Course Syllabus - South Carolina State University

1

Course Syllabus

CED 510 – Introduction to Counseling COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina

Instructor: Philip M. Scriven, Ph.D. Office Number: Turner Hall D-Wing Room 337 Email: [email protected] Telephone Number: Office Hours: 3-5:00pm Monday, Tuesday and Thursday NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT: Guindon, M. H. (2011). A counseling primer: An introduction to the profession. New York, NY: Routledge. Corey, G. and Corey, M. (2010). Becoming a helper. New York, NY: Cengage Learning

COURSE DESCRIPTION: This course is an introduction to the counseling profession which operates in a variety of settings. The course examines the development and history of the counseling profession, basic concepts of counseling, and the role and function of the school counselor and other counseling professionals and the settings in which they work.

COURSE OVERVIEW: This course provides a comprehensive introduction to the counseling profession in general and the duties and responsibilities of counselors functioning in various clinical settings including

2 school settings. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: The course is designed to provide pre-service helping professionals an overview of the counseling profession with emphasis on the expectations and demands of ethically and effectively working with others. The course will provide students the chance to explore the helping profession and determine if it is the appropriate career path. Because counselees are asked to examine their behavior to understand themselves more fully during counseling, students are required to do likewise in this class. Forming a sense of ethical awareness and learning to resolve professional dilemmas is a task facing all helpers. As such, students will be exposed to the intricacies of legal and ethical decision making. This course emphasizes the importance of helpers knowing themselves. Through activities and assignments inside and outside the classroom, students will have the opportunity to gain valuable knowledge about why they are choosing to become counselors. These experiences and assignments associated with this course are consistent with the theme which undergirds the School of Education (SOE) conceptual framework: THE PROFESSIONAL EDUCATOR AS AN EFECTIVE PERFORMER, REFLECTIVE DECISION MAKER, AND HUMANISTIC PRACTITIONER.

INSTITUTIONAL OUTCOMES: The content area of Introduction to Counseling develops effective performers capable of demonstrating comprehensive knowledge in content areas and the implementation of that knowledge reflecting consistency with institutional, state and national standards. Reflective decision makers demonstrate the ability to make insightful and well-informed decisions intended to assist clients/students in the alleviation of their presenting issues to achieve their desired treatment goals/outcomes. Reflection is imperative in the helping process. Students will be required to constantly critique assumptions about themselves and others, and to consider how these assumptions affect the helping process. There will be a continuous exercise in reflection of goals, values, beliefs, and assumptions. Humanistic practitioners can work effectively with all students regardless of age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status or socioeconomic status. They demonstrate sensitivity to all students’ counseling needs.

3

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING Learning Objective/Standard Knowledge 1. Knows the history and philosophy of the counseling profession, including significant factors and events (CACREP Sec. II G 1.a.).

2. Understand the professional roles, functions, and relationships with other human services providers (CACREP Sec. II G1.b.).

Learning/Activity

Outcomes/Assessment

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011) Activity: Membership in American School Counseling Association (ASCA), South Carolina Counseling Association (SCCA) and South Carolina School Counseling Association (SCSCA). Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)

    

    

3. Obtain technological competence and computer literacy. 4. Students understand professional organizations, including membership benefits, activities, services to members, and current issues (CACREP Sec. II G 1.f.).

5. Understand professional credentialing, including certification, licensure and accreditation practices and standards,

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011) Activity: Membership in American School Counseling Association (ASCA), South Carolina Counseling Association (SCCA) and South Carolina School Counseling Association (SCSCA). Readings:  A counseling primer: An introduction to the profession (Guindon, 2011) Activity:

Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric Provide verification of membership in counseling organizations. Group Chapter Presentation Rubric

Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric Provide verification of membership in counseling organizations. Group Chapter Presentation Rubric

   

Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric Provide verification of membership in counseling organizations

 

Mid-term Exam Provide verification of membership in counseling organizations

4 and the effects of public policy on these issues (CACREP Sec. II G 1.g.).

Membership in American School Counseling Association (ASCA), South Carolina Counseling Association (SCCA) and South Carolina School Counseling Association (SCSCA). 6. Be informed of ethical Readings: standards of ASCA, ACA  A counseling primer: An and related entities, and introduction to the profession applications of ethical and (Guindon, 2011) legal considerations in  American School Counseling professional counseling Association Ethical Standards (CACREP Sec. II G1.j.). (2010). Activity:  Role Playing

    

Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric Provide verification of membership in counseling organizations Group Chapter Presentation Rubric

7. Examine multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally (CACREP Sec. II G2.a).

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  Moore-Thomas & Day-Vines (2010) Activity:  Role Playing

    

Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric In-class Role Playing Group Chapter Presentation Rubric

8. Know individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups (CACREP Sec. II G2.d.).

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  Moore-Thomas & Day-Vines (2010) Activity:  Role Playing  Akeelah and The Bee in-class activity.

    


9. Understands role and process of the professional counselor advocating on behalf of the profession (CACREP Sec. II G1.h.). 10. Understand advocacy processes needed to address institutional and social barriers (CACREP Sec. II G1.i.).

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)

 

Self-Reflective Paper Rubric Group Chapter Presentation Rubric

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011) Activity:  Akeelah and The Bee

  

Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric

5 11. Comprehend the counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body (CACREP Sec. II G 2.e, f.). 12. Be able to identify theories of multicultural counseling, theories of identity development, and multicultural competencies (CACREP Sec. II G2.c.).

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  Kiselica & Robinson (2001); Bemak & Chung (2005); Bemak & Chung (2008); Moore-Thomas & Day-Vines (2010); Trusty & Brown (2005)  American School Counseling Association Ethical Standards (ASCA, 2010)

    


Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  Kiselica & Robinson (2001); Bemak & Chung (2005); Bemak & Chung (2008); Moore-Thomas & Day-Vines (2010); Trusty & Brown (2005)

  


13. Students will discern whether a helping career is right for them.




Self-Reflective Paper Rubric

14. Know the behaviors and attitudes of an effective helper (CACREP Sec. II G5.b.)


    

15. Students will realize their motivation for pursuing a helping career.




Final Exam Self-Reflective Paper Rubric Current Trends Paper Rubric In-class Role Playing Group Chapter Presentation Rubric Self-Reflective Paper Rubric

16. Students will maintain that continuing education is a necessity in the helping profession (CACREP Sec. II G1.g.).

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  American School Counseling Association Ethical Standards (ASCA, 2010)

  

Self-Reflective Paper Rubric Provide verification of membership in counseling organizations Current Trends Paper Rubric

6  The South Carolina Comprehensive Developmental Guidance and Counseling Program Model (2008). Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)

 

Self-Reflective Paper Rubric Current Trends Paper Rubric


 

Final Exam In-class Role Playing

19. Students will know types of difficult clients.


 


20. Students will appreciate the impact of values in the counseling process.


  


21. Students will understand the multiculturalism perspective in the helping profession (CACREP Sec. II G2.a.).

Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  Kiselica & Robinson (2001); Bemak & Chung (2005); Bemak & Chung (2008); Moore-Thomas & Day-Vines (2010); Trusty & Brown (2005)  American School Counseling Association Ethical Standards (ASCA, 2010) Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)  American School Counseling Association Ethical Standards (ASCA, 2010) Readings:  A counseling primer: An introduction to the profession (Guindon, 2011)

  


  

Mid-term Exam Self-Reflective Paper Rubric Group Chapter Presentation Rubric



Mid-term Exam

17. Students will comprehend the significance of family of origin and the connection to current behavior patterns. 18. Students will describe the stages of helping (CACREP Sec. II G5.b.).

22. Students will know the significance of establishing personal and professional boundaries (CACREP Sec. II G1.j.).

23. Students will know theories of group counseling and basic concepts associated with group work, including

7 group leadership styles (CACREP Sec. II G6.a., b, c). 24. Students will be able to recognize sources and signs of stress (CACREP Sec. II G6.a.).


   

25. Students will know basic ideas and approaches to stress management (CACREP Sec. II G1.d.).




Mid-term Exam Self-Reflective Paper Rubric Current Trends Paper Rubric Provide verification of membership in counseling organizations Self-Reflective Paper Rubric

26. Students will understand the importance of an orientation to wellness and prevention when discussing goals with counselees. (CACREP Sec. II G5.a.) 27. Students will understand attitudes, beliefs, understandings, and acculturative experiences to foster understanding of self and culturally diverse clients (CACREP Sec. II G2.b.) 28. Students will recognize counselor characteristics and behaviors influencing the helping process (CACREP Sec. II G5.b.) 29. Students will learn essential interviewing and counseling skills (CACREP Sec. II G5.c.)


 

Mid-term Exam Current Trends Paper Rubric


  

Mid-term Exam Self-Reflective Paper Rubric Group Chapter Presentation Rubric


  

Self-Reflective Paper Rubric Final Examination Group Chapter Presentation Rubric




Final Examination

30. Students will learn a systems perspective that provides understanding clients’ families (CACREP Sec. II G5.e.) 31. Students will become informed about theories of individual and family development and transition across the life span (CACREP Sec. II




Mid-term Exam


 


8 G3.a.) 32. Students will be introduced to counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. (CACREP Sec. II G5.d.) 33. Students will be introduced to a general framework for understanding and practicing consultation Skills 1. Students will analyze their attitudes and beliefs about helping through self-assessment assignments (CACREP Sec. II G5.b.). 2. Demonstrate beginning skills necessary for conducting literature research and writing graduate research papers (CACREP Sec. II G8.a. & b.). 3. Assess effective and ineffective helping (CACREP Sec. II G5.b.).




Mid-Term Exam




Current Trends Paper Rubric


 



 





In-class Role Playing

4. Demonstrate the understanding of types and methods of counseling service and delivery and delivery settings (CACREP Sec. II G1.b.) 5. Select appropriate ways of dealing with difficult clients






 


6. Demonstrate ability to assess and clarify values and identify how values

Readings:  A counseling primer: An introduction to the profession




9

7.

1.

2.

3.

4.

are likely to influence the helping relationship (CACREP Sec. II G.5.b.). Students will learn essential interviewing and counseling skills (CACREP Sec. II G5.c.) Disposition Describe the history, current status, and future directions of the counseling profession in a rapidly changing, diverse society (CACREP Sec. II G.1.a.). Understand the roles, functions, and characteristics of counselors (CACREP Sec. II G.1.b.). Analyze the knowledge base, skills, and characteristics required of a professional school counselor in relation to his/her own knowledge, skills, and characteristics Understand client needs and helping processes (CACREP Sec. II G.5.a.).

5. Identify current issues and concerns in counseling or counselor education and investigate and describe these issues in detail (CACREP Sec. II G.1.f. & g.). 6. Understand the ethical and legal responsibilities of the professional school counselor (CACREP Sec. II G.1.j.). 7. Examine the ethical decision making process and demonstrate this process (CACREP Sec. II G.1.j.). 8. Make a commitment to

(Guindon, 2011) 


  



  



  





In-class Role Playing






 



 


Readings:



Provide verification of

10 professional development and leadership

 A counseling primer: An introduction to the profession (Guindon, 2011)

9. Students will learn essential interviewing and counseling skills (CACREP Sec. II G5.c.)

membership in counseling organizations 

COURSE REQUIREMENTS: Participation and Reflective Journal

20 points


30 points

Current Trend/Issue Research Paper

30 points

Group Chapter Presentation

20 points

Mid-term Examination

30 points

Final Examination

30 points

GRADING SCALE: A—146-160 points B—130-145 points C—115-129 points D—100-114 points F—100 points and below Participation and Reflective Journal—each student should read prior to class and come prepared to contribute to the classroom discussion. While there will be lecturing in this course, class discussion will be a critical component of this class. As such, each student is expected to take an active part in the weekly discussions. The reflective journal is an assignment utilized to record your reactions to the class material/topics (e.g., ethical decision making, social justice, diversity, etc.), and how they pertain to your development as a graduate student and aspiring professional school counselor. In particular, your reflective journal entries should include your responses (e.g., cognitive, emotional) to the material you read and how that material has either altered slightly, reinforced, or completely changed your beliefs about counseling and your ability to perform the duties of a counselor. You will submit your journal entries each week. From the outset of class, each student receives full participation points (20 points). However, a point will be deducted from your participation points each time a student does not post their reflections on the assigned readings for the corresponding class to Blackboard.

11

Self-Reflective Paper Rubric—one of the primary characteristics of an effective professional counselor is the ability to engage in critical self-reflection. In this paper students will be expected to explore and discuss their primary and secondary motivations for becoming a member of the school counseling profession. Students should also be prepared to discuss their own values and beliefs and how these values and beliefs shape their understanding of what it means to be an effective school counselor. Students will also be required to candidly discuss areas of ongoing professional development/improvement and how they intend to successfully address these areas to become a more effective counseling professional. A rubric for this assignment will be provided. Papers should be 4-5 pages in length. Current Trend/Issue Research Paper—students will examine the school counseling literature (e.g. educational performance, students’ personal/social development) and investigate recent issues and trends within the profession. Since this is a school counseling program, students should prioritize literature found in school counseling periodicals (e.g., Professional School Counseling). Upon selecting an issue or trend of interest, students will write a 6-8 page paper, utilizing American Psychological Association (A.P.A) format, discussing this issue or trend in greater detail. For instance, advocacy and social justice have become increasingly important within the school counseling literature and professional school counselors are expected to operate from a social justice perspective to alleviate barriers which adversely affect students’ overall performance. If this is of interest to you, your paper would discuss the emergence of the advocacy and social justice movements within the school counselor profession as well as how professional school counselors are expected to demonstrate this in their practice with students. A rubric for this assignment will be provided. Group Chapter Presentation—students will assign themselves to groups that will be responsible for facilitating the classroom discussion on chapters from the textbook. Based on preference, groups will select their chapters from the textbook and determine how duties will be delegated. Group members will anonymously evaluate their peers’ contribution to the presentation and their performance during these presentations. These evaluations will be taken into consideration with the instructor’s evaluation resulting in a final presentation grade for the entire group. The instructor will discuss this assignment in greater detail. To ensure the thoroughness of group presentations, groups should email presentations to the instructor no later than the Friday before the presentation. Failure to do so will result in a lower evaluation. Feedback and suggestions, if necessary, about the content of the presentation will be provided when the content is emailed. Mid-term Examination—the mid-term examination will assess the most significant aspects of the course covered during the first half of the semester. Periodically throughout the first half of the semester, the class will take part in a review of information in preparation for the mid-term examination. In addition, at any point, students can request that information covered up to that point be reviewed in further detail during class or during a meeting during the posted office hours. The mid-term examination will be a combination of multiple choice, fill in the blank, and essay questions.

12 Final Examination—the final examination will not be cumulative and will cover the practical basic counseling skills content from the course (e.g., summarization, rephrasing, reflecting content, meaning, and emotions, etc.). Periodically throughout the semester, we will engage in a review of information and live demonstrations of the content that will be on the final. Moreover, any time students have questions about the content of the examination, those questions can be posed either during class time or during office hours. *Please be informed that late assignments WILL NOT BE ACCEPTED. In the event an emergency arises which impedes or prevents altogether your ability to complete an assignment, it is your responsibility to contact me as soon as possible. Even then, the decision as to whether you receive an extension for the assignment is ultimately at my discretion. *Please be aware that your presence in this class as a graduate student does not entitle you to an A. An A in this class denotes exceptional written work, and attentiveness and professionalism during instructional time. With respect to your written work, it should have proper grammar and punctuation as well as the appropriate transitions all of which are indicative of graduate school work. During class, you should remain attentive and engaged, and respectful of others. This means that cell phones are not to be used in any capacity during class, and computers, if present, should be used only to conduct business pertaining to class. I understand professionalism to mean that you will arrive to class promptly and remain in class until it is adjourned. Please refrain from “packing” or “preparing to leave” while class is in session. Failure to adhere to these guidelines will negatively impact your participation grade and ultimately your overall evaluation in this course. *Blackboard will be the primary means of communication for this course. Thus, you should log on to Blackboard as quickly as possible to determine whether you have access and if you are receiving communications, etc. *Please be aware that each student must be a member of the following counseling associations:  The American School Counseling Association  The South Carolina Counseling Association  The South Carolina School Counseling Association *Please be aware that each of you must submit your American School Counseling Association membership card before February 14, 2012.

CLASS ATTENDANCE/PROMPTNESS: While attendance to each class is expected, you are allowed three (3) absences in this course. However, please use these absences judiciously. If you are absent, you are responsible for communicating with a classmate to receive insight as to what transpired in class on the evening of your absence. If you know in advance that you will be absent, please make me aware of your absence. Because participation is a component in how you will be evaluated, you can retain all

13 of your participation points by completing assignments and forwarding them to me electronically. I understand that many if not all of you are working professionals, so I acknowledge how difficult it is to arrive to campus on time. However, tardiness is unprofessional – so please do everything reasonably possible to be on time.

OUTLINE OF THE COURSE: Date 1/10/12

1/17/12

1/24/12 1/31/12 2/7/12

Topic Introduction to the course; distribute the syllabus; APA discussion The Evolution of the counseling profession Counseling in various settings (e.g., schools) CACREP; ASCA National Model; SCDCM CACREP; ASCA National Model; SCDCM

2/14/12

CACREP; ASCA National Model; SCDCM

2/21/12

Advocacy and School/Community Collaboration

2/28/12

3/6/12 3/13/12 3/20/12 3/27/12

Attributes of the successful counselor; assessing beliefs, assumptions & values The helping process N/A The helping process The helping process (cont.)

4/3/12

The helping process (cont.)

4/10/12


4/17/12


4/24/12

N/A

REASONABLE ACCOMODATIONS:

Readings/Assignment N/A; Handouts

Chapter 3: Answers About the Definition of Counseling… NO CLASS—LIBRARY ASSIGNMENT Chapter 6: Answers about Settings and Surroundings Chapter 4: Answers about the Body of Knowledge: Ethics… Chapters 5: Answers about the Body of Knowledge: Helping Relationships…; Steinberg (2011) Chapter 8: Answers about Caring and Social Justice; Kiselica & Robinson (2001) Bemak & Chung (2005) Bemak & Chung (2008); Moore-Thomas & Day-Vines (2010); Trusty & Brown (2005) (SELF-REFLECTIVE PAPER RUBRIC DUE) Chapters 1 &2: Introduction; Answers about Counselors and Clients (MID-TERM EXAMINATION) Chapter 7: Processes, Phases, & Procedures NO CLASS (SPRING BREAK) Chapter 9: Basic Attending Skills Chapter 10: Basic Responding Skills (CURRENT TRENDS PAPER RUBRIC) Chapter 11: Questioning Skills and Systematic Inquiry Chapter 12: Affect and Empathic Understanding Skills Chapter 13: Responding to Thoughts and Behaviors FINAL EXAMINATION

14 Students who have a diagnosed disability (physical, learning, or psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

15

REFERENCES Astramovich, R. L., & Coker, J. K. (2007). Program evaluation: The accountability bridge model for counselors. Journal of Counseling & Development, 85, 162-172. Corey, G., Corey, M. S., & Callanan, P. (2007). Issues and ethics in the helping profession (7th ed.). Belmont, CA: Thomson Brooks/Cole. Corey, M. S., & Corey, G. (2007). Becoming a helper (5th ed.). Pacific Grove, CA: Thomson/Brooks/Cole. Dahir, C. A., & Stone, C. B. (2009). School counselor accountability: The path to social justice and systemic change. Journal of Counseling & Development, 87, 12-20. Egan, G. (2009). The skilled helper: A problem-management and opportunity development approach to helping. Pacific Grove, CA: Thomson Brooks/Cole. Gladding, S. T. (2009). Counseling: A comprehensive profession (6th ed.). Upper Saddle River, NJ: Prentice Hall. Guindon, M. H. (2011). A counseling primer: An introduction to the profession. New York, NY: Routledge. Hansen, J. T. (2009). Self-awareness revisited: Reconsidering a core value of the counseling profession. Journal of Counseling & Development, 87, 186-193. Ponton, R. F., & Duba, J. D. (2009). The ACA code of ethics: Articulating counseling’s professional covenant. Journal of Counseling & Development, 87, 117-121. Roysircar, G. (2009). A big picture of advocacy: Counselor, heal society and thyself. Journal of Counseling & Development, 87, 288-294.

16

HISTORICAL REFERENCES Austin, K. M., Moline, M. E., & Williams, G. T. (1990). Confronting malpractice: Legal and ethical dilemmas in psychotherapy. Newbury Park, CA: Sage. Blocher, D. H. (1996). Developmental counseling. New York: Ronald Press. Bloom, J. W., & Walz, G. R. (Eds.). (2000). Cybercounseling and cyberlearning:Strategies and resources for the millennium. Alexandria, VA: American Counseling Association. Branner, L. M. (1998). The helping relationship: Process and skills. Englewood Cliffs, NJ: Prentice-Hall. Carkhuff, R. (2000). The art of helping in the 21st century (8th ed.). Amherst, MA: Human Resources Development Press. Corey, G. (2001). Theory and practice of counseling and psychotherapy. Belmont, CA: Wadsworth/Thomson Learning. Egan, G. (2002). The skilled helper: A problem management approach to helping (7th ed.). Pacific Grove, CA: Brooks/Cole. Forester-Miller, H., & Davis, T. E. (1995). A practitioner’s guide to ethical decision making. Alexandria, VA: American Counseling Association. Gladding, S. T. (1996). Counseling: A comprehensive profession. Columbus, OH: Merrill. Gibson, R. L., & Mitchell, M. H. (2003). Introduction to counseling and guidance (6th ed.). Upper Saddle River, NJ: Merrill. Herlihy, B., & Corey, G. (1996). ACA ethical standards casebook (5th ed.). Alexandria, VA: American Counseling Association. Herr, E. L. (1991). Challenges to mental health counselors in a dynamic society: Macrostrategies in the profession. Journal of Mental Health Counseling, 13 (1), 6-10.

17 Herr, Edwin L., & Cramer, Stanley H. (1996). Career guidance and counseling through the life span (5th ed.). New York: Harper Collins College Publisher. Hetheringotn, M.E. (1999). Coping with divorce, single, parenting, and remarriage: A risk and resiliency perspective. Lawrence Erlbaum Associates, Inc. Mahwah, NJ. Huey, W. C., & Remley, Jr., T. P. (Eds.).(1988). Ethical and legal issues in school counseling. Alexandria, VA: American Counseling Association. Lawson, D. M., & Gaushell, H. (1988). Family autobiography: A useful method for enhancing counselors’ personal development. Counselor Education and Supervison, 28(2), 162-167. Lee, C. C., & Richardson, B. L. (Eds.). (1991). Multicultural issues in counseling:New approaches to diversity. Alexandria, VA: American Counseling Association. Madden, R. G. (1998). Legal issues in social work, counseling, and mental health: Guidelines for clinical practice in psychotherapy. Thousand Oaks, CA: Sage. McGoldrick, M., & Gerson, R. (1989). Genograms and the family life cycle. In B. Carter & M. McGoldrick (Eds.), The changing family life cycle: A framework for family therapy (2nd ed.) (pp. 164-189). Boston: Allyn & Bacon. McGraw, J. (2000). Life strategies for teens. Simon & Schuster. New York, New York. Morrison, J., & Anders, T.F. (2001). Interviewing children and adolescents: Skills and strategies for effective DSM-IV diagnosis. Guilford Press. New York, New York. Sue, D. W., Ivey, A. & Pederson, P. (1996). A theory of multicultural counseling and therapy. Pacific Grove,CA: Brooks/Cole. Thompson, C. L., & Rudolph, L. B. (2000). Counseling children (5th ed.). Belmont, CA: Wadsworth/Thomson Learning. Tyson, L. E., & Pederson, P. B. (Eds.). (2000). Critical incidents in school counseling (2nd ed.).

18 Alexandria, VA: American Counseling Association.

ON-LINE RESOURCES: Adjunct ERIC Clearinghouse on School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association

http://www.counseling.org/

American School Counselor Association

http://www.schoolcounselor.org/

Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org http://www.s.c.teaching.org

LISTSERVES: Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling, [email protected] In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K12 Guidance [email protected] Counselors List)

Course Syllabus

CED 512 – Elementary School Guidance COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Lucinda Barron, Ph.D. Office Number: 253 Turner Hall D-Wing Email: [email protected] Cell Number: 803-378-8924 Office Number: 803-536-8822 Office Hours: Mon, Tues, Wed, Thurs, 2 – 5pm NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s): Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action American School Counseling Association (2004). The ASCA National Model Workbook. Alexandria, VA: Author. The South Carolina Comprehensive Developmental Guidance and Counseling Program Model: A Guide for School Counseling Programs – Pre-kindergarten- Twelfth Grade. (2008). South Carolina State Department of Education.

COURSE DESCRIPTION: This course provides an overview of the history, principles, issues, practices, personnel, services and skills needed to design and coordinate a comprehensive developmental elementary school guidance and counseling program. Study also includes an overview of the philosophical, educational, sociological, and cultural bases of counseling and guidance services and their relationship to the total school curriculum.

COURSE OVERVIEW: This course provides an introduction to the history, background, and skills necessary to create and manage a comprehensive school counseling elementary program. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: This is a survey course that is intended to provide an introduction to guidance and counseling in the Elementary settings. The term "guidance and counseling" as used here includes not only the one-to-one relationship of counselor to client, but all related roles and functions generally associated with counseling in the school setting. This course emphasizes the following: theoretical background; professional roles and functions; developing counseling relationships with secondary students; relating counseling and human development with counseling practices: program development, career development; professional development; plus ethical and legal issues. This course is most appropriate for those who intend to be school counselors, but may also be of help to principals, teachers, or others who wish to better understand the role of the developmental counselor. In addition, the student will gain information regarding the skills employed by counselors when working with elementary students, parents, teachers and other in the school’s environment.

INSTITUTIONAL OUTCOMES: Institutional outcomes and objectives are significant for thoroughly grasping an understanding of developmental guidance and counseling for the overall success of the student or client. Technology, particularly the Internet, and an appreciation for multicultural diversity, particularly in these times, are integral components. Institutional Outcomes * Effective performers are developed via the course’s focus on theoretical conclusions about guidance and counseling trends use; use of technology; appreciation of individual and multicultural differences; and curriculum standards relative to career, academic and personal/social development. * Reflective decision makers are professional educators and/or career veterans who are capable of making rational decisions and solve problems relative to students’ knowledge/skill/ability levels, degree of interest in understanding of the school counseling role and functions. Counseling candidates gain a wealth of knowledge from the readings, analysis of current events and self-appraisals to aid them in efforts to effectively facilitate the development, management, and coordination of school counseling programs. In this global economy and age of demographic shifts, multicultural considerations are very significant in development in school counseling programs; therefore,

* Humanistic practitioners must consider the unique norms, traditions and beliefs of persons of diverse races, ethnicities, cultures, geographic regions, sexual orientations, genders, handicapping conditions, economic backgrounds, generations, etc. The professional must also reflect on his/her own perspectives relative to the counseling relationship to ensure an ethical, non-threatening atmosphere.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING: KNOWLEDGE Learning Objective/Standard 1. Know history and philosophy of the counseling profession, including significant factors and event. G.1.a.

Learning/Activity

Outcomes/Assessment

Readings: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action

Student Chapter Presentations Midterm Exam Final Exam

The ASCA National Model: Developing a Comprehensive Developmental School Counseling Program The South Carolina Comprehensive Development Guidance and Counseling Model

Powerpoint:  The School Counseling Profession Activity: Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Personal-Social)

2. Identify professional roles, functions, and relationships with other human service providers. G.1.b.

Class Discussion Readings/PowerPoint Presentations: Electronic Portfolio The ASCA National Model: Developing a Comprehensive Developmental School Counseling Program

Journal Article Critic Rubric Midterm Exam

The South Carolina Comprehensive Development Guidance and Counseling Model

Final Exam

Activity: Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Persona-Social)

3. Understand professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues. G.1.g.

Class Discussion Readings/PowerPoint Presentations: South Carolina ADEPT Counselor Evaluation Model

ADEPT Long Range Plan Rubric

Activity:

Field Project/Shadowing Report

ADEPT Long Range Plan Proposal

Electronic Portfolio

Field based placement/Professional School Counselor Interview

Journal Articles Written Review & Summary

Journal Articles - Discussions Final Exam School Counseling Artifacts (Career/Academic/Personal-Social) Class Discussion 4. Be familiar with public and private policy processes, including the role of the professional counselor advocating on behalf of the profession. G.1.h.

Readings/PowerPoint Presentations: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action The ASCA National Model: Developing a Comprehensive Developmental School Counseling Program The South Carolina Comprehensive Development Guidance and Counseling Model

Electronic Portfolio Rubric Group Presentation of Comprehensive Guidance and Counseling Program Model Rubric Journal Article Critique Rubric Midterm Exam

Activity:

Final Exam

Field based placement Comprehensive Developmental Guidance and Counseling Program Model Group Project Journal Articles - Discussions Class Discussion

5. Recognize advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. G.1.i.

Readings/PowerPoint Presentations: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action Activity: Field based placement Comprehensive Developmental Guidance and Counseling Program Model Group Project Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Personal-Social)

Field Project/Shadowing Report Group Presentation of Comprehensive Guidance and Counseling Program Model Rubric Electronic Portfolio Rubric Journal Article Critique Rubric Midterm Exam Final Exam

Class Discussion 6. Comprehend counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally

Readings/PowerPoint Presentations: Powerpoint:  Presentation on Social Justice Diverse Students, Communities, and Schools

Activity: Field based placement/Professional School Counselor Interview

Group Presentation Rubric Electronic Portfolio Rubric Journal Article Critique Rubric Midterm Exam Final Exam

supported behaviors that are detrimental to the growth of the human spirit, mind, or body. G.2.e.

7. Know individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups. G.2.d.

Comprehensive Guidance and Counseling Program Model Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion Readings/PowerPoint Presentations: Culturally Competent School Counselors: Affirming Diversity by Challenging Oppression

Group Presentation of Comprehensive Guidance and Counseling Program Model Rubric

Counseling Individuals and Groups in Schools

Electronic Portfolio Rubric

Activity:

Journal Article Critique Rubric


Midterm Exam Final Exam

Comprehensive Guidance and Counseling Program Model Journal Articles - Discussions School Counseling Artifacts (Career/Academic/PersonalSocial) Class Discussion 8. Examine multicultural and pluralistic trends, including characteristic concerns between and within diverse groups nationally and internationally. G.2.a.

Readings/PowerPoint Presentations: Readings: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action P Powerpoint:  School Counseling and Diversity


Activity: Field based placement/Professional School Counselor Interview Journal Articles-Discussions School Counseling Artifacts (Career/Academic/Personal-Social)

9. Know professional organizations, primarily ACA, its divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphases. G.1.f.

Class Discussion Readings/PowerPoint Presentations: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program Ethical, Legal & Professional Issues in School Counseling

Electronic Portfolio Rubric Professional memberships Journal Article Critique Rubric Midterm Exam Final Exam

S. C. Comp. Development Guidance & Counseling & Program Model Activity: Field based placement/Professional School Counselor Interview Journal Articles-Discussions School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion Join professional counseling associations (ACA, ASCA, SCA, SCSCA)

10. Obtain technological competence and computer literacy.

Readings/PowerPoint Presentations: The ASCA National Model: Developing a

Electronic submission of assignments

Comprehensive Developmental School Counseling Program The South Carolina Comprehensive Development Guidance and Counseling Model

Electronic Portfolio Rubric Online Midterm Exam Online Final Exam

Activity: Electronic submission of assignments Electronic Portfolio Development 11. Review ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. G.1.f, G.7.f.

Readings/PowerPoint Presentations: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action

ASCA – Ethical Standards for School Counselors Ethical, Legal & Professional Issues in School Counseling


Activity:

Field based placement/Professional School Counselor Interview Journal Article Summaries School Counseling Artifacts (Career/Academic/Persona-Social)

12. Discuss the consultation process and identify skills necessary for effective consultation with teachers, parents, administrators and others in the school’s

Ethical Case Studies/Class Discussion Readings/PowerPoint Presentations: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action The ASCA National Model:

Field Project/Shadowing Report Rubric Group Presentation Rubric Electronic Portfolio

environment. G.5.c., G.5.d., G.5.f.

Developing a Comprehensive, Developmental School Counseling Program S. C. Comp. Development Guidance & Counseling & Program Model Activity:

Rubric Journal Article Critique Rubric Midterm Exam Final Exam

Field based placement/Professional School Counselor Interview Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 13. Examine areas of concern in the elementary school, such as, but not limited to, Physical and Emotional Abuse, Substance Abuse, School Violence, and identify counseling strategies for each problem area. G.5.a., G.5.g.

Readings/PowerPoint Presentations: The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program S. C. Comp. Development Guidance & Counseling & Program Model Developmental Classroom Guidance Outcomes Research on School Counseling Interventions and Programs Activity: Field based placement/Professional School Counselor Interview Journal Articles-Discussions School Counseling Artifacts (Career/Academic/Persona-Social)

Field Project/Shadowing Report Rubric Group Presentation Rubric Electronic Portfolio Rubric Journal Article Critique Rubric Midterm Exam Final Exam

Class Discussion

14. Discuss family counseling approaches and parent education programs, which would be appropriate to use in an elementary school setting. G3.a


Field Project/Shadowing Report Rubric Group Presentation Rubric

Activity:




Journal Articles-Discussion


School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 15. Recognize the legal and Readings/PowerPoint Presentations: ethical implications of confidentiality in the ASCA – Ethical Standards for use of school records School Counselors and tests. G1.j Ethical, Legal & Professional Issues in School Counseling


Activity: Case Studies in Ethics




Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion


16. Analyze the ethical standards of the profession and interpret ethical guidelines in relationship to selected case studies. G1.j

Readings/PowerPoint Presentations: ASCA – Ethical Standards for School Counselors Case Studies in Ethics

Field Project/Shadowing Report Rubric Group Presentation Rubric Electronic Portfolio Rubric

Ethical, Legal & Professional Issues in School Counseling




Ethics Case Studies – Role Play Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 17. Recognize career development theories and decision-making models. G4.a



Powerpoint:  Educational and Career Development


Activity:


Field based placement/Professional School Counselor Interview Midterm Exam Final Exam Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social)

Class Discussion 18. Know career, Readings/PowerPoint Presentations: vocational, educational, occupational and labor Dollarhide, C.T., Saginak, K.A. (2010). market information Comprehensive School Counseling resources, visual and Programs: K-12 Delivery Systems in print media, computerAction based career information systems, Powerpoint: and other electronic  Educational and Career Development career information systems. G4.b Activity:

Field Project/Shadowing Report Rubric Group Presentation Rubric Electronic Portfolio Rubric Journal Article Critique Rubric

Field based placement/Professional School Counselor Interview Midterm Exam Final Exam Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 19. Understand career Readings/PowerPoint Presentations: development program planning, organization, Dollarhide, C.T., Saginak, K.A. (2010). implementation, Comprehensive School Counseling administration, and Programs: K-12 Delivery Systems in evaluation. G4.c Action

Field Field Project/Shadowing Report Rubric Group Presentation Rubric



Activity:


Field based placement/Professional School Counselor Interview Midterm Exam Final Exam Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social)

Review the Personal Pathways to Success Career Guidance Electronic System Class Discussion 20. Be able to do career and educational planning, placement, follow-up, and evaluation. G4.e





Activity:


Field based placement/Professional School Counselor Interview Journal Articles-Discussion


School Counseling Artifacts (Career/Academic/Persona-Social)

Review the Personal Pathways to Success Career Guidance Electronic System Class Discussion Class Discussion 21. Know assessment instruments and techniques that are relevant to career planning and decision making. G4.f

Readings/PowerPoint Presentations: Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action Powerpoint:  Educational and Career Development

Field Field Project/Shadowing Report Rubric Group Presentation Rubric Electronic Portfolio Rubric

Activity:


Field based placement/Professional School Counselor Interview Journal Articles-Discussion



Review the Personal Pathways to Success Career Guidance Electronic System Class Discussion Class Discussion 22. Know career counseling processes, techniques, and resources, including these applicable to specific populations. G4.g





Activity:


Field based placement/Professional School Counselor Interview Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social)

Review the Personal Pathways to Success Career Guidance Electronic System Class Discussion


Class Discussion 23. Know and understand crisis intervention and suicide prevention models, including the use of psychological first aid strategies. Section II G5g

Readings/PowerPoint Presentations: Developmental Classroom Guidance Journal Articles-Discussion

Class Discussion

Section II G.3g 25. Understand the effects of a) atypical growth and development; b) health and wellness; c) usage; d) ability level; e) multicultural issues; f) factors of resiliency on student learning and development. School Counseling Standard:A.6

26. Know strategies for helping students identify strengths and cope with environmental and developmental problems.

Group Presentation Rubric

Crisis Intervention Manual Review School Counseling Artifacts (Career/Academic/Persona-Social)

24. Understand the sociological theories of addiction to make appropriate referrals

Field Field Project/Shadowing Report Rubric

Readings Theories of Addiction by Robert West pgs. 29-89

Readings:

Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12 Delivery Systems in Action

Electronic Portfolio Rubric Journal Article Critique Rubric

Midterm Exam Final Exam Develop a 3-5 pg. paper comparing and contrasting a choice theory of addiction to a non-choice theory of addiction Quiz Discussion Rubric Case Study Rubric

Chapter 13 Emerging Issues for Schools and Students Activity: Discussion Educational and Developmental Needs for Diverse Populations and Ethnics Groups Readings:

Discussion Rubric


Chapter Quiz

Chapter 6 Models of Delivery Systems

School Counseling Standard:C.3 Knowledge 27. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school.

Group Discussion Read the article on Dropout Prevention.

Midterm Exam

Identify Dropout Prevention Programs for schools and communities.

Final Exam Discussion Rubric

Discussion Develop a Dropout Prevention Program File Dropout Prevention Program File Rubric

School Counseling Standard: K2. 28. Knows strategies and Dollarhide, C.T., Saginak, K.A. (2010). methods for working Comprehensive School Counseling with parents, guardians, Programs: K-12 Delivery Systems in families, and Action communities to empower them to act on behalf of their Identify strategies to collaborate with parents, children.

Midterm Exam Final Exam Role playing

families, and communities.

School Counseling Standard: M5. 29. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them. School Counseling Standard: M6.

Describe Caplan’s 4 types of models. Midterm Exam


Final Exam Group presentation rubric

Chapter 6 Models of Delivery Systems Group presentation of a peer facilitator program. Identify benefits for peer facilitators, counselor, and other students. Powerpoint Presentation

30. Understands the school counselor’s role in student assistance

Midterm Exam

Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling

Final Exam

programs, school leadership, curriculum, and advisory meetings. School Counseling Standard: O5.

31. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary, and college admissions counseling. School Counseling Standard: C4

Programs: K-12 Delivery Systems in Action Identify leadership roles for students. Identify target populations for Student Assistance Programs. Identify leadership roles for school counselors. Career Portfolio Rubric



Chapter 4 Six Qualities of Comprehensive School Counseling Programs PowerPoint Develop a Career Portfolio

Skills Learning Objective/Standard 1. Examine current issues and trends in elementary school counseling and present relevant research findings in the field.

Learning/Activity

Outcomes/Assessment

Readings/PowerPoint Presentations: Field Project/Shadowing Professional Journal Summaries Report Rubric

Activity:




Journal Articles-Discussion


School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 2. Examine current model of


Readings/PowerPoint Presentations: Role play models of

Counseling Supervision G.1.e

supervision that are A Brief Summary of Supervisor most often used in Models by Kendra Smith school counseling settings 3. Describe the elements of a Readings/PowerPoint Presentations: Field comprehensive developmental Project/Shadowing guidance and counseling The ASCA National Model: Report Rubric program. School Counseling Developing a Comprehensive Standard B.2 Developmental School Counseling Group Presentation Program Rubric The South Carolina Comprehensive Development Guidance and Counseling Model Activity: Field based placement/Professional School Counselor Interview



Completion of the ASCA Program Audit/Recommendations for Program Implementation Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

4. Demonstrate an awareness of and sensitivity to the cultural diversity of secondary children and their parents. G2.b; School Counseling Standard F.1

Readings/PowerPoint Presentations: Field Field Project/Shadowing Case Studies Report Rubric The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program


S. C. Comp. Development Guidance & Counseling & Program Model



Field Experience/School Counselor Interview


Activity: Field based placement Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 5. The student will demonstrate the beginning skills necessary for conducting group guidance activities. G6 a,b, c, d; School Counseling Standard C.5

Readings/PowerPoint Presentations: Field Field Project/Shadowing Field Experience/School Counselor Report Rubric Interview Group Presentation Rubric Activity: Field based placement





6. The student will interview and Readings/PowerPoint Presentations: Field Field shadow school counselors in Project/Shadowing elementary school settings. Field Experience/School Counselor Report Rubric Interview Group Presentation Rubric Activity: Field based placement Shadow/participate in an Individual Graduation/Career Plan Meeting Journal Article - Discussion




Class Discussion Skill 7. Demonstrate the ability to develop a group guidance lesson plan and implement that plan with a small group in a secondary school setting.





 

Select a personal social, academic or career development area. Research (i.e. ASCA website) or create a lesson plan appropriate for a elementary school student. Format to designated template Consult with school counselor Implement guidance plan during a classroom guidance session. Videotape lesson presentation



Read Chapter 13 “Building Crisis Management” from Comprehensive School Counseling Programs by Dollarhide/Saginak



Develop “Building Crisis Management Plan” for a typical school at your major option level



Resource Referral Guide Rubric School Counselor Portfolio Rubric





(School Counseling Standard D,2,3) 8. Integrate emergency response planning into a Comprehensive School Guidance & Counseling Plan G1c

9. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. School Counseling Standard:D.5



Readings:




Present classroom guidance lesson to elementary school students. Videotape the lesson for selfreflection, feedback, and evaluation Supervisor will assess lesson plan and videotape using a rubric.

Chapter 8 Counseling: (When to counsel and when to refer) Develop a Resource Referral Guide

Skills 10. Analyzes and uses data to enhance school counseling programs.


Midterm Exam Final Exam Group Presentation Rubric

School Counseling Standard: J3. The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program

11. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.

Discuss 5 types of evaluation to inform and strengthen a school counseling program. Group Presentation of evaluation models for school programs. Lesson Plan Presentation that includes accommodations for students with disabilities. Lesson Plans for personal/social/academic/career development.

Lesson Plan Rubric

School Counseling Standard: L3. 12. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. School Counseling Standard: N1. 13. Locates resources in the community that can be used in the school to improve student achievement and success.

Comprehensive School Counseling Programs by Dollarhide/Saginak

Role Playing Midterm Exam Final Exam

Collaboration and consultation model training. Identify collaborative relationships with school personnel.


Electronic Resource File Rubric

Electronic Resource File

School Counseling Standard: N2. 14. Uses peer helping strategies in the school counseling

Community Referral Resources for Academic, Personal/Social, and Career Development Identify peer facilitator programs Group Presentation of Peer Facilitator

Role Playing Group Presentation

program.

Program

Rubric

School Counseling Standard: N4. 15. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. School Counseling Standard: N5. 16. Plans and presents schoolcounseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

Develop a resource file of referrals for students and families.

ASCA Model Midterm Exam

Describe Responsive Services in the SC Comprehensive Guidance Counseling Model.

Final Exam

ASCA Model Describe referral procedures and identify the role of the counselor. Discussion PowerPoint Presentation Participate in faculty meeting and plan a Parent Workshop Write a Reflection Paper on Faculty Meeting

Reflection Paper Rubric Document a faculty meeting

Critique a Parent Education Program

School Counseling Standard: P2. 17. Designs and implements prevention and intervention plans related of the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.


Reflection Paper Rubric DAP Model Template

Analyze a case study and create an action plan using the DAP Model to address student learning and development Reflection paper

School Counseling Standard: D3 18. Engages parents, guardians, and families to promote the

Dollarhide, C.T., Saginak, K.A. (2010). Comprehensive School Counseling Programs: K-12

Oral Presentation Rubric

academic, career, and personal/social development of students.

Delivery Systems in Action

Role Play

ASCA National Model DAP Model

School Counseling Standard: F4

Create a parent workshop on academic achievement, career development, and personal/social development of students Oral Presentation

Dispositions Learning Objective/Standard 1. Commit to examine the benefits of joining counseling related student professional organizations. G1.f; School Counseling Standard B2

Learning/Activity Readings/PowerPoint Presentations:

Outcomes/Assessment Field Project/Shadowing Report Rubric

Current Journal Articles Activity: Join ACA, ASCA, SCSCA Field based placement/Professional School Counselor Interview

Group Presentation Rubric Electronic Portfolio Rubric Journal Article Critique Rubric

School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 2. Commit to organizing and administering a comprehensive developmental counseling program in an elementary school. School Counseling Standard P.1

Readings/PowerPoint Presentations: The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program S. C. Comp. Development Guidance &

Midterm Exam Final Exam Field Project/Shadowing Report Rubric Group Presentation Rubric Electronic Portfolio Rubric Journal Article Critique Rubric

Counseling & Program Model Activity:


Field based placement/Professional School Counselor Interview Comprehensive Developmental Guidance and Counseling Program Model – Group Project Completion of the ASCA Program Audit/Recommendations for Program Implementation School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

COURSE REQUIREMENTS: Read and Study The S. C. Comprehensive Developmental Guidance and Counseling Program Model. (1999). Columbia, S. C. Department of Education

Participate in class discussions and activities. You are expected to attend all class sessions. If an emergency arises, please submit an excuse in writing to the Instructor. Promptness is a must. Tardiness will not be tolerated and points will be taken off your participation grade. Technology Keep all assignments on a computer diskette in word format only. Make sure your diskette is virus free! You will have a library research day and computer lab day during the course. Each student must submit a portfolio of all assignment completed during the course by the instructor’s assigned date. Portfolio must include all written work and your course disk and/or CD. *The instructor will provide detail instructions for the project during class.

Article Summaries

*Read and provide summaries for four (4) current (within the last 5 years) professional journal articles on topics related to elementary school guidance and counseling --At least two must be from the Journal of Professional School Counseling. --At least one must be on a data based research study that supports the effectiveness of elementary school counseling. --Each should be 1 to 2 pages, typed (12) font and double spaced. FORMAT: --Cite the complete reference in the APA style. Publication manual of the American Psychological Association (4th ed.). Washington, DC: American Psychological Association. --Provide a brief summary of article. --Provide a brief evaluation (critique) of article. --Describe the most useful or interesting part of the article. TERM PAPER AND PRESENTATION Students will choose a topic of interest within elementary school counseling and prepare a five to seven-page term paper following the APA style. Students will make a professional presentation to the class on their topic. The instructor will provide detailed directions for this assignment. SCOIS --Use the SCOIS Interest Inventory. The Instructor will provide detailed instructions during the class. Artifacts --Submit eight (8) narratives of artifacts related to Counseling and Guidance in elementary school i.e. Occupational (learning to work), educational (learning to learn), and personal-social (learning to live) and 15 websites and place them on your diskette. You will be called on weekly, so be prepared when you are asked to share an artifact. ADEPT Counselor Evaluation Model --The student will acquire information from his/her shadowing counselor on the ADEPT Counselor Evaluation Model used in S. C. schools. The student should use the model as a guide and produce an evaluation model of his or her experiences as a first-year counselor. This assignment is used as part of the mid-term test. Electronic Resource File (powerpoint) (Group Assignment) Resource File- Compile a list of services (40) that could be used as referral sources for students, parents or teachers in schools. These categories include:  Family Services  Substance Abuse services  Instructional Strategies  Services for students with Disabilities  Behavioral Management Include the category, title of service, physical address, website address, annotation of content, and population it serves

Comprehensive Developmental Guidance and Counseling Program Model --Obtain a copy of the Developmental Guidance Plan from the school district where you work or reside. --Use this plan along with the SC Model to develop a guidance plan for a hypothetical school. You will work with two classmates in developing this school’s guidance plan. --The instructor will provide detail instructions for this assignment during class. Exams You will have a mid-term and final exam during the session. Tests will be multiple choice questions and discussion questions. Professional Organizations All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA). Note: Get a copy of the SC Comprehensive Developmental Guidance and Counseling Program Model from the Counselor Education office room 317-D-Wing Turner Hall. Do this quickly because you need plenty of time to work on these assignments. You may discuss the ADEPT/STEP Model with the counselor you shadow. Be able to discuss this model in class.

METHOD OF EVALUATION/GRADING: Class participation, promptness, and presence 100 Article Summaries (4) 100 Mid-Term 100 Artifacts (8) &Websites (15) 100 Portfolio (articles, artifacts, Electronic Resource File) 100 SCOIS/ ADEPT/STEP Model 100 Research/Term Paper & Presentation 100 Comprehensive Developmental Guidance… 100 Final Exam 200 Total= ____ 1000

GRADING SCALE: 900-1000 A 899-800 B 799-700 C

Supervised Practicum Requirements/Shadow Experience

During the semester, students are required to spend a minimum of eight (8) hours visiting and observing school counselors in their work settings. In addition, at least one (1) hour should be spent performing a guidance activity with elementary students. This activity must be video taped and on a topic approved by the instructor. Use a new video. Label your video with your name and CED 512 semester and year. Include an insert that identifies you and the assignment. The field project should be written up and turned in later in the semester. This field project write-up will include a written interview, a shadowing report, a critique of the guidance activity and the activity log. The instructor will provide detailed directions for this assignment.

OUTLINE OF THE COURSE: TOPICS 1 2 3 4 5 6 7 8

9

10 11 12

Introduction Review of Chapters 1 and 2 Review of Chapters 3 and 4, Library search, computer search Lecture/Discussion Due: Article Summary #1 Lecture/Discussion

Chapters 1 and 2

Lecture/Discussion Due: Article Summary #2 Lecture/Discussion

Chapter 7

Lecture/Discussion Due: Article Summary #3 Midterm Due: Shadow Field Experience, ADEPT/STEP, and SCOIS

Chapter 9

Due: S. C. Comprehensive Development Guidance & Counseling & Program Model Project Due: Chapter Presentation Lecture/Discussion Due: Article Summary #4 Lecture/Discussion Due: Artifacts and websites Lecture/Discussion Due: Portfolio – included will be artifacts, websites, ADEPT/STEP, articles, Shadow field experience, SCOIS, and SC Guidance/Counseling

Chapter 10

Chapter 3 and Chapter 4 Chapter 5 Chapter 6

Chapter 8

Chapter 11 Chapter 12 Chapter 13

13

Due: Term Paper and Presentations

14

Due: Term Paper and Presentations

15

Final Exam

REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (e.g., physical, learning, psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

REFERENCES American Counseling Association. (2006). Public awareness ideas and strategies for professional counselors. Alexandria, VA: Author. Barna, J. S., & Brott, P. E. (2011). How important is personal/ social development to academic achievement? The elementary school counselor's perspective. Professional School Counseling, 242-249. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal, 362-375. Berk, L. E. (2007). Development through the lifespan (4th ed.). Boston, MA: Pearson Allyn & Bacon. Bostick, D., & Anderson, R. (2009). Evaluating a small-group counseling program -- A model for program planning and improvement in the elementary setting. Professional School Counseling, 428-433. Brotman, L. M., Calzada, E., Huang, K.-Y., Kingston, S., Dawson-McClure, S., Kamboukos, D., et al. (2011). Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities. Child Development, 258-276. Carey, J., & Dimmitt, C. (2008). A model for evidence-based elementary school counseling: Using school data, research, and evaluation to enhance practice. Elementary School Journal, 422-430.

College Board. (2008a). The NOSCA components of college counseling: Preparation, planning and admissions. Washington, DC: Author. College Board. (2008b). Inspiration and innovation: 10 effective counseling practices from the College Board's Inspiration Awards schools. Washington, DC: Author. Eppler, C., Olsen, J. A., & Hidano, L. (2009). Using stories in elementary school counseling: brief, narrative techniques. Professional School Counseling, 387-391. Fox, C. L., & Butler, I. (2007). ‘If you don't want to tell anyone else you can tell her’: Young People's Views on School Counselling. British Journal of Guidance & Counselling, 97114. Gysbern, N.C., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, VA: American Counseling Association.

HISTORICAL REFERENCES

American School Counselor Association (1993). Position statement. Alexandria, VA: Author. American School Counselor Association (1992). Role statements. The school counselor. Alexandria, VA: Author. Borders, D. L., & Drury, S. M. (1992). Comprehensive school counseling programs: A review for policymakers and practitioners. Journal of Counseling and Development, 70, 487498. Brown, D., & Srebalus, D. J. (1988). An introduction to the counseling profession. Englewood Cliffs, NJ: Prentice-Hall.

Commission on Pre-College Guidance and Counseling. (1986). Keeping the options open: final report. New York, NY: The College Board. Gerler, E. R. (1992). What we know about school counseling: A reaction to Borders and Drury. Journal of Counseling and Development, 70, 499-501. Gysbers, N. C. & Guidance Program Field Workers. (1990). Comprehensive Guidance Programs at Work. Ann Arbor, MU: ERIC Counseling and Personnel Services Clearinghouse. Gysbers, N. C., Hughey, K. F., Starr, M., & Lapan, R. T. (1992). Improving school guidance program: A framework for program, personnel and results evaluation. Journal of Counseling and Development, 70, 565-570. Matthes, W. A. (1992). Induction of counselors to the profession. The School Counselor, 39, 245-250. McDaniels, C. & Gysbers, N. C. (1992). Counseling for career development: Theories, resources and practices. San Francisco, CA: Jossey-Bass.

Meier, S. T., & Davis, S. R. (1997). Elements of counseling. Pacific Grove, CA: Brooks/Cole. Myrick, R. D. (1993). Developmental guidance and counseling: A practical approach (2nd ed.). Minneapolis, MN: Educational Media Corporation. National Occupational Information Coordinating Committee. National career development guidelines (n.d.). (1992). Washington, DC: Author. Pederson, P. B., & Locke, D. C. (Eds.). (1996). Cultural and diversity issues in counseling. Greensboro, NC: ERIC Counseling & Student Services Clearinghouse. Pietrofesa, J. J., Hoffman, A. (1985). Counseling: Theory, research, and practice. Skokie, IL: Rand-McNally.

Pietrofesa, J. J., Hoffman, A. (1987). Counseling: An introduction. Boston: Houghton-Mifflin. Schmidt, J. J. (1993). Counseling in schools. Boston: Allyn & Bacon. Starr, M. & Gysbers, N. C. (1992). Missouri comprehensive guidance: A model for program development, implementation and evaluation, Jefferson City, MO: Missouri Department of secondary and Secondary Education.

On-Line References Adjunct ERIC Clearinghouse on School Counseling Services American Counseling Association American School Counselor Association Counseling Today Online ED Pubs (U. S. Dept. Of Educ.) Education Week ERIC (Educational Resources Information Center) ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) ERIC/AE Full Text Internet Library Journal of Counseling and Development ERIC Clearinghouse on Counseling and Student Services (ERIC/CG)

http://www.library.unt.edu/ericscs http://www.counseling.org/ http://www.schoolcounselor.org/ http://www.counseling.org/ctonline http://www.ed.gov/pubs/edpubs.html http://www.edweek.com http://www.accesseric.org/ http://www.uncg.edu/edu/ericcass http://www.ricae.net/ftlib.htm http://www.counseling.org/journals/jc d.htm http://www.unct.edu/edu/ericcass http://www.ericae.net/ftlib.htm

ERIC/AE Full Text Internet Library Journal of Counseling and Development South Carolina State Department teaching website

http://www.counseling .org/journals/jcd.htm http://www.thescea.org http://www.s.c.teaching.org

Course Syllabus

CED 513 – Secondary School Guidance COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Donna B. Huger, Ed.D. Office Hours: By Appointment Telephone Number: 803-360-8057 E-MAIL: [email protected] or [email protected] (Alternate email) NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s): Erford, Bradley T. (2011). Transforming the school counseling profession. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc. The South Carolina Comprehensive Developmental Guidance and Counseling Program Model: A Guide for School Counseling Programs – Pre-kindergarten- Twelfth Grade. (2008). South Carolina State Department of Education

SUPPLEMENTARY READING/TEXT(s): American School Counseling Association (2005). The ASCA National Model: A Framework for school Counseling Programs, Second Edition. Alexandria, VA: Author. American School Counseling Association (2004). The ASCA National Model Workbook. Alexandria, VA: Author. Gibson, R., & Mitchell, M. (2008). Introduction to counseling and guidance (7th ed.). Englewood Cliffs, NJ: Prentice Hall.

COURSE DESCRIPTION: This course provides an overview of the history, principles, issues, practices, personnel, services and skills needed to design and coordinate a comprehensive developmental secondary school guidance and counseling program. Study also includes an overview of the philosophical, educational, sociological, and cultural bases of counseling and guidance services and their relationship to the total school curriculum.

COURSE OVERVIEW: This course provides an introduction to the history, background, and skills necessary to create and manage a comprehensive school counseling secondary program. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: This is a survey course that is intended to provide an introduction to guidance and counseling in the Secondary settings. The term "guidance and counseling" as used here includes not only the one-to-one relationship of counselor to client, but all related roles and functions generally associated with counseling in the school setting. This course emphasizes the following: theoretical background; professional roles and functions; developing counseling relationships with secondary students; relating counseling and human development with counseling practices: program development, career development; professional development; plus ethical and legal issues. This course is most appropriate for those who intend to be school counselors, but may also be of help to principals, teachers, or others who wish to better understand the role of the developmental counselor. In addition, the student will gain information regarding the skills employed by counselors when working with secondary students, parents, teachers and other in the school’s environment. INSTITUTIONAL OUTCOMES AND LEARNING OBJECTIVES Institutional outcomes and objectives are significant for thoroughly grasping an understanding of developmental guidance and counseling for the overall success of the student or client. Technology, particularly the Internet, and an appreciation for multicultural diversity, particularly in these times, are integral components. Institutional Outcomes * Effective performers are developed via the course’s focus on theoretical conclusions about guidance and counseling trends use; use of technology; appreciation of individual and multicultural differences; and curriculum standards relative to career, academic and personal/social development. * Reflective decision makers are professional educators and/or career veterans who are capable of making rational decisions and solve problems relative to students’ knowledge/skill/ability levels, degree of interest in understanding of the school counseling role and functions.

Counseling candidates gain a wealth of knowledge from the readings, analysis of current events and self appraisals to aid them in efforts to effectively facilitate the development, management, and coordination of school counseling programs. In this global economy and age of demographic shifts, multicultural considerations are very significant in development in school counseling programs; therefore, * Humanistic practitioners must consider the unique norms, traditions and beliefs of persons of diverse races, ethnicities, cultures, geographic regions, sexual orientations, genders, handicapping conditions, economic backgrounds, generations, etc. the professional must also reflect on his/her own perspectives relative to the counseling relationship to ensure an ethical, non-threatening atmosphere.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING: KNOWLEDGELearning Objective/Standard 1. Know history and philosophy of the counseling profession, including significant factors and event. G.1.a.

Learning/Activity Outcomes/Assessment Readings/PowerPoint Presentations: Student Chapter Presentations Historical Roots and Future Issues Final Exam The Challenge to Change from Guidance Counselor to Professional School Counselor: A Historical Proposition Activity: Small Group Jigsaw Reading Class Discussion

2. Identify professional roles, functions, and relationships with other human service providers. G.1.b.

Readings/PowerPoint Presentations: Student Chapter Presentations Transforming the School Counseling Profession Electronic Portfolio Preparing the Next Generation: Implementing New Paradigms for School Counseling Preservice and Practice

Journal Articles Written Review & Summary Final Exam

The ASCA National Model: Developing a Comprehensive Developmental School Counseling Program The South Carolina Comprehensive Development Guidance and Counseling Model Activity: Small Group Jigsaw Reading Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Persona-Social)

3. Understand professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues. G.1.g.

Class Discussion Readings/PowerPoint Presentations: ADEPT Long Range Plan Proposal South Carolina ADEPT Counselor Evaluation Model Field Project/Shadowing Report Activity: Field based placement/Professional School Counselor Interview Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Personal-Social)

Electronic Portfolio Journal Articles Written Review & Summary Final Exam

Class Discussion 4. Be familiar with public and private policy processes, including the role of the professional counselor advocating on behalf of the profession. G.1.h.

Readings/PowerPoint Presentations: Student Chapter Presentations Transforming the School Counseling Profession Electronic Portfolio The ASCA National Model: Developing a Comprehensive Developmental School Counseling Program

Group Presentation of Comprehensive Guidance and Counseling Program Model

The South Carolina Comprehensive Development Guidance and Counseling Model

Activity:


Field based placement Comprehensive Developmental Guidance and Counseling Program Model Group Project Journal Articles - Discussions Class Discussion

5. Recognize advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. G.1.i.

Readings/PowerPoint Presentations: Student Chapter Presentations Leadership and Achievement Advocacy for Every Student Field Project/Shadowing System, Data Driven School Report Counseling Practice and Programming for Equity Group Presentation of Comprehensive Guidance and Activity: Counseling Program Field based placement Model Comprehensive Developmental Guidance and Counseling Program Model Group Project Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Personal-Social)

Electronic Portfolio Journal Articles Written Review & Summary Final Exam

Class Discussion 6. Comprehend counselors’ roles Readings/PowerPoint Presentations: Student Chapter in social justice, advocacy and Presentations conflict resolution, cultural Culturally Competent self-awareness, the nature of School Counselors: Group Presentation of

biases prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body. G.2.e.

Affirming Diversity by Challenging Oppression

Comprehensive Guidance and Counseling Program Model Electronic Portfolio



Comprehensive Guidance and Counseling Program Model

Final Exam

Journal Articles - Discussions School Counseling Artifacts (Career/Academic/Persona-Social)

7. Know individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups. G.2.d.

Class Discussion Readings/PowerPoint Presentations: Student Chapter Presentations Culturally Competent School Counselors: Group Presentation of Affirming Diversity by Comprehensive Challenging Guidance and Oppression Counseling Program Model Counseling Individuals and Groups in Schools Electronic Portfolio Activity: Field based placement/Professional School Counselor Interview


Comprehensive Guidance and Counseling Program Model Journal Articles Discussions School Counseling Artifacts (Career/Academic/Pers onal-Social)

Class Discussion 8. Examine multicultural and pluralistic trends, including characteristic concerns between and within diverse groups nationally and internationally. G.2.a.

Readings/PowerPoint Presentations: Student Chapter Presentations Culturally Competent School Counselors: Journal Articles Affirming Diversity by Written Review & Challenging Summary Oppression Electronic Portfolio Activity: Final Exam Field based placement/Professional School Counselor Interview Journal Articles-Discussions School Counseling Artifacts (Career/Academic/Personal-Social)

9. Know professional organizations, primarily ACA, its divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphases. G.1.f.

Class Discussion Readings/PowerPoint Presentations: Student Chapter Presentations Introduction-Transforming the School Counseling Profession Electronic Portfolio The ASCA National Model: Developing a Professional Comprehensive, memberships Developmental School Counseling Program Journal Articles Written Review & Ethical, Legal & Summary Professional Issues in School Counseling Final Exam S. C. Comp. Development Guidance & Counseling & Program Model Activity: Field based placement/Professional School Counselor Interview

Journal Articles-Discussions School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion


Join professional counseling associations (ACA, ASCA, SCA, SCSCA) Readings/PowerPoint Presentations: Electronic submission of assignments The ASCA National Model: Developing a Comprehensive Electronic Portfolio Developmental School Counseling Program Online Final Exam The South Carolina Comprehensive Development Guidance and Counseling Model Activity: Electronic submission of assignments Electronic Portfolio Development

11. Review ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. G.1.f, G.7.f.

Readings/PowerPoint Presentations: Ethics Research Paper ASCA – Ethical Electronic Portfolio Standards for School Counselors Final Exam Ethical, Legal & Professional Issues in School Counseling Activity: Small Group Jigsaw Reading Field based placement/Professional School Counselor Interview Journal Article Summaries School Counseling Artifacts (Career/Academic/Persona-Social)

12. Discuss the consultation process and identify skills necessary for effective consultation with teachers, parents, administrators and others in the school’s environment. G.5.c., G.5.d., G.5.f.

Ethical Case Studies/Class Discussion Readings/PowerPoint Presentations: Field Project/Shadowing Consultation, Collaboration & Parent Report Involvement Journal Articles The ASCA National Written Review & Model: Developing a Summary Comprehensive, Developmental School Electronic Portfolio Counseling Program Final Exam S. C. Comp. Development Guidance & Counseling & Program Model Activity: Field based placement/Professional School Counselor Interview Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

13. Examine areas of concern in the secondary school, such as, but not limited to, Physical and Emotional Abuse, Substance Abuse, School Violence, and identify counseling strategies for each problem area. G.5.a., G.5.g.

Readings/PowerPoint Presentations: Field Project/Shadowing The ASCA National Report Model: Developing a Comprehensive, Journal Articles Developmental School Written Review & Counseling Program Summary S. C. Comp. Development Guidance & Counseling & Program Model Developmental Classroom Guidance Outcomes Research on School Counseling

Electronic Portfolio Final Exam

Interventions and Programs Activity: Field based placement/Professional School Counselor Interview Journal Articles-Discussions School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

14. Discuss family counseling approaches and parent education programs, which would be appropriate to use in a secondary school setting. G3.a

Readings/PowerPoint Presentations: Field Project/Shadowing Consultation, Report Collaboration & Parent Involvement Special Topics/Research Presentations


Journal Articles Written Review & Summary Electronic Portfolio Final Exam

Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 15. Recognize the legal and ethical implications of confidentiality in the use of school records and tests. G1.j

Readings/PowerPoint Presentations: Ethics Research Paper ASCA – Ethical Standards for School Counselors




Activity:



Final Exam


16. Analyze the ethical standards of the profession and interpret ethical guidelines in relationship to selected case studies. G1.j

Readings/PowerPoint Presentations: Ethics Research Paper ASCA – Ethical Standards for School Counselors




Activity:



Final Exam

Ethics Case Studies – Role Play Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 17. Recognize career Readings/PowerPoint Presentations: Field development theories and Project/Shadowing decision-making models. G4.a Developmental Classroom Guidance Report Counseling Individuals and Groups in Schools Promoting Educational and Career Planning in

Journal Articles Written Review & Summary Electronic Portfolio

Schools Final Exam Activity: Field based placement/Professional School Counselor Interview Shadow/participate in an Individual Graduation/Career Plan Meeting Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social)

18. Know career, vocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems. G4.b

Class Discussion Readings/PowerPoint Presentations: Field Project/Shadowing Developmental Classroom Guidance Report Counseling Individuals and Groups in Schools Promoting Educational and Career Planning in Schools


Activity: Field based placement/Professional School Counselor Interview Shadow/participate in an Individual Graduation/Career Plan Meeting Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 19. Understand career development program planning, organization,

Readings/PowerPoint Presentations: Field Project/Shadowing Developmental Classroom Guidance Report

implementation, administration, and evaluation. G4.c

Counseling Individuals and Groups in Schools Promoting Educational and Career Planning in Schools


Activity: Field based placement/Professional School Counselor Interview Review the Personal Pathways to Success Career Guidance Electronic System Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 20. Be able to do career and educational planning, placement, follow-up, and evaluation. G4.e

Readings/PowerPoint Presentations: Field Project/Shadowing Developmental Classroom Guidance Report Counseling Individuals and Groups in Schools Promoting Educational and Career Planning in Schools


Activity: Field based placement/Professional School Counselor Interview Review the Personal Pathways to Success Career Guidance Electronic System Shadow/participate in an Individual Graduation/Career Plan Meeting

Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 21. Know assessment instruments and techniques that are relevant to career planning and decision making. G4.f

Readings/PowerPoint Presentations: Field Project/Shadowing Promoting Educational Report and Career Planning in Schools Journal Articles Written Review & Summary Activity:



Final Exam

Review the Personal Pathways to Success Career Guidance Electronic System Shadow/participate in an Individual Graduation/Career Plan Meeting Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 22. Know career counseling processes, techniques, and resources, including these applicable to specific populations. G4.g

Readings/PowerPoint Presentations: Field Project/Shadowing Promoting Educational Report and Career Planning in Schools Journal Articles Written Review & Activity: Summary Field based placement/Professional School Counselor Interview


Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 23. Understand the sociological theories of addiction to make appropriate referrals

Theories of Addiction by Robert West pgs. 29-89

Develop a 3-5 pg. paper comparing and contrasting a choice theory of addiction to a non-choice theory of addiction

Readings:

Quiz

Erford, Bradley T. (2011). Transforming the school counseling profession. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.

Discussion Rubric

Readings

Section II G.3g 24. Understand the effects of a) atypical growth and development; b) health and wellness; c) usage; d) ability level; e) multicultural issues; f) factors of resiliency on student learning and development. School Counseling Standard:A.6

Case Study Rubric

Chapter 6 Culturally Competent School Counselors Activity: Discussion Educational and Developmental Needs for Diverse Populations and Ethnics Groups

25. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. School Counseling Standard: M5.


Midterm Exam Final Exam Role playing

Identify strategies to collaborate with parents, families, and communities. Describe Caplan’s 4 types of models.

Knowledge 26. Understands the concepts, principles, strategies, programs, and practices

Read the article on Dropout Prevention.

Midterm Exam

Identify Dropout Prevention Programs for schools and communities.

Final Exam Discussion Rubric

designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. School Counseling Standard: K2. 27. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. School Counseling Standard: M5.

Discussion

Develop a Dropout Prevention Program File Dropout Prevention Program File Rubric


Midterm Exam Final Exam Role Playing

Identify strategies to collaborate with parents, families, and communities. Describe Caplan’s 4 types of models.

28. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them.


School Counseling Standard: M6.

Chapter 6 Culturally Competent School Counselors

Midterm Exam Final Exam Group presentation rubric

Group presentation of a peer facilitator program. Identify benefits for peer facilitators, counselor, and other students. PowerPoint Presentation

29. Understands the school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings. School Counseling Standard: O5.

Erford, Bradley T. (2011). Transforming the school counseling profession. (3rd ed.). Englewood Cliffs, NJ: Prentice Hall, Inc. Identify leadership roles for students. Identify target populations for Student Assistance Programs. Identify leadership roles for school


counselors.

30. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary, and college admissions counseling. School Counseling Standard: C4


Career Portfolio Rubric Midterm Exam Final Exam

Chapter 11 Transforming the School Counseling Profession PowerPoint Develop a Career Portfolio

Skills Learning Objective/Standard 1. Examine current issues and trends in secondary school counseling and present relevant research findings in the field.

Learning/Activity

Outcomes/Assessment

Readings/PowerPoint Presentations: Field Project/Shadowing Professional Journal Summaries Report

Activity:


Field based placement/Professional School Counselor Interview Electronic Portfolio Journal Articles-Discussion Final Exam School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 2. Describe the elements of a comprehensive developmental guidance and counseling program. School Counseling Standard B.2

Readings/PowerPoint Presentations: Field Project/Shadowing The ASCA National Model: Report Developing a Comprehensive Developmental School Counseling Group Presentation of Program Comprehensive Guidance and The South Carolina Comprehensive Counseling Program

Development Guidance and Counseling Model Activity: Field based placement/Professional School Counselor Interview Completion of the ASCA Program Audit/Recommendations for Program Implementation

Model Journal Articles Written Review & Summary Electronic Portfolio Final Exam


3. Examine current model of Counseling Supervision G1.e

4. Demonstrate an awareness of and sensitivity to the cultural diversity of secondary children and their parents. G2.b; School Counseling Standard F.1

Readings/PowerPoint Presentations: Role play models of supervision that are A Brief Summary of Supervisor most often used in Models by Kendra Smith school counseling settings Readings/PowerPoint Presentations: Field Project/Shadowing Culturally Competent Report School Counselors: Affirming Diversity by Journal Articles Challenging Written Review & Oppression Summary Consultation, Collaboration & Parent Involvement


The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program S. C. Comp. Development Guidance & Counseling & Program Model

Field Experience/School Counselor Interview Activity: Field based placement Journal Articles-Discussion School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion 5. The student will demonstrate the beginning skills necessary for conducting group guidance activities. G6 a,b, c, d; School Counseling Standard C.5

Readings/PowerPoint Presentations: Field Project/Shadowing Field Experience/School Counselor Report Interview Journal Articles Written Review & Activity: Summary Field based placement Electronic Portfolio Journal Articles-Discussion Final Exam School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

6. The student will interview and Readings/PowerPoint Presentations: Field shadow school counselors in Project/Shadowing the secondary school settings. Field Experience/School Counselor Report Interview Journal Articles Written Review & Activity: Summary Field based placement Electronic Portfolio Shadow/participate in an Individual Graduation/Career Plan Meeting Final Exam Journal Article - Discussion

School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion Skill 7. Demonstrate the ability to develop a group guidance lesson plan and implement that plan with a small group in a secondary school setting.

     

Select a personal social, academic or career development area. Research (i.e. ASCA website) or create a lesson plan appropriate for a secondary school student. Format to designated template Consult with school counselor Implement guidance plan during a classroom guidance session. Videotape lesson presentation






Develop “Building Crisis Management Plan” for a typical school at your major option level



Resource Referral Guide Rubric School Counselor Portfolio Rubric

(School Counseling Standard D,2,3)

8. Integrate emergency response planning into a Comprehensive School Guidance & Counseling Plan G1c



9. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. School Counseling Standard:D.5

Readings:

Skills


10. Analyzes and uses data to enhance school counseling programs.








Present classroom guidance lesson to secondary school students. Videotape the lesson for selfreflection, feedback, and evaluation. Supervisor will assess lesson plan and videotape using a rubric.

Chapter 5 Ethical and Professional Issues Develop a Resource Referral Guide Midterm Exam Final Exam Group Presentation Rubric

School Counseling Standard: J3. The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program

11. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.

Discuss 5 types of evaluation to inform and strengthen a school counseling program. Group Presentation of evaluation models for school programs. Lesson Plan Presentation that includes accommodations for students with disabilities. Lesson Plans for personal/social/academic/career development.

Lesson Plan Rubric

School Counseling Standard: L3. 12. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. School Counseling Standard: N1. 13. Locates resources in the community that can be used in the school to improve student achievement and success.


Role Playing Midterm Exam Final Exam

Collaboration and consultation model training. Identify collaborative relationships with school personnel.




School Counseling Standard: N2. 14. Uses peer helping strategies in the school counseling

Community Referral Resources for Academic, Personal/Social, and Career Development Identify peer facilitator programs

Role Playing

program.

Group Presentation of Peer Facilitator Program


Develop a resource file of referrals for students and families.

ASCA Model

School Counseling Standard: N4. 15. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. School Counseling Standard: N5. 16. Plans and presents schoolcounseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

Midterm Exam Describe Responsive Services in the SC Comprehensive Guidance Counseling Model.

Final Exam

ASCA Model Describe referral procedures and identify the role of the counselor. Discussion PowerPoint Presentation Participate in faculty meeting and plan a Parent Workshop Write a Reflection Paper on Faculty Meeting

Reflection Paper Rubric Document a faculty meeting

Critique a Parent Education Program

School Counseling Standard: P2. 17. Designs and implements prevention and intervention plans related of the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.



Analyze a case study and create an action plan using the DAP Model to address student learning and development Reflection paper

School Counseling Standard: D3 18. Engages parents, guardians, and families to promote the

Erford, Bradley T. (2011). Transforming the school counseling profession. (3rd

Oral Presentation Rubric

academic, career, and personal/social development of students.

School Counseling Standard: F4

ed.). Englewood Cliffs, NJ: Prentice Hall, Inc.

Role Play

Chapter 12 Consolation, Collaboration and Parent Involvment ASCA National Model DAP Model Create a parent workshop on academic achievement, career development, and personal/social development of students Oral Presentation

Dispositions Learning Objective/Standard 1. Commit to examine the benefits of joining counseling related student professional organizations. G1.f; School Counseling Standard B2

Learning/Activity Readings/PowerPoint Presentations:

Outcomes/Assessment Field Project/Shadowing Report

Current Journal Articles Electronic Portfolio Activity: Final Exam Join ACA, ASCA, SCSCA Field based placement/Professional School Counselor Interview School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

2. Commit to organizing and administering a comprehensive developmental counseling program in secondary school including. School Counseling Standard P.1

Readings/PowerPoint Presentations: The ASCA National Model: Developing a Comprehensive,

Field Project/Shadowing Report Group Presentation of Comprehensive

Developmental School Counseling Program

Guidance and Counseling Program Model

S. C. Comp. Development Guidance & Counseling & Program Model Activity:


Field based placement/Professional School Counselor Interview Comprehensive Developmental Guidance and Counseling Program Model – Group Project Completion of the ASCA Program Audit/Recommendations for Program Implementation School Counseling Artifacts (Career/Academic/Persona-Social) Class Discussion

COURSE REQUIREMENTS: Read and Study Erford, Bradley T. (2011). Transforming the school counseling Englewood Cliffs, NJ: Prentice Hall.

profession. (3rd ed.).

South Carolina Comprehensive Developmental Guidance and Counseling Program Model, Columbia, SC: State Department of Education, Revised 2008. Available at: http://www.ed.sc.gov/agency/Innovation-and-Support/YouthServices/Guidance/Index.html American School Counseling Association National Model Available at: http://www.ascanationalmodel.org/ CLASS PARTICIPATION: (70 Points – 10 Points/Class Session)

You are expected to attend ALL classes. Students will be expected to present a summary of a chapter from the text or on a topic relevant to Secondary Guidance as part of the class participation grade. ARTICLE SUMMARIES: (100 Points – 25 Points Each) Read and provide summaries for four (4) current (within the last 5 years) professional journal articles on topics related to secondary school guidance and counseling At least two must be from the Journal of Professional School Counseling. At least one must be on a data based research study that supports the effectiveness of secondary school counseling. Each should be 1 page, typed (12) font and double-spaced. (Format provided by Instructor below) Email assignments by the due dates specified. Article Summaries #1 & #2 Due: January 28th Article Summaries #3 & #4 Due: February 11th Format for Article Summaries: (See Sample on Blackboard) Cite the complete reference in APA format at the top of your summary. Publication manual of the American Psychological association (6th ed.). Washington, DC: American Psychological Association. --Provide a brief summary of article. --Provide a brief evaluation (critique) of article --Describe the most useful or interesting part of the article that you will incorporation as a professional school counselor ETHICS PAPER: Your topic must be approved by the Instructor by February 1st. Prepare a 5-page paper on an ethics issue in Secondary School Counseling. This is a research paper and should include a cover page, in text citations and a reference page. Paper Due: February 11th. APA formatting is required. ADEPT COUNSELOR EVALUATION MODEL (100 Points)--The student will acquire information on the ADEPT Counselor Evaluation Model used in South Carolina schools. The student should use the model as a guide and produce an evaluation model (Written PD1) of his or her experiences as a first-year counselor. This assignment is used as the mid-term and is due February 25th. Models will be reviewed in class. Additional information available at: http://www.scteachers.org/ADEPT/sgc.cfm COMPREHENSIVE DEVELOPMENTAL GUIDANCE AND COUNSELING PROGRAM MODEL – GROUP PROJECT (150 Points) Obtain a copy of the Developmental Guidance Plan from the school or district where you work or reside. Use this plan along with the SC Model and the ASCA National Model to evaluate and give recommendations on improving the Guidance Plan The instructor will provide detail instructions for this assignment during class. Groups will present Guidance Plans March 31st.

FIELD EXPERIENCE/SCHOOL COUNSELOR INTERVIEW (150 Points) During the semester, students are required to spend a minimum of eight (8) hours visiting and observing school counselors in their work settings. At least three (3) hours should be spent visiting with and observing a middle school counselor, and at least four (4) hours should be spent with a high school counselor. In addition, at least one (1) hour should be spent performing a guidance activity with middle or high school students. The entire field project should be written up and include a critique of the guidance activity, activity log and written interview of a current school counseling professional. (Blackboard for sample documents) This assignment is due March 31st. RESEARCH/PRESENTATION (100 Points) Students will choose a topic of interest within secondary school counseling and prepare a 10-15 minute presentation. Students will make a professional presentation to the class on their topic. Students must email and receive approval of the presentation topic. Presentations will be made during the April 21st class session. PORTFOLIO REQUIREMENTS (100 Points) Keep all assignments on a Flashdrive or CD in word format only. Make sure your Flashdirve/CD is virus free! Ten percent of any assignment will be deducted for virusinfected files. Your Flashdrive/CD will meet the Portfolio Requirements. Each student must submit an electronic portfolio of all assignments completed during the course in the format of a Flashdrive or CD. The Portfolio must include all written work and include the following: Artifacts: Submit (15) brief narratives of artifacts related to Counseling and Guidance in secondary schools i.e. 5 - Career (learning to work), 5 - Academic (learning to learn), and 5 - Personal-social (learning to live) and place them on your Flashdrive/CD. You will be called on weekly, so be prepared when you are asked to share an artifact. Electronic Portfolios are due: April 21st. (See Blackboard for the Rubric for grading the Portfolio) PROFESSIONAL ORGANIZATIONS (60 Points) 30 Points/Organization All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA).If you are not a Counselor Education student, you must provide verification of 2 professional memberships for your specific area of counseling. Membership in at least 2 is required for this course. Due by April 21st. EXAMS (Midterm/100 Points; Final 100 Points)

You will have a mid-term/project (ADEPT Model) and a final exam during the session. Exams will be administered via Blackboard. Please check to make sure that you are able to access the SCSU Blackboard System.

METHOD OF EVALUATION/GRADING: Activity Class participation (7 Saturdays total) Chapter/Special Topic Presentation Article Summaries (25 pts each) Ethics Paper Professional organizations (30 Points each) Field Based Project/Shadowing Portfolio Research/Presentation Comprehensive Developmental Guidance & Counseling Program (Group Project) ADEPT Model (Mid-term) Final Exam

Points 70 30 100 40 60 150 100 100 150 100 100

GRADING SCALE: 900-1000 A 899-800 B 799-700 C 699-Below FAIL OUTLINE OF THE COURSE: Class #1 January 14

TOPICS Chapter 1 - IntroductionTransforming the School Counseling Profession Chapter 2 - Historical Roots and Future Issues Chapter 3 - The ASCA National Model: Developing a Comprehensive, Developmental School Counseling Program

Ethic’s Paper topic must be approved by February 1st . – Ethic’s Papers are due February 11th.

Class #2 January 28

Chapter 5 - Ethical, Legal & Professional Issues in School Counseling S. C. Comp. Development Guidance & Counseling & Program Model

READING Text: Chapters 1, 2, 3 & 5 ASCA – Ethical Standards for School Counselors S. C. Comprehensive Development Guidance & Counseling & Program Model ASCA National Model ADEPT Counselor Evaluation Model

ADEPT Counselor Evaluation Model Overview Chapter 4 - Outcomes Research on School Counseling Interventions and Programs Chapter 8 - Systemic, Data Driven School Counseling Practice and Programming for Equity Chapter 13 Accountability: Evaluating Programs, Assessing Needs, and Determining

Text: Chapters 4, 8 & 13

Outcomes Group Project Overview Comprehensive Developmental Guidance Model/ Plan ASCA Evaluation Due: Article Summaries #1 & #2

Class #3 February 11

Chapter 6 - Culturally Competent School Counselors: Affirming Diversity by Challenging Oppression

Text: Chapters 6 &7

Chapter 7 - Leadership and Achievement Advocacy for Every Student Due: Article Summaries #3 & #4; Ethics Paper

Class #4 February 25

Chapter 14 - Systemic Approaches to Counseling Students Experiencing Complex & Specialized Problems Chapter 15 - The Professional School Counselor and Students with Disabilities Chapter 16 - Helping Students with Mental and Emotional Disorders Due: ADEPT Counselor Evaluation Model – PD1 Write-up

Class #5 March 17

LIBRARY/RESEARCH DAY/GROUP PROJECT (Group Preparation: Comprehensive School

Text: Chapters 14, 15 & 16

Counseling Model Evaluation) Class #6 March 31

Chapter 9 - Developmental Classroom Guidance

Text: Chapters 9, 10, 11 & 12

Chapter 10 - Counseling Individuals and Groups in Schools Chapter 11 - Promoting Educational and Career Planning in Schools Chapter 12 - Consultation, Collaboration & Parent Involvement Due: Group Presentations - Project : Comprehensive Developmental Guidance Model/District Plan ASCA Evaluation Due: Presentations & Overview of Field Experience/Secondary School Counselor Interview

Class #7 April 21

Final Exam via Blackboard

Due: Portfolios & Research Presentations

IMPORTANT NOTES:  

When saving assignments as WORD documents, please use the following format: J.Smith – Article 1. When emailing assignments, please use the following in your subject line:

J.Smith – Article 1.

 My name should not appear in your saved documents or in the subject line of your email.


REFERENCES American Counseling Association. (2006). Public awareness ideas and strategies for professional counselors. Alexandria, VA: Author Akos, P., Schuldt, H., & Walendin, M. (2009). School counselor assignment in secondary schools. Professional School Counseling, 23-29. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal, 362-375. Berk, L. E. (2007). Development through the lifespan (4th ed.). Boston, MA: Pearson Allyn & Bacon. Burrow-Sanchez, J. J., & Lopez, A. L. (2009). Identifying substance abuse sssues in high schools: A national survey of high school counselors. Journal of Counseling & Development, 72-79. College Board. (2008a). The NOSCA components of college counseling: Preparation, planning and admissions. Washington, DC: Author. College Board. (2008b). Inspiration and innovation: 10 effective counseling practices from the College Board's Inspiration Awards schools. Washington, DC: Author. Gysbern, N.C., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, VA: American Counseling Association.

Farmer-Hinton, R. L., & McCullough, R. G. (2008). College counseling in charter high schools: examining the opportunities and challenges. High School Journal, 77-90.

Williams, A., & Justice, M. (2010). Attitudese of African American males regarding counseling in four Texas universities. Education, 158-168.

HISTORICAL REFERENCES Brown, D., & Srebalus, D. J. (1988). An introduction to the counseling profession. Englewood Cliffs, NJ: Prentice-Hall. Cochran, J. L., & Cochran, N. H. (1999). Using the counseling relationship to facilitate change in students with Conduct Disorder. Professional School Counseling. 2, 395-403. Commission on Pre-College Guidance and Counseling. (1986). Keeping the options open: final report. New York, NY: The College Board. Edmondson, J. H., & White, J. (1998). A tutorial and counseling program: Helping students at risk of dropping out of school. Professional School Counseling, I, 43-47. Gerler, E. R. (1992). What we know about school counseling: A reaction to Borders and Drury. Journal of Counseling and Development, 70, 499-501. Gysbers, N. C., & Henderson, P. (1998). Developing and managing your school guidance program. Alexandria, VA: American Counseling Association. Herring, R. A. (1997). Multicultural counseling in schools-A synergetic approach. Alexandria, VA: American Counseling Association. Isaacs, M. L., & Stone, C. (1999). School counselors and confidentiality: Factors affecting professional choices. Professional School Counseling. 2, 258-266. Meier, S. T., & Davis, S. R. (1997). Elements of counseling. Pacific Grove, CA: Brooks/Cole. National Occupational Information Coordinating Committee. National career development guidelines (n.d.). (1992). Washington, DC: Author.

Pederson, P. B., & Locke, D. C. (Eds.). (1996). Cultural and diversity issues in counseling. Greensboro, NC: ERIC Counseling & Student Services Clearinghouse.

Pryor, D. B., & Tollerud, T. R. (1999). Applications of Adlerian principles in school settings. Professional School Counseling, 2, 299-301. Schmidt, J. J. (1993). Counseling In schools. Boston: Allyn & Bacon. Starr, M. & Gysbers, N. C. (1992). Missouri comprehensive guidance: A model for program development, implementation and evaluation, Jefferson City, MO: Missouri Department of Secondary and Secondary Education. Tyson, L. E., & Pederson, P. B. (Eds.). (2000). Critical incidents in school counseling (2nd ed.). Alexandria, VA: American Counseling Association. Wilcoxon, S. A., & Magnuson, S. (1999). Considerations for school counselor serving noncustodial parents: Premises and suggestions. Professional School Counseling, 2, 27 279.

ON-LINE REFERENCES: American Counseling Association American School Counselor Association Counseling Today Online ED Pubs (U. S. Dept. Of Educ.) Education Week ERIC (Educational Resources Information Center) ERIC/AE Full Text Internet Library Journal of Counseling and Development South Carolina Education Association South Carolina Counseling Association

http://www.counseling.org/ http://www.schoolcounselor.org/ http://ct.counseling.org http://www.ed.gov/pubs/edpubs.html http://www.edweek.com http://www.accesseric.org/

http://www.ericae.net/ftlib.htm http://www.counseling.org/publications/journals.aspx http://www.thescea.org

http://www.sccounselor.org

South Carolina School Counselor Association South Carolina State Department teaching website

http://www.scschoolcounselor.org

http://www.s.c.teaching.org

1

Course Syllabus

CED 514 – Counseling Theories & Techniques COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Dr. Vanessa Nelson-Reed Office Number: Turner Hall D-Wing Room 337 Email: [email protected] Telephone Number: (803) 238-4303 Office Hours: Virtual NCATE/ School of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT: Seligman, L. W., & Reichenberg, L. W. (2010). Theories of Counseling and Psychotherapy: Systems, Strategies, and Skills (3nd ed.). New Jersey: Pearson Prentice Hall.

COURSE DESCRIPTION: This course provides a more intensive study of the various counseling theories introduced in CED 510. It is further designed to lay the foundation for the development of professional behaviors and skills in the use of techniques and strategies necessary for counseling clients with various concerns related to personal, social, educational, and vocational choices. Prerequisite: CED – 510.

COURSE OVERVIEW: This course provides a comprehensive presentation of various counseling intended to assist clients in managing personal/social issues. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: This course is designed to introduce students to the major counseling theories and techniques, which are specialized theories of behavioral change. These theories speculate on how humans adjust or adapt to the many challenges of life. The focus is on specific counseling approaches and competencies relevant to a diverse client population.

INSTITUTIONAL OUTCOMES:

2

The content area of Counseling Theories and Techniques develops effective practitioners capable of demonstrating comprehensive knowledge in content areas and the ability to implement that knowledge in ways which are consistent with institutional, state and national standards. Reflective decision makers are professional school counselors who demonstrate the ability to make informed decisions, problem solve, and coordinate school counseling program components as they relate to the total school community. These counselors are conscious of their students’ needs and the technical, educational, and ethical consequences of their decisions. Further reflection is required as the professional school counselor advocates for all students and for an effective school counseling program. The counselor understands this entails planning, development, implementation, monitoring, and evaluating the program, as well as communicating these things to administrators, teachers, parents, and other stakeholders. Moreover, continuous reflection is required as the counselors-in-training assists students through individual and small-group counseling approaches with academic, career and personal/social development. Humanistic practitioners can work effectively with all students regardless of age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, marital status or socioeconomic status. They demonstrate sensitivity to all students counseling needs.

LEARNING OBJECTIVES: 2009 CACREP Standards comprised in this course STANDARD LISTING: Learning Objective/Standard Knowledge 1. Students understand professional organizations, including membership benefits, activities, services to members, and current issues (CACREP Sec. II G 1.f.). 2. Be familiar with public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession. (CACREP Sec. II G 1.h.). 3. Recognize advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. (CACREP Sec. II G 2.e.). 4. Be informed of ethical standards of ASCA, ACA and

Learning/Activity

Outcomes/Assessment

Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010).



Weekly Study Sheets




Weekly Study Sheets


 

Weekly Study Sheets Clinical Vignette Rubrics

Readings:  Theories of counseling and

 

Mid-term Exam Weekly Study Sheets

3

5.

6.

7.

8.

9.

related entities, and applications of ethical and legal considerations in professional counseling (CACREP Sec. II G1.j.). Examine multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally (CACREP Sec. II G2.a). Know individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups (CACREP Sec. II G2.d.). Comprehend the counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body (CACREP Sec. II G 2.e., f.). Be able to identify theories of multicultural counseling, theories of identity development, and multicultural competencies (CACREP Sec. II G2.c.). Understand ethical and legal considerations (CACREP Sec. II G1.j.).

10. Recognize counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills. (CACREP Sec. II G2.b.). 11. Analyze the integration of technological strategies and applications within counseling and consultation processes.

psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010).



Clinical Vignette Rubrics


 



 



 



  

Weekly Study Sheets Clinical Vignette Rubrics Section Exams

Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010). Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010).



Weekly Study Sheets

  

Weekly Study Sheet Section Exams Clinical Vignette Rubrics

Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman &



Weekly Study Sheet

4 Reichenberg, 2010). 12. Explain the basic ethical principles involved in helping clients with psychological problems.


 

Weekly Study Sheet Clinical Vignette

13. Be able to explain the development of a multicultural orientation to life. (CACREP Sec. II G2.c.).




Weekly Study Sheet

  

Weekly Study Sheets Section Exams Clinical Vignette Rubrics

15. Students will learn the effects of crises, disasters, and other trauma-causing events on persons of all ages. (CACREP Sec. II G.3.c.).

Readings:

 

Section Exams Clinical Vignette Rubrics

16. Students will learn theories of individual, cultural, couple, family and community resilience. (CACREP Sec. II G.3.d.). 17. Students will learn the importance of an orientation to wellness and prevention when discussing counseling goals with counselees. (CACREP Sec. II G.5.a.). 18. Students will learn attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients (CACREP Sec. II G.2.b.) 19. Students will learn a systems perspective that provides an understanding of family and other systems theories and major models of family and


 


  



  



  


14. Summarize the different philosophical and theoretical foundations of counseling theories and approaches that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling. (CACREP Sec. II G.5.d.).

 Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010).

5 related interventions (CACREP Sec. II G.5.e.) 20. Students will learn the history and philosophy of the counseling profession (CACREP Sec. II G.1.a) 21. Students will learn counselor characteristics and behaviors that influence helping processes (CACREP Sec. II G.5.b) Skills 1. Students will demonstrate their understanding of and, skills/competency in using relevant theories and techniques through role paying counseling sessions. (CACREP Sec. II G.5.d.) 2. Demonstrate the ability to access and assess students’ relevant background information prior to the counseling process. 3. Develop comprehensive written and oral knowledge base and demonstrate their ability to explain the dynamics of two (2) major theories of psychotherapy and counseling 4. Students will demonstrate essential interviewing and counseling skills (CACREP Sec. II G.5.d.) Dispositions 1. Be committed to engage in selfevaluation for professional growth and development.

2. Commit to assume professional responsibility for incorporating effective culturally relevant counseling practices. 3. Commit to using accurate information for counseling diverse populations.

4. Students will learn attitudes,


 

Weekly Study Sheets Section Exams

  



 



 


  



 


Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010). Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010). Readings:  Theories of counseling and psychotherapy: Systems, strategies, and skills (Seligman & Reichenberg, 2010). Readings:



Weekly Study Sheets

  

Weekly Study Sheets Clinical Vignette Rubrics Section Exams

  




Weekly Study Sheets

6 beliefs, understandings, and  Theories of counseling and acculturative experiences, psychotherapy: Systems, including specific experiential strategies, and skills (Seligman & learning activities designed to Reichenberg, 2010). foster students’ understanding of self and culturally diverse clients (CACREP Sec. II G.2.b.) 5. Know individual, couple, Readings: family, group, and community  Theories of counseling and strategies for working with psychotherapy: Systems, diverse populations and ethnic strategies, and skills (Seligman & groups (CACREP Sec. II Reichenberg, 2010). G2.d.).

 


  


COURSE REQUIREMENTS: Submission of ALL Theory Study Sheets

20 points

Clinical Vignette

20 points

Section examinations (4)

40 points each

GRADING SCALE: A—200-185 points B—184-169 points C—168-153 points D—152-137 points F—136 points and below Weekly Theory Study Guides—Students will be asked to complete weekly theory study guides and submit them to Blackboard Academic Suite prior to each class meeting. From the outset of class, each student will receive full participation points (20 points); however, a point will be deducted each time the weekly theory study sheets are not submitted to Blackboard. Thus, a student must submit their weekly theory study sheets to retain all of the participation points for this course. Clinical Vignette—students will receive a description of a fictitious client/student and be expected to effectively apply a counseling theory of their choice to this counseling situation. Your response to the clinical vignette should include a justification for the theory chosen as well as a complete, accurate and effective application of that theory to conceptualize client’s/student’s issues. In addition, you will be expected to discuss the counseling process from that particular counseling perspective. A rubric and template/outline for the Clinical Vignette Rubrics will be provided on Blackboard Academic Suite. Section Tests—students will be evaluated following each of the major sections of the textbook (e.g., Background, Emotions, Thoughts, and Actions). These tests will consist of multiple choice and essay questions. These section tests are derived from the assigned textbook readings, in-class discussions and PowerPoint slides.

7 *Please be informed that late assignments (e.g., theory study sheets, section exams, clinical vignette) WILL NOT BE ACCEPTED. In the event an emergency arises which impedes or prevents you from completing an assignment, it is your responsibility to contact me as soon as possible. Even then, the decision as to whether the assignment is ultimately accepted is at my discretion.

*Please be aware that your presence in this class as a graduate student does not entitle you to an A. An A in this class denotes exceptional written work, and attentiveness and professionalism during instructional time. With respect to your written work, it should have proper grammar and punctuation as well as the appropriate transitions all of which are indicative of graduate school work.

OUTLINE OