Diane Talbot, Ed.D.

Professor of School Counseling
PPS School Counseling Program Director
PPS School Counseling/School Psychology Dual Program Co-Director
WEC 106
559-453-2014
diane.talbot@fresno.edu

Education

Ed.D., Educational Leadership with an emphasis in Hispanic Access to Higher Education, University of California, Davis/California State University, Fresno Joint Doctoral Program in Educational Leadership, May 2001
M.A., Counseling, California State University, Fresno, 1986
B.A., Spanish, California State University, Fresno, 1972

Scholarly Interests

My passion, since coming to Fresno Pacific, and being in the position to train new school counselors, has always been to bring best practices to school counseling in the Central Valley and to ensure equal access to school counseling program services for all students. I am also interested in the educational access and success of students of color. Teaching Counseling for Diversity is the very first course I taught for FPU and it remains my favorite. Each year presents new challenges for my graduate students to discuss and be aware of in regard to the educational success of the diverse student populations in the Central Valley.

Professional and Service Experience

  • I have always been motivated to pursue activities that relate to my teaching and student learning. In 2003, I continued to work on the Spanish translation of English cognates found in the academic language text entitled ALADIN Curriculum Book Two. ALADIN (Academic Language: Assessment and Development of Individual Needs) is a research-based assessment and curriculum (www.academiclanguage.org/curriculum). The program was developed to assess and address the college-level academic language needs of students (particularly the under-prepared college-bound student). Through the curriculum, students gain academic vocabulary knowledge, especially the variety of word forms used in college lectures, textbooks, etc. Phyllis Kuehn, Ph.D., the series author, was also my dissertation chair.
  • The work intrigued me for several reasons. First, because ALADIN represented a type of social capital (the theory that drove my doctoral dissertation) that should be available to students who are college-bound. In addition, the work complimented my love for words and the Spanish language. (I am a former high school Spanish teacher.) The work also served to advance my quest to contribute to the academic achievement of Central Valley students.
  • In 2005, I reviewed a textbook project entitled: Building a Results-Based Student Support System written by Clarence Johnson, Sharon Johnson and Louis Downs and published by Lahaska Press. The text is currently in its third year of publication. This experience was rewarding, not only because I felt honored to be selected as a reviewer, but it also allowed me to review best practices materials and to provide field-based feedback to the authors. Although my institution was incorrectly cited in the preface of the initial printing of the text, I was pleased to be included as a contributor to work that will advance the field of school counseling.
  • I was particularly honored to be invited as a keynote panel member for the 2007 Research Symposium sponsored by the California State University, Fresno/University of California, Davis Joint Doctoral Program in Educational Leadership (JDPEL), the University of California Educational Research Center (UCERC), the CSU Fresno Master's Program in Education Administration and the Center for Research, Evaluation, Assessment and Dissemination (CREAD). Our topic was "Educational Accountability: Implications for Leadership and School Improvement." The focus of my comments centered on the accountability and leadership role of the school counselor.
  • Other professional pursuits include presenting my dissertation, "The Postsecondary Preparation of Central Valley Hispanic High School Students," at the Fresno Pacific University Faculty Seminar Series.
  • Because of my counselor educator role and active involvement with professional organizations at the local and state levels, I am viewed as the local expert on the role and function of school counseling programs and school counselors. I am often asked to attend and offer observations, if not address, many school counselor workshops and professional development activities. At each of the venues, I present the current trends in educational counseling program development and implementation. In 2006, I facilitated a day-long retreat for the Fresno City College Counseling Department as they analyzed and restructured their work as student service providers.
  • I have also consulted with and presented to local school districts (Clovis and Fresno Unified) regarding the implementation of results- and standards-based school counseling programs. After the implementation of AB 1802 The School Counseling Initiative (fall 2006) adding $200 million to school budgets to hire school counselors to work with at-risk students, I was asked to provide an orientation for the new counselors hired by Clovis Unified. I also advise and consult with Fresno Unified's district head counselor (an alumnus of the FPU PPS program) on a regular basis and have been asked to participate in Fresno Unified school counselor work days. These activities are venues that I actually attend. I am frequently called by districts such as Madera, Lindsay and Lemoore for advice and consultation as well.
  • I also continue to present school counseling related topics at regional and local professional development workshops such as Fresno Regional Occupation Center 2006 fall conference where I co-presented, "Helping High School Students Make Post-Secondary Choices."

Honors and Awards

  • Robert Wilson Counselor of the Year, San Joaquin Counselor Association, 2000
  • H.B. McDaniel Foundation Hall of Fame inductee, 1998
  • H.B. McDaniel Foundation Individual Award, 1994
  • Counselor of the Year, Area IV-A, California School Counselor Association, 1992
  • Tranquillity High School Outstanding Teacher, 1980

Professional Affiliations

  • American Counseling Association
  • American School Counseling Association
  • Association of Multicultural Counseling and Development
  • Association of Counselor Education and Supervision
  • California Counseling Association(formerly the California Association for Counseling and Development[CACD])
    • Executive council member, 2003-2005
    • Chair, central region CACD conference: Fresno Pacific University "Celebrating a Year of Renewal, Rejuvenation and Diversity," 2005
    • Chair, central region CACD conference: Fresno Pacific University "Counselors in Action: From Surviving to Thriving in Challenging Times," 2004
    • Executive council member, 1993-1996
  • California Association of School Counselors
  • California School Counselor Association
    • Executive council, 1993-1997
    • Area IV-A representative, 1995-1997
    • President, 1994-1995
  • California Association of Counselor Education and Supervision
    • President, 2003-2005
    • President elect, 2001-2003
    • Secretary, 1999-2001
  • Encourage Tomorrow
    • Executive board member, 2003-present
    • Advisory board member, 2000-2003
  • H.B. McDaniel Foundation
    • Board member, 1994-present
    • Treasurer, 2004-present
    • Board co-chair, 1995-1997
  • San Joaquin Counselor Association
    • Executive council member, 1988-present
    • Treasurer, 2005-present
    • Treasurer, 1991-1997
    • President, 1990-1991

Personal Experiences

Much of my project work has been dedicated to PPS program development and professional development opportunities for school counselors through professional organizations. My work includes expanding the PPS program to both Bakersfield and Visalia; developing the dual program school counseling and school psychology master's degree; and supporting the program director for school psychology in development of the BCBA program. I also enjoy working with students advising thesis projects. I serve on the executive boards of local professional organizations and enjoy working with colleagues to bring professional development opportunities to Central Valley school counselors.

I love visiting school sites and observing our PPS school counseling graduate students in their field experiences. Not only do I have the opportunity to keep current in the day-to-day activities of school counseling offices throughout the valley, I am honored to reconnect with and share time with FPU school counseling program alumni who have taken on leadership positions within their schools and who are now mentoring current FPU graduate students. My students hear first-hand how their graduate program prepares them to be leaders and excellent school counselors.

Publications and Presentations

Publications:

  • Project reviewer of Building a Results-Based Student Support System, by C. Johnson, S. Johnson and L. Downs, published by Lahaska Press, Houghton Mifflin Company, 2006 (project reviewed in 2004)
  • Bilingual (Spanish/English) supplement to Academic Language Assessment and Development of Individual Needs A.L.A.D.I.N., Book One, by Phyllis Kuehn, published by Pearson Custom Publishing, 2000 (unpublished supplement co-author, 2002)
  • "Academic Performance Index (API) What Works: Characteristics of High-Performing Schools in the Central Valley," a research project coordinated by the Central Valley Education Research Consortium, Kremen School of Education and Human Development, California State University, Fresno (co-author and researcher)
  • "The Postsecondary Preparation of San Joaquin Valley Rural Hispanic High School Students," in Journal of Hispanic Higher Education, April 2002 (lead author)
  • "The Postsecondary Preparation of Hispanic Rural High School Students in the San Joaquin Valley," dissertation for the University of California, Davis and California State University, Fresno joint doctoral program in educational leadership, April 2001
  • "Counselors Provide Vital Link Between Rural Minority Students and Schools," in The Fresno Pacific Graduate Review, Winter 2001
  • "Memorial to Robert A. Wilson," in The Fresno Pacific Graduate Review, Winter 2000
  • "Students Need Constant, Not Just Crisis, Counseling," in The Fresno Bee (opinions page), written in response to the Columbine High School tragedy, 1999
  • "With a Little Help...A Manual for Training Peer Facilitators," masters project for California State University, Fresno, 1986

Presentations:

  • Recently (2009-2011) I have been presenting locally and statewide on the dropout dilemma. California school children, especially children of color who attend large urban middle schools and high schools find themselves in overcrowded schools and classrooms, whose resources have been diminished with the effects of the Great Recession of 2007-2009, and California’s ongoing budget crisis. The following presentations addressed the issue through the lens of the professional school counselor:
    • “The Forgotten, the Invisible and the Unheard: California’s Dropout Dilemma” at the Twenty-Seventh Annual Conference On Character and Civic Education, Fresno, CA, 2011
    • “The Forgotten, the Invisible and the Unheard: California’s Dropout Dilemma” at California Counseling Association Educational Conference Cruise, Baja, Mexico, 2011
    • “The Dropout Crisis: Causes Requiring Creative Solutions” at the Twenty-Fifth Annual Conference On Character and Civic Education, Fresno, CA, 2009
    • “The Dropout Crisis: Causes Requiring Creative Solutions” at California Counseling Association Annual Conference, Santa Clara, CA, 2009
    • “The Dropout Crisis: Causes Requiring Creative Solutions” at Fresno Pacific University Mini Forum Series, Fresno, CA, 2009

Recommended Resources

The Center for Excellence in School Counseling and Leadership (CESCaL)
The center's mission is to promote excellence in the field of school counseling and to assist school counselors and their site and central office administrators as they design, implement and evaluate their school counseling programs. CESCaL will provide training by national leaders in school counseling, on-line support for creating school counseling programs and consultation from state and national leaders in school counseling and administration with experience in implementing ASCA National Model® school counseling programs.

The California Association of School Counselors (CASC)– a division of the American School Counseling Association (ASCA)
United in a shared cause, CASC members are champions of a balanced approach to education, fairness and equity for all students, high academic standards, and appropriate, meaningful services that support students’ success in school and in life.

The H.B. McDaniel Foundation
The primary purpose of the H.B. McDaniel Foundation is to honor and foster the work of Professor H.B. McDaniel in improving the field of professional school counseling and thereby promoting the positive development of all youth.

The California Association for Licensed Professional Clinical Counselors
The California Association for Licensed Professional Clinical Counselors (CALPCC) has its roots in the California Coalition for Counselor Licensure (CCCL), the original organization that led the successful effort to achieve licensure for counselors in California. The CCCL included representatives from nine California counseling organizations, representing unlicensed counselors in the state, who worked together for over eight years.