnel Services 6
School Counseling Comes into Its Own: The 1950s and 1960s 7
The National Defense Education Act, 1958–1968 8
The Great Society Legislation of the 1960s 9
The Years of Consolidation and Refinement: The 1970s and Beyond 9
Multicultural Diversity 10
The Latter Decades of the 20th Century 11
Continuing and Future Issues for the School Counseling Profession 15
Traditional and Emerging Practices 20
Realizations Guiding the Transformation of the Professional School Counselor 20
Living the Transformed Role 24
Summary/Conclusion 25
Activities 25
Chapter 2 The ASCA National Model: Developing a Comprehensive, Developmental School
Counseling Program 26
Bradley T. Erford

The ASCA Mindsets and Behaviors and National Model 26

Themes of the ASCA National Model 27
Foundation 27
Delivery 30
School Counseling Core Curriculum 30
Individual Student Planning 31
Responsive Services 31
Indirect Student Services 32

xv
xvi Contents

Management 33
Annual Agreement 33
Advisory Council 33
Use of Data, School Program Data, and Program Results Data 34
Action and Lesson Plans 34
Calendars 34
Assessments: School Counselor Competencies, Program Assessment,
and Use of Time 36
Accountability System 37
Roles of Other School Personnel in the Comprehensive School Counseling Program 39
Teachers 39
Resource Teachers 39
Principals and Assistant Principals 39
School Psychologists 40
School Social Workers (Visiting Teachers, Pupil Personnel Workers) 40
School Nurses 40
Secretaries (Administrative Assistants) 40
Summary/Conclusion 40
Activities 41
Chapter 3 Transformational Thinking in Today’s Schools 42
Patricia J. Martin

School: The Primary Workplace for School Counselors 42

The Context of Professional School Counseling 42
Four Forces Driving Change in Schools 43
Inequities in the Educational System 43
Changes in the Nation’s Demographics and School Populations 44
Changes in the Economy and the Workplace 45
Major Changes in Education Public Policy 46
Education Reform 49
The College and Career Readiness Policy and School Reform 49
Policies That Promote College-Level Rigor for All Students Drive Changes in School
Counselor Practice 50
Transforming the School Counseling Profession 52
School Reforms Prompt the Transforming School Counseling Movement 52
The Transforming School Counseling Initiative: The Education Trust, Inc. 52
National Standards for School Counseling Programs 53
The ASCA National Model: A Framework for School Counseling Programs 55
The Reach Higher Initiative 55
Impact of Change on School Counselor Practice 56
Accountability in School Counselor Practice 56
Advocacy in School Counseling Practice 58
National Guidance for Transformed School Counseling Functions 59
A Call for Change in School Counselor Preparation Programs 60
 Contents xvii

Accountability: Practice That Demonstrates School Counseling Counts 60

Leadership and Transformed School Counselor Practice 61
What Prevents Professional School Counselors from Changing? 61
A Sense of Urgency Is Propelling Change 63
Summary/Conclusion 65
Activities 65
Chapter 4 Systemic, Data-Driven School Counseling Practice and Programming for Equity 67
Vivian V. Lee and Gary E. Goodnough

Implementing the New Vision of School Counseling 67

Program Vision—Commitment to Social Justice 67
Equity—A Working Definition 68
Program Structure—Making a Paradigm Shift to Systems 70
Understanding Systems in School Counseling 71
Integrated Educational and School Counseling Programs 72
Outcomes/Results 73
District and School Policies 74
Understanding the Role of Data 74
Data Skills 75
Measuring Progress toward Access, Attainment, and Achievement Data 75
Systemic Assessment 80
Data-Driven Goals 81
Planning the School Counseling Program 83
Strategic Planning and Program Development 83
The Program Calendar 84
Implementation at Multiple Levels of Programmatic Intervention 85
Individual Level of Intervention 85
Group Level of Intervention 85
Classroom Level of Intervention 85
Grade Level of Intervention 85
School Level of Intervention 86
School District Level of Intervention 86
Family Level of Intervention 86
Community Level of Intervention 87
Evaluating the Systemic, Data-Driven School Counseling Program 89
Summary/Conclusion 92
Activities 93
Chapter 5 Accountability: Assessing Needs, Determining Outcomes, and
Evaluating Programs 94
Bradley T. Erford

Accountability in School Counseling 94

Needs Assessment 96
Data-Driven Needs Assessments 96
Perceptions-Based Needs Assessments 98
xviii Contents

Program (Process) Assessment 105

Service Assessment 105
Results or Outcome Evaluation 106
Important Assessment Terms 108
Sources of Evidence 108
Practical Program Evaluation Considerations 108
Assessing Outcomes through a Hierarchical Aggregated Process 109
Designing Outcome Studies 109
Action Research 113
Reporting the Results 113
Performance Appraisal 116
Summary/Conclusion 129
Activities 130
Chapter 6 Outcome Research on Evidence-Based School Counseling Interventions and
Programs 131
Bradley T. Erford

Outcome Research in School Counseling 131

Is School Counseling Effective? 132
Which Students Benefit from School Counseling Interventions? 133
What Are the Effective Methods for Delivering School Counseling Programs? 134
School Counseling Core Curriculum 134
Individual Student Planning 137
Responsive Services 137
Does a Fully Implemented School Counseling Program Make a Difference? 142
Summary/Conclusion 143
Activities 144
Chapter 7 Ethical, Legal, and Professional Issues in School Counseling 145
Lynn Linde

Professional Associations and Credentialing Organizations 145

Ethical Standards and Laws 146
ACA Code of Ethics 147
The Practice of Internet or Technology-Assisted Distance Counseling 151
ASCA Ethical Standards for School Counselors 153
Decision Making Using Ethical Standards 154
Other Sources of Information and Guidance 155
The Court System 155
Statutory Law 156
State and Local Agencies 156
Making Decisions 157
Additional Legal Considerations 159
Professional Competence 159
 Contents xix

“Can I Be Sued?” and “What Is Malpractice?” 160

Subpoenas 161
Confidentiality 161
Limits to Confidentiality 162
Confidentiality and Privileged Communication 163
Minor Consent Laws 164
Records and Personal Notes 165
Educational Records 165
Personal Notes 167
The Health Insurance Portability and Accountability Act of 1996 167
Child Abuse 168
Suicide 168
Summary/Conclusion 171
Activities 171
Chapter 8 Culturally Competent School Counselors: Affirming Diversity by Challenging
Oppression 172
Bradley T. Erford

Multicultural and Anti-Oppression Terminology 175

Multicultural and Social Justice Counseling 177
Multicultural Competence 178
The Need for Culturally Competent School Counselors 178
Integrating Multicultural and Anti-Oppression Topics in School Counseling Programs 179
Empowerment-Focused Interventions 180
Individual Counseling 180
Group Counseling 181
Consultation 181
Assessment 181
School Counseling Core Curriculum Lessons 182
School Counseling Program Coordination 182
Data Collection and Sharing 183
Increasing Professional School Counselors’ Multicultural Competence 186
Investigate One’s Own Cultural, Racial, and Ethnic Heritage 186
Attend Workshops, Seminars, and Conferences on Multicultural and Diversity Issues 186
Join Counseling Organizations Focused on Cultural and Social Justice Equity
Competencies 186
Read Literature Written by Culturally Diverse Authors 186
Become Familiar with Multicultural Education Literature 186
Professional School Counselor Multicultural Competence Checklist 187
Practice Cases 187
Summary/Conclusion 188
Activities 189
xx Contents

Chapter 9 Leadership and Advocacy for Every Student’s Achievement and

Opportunity 190
Bradley T. Erford

Professional School Counselors: Leading and Advocating 190

Professional School Counselors as Leaders 192
Research in School Counseling Leadership Practices 193
Leadership in Professional School Counseling Organizations at Local, State, and National
Levels 195
Professional School Counselors as Advocates 195
Challenging Barriers to Achievement and Opportunity 196
Advocacy in Transformed School Counseling Programs 197
Applying Advocacy Competencies in Schools 197
Empowering Students with Achievement and Opportunity Competencies 199
Empowering Parents and Guardians with Achievement and Opportunity Advocacy
Skills 200
Empowering Educators with Achievement and Opportunity Advocacy Skills 202
Empowering School Systems for Achievement and Opportunity Advocacy 203
Empowering Community Stakeholders for Achievement and Opportunity Advocacy 205
Publicizing School Counseling Program Achievement and Opportunity Advocacy
Outcomes 206
From Status Quo Gatekeepers to Systemic Change Advocates and Leaders 207
Savvy School Counselors Publicize Achievement and Opportunity Gap Outcomes 208
Summary/Conclusion 209
Activities 210
Chapter 10 Implementing the Developmental School Counseling Core Curriculum in the
Classroom 211
Rachelle Pérusse, Jennifer Parzych, and Bradley T. Erford

The Scope and Responsibility of the School Counselor 211

The Effect of Core Curriculum Classroom Instruction on Student Development 212
The Role of the Professional School Counselor in Delivering the Core Curriculum 214
Setting Up and Managing a Classroom Environment 215
Arranging the Classroom 215
Working with the Classroom Teacher’s Rules 216
Preventing Discipline Issues in the Classroom 216
Managing Disruptive Behaviors as a Counselor in the Classroom 217
Crafting a Curriculum 217
Creating Units and Lessons 220
Scope and Sequence 220
Conceptualizing a Unit 220
Learning Considerations for Planning Units and Lessons 221
Learning Objectives 222
 Contents xxi

Constructing Differentiated Developmental Lessons and Activities 224

Introducing Lessons 224
Developmental Activities 224
Conclusion, Assessment, and Follow-Up 225
Summary/Conclusion 231
Activities 231
Chapter 11 Academic K–12 Development and Planning for College and Career
Readiness 232
Bradley T. Erford

Academic and Career Planning in the Modern Era 232

Who Are the Underserved in U.S. K–12 Education? 232
What Key Organizations and Frameworks in Career and College Readiness Are Helping
Professional School Counselors as Systemic Change Agents? 233
What Key Assessment and Learning Tools Do School Counselors Use in Collaboration with
Other Educators to Strengthen Academic Preparation in Schools? 235
What Is College and Career Readiness? 237
What Are the Data? 237
What Is Equity in College and Career Readiness Academic Outcomes? 244
How Can Professional School Counselors Lead and Advocate Systemic Change for College
and Career Readiness in School Counseling Programs? 245
NOSCA’s Eight Components of College and Career Readiness Counseling 245
What Are Academic Planning and Development? 245
What Is K–12 Academic Development? 246
What Are the School Counselor’s Roles and Responsibilities in Academic Planning and
Development? 247
How Does the Professional School Counselor Collaborate Effectively with Teachers,
Administrators, and Parents/Guardians in Academic Development for Students? 247
What Are the Critical Interventions? 248
Summary/Conclusion 248
Activities 249
Chapter 12 Promoting Career and Individual Planning in Schools 250
Spencer G. Niles and Bradley T. Erford

The Tradition of Career-Planning Interventions in Schools 250

Career and Educational Planning Today 250
Implementing Systematic and Well-Coordinated Career-Planning Programs 252
Career Assessment 253
Career and Educational Planning in Elementary School 255
Career and Educational Planning in Middle or Junior High School 258
Career and Educational Planning in High School 261
Multicultural Implications of Career Planning 265
Developing Life-Role Readiness and Salience 265
Summary/Conclusion 268
Activities 268
xxii Contents

Chapter 13 Counseling Individuals and Groups in School 269

Bradley T. Erford

Individual Counseling in Schools 269

Developmental Considerations 271
Early Childhood 271
Middle Childhood 272
Adolescence 273
A Counseling Model for Children and Adolescents 273
Building a Therapeutic Alliance 273
Assessing Specific Counseling Needs 275
Designing and Implementing Interventions 277
Conducting Outcome Evaluation and Termination 278
Solution-Focused Brief Counseling 279
Reality Therapy/Choice Theory 281
Group Counseling in Schools 282
Types of Groups 283
Setting Up Groups in Schools 285
Conducting Group Work 288
Summary/Conclusion 291
Activities 292
Helping Lab Videos 292
Chapter 14 Consultation, Collaboration, and Encouraging Parent Involvement 293
Bradley T. Erford

The Counselor as Consultant: Case Examples 293

Consultation Models 294
The Triadic-Dependent Model: Traditional Expert-Directed Consultation 294
The Collaborative-Dependent Model: Partnership and Problem Solving 298
The Collaborative-Interdependent Model: Addressing Issues with Multiple Causes Across
Multiple Contexts 299
Systems-Level Consultation Process 303
Step 1: Enter the System 303
Step 2: Join the System 304
Step 3: Initiate Problem Solving 305
Step 4: Frame Change 306
Step 5: Evaluate Change 307
Step 6: Facilitate Closure 307
School Consultation and Collaboration with Diverse Populations 307
Collaborative Consultation: Reaching Out to the Broader Community 308
Encouraging Parent/Guardian Collaboration in Their Children’s Educational Experiences 309
School Outreach and Changing Family Needs 310
 Contents xxiii

Communicating Effectively with Parents and Guardians 312

Summary/Conclusion 315
Activities 315
Chapter 15 Systemic Approaches to Counseling Students Experiencing Complex and
Specialized Problems 316
Bradley T. Erford, Vivian E. Lee, and Elana Rock

The Changing Needs of Students and Families 316

Resiliency: Focusing on What’s Right, Rather than What’s Wrong 317
Identifying and Categorizing Students with Complex Problems 318
Systemic Approaches to Working with Students Experiencing Complex Problems 319
System Failures: Who Is to Blame? 320
Why Haven’t Needs of Students Experiencing Complex Problems Been Addressed? 320
Working with Youth with Complex Problems 321
Responding to Crisis Situations 321
Suicide 324
Violence and Threat Assessment 326
Substance Abuse 327
Grief Work and Children from Changing Families 330
Dropout Prevention 333
Conflict Resolution and Peer Mediation Program Development 336
Effective Systemic Intervention for Students with Complex Problems 338
Summary/Conclusion 340
Activities 340
Chapter 16 The Professional School Counselor and Students with Disabilities 341
Elana Rock and Erin H. Leff

Improving Outcomes for Students with Disabilities 341

Serving Students with Disabilities 342
Federal Legislation 343
Individuals with Disabilities Education Improvement Act 344
Section 504 and the Americans with Disabilities Act 351
Family Educational Rights and Privacy Act (FERPA) 352
Related Services for Students with Disabilities Under the IDEA and Section 504 353
Counseling Services 353
Parent/Guardian Counseling and Training 353
Rehabilitation Counseling Services 354
Transition Services Under the IDEA 355
Providing Services to Support Students with Disabilities 355
Developing and Using Response to Intervention 355
Multidisciplinary Team Responsibilities 358
Provision of Direct Services to Children with Disabilities 368
Individualized Transition Program Planning 371
Secondary Transition Programming 372
xxiv Contents

General Issues for Professional School Counselors Serving Students with Disabilities 378
Cultural Considerations 378
Summary/Conclusion 380
Activities 381
Chapter 17 Helping Students with Mental and Emotional Disorders 382
Bradley T. Erford

Prevalence of Mental Health Issues in Youth 382

Factors Contributing to the High Incidence of Emotional Disturbance 383
The Professional School Counselor’s Role 384
Barriers to Providing Mental Health Services in Schools 385
Current and Future Trends in the Way Services Are Provided 385
What Professional School Counselors Need to Know About Mental and Emotional
Disorders 386
Diagnosis and Treatment Planning 387
Neurodevelopmental Disorders: Disorders Ordinarily First Diagnosed in School-Age Children or
Adolescents 387
Intellectual Developmental Disorder 387
Specific Learning, Motor, and Communication Disorders 389
Autism Spectrum Disorders 390
Attention-Deficit/Hyperactivity Disorder 391
Tic Disorders 393
Disruptive, Impulse-Control, and Conduct Disorders 393
Feeding and Eating Disorders in Children and Adolescents 395
Elimination Disorders: Encopresis and Enuresis 397
Depressive Disorders 397
Substance-Related and Addictive Disorders 398
Schizophrenia Spectrum and Other Psychotic Disorders 400
Obsessive-Compulsive Disorder 400
Trauma and Stressor-Related Disorders 401
Reactive Attachment Disorder 401
Posttraumatic Stress Disorder 401
Adjustment Disorders 403
Anxiety Disorders 403
Separation Anxiety Disorder 403
Generalized Anxiety Disorder 404
Summary/Conclusion 405
Activities 405
References 407
Name Index 423
Subject Index 427
 Another Random Document on
Scribd Without Any Related Topics
commanded one of his attendants to lock it up, among his other
treasures.
“Taking occasion to speak with the gentleman who had received this
charge, Monsieur de la Mothe begged that he would give him a little
morsel of it, which he did; and some time after, passing through
Saintes, be brought the treasure to me, and seeing how much
pleasure and interest I took in examining it, he gave it me. I have
since made inquiry, and find that it was brought from the forest of
Fayan, which is a swampy place. It appears to me, indeed I am
persuaded, that in the same manner as the shells are converted into
stone, so is the wood also transmuted, and being petrified it
preserves the form and appearance of wood, precisely like the
shells. By these things you see how nature no sooner suffers
destruction by one principle, than she at once resumes working with
another; and this is what I have already said—to wit, that the earth
and the other elements are never idle.” “Where can you have
learned all this?” asked the young lady, with girlish wonder; “I would
fain know to what school you have been, where you have learned all
that you are telling us.” “In truth, Mademoiselle,” said Palissy
smiling, “I have had no other teacher than the heavens and the
earth which are given to all, to be known and read. Having read
therein, I have reflected on terrestrial matters, because I have had
no opportunity in studying astrology to contemplate the stars.”
 CHAPTER X.

“The wicked walk on every side, when the vilest men are
exalted.”—Psalm xii. 8.

Thus happily occupied with the pursuits he loved, but taking no share
in the turmoils of the time, Palissy prospered and cheerfully pursued
his way. He could not, indeed, be an unconcerned observer of the
events that were transpiring around. Having eyes, he doubtless saw
the clouds that were gathering over his country, and from time to
time, heard the thunders that threatened before long to burst in a
terrific storm. For a season, however, the evil day was deferred, and
the hymns of the rejoicing Huguenots continued to gladden his
heart. We have already had sufficient evidence that he did not
spare his remonstrances against those who, while they enjoyed the
revenues of the church, neglected the performance of its duties.
Nor did he stop there, and as his censures extended from the
highest to the lowest matters, his shafts were often pointed against
those who could ill endure the test of common sense, which he
unceremoniously applied to them. His criticisms on the follies and
vices of his neighbours had too much the character of home-thrusts
not to be felt. In his lively way he relates that, on one occasion, he
remonstrated with a certain high dame upon the absurdities and
improprieties of feminine attire; but “after I had made her this
remonstrance,” he quietly adds, “the silly woman, instead of
thanking me, called me Huguenot, seeing which—I left her.” At
another time, he relates that, being on a visit to the neighbouring
town of Rochelle, he earnestly remonstrated with a tradesman, of
whom he inquired what he had put into his pepper which enabled
him, though buying it in that place at thirty-five sols the pound, to
make a great profit by selling it again, at the fair of Niord, at
seventeen sols, in consequence of the adulteration of the article. In
reply to the man’s excuse of poverty, Bernard replied, that, by such
criminal acts he was heaping up to himself fearful punishments, “and
surely,” said he, “you can better afford to be poor than be damned.”
Strong, though faithful language, which was wholly ineffectual upon
this “poor insensate, who declared he would not be poor, follow
what might.” Plain speaking of this sort was evidently very
characteristic of Palissy, who uttered his remonstrances without
reckoning on the consequences. The same originality and force of
intellect which procured him patrons in his art, undoubtedly, when
applied in a different direction, served to multiply enemies around
him, and their time was not long in coming.
Happily and swiftly flew the years of prosperity, but (as we have
already seen) the clouds were gathering in the horizon, and soon the
cruel hounds of war were let slip, and most frightful were the
results. Two great parties had involved in their disputes the passions
of the whole French nation. One, which included all the Huguenots,
was headed by the high old French nobility; while the leaders of the
others, embracing all the Roman Catholics, were the Guises. These
opposing factions, with their strong deep passions, rapidly
precipitated themselves into a fierce and bloody contest. One of the
young sons of Catherine de Medici had died, after a few months of
nominal rule, and a child no more than ten years old, called Charles
IX. had succeeded to the throne. The queen mother, who, as regent
for her son, assumed the government of affairs, was anxious, as far
as possible, to offend neither of the contending parties, but to hold
them so well balanced, as to preserve the power in her own hands.
For a short time, there was a cessation of disputes, and efforts at
conciliation. The policy of Catherine was the maintenance of peace,
and she spoke fair to the Huguenots, feigning so well and so
successfully that she was even accused by those of the Roman
Catholic party, of being in heart one with the new sect. The
Reformers took courage, and were full of fervour and hope; the
enthusiasm spreading throughout the provinces and awakening
everywhere the hope that the triumph of the Reformed faith was at
hand. It was but a passing gleam, presently followed by a darker
gloom, which finally deepened into the thick night of the Black
Bartholomew. In vain did the queen and the chancellor, De l’Hôpital,
labour to secure peace by colloquies and edicts of toleration. The
Guises fiercely stirred the fires of contention, and employed
themselves in active preparations for a struggle. At length, the first
signal for the outbreak of the civil war was given.
There was in Champagne, a small fortified town, called Vassy,
containing about three thousand inhabitants, a third of whom, not
reckoning the surrounding villages, professed the Reformed religion.
It happened, on the 28th of February, 1562, that the Duke of Guise,
journeying on his way to Paris, accompanied by his cousin, the
cardinal of Lorraine, with an escort of gentlemen, followed by some
two hundred horsemen, visited the château de Joinville, which was
situated in the neighbourhood, on an estate belonging to the
Lorraines.
The mistress of the castle was a very old lady, the dowager Duchess
of Guise, whose bigoted attachment to the faith of her ancestors
made the very name of Huguenot an offence to her. Sorely
indignant was she at the audacity of the inhabitants of Vassy, who
had no right, she declared, as vassals of her granddaughter, Mary
Stuart, to adopt a new religion without her permission. Often had
she threatened vengeance upon them, and the time was now come
to inflict it. And the aged woman urged her son, the fierce Duke
Francis, to make a striking example of these insolent peasants. As
he listened to her angry words, he swore a deep oath, and bit his
beard, which was his custom, when his wrath waxed strong.
The next morning, resuming his march, he arrived at a village not
far from the obnoxious town; and the morning breeze, as it came
sweeping up the hills, brought to his ears the sound of church bells.
“What means that noise?” he asked of one of his attendants. “It is
the morning service of the Huguenots,” was the reply. It was, in
fact, the sabbath day, and the Reformers, assembled to the number
of some hundreds, were performing their worship in a barn, under
the protection of a recent edict of toleration. Unsuspicious of
danger, there was not a man among them armed, with the exception
of some ten strangers, probably gentlemen, who wore swords.
Suddenly, a band of the duke’s soldiers approached the place, and
began shouting—“Heretic dogs! Huguenot rebels! Kill, kill!” The
first person whom they laid hands on was a poor hawker of wine.
“In whom do you believe?” they cried. “I believe in Jesus Christ,”
was the answer; and with one thrust of the pike he was laid low.
Two more were killed at the door, and instantly the tumult raged.
The duke, hastening up at the sound of arms, was struck by a stone,
which drew blood from his cheek. Instantly the rage of his followers
redoubled, and his own fury knew no bounds. A horrible butchery
followed; men, women, and children were attacked indiscriminately,
and sixty were slain in the barn or in the street, while more than two
hundred were grievously wounded.
The pastor, Leonard Morel, at the first sound of alarm, kneeled down
in the pulpit and implored the divine aid. He was fired at; and then
endeavoured to escape, but, as he approached the door, he
stumbled over a dead body, and received two sabre cuts on the right
shoulder and on his head. Believing himself to be mortally
wounded, he exclaimed, “Into thy hands I commend my spirit, O
Lord; for thou hast redeemed me.” He was captured, and carried,
being unable to walk, into the presence of the duke. “Minister, come
this way,” he said, “what emboldens thee to seduce this people?” “I
am no seducer,” said Morel, “but I have faithfully preached the
gospel of Jesus Christ.” “Does the gospel teach sedition, sirrah?”
said M. de Guise, with his usual blasphemous oath; “thou hast
caused the death of all these people; and thou shalt thyself be
hanged immediately. Here, Provôt, make ready a gallows for him on
the spot!” But even among that fierce crew none seemed willing to
obey the savage mandate, and no one came forward to enact the
part of hangman. This delay saved the life of the captive, who was
removed under good guard, but eventually escaped.
The following year, as the blood-thirsty duke lay on his death-bed,
mortally wounded by the hand of an assassin, he protested that he
had neither premeditated nor commanded the massacre of Vassy.
This may be true; but his consent at the moment of its perpetration
is beyond question.
An extraordinary effect was produced throughout the whole
kingdom, by the tidings of this cruel slaughter. Among the Reformed
party it created a universal feeling of indignant horror and alarm. It
was like the war-whoop of the Indians, which precedes the rush to
battle. Each party flew to arms, after putting forth manifestoes,
asserting the merits of their respective causes. The Prince of Condé
hastened to Orleans, which he succeeded in occupying, and there
the army of the Huguenots established their headquarters. In that
town the Calvinist lords assembled, on the 11th of April, 1562, and
after partaking the Lord’s supper together, bound themselves in an
alliance, to maintain the Edicts, and to punish those who had broken
them. They took a solemn oath to repress blasphemy, violence, and
whatever was forbidden by the law of God, and to set up good and
faithful ministers to instruct the people; and lastly, they promised, by
their hope of heaven, to fulfil their duty in this cause.
And thus the fearful work began, and tumult, massacre, battle, and
siege prevailed. Every town in France was filled with the riot of
contending factions. “It was a grand and frightful struggle of
province against province, city with city, quarter with quarter, house
with house, man with man,” says a recent historian. “Fanaticism had
reduced France to a land of cannibals; and the gloomiest
imagination would fail to conceive of all the varieties of horrors
which were then practised.”
We have to do with the town of Saintes. There were few places in
which the Huguenots were so numerous, and had multiplied so
rapidly, as in Saintonge. Passions were nowhere stronger; no place
was more trampled by combatants; it was the scene of many of the
maddest contests during the days of the religious warfare. At the
invitation of the Duke de La Rochefoucault, all the Protestant leaders
of the district gathered themselves together at Angoulême, and
betook themselves, under his guidance, to Orleans, in order to join
the Prince of Condé, who was his brother-in-law. After the
departure of these forces, the various towns in that neighbourhood,
Angoulême, Saintes, Pons, and others, remained indeed in the
possession of the Huguenots, but without defence, nearly all the
Reformers of the district, capable of bearing arms, having followed
the march of De La Rochefoucault, “especially” we are told, “those of
Saintes.” Consequently, the town, deprived of its soldiers, presented
an easy prey to the enemy, and in a short time, fell into the hands of
a hostile leader, named Nogeret, who treated with harsh severity all
that remained in the place, in execution of a decree from Bordeaux,
by which the Reformers were abandoned, without appeal, to the
mercy of any royal judge.
Among those thus given over to the power of these miscreants, was
Palissy. In few but emphatic words he has recorded the terrors of
that fearful time. “Deeds so wretched were then done,” he said
afterward, “that I have horror in the mere remembrance. To avoid
those dreadful and execrable sights, I withdrew into the secret
recesses of my house, and there, by the space of two months, I had
warning that hell was broke loose, and that all the spirits of the
devils had come into this town of Saintes. For where, a short time
before, I had heard psalms, and holy songs, and all good words of
edification, now mine ears were assailed only with blasphemies,
blows, menaces, and tumults, all miserable words, and lewd and
detestable songs. Those of the Reformed religion had all
disappeared, and our enemies went from house to house, to siege,
sack, gluttonize, and laugh; jesting and making merry with all
dissolute deeds and blasphemous words against God and man.”
Very terrible is this truth-breathing description of the miseries of a
city given over to the license of an unbridled soldiery; but the most
affecting picture is that which he draws when closing his short
narrative of those “evil days.” “I had nothing at that time but
reports of those frightful crimes that, from day to day, were
committed; and of all those things, that which grieved me most
within myself was, that certain little children of the town, who came
daily to assemble in an open space near the spot where I was
hidden (always exerting myself to produce some work of my art),
dividing themselves into two parties, fought and cast stones one side
against another, while they swore and blasphemed in the most
execrable language that ever man could utter, so that I have, as it
were, horror in recalling it. Now, that lasted a long time, while
neither fathers nor mothers exercised any rule over them. Often I
was seized with a desire to risk my life by going out to punish them;
but I said in my heart the 79th Psalm, which begins, ‘O God, the
heathen are come into thine inheritance.’”
 CHAPTER XI.

“A friend loveth at all times, and a brother is born for

adversity.”—Proverbs xvii. 17.

The Seigneur de Burie had not spoken without sufficient cause when
he warned Palissy that he had made himself enemies of certain high
church dignitaries in Saintes. Those admonitions he had uttered
were not forgotten by the Romish ecclesiastics, who bestirred
themselves so zealously, that after the city had been in the power of
the Roman Catholic party for a few weeks, violent hands were laid
upon the unsuspecting potter. He had believed himself secure from
actual assault within his own premises, and not without cause, since
he was under the protection of a safeguard, given him by the Duke
de Montmorency, which expressly forbade the authorities
undertaking anything against him or his house. It was also well
known by both parties that the building in which he worked for the
constable had been partly erected at the expense of that nobleman,
and that, on occasion of an outbreak in the city which had occurred
some time before, the leaders of the Roman Catholic party had
expressly forbidden any interference with Palissy or his work,
through respect to his employer.
But matters had now reached a strange height, and there seemed to
be a favourable season for malice and bigotry to work their will.
Palissy was arrested and imprisoned; and, as soon as he was taken
into custody, his workshop was broken into, and part of it laid open
to the intrusion of the public. The magistrates, at their town
meeting, actually came to a resolution to pull down the building, and
would infallibly have carried their purpose into effect, had not the
Seigneur de Pons and his lady immediately interfered. These tried
friends of Bernard lost no time in personally remonstrating with the
magistrates, from whom they, with some difficulty, obtained the
promise to defer carrying out their design. To deliver him from the
clutches of his enemies was not so easy a matter. His prosecutors
were, in fact, no other than the dean and chapter, who, he says,
were his cruel foes, and would have delivered him to death for no
other cause than his free speech in the matter of their neglect of
duty.
The Sire de Pons, as king’s lieutenant in Saintonge, had power to
control the justices of Saintes; and, consequently, the hands of his
judges were tied. They were all, indeed, “one body, one soul, and
one single will” with the reverend prosecutors of their prisoner, and
without a shadow of doubt, had they been able to work their
pleasure, he would have been put to death before appeal could have
been made to the constable.
“An awkward business is this,” said the dean to one of his brethren,
as they discussed the matter of the interposition of the Sire de
Pons. “Plainly, we cannot carry out our intentions here; but once at
Bordeaux this obstinate heretic would be given up into the hands of
the parliament there, and then the interference of the king alone
could save him.” “There will be no satisfaction till he is silenced,”
was the reply; “and, without doubt, he has done ample mischief.
Only think of the labourers on our farms beginning to murmur at
paying tithes to those who they, forsooth, say do not deserve them.
This comes of his unbridled tongue. And shall we thus be defied
and brow-beaten by an insolent mechanic?” “Nay, there is no need
to urge me on. If he were but in our power; . . . but the question is,
how to manage the affair, and get him safely out of the jurisdiction
of these people, who will certainly never be brought to consent to
his condemnation. There are so many wealthy men in this
neighbourhood by whom the knave is employed in decorative works,
besides the buildings at Écouen, and his skill in pottery-ware has
made him so much thought of, that he is safe as long as he remains
within this district.” “To Bordeaux, then, let him go, and that without
delay. Why not this very night? In the daytime the matter would
get bruited abroad, and his friends might contrive to send to the
rescue; but by night, and across by-roads, he can be carried off
silently and safely; and once at Bordeaux—” . . . “You say well.
Measures shall be taken immediately.”
Little did our captive imagine what were the devices of those that
hated him. He might easily have contrived to escape beyond their
reach, had he not reckoned himself so safe that his arrest came
upon him wholly unawares. It had fared ill with him at this juncture
but for the watchful and affectionate care of his old friend, Victor.
Through the interposition of those from whom he had learned the
particulars of Hamelin’s last hours, he obtained admission into the
prison where Palissy was confined, and ministered to him with the
solicitude of a brother. By his means, communication was carried on
between the prisoner and his patrons, the Seigneurs de Burie and de
Jarnac, as well as the king’s lieutenant. All these gentlemen took
much trouble, and made interposition with the dean and chapter, to
whom they repeatedly urged that no man but Palissy could complete
M. de Montmorency’s work, and that the displeasure of his highness
would be incurred if a person under his especial patronage were
injured. We have seen that their interference did but hasten on the
catastrophe, and make his doom more certain.
Victor’s heart misgave him that evil was designed against his friend.
He had seen the fearful end of the two pastors of Allevert and
Gimosac, and the more recent fate of Hamelin; and the most cruel
forebodings oppressed him. He was incessantly on the watch, and
when obliged to leave the prison, and compelled to abandon Palissy
to solitude, he could not go to his own home and rest there, but
remained, pacing to and fro, in the neighbourhood of the jail; and,
while thus restless and agitated, he poured out his soul in earnest
entreaties for help from on high. Oh, the blessing of a true friend in
the hour of adversity! How sweet a thing is heavenly charity—the
brotherhood of love in Christ Jesus! It was a true word, spoken by
the great lawyer, Gerbellius—“There is nothing the devil hates so
cordially as sincere friendship;” and what marvel, since, as an old
divine says, “it makes men so unlike his ill-natured self.” But, as
long as we enjoy prosperous days, and sail before a favouring wind,
there is no test by which we can prove the strength and value of this
principle. The time to know who truly loves us is the season when
troubles assail us. All sorts of affliction and misery test this, and
show what friendship is genuine and hearty. This is one of “the uses
of adversity,” as friendship is one of its sweetest alleviations.
On the afternoon of the day when Palissy’s abstraction from Saintes
was plotted, Victor was at his customary post beside his friend, who
remained quite composed and free from anxiety on his own
account. “Be not so anxious,” he said, endeavouring to soothe the
fears he did not share; “I am, at all events, secure from further
harm, since the power is not in the hands of these judges. No
thanks, indeed, to them; they fear to lose some morsel of benefice
which they possess, and consequently go hand in hand with my
sanguinary enemies. It is certain I can but take the blame of what
has befallen me to my own account. Jesus Christ has left us a
counsel, written in the 7th chapter of St. Matthew, by which he
forbids us to scatter pearls before the swine, lest, turning upon us,
they rend us. If I had obeyed this injunction, I should not now have
been suffering, and at the mercy of those who, though they want
the power, have undoubtedly the will to bring me to destruction as a
malefactor.”
Just at that moment the jailer entered, desiring a man who followed
him to bring in a box, which they placed in a corner of the room.
“You must be going soon,” said he, addressing Victor; “I have some
business in hand, and must lock up doors early to-night. Your friend
can stay, however,” he added, casting a glance at Palissy, which
seemed to the ever observant Victor to have a shade of compassion
in it, “for half an hour longer if you wish it.” So saying he retired,
turning the key, which grated heavily and with a harsh sound in the
lock. Victor would have spoken of his suspicion that something was
wrong, and that mischief was designed; but Bernard interrupted him
with a gesture of impatience, and presently began talking on a
theme which appears to have formed the solace of his prison-house,
and by which he whiled away the hours, which else had seemed so
tedious to his free and active nature. He had for some time had it in
his intention to publish a little book containing his observations and
opinions on various matters—in short, the experience of his past
years. He now recurred to this subject. “I have resolved,” said he,
“that my book shall treat on four subjects; to wit, agriculture, natural
history, the plan of a delectable garden (to which I will append a
history of the troubles in Saintonge), and lastly, the plan of a
fortified town, which might serve as a city of refuge in these perilous
times. Of the two former I have sketched the plan in my
imagination, and the matter of the garden now fills my thought. You
know well the delight I have in so great a recreation, and how I
have been minded to make me such a pleasant retreat, as a place of
refuge, whither I might flee from the iniquity and malice of the world
to serve God with pure freedom.” “Would to heaven, my beloved
friend, you were safe sheltered there,” said Victor, “but oh! methinks,
this is but a pleasant dream.” “Often, in my sleep, I have seemed to
be occupied about it,” said Bernard, “and it happened to me only last
night, that, as I lay slumbering on my bed, my garden seemed to be
already made, and I already began to eat its fruits and recreate
myself therein; and it came to pass, in my night vision, that, while
considering the marvellous deeds which our Sovereign Lord has
commanded nature to perform, I fell upon my face, to worship and
adore the Living of the living, who has made such things for man’s
service and use. That also gave me occasion to consider our
miserable ingratitude and perverse wickedness; and the more I
entered into the contemplation of these things, the more was I
disposed to value the art of agriculture, and I said in myself, that
men were very foolish so to despise rural places and the labours of
the field, which is a thing just before God, and which our ancient
fathers, men of might and prophets, were content themselves to
exercise, and even to watch the flocks; and being in such ravishment
of spirit—”
The sentence was broken short by the return of the jailer, who
announced that the time he had allowed was now expired. Victor
reluctantly took his leave of Palissy, and, with a heavy heart, turned
to go from him. No sooner had he reached the open street than,
again recurring, in his own thoughts, to what had transpired, he felt
convinced that something was wrong. That compassionate glance of
the stern jailer intimated, as it seemed to him, the cause of the
favour he had granted, in allowing the two friends a longer interval
before they were parted. “Parted!” cried Victor, his heart filled with
dismay as his lips unconsciously uttered the ominous word—“parted!
can it be that we are parted for ever? Lord!” he exclaimed, in a
burst of feeling, “be thou his guard and his defence, as a wall of fire
to keep thy servant; and in this hour of trial show that thine arm is
not shortened, that it cannot save.” After a short interval, he
repeated, in a low tone, this verse of a hymn composed by the
Protestant Gondinel, and often sung by the little persecuted church
of Saintes:—

“The time is dark, we faint with woe,

Our foes are mightier far than we;
They say, ‘Their God forsakes them now,
And who shall their deliverer be?’
Lord, show thy presence—prove thy power,
And save us at the latest hour.”

Continuing to pace to and fro, he remained within sight of the prison

until the darkness gathered around, and the bright stars, one by
one, came shining in brilliant beauty overhead. The sight of them,
as he raised his prayerful eyes upwards, calmed his spirit, and he
whispered gently, “He calleth them all by their names.” It was a
thought calculated to inspire confidence in Him who has promised to
his children that they shall be graven on the palms of his hands, and
who has said, “Call upon me in the day of trouble: I will deliver
thee,” and the spirit of Victor was cheered as he pleaded the
exceeding great and precious promises of divine love.
At length the hour of midnight approached, and still all around
remained hushed in repose. There was nothing to justify his
prognostications, nor to awaken alarm, and he had just resolved to
retire, when the sound of horses tramping at a distance, caught his
ear. Presently, from a side street emerged a small troop of
horsemen, who moved cautiously along, and kept, as much as
possible, within the deep shadows of the walls. They proceeded
down the street, and drew up before the gate of the prison-house.
Victor, who had hastily retired beneath an archway, watched their
movements with strained eyes, and dimly saw, by the starlight, the
outline of their figures as they filed along. The gate was unbarred to
them without summons, and the next instant a muffled form was led
out between two men, and hastily lifted on to the crupper of one of
the horses behind the stalwart form of a trooper. There was not a
moment to lose, for the party were evidently about to resume their
march, and Victor, with ready wit, emerging from his hiding-place,
reeled forward, in the manner of a drunken man, and began to sing
a carol. Just as the horse with its double freight passed him, he
shouted the words, “Save us at the latest hour.” His stratagem
succeeded, for a shrill whistle was instantly heard mingling with the
ringing sound of the horses’ hoofs on the stones, as they passed
along the street. “It is he!” cried Victor, and, with the speed of a
greyhound he darted down the nearest passage.

He knew that his errand admitted not of delay. There was but one
chance that Palissy might be saved. It was an intercession with the
king; and possibly the Sire de Pons, on receiving immediate
information of the secret Victor had thus learned, might take timely
measures to frustrate the deadly designs of Barnard’s enemies.
 CHAPTER XII.

“A good man shall be satisfied from himself.”—Proverbs xiv. 14.

Palissy was now immured within the walls of the Bordeaux prison.
While he lies there, bereft of the consolation he had hitherto enjoyed
in the society of Victor, we must betake ourselves to a very different
scene.
In consequence of the information he received from the Sire de
Pons, the constable Montmorency determined, as the only means of
averting the fate which threatened his ingenious workman, to apply
himself, in person, to the queen mother, through whose influence
the court might be induced to protect him. In fact, Catherine was
herself virtually monarch, and a word from her would suffice. The
sole redeeming quality of this woman of evil renown was, an
enlightened taste for literature and the fine arts, a taste which
seems to have been hereditary in her family. She enriched the royal
library with many precious manuscripts of Greece and Italy, and
presented to it half the volumes which her great ancestor Lorenzo de
Medici had purchased of the Turks, after the taking of
Constantinople. Especially she excelled in her love of the fine arts,
and her taste and genius were displayed in the erection of many
châteaux in various provinces, remarkable for the exactness of their
proportions and their style, at a period when the French had scarcely
a notion of the principles of architecture. At the present time she
had just conceived the purpose of constructing a new residence for
herself; and Montmorency found her, in one of the apartments
assigned to her use, in the palace of the Louvre, busily engaged in
looking over some manuscript plans. As the constable was
announced, she raised her eyes from the table on which these
designs were placed, and after receiving his salutations, begged him
to be seated beside her, and pointing with her hand (the most
beautiful one ever beheld, according to a contemporary historian),
she smilingly requested his assistance in her choice. “Allow me,
monsieur,” she said, “to appeal to your judgment, for in the matter
now under consideration, I could not have an adviser whose opinion
I should more highly value. You are aware that the château des
Tournelles has been destined to demolition, and I have, therefore,
determined to build me a new palace, the site of which I am anxious
to fix upon. The plan now before his majesty”—and she glanced at
her son, the poor young boy king, who sat opposite her—“appears
to me to present no small advantages.” The paper to which the
queen referred was the plan of a plot of ground close to the
trenches of the Louvre, situated, at that time, out of Paris, and
which had been purchased, some half century before, by king
Francis I., as a present to his mother, Marie Louise, of Savoy. It had
been originally occupied by tuileries (i.e., tile-kilns), and in the old
drawings which Catherine was inspecting, the spots where formerly
stood the wood-yards and baking-houses used in making the bricks
and tiles, were marked out. “Its situation by the river, and the large
space suitable for garden ground attached to it, seem much in its
favour, madame,” said the constable. “And its neighbourhood to the
royal dwelling also,” said the queen, at the same time she unrolled
another map, which she proceeded to examine, with the assistance
of Montmorency.
Whilst they are thus engaged we will take the opportunity to say
something of the two royal personages present. Charles IX. was not
yet fourteen years old, tall in stature, strongly but not gracefully
built, and with a countenance of energetic expression, but fierce and
unrefined. The poor lad, invested at so early an age with
unbounded authority, appears to have been naturally of a violent
temper, with high animal spirits. His great passion was the chase,
and he also showed considerable taste for letters. But, kept in
subjection to the will of his mother, and tutored by her to suspect
and dissimulate, his natural character was vitiated, and he suffered
himself to continue, to the time of his death, the passive instrument
of her ambition and cruelty. A remarkable anecdote is told of him,
which seems to prove that better things might have been expected
of him, had his education been in different hands. When but a
youth, having perceived that after drinking wine he was no longer
master of himself, he swore never to use it again; and he kept his
oath. What might not have been expected from a prince gifted with
such powers of self-control, had he been judiciously trained?
At the time of which we are speaking, the queen mother was in the
decline of her beauty, though she still retained some remnants of
those charms which adorned her in youth. She was clad in the black
robes of her widowhood, which it was her fancy to persist in wearing
long after the usual period; her hair was completely hidden beneath
the angular white cap we see in the pictures of that day, and her
strongly marked features were softened by the shade of a grey
gauze veil. Her eyebrows were dark, and her eyes, large and
brilliant, had a restless severity in their expression which inspired
fear and distrust. Her complexion was olive, and her figure tall and
large, her movements full of grace and majesty, while an air of
command was visible in every gesture.
As she spoke now, the tones of her voice were soft and musical, for
it was her wish to please; but, when angry passions agitated her
bosom, they became dissonant, harsh, and startling.
“I think,” she said, in answer to an observation made by
Montmorency, “the balance of advantages lies much in the favour of
the first design, to which I shall, therefore, give the preference, and
will immediately give directions for digging the foundations of the
new palace, and it shall be named, from the site on which it is built,
the Palace of the Tuileries.” “Well, madam,” said the constable,
“your majesty has admirably chosen, and skilfully selected, an
appropriate name for the intended royal abode.” “It occurred to my
recollection,” said Catherine, “that one of the finest quarters of
ancient Athens was called the Ceramic, because it occupied ground
once held by extra-mural potteries.” “Speaking of potteries reminds
me, madam,” said Montmorency, “of the principal object I had in
seeking an interview with your majesty. Among the workmen I have
employed at Écouen, there is a mechanic who evinces a surprising
genius in the art of painting on glass, and who has invented an
enamelled earthenware of great beauty. I know of none equal to
him in skill, and, in fact, I cannot supply his place should he be
sacrificed.” “You should not allow so great a treasure to slip through
your hands. What danger threatens him?” “He is a Huguenot,
madam,” was the reply. “No matter,” said the queen, laughing, “his
heresy won’t alter the hues of his glass or pottery-ware.” “Nay; but
he has fallen into the hands of Nogeret, one of the royalist leaders in
Saintonge, and will infallibly be hanged or burned, and serve him
right, as I should say, for a heretic knave, but that my work is
incomplete, and that Master Palissy is a rare workman. Such skill,
too, as he shows in designing, and in the adorning of gardens! In
short, he is precisely the man whom your majesty would find
invaluable in the works you have now in prospect.”
Queen Catherine was by no means unwilling, in so trifling a matter,
to oblige the great constable; besides that, she had a taste for the
patronage of clever artists, and knew too well the difficulty of
procuring such a one as had been described, to turn a deaf ear to
the hint thrown out by Montmorency. “Let an edict be issued, in the
king’s name,” she said, “appointing this Palissy ‘workman in earth to
his majesty.’ He will then, as a servant of the king, be removed from
the jurisdiction of Bordeaux, and his cause can come under no other
cognizance than that of the grand council.” Montmorency expressed
his gratitude, and rose to depart, when the Queen carelessly
remarked, “That was a blundering affair of M. de Guise at Vassy; it
drove the Protestants to such extreme measures that the game of
moderation was at an end.” The constable made no reply, save to
shrug his shoulders; but the young king tittered the following
impromptu, which history has preserved:
 “François premier, prédit ce point,
Que ceux de la maison de Guise
Mettraient ses enfants en pourpoint
Et son pauvre peuple en chemise.” [126]

Catherine looked disconcerted at this unexpected jeu-de-mot of her

son, and rising somewhat hastily, stepped across the room, and
taking the arm of Charles, bowed gracefully to the constable and
withdrew.
The result of this colloquy was that, in as short a time as the royal
post could convey the letter of M. de Montmorency to Bordeaux,
Palissy was released from the power of his enemies, and being
thoroughly protected from the hostilities of the belligerents on either
side, returned to Saintes, and resumed his place in the dilapidated
workshop, whose broken doors bore sorrowful witness to the
ravages of civil strife. Alas! it was now a very different home, for the
town was half depopulated; the best of the inhabitants had fled or
been slaughtered in the streets, churches had been battered, and
rude hands had wrought destruction everywhere. But nothing
seems to have shaken the equilibrium of his spirit, and he could say,
with St. Paul, “I have learned, in whatsoever state I am, therewith to
be content.” It is evident that he had attained to that fortitude and
equanimity, that happy confidence of spirit, which so substantially
realizes the truth of the divine promise—“Thou wilt keep him in
perfect peace whose mind is stayed on thee, because he trusteth in
thee;” the solid reality, this, of what the ancient sages did but dream
about, and of which they sweetly sang, as in the famous ode of
Horace—

“The man of strong resolve and just design

When, for bad ends, infuriate mobs combine,
Or gleams the terror of the monarch’s frown
Firm in his rock-based worth, on both looks down.” [127]
Bernard was now at leisure to renew the past, and he availed
himself of the opportunity to complete his little book, which we have
seen so busily absorbing his thoughts when he was captive within
the walls of his prison. He bethought him again of the beautiful
garden, and he tells how, one day (when peace was for a season
restored), as he was walking through the meadows of the town,
near to the river Charente, contemplating the horrible dangers from
which God had delivered him in the past time of tumult and trouble,
he heard once more the sounds which had so delighted him before
those evil days. “It was the voice of certain maidens, who were
seated under the shade of the trees, and sang together the 104th
Psalm; and, because their voice was soft, and exceedingly
harmonious, it caused me to forget my first thought, and having
stopped to listen, I passed through the pleasure of the voices, and
entered into consideration of the sense of the said psalm; and
having noted the points thereof, I was filled with admiration of the
wisdom of the royal prophet, and said, ‘Oh divine and admirable
bounty of God! I would that we all held the works of God’s hands in
such reverence as he teaches us in this psalm;’ and then I thought I
would figure in some large picture the beautiful landscapes which
are therein described; but, by-and-by, considering that pictures are
of short duration, I turned my thoughts to the building of a garden,
according to the design, ornament, and excellent beauty, or part
thereof, which the Psalmist has depicted; and having already figured
in my mind the said garden, I found that I could, in accordance with
my plan, build, near thereto, a palace, or amphitheatre of refuge,
that might be a holy delectation and an honourable occupation for
mind and body.”
 CHAPTER XIII.

“A man’s heart deviseth his way: but the Lord directeth his
steps.”—Proverbs xvi. 9.

Victor and Bernard were now more closely united to each other in
bonds of loving fellowship than ever. With thankful joy they
embraced the opportunity once more given them of taking sweet
counsel together, without fear of those rude alarms they had so
recently experienced. They could, indeed, no longer meet with their
brethren in church communion, for, alas! the members of that once
flourishing flock were scattered, and the voice of their honoured
pastor was hushed in death; but they two met, as of old, to unite in
the sacred exercises of devotion. But few evenings passed without
some words of loving intercourse, generally closed with prayer and
thanksgiving.
On one of these occasions, Victor, coming in, found his friend
engaged in studying the formation of a shell, which he was turning
round and diligently examining. “I thought better not interrupt your
cogitations the other day,” said he; “you were walking like a man
absent in mind, having your head bowed down, and noticing nothing
around you. I passed so near in the road, I could have touched the
lappets of your coat, but you saw me not.”
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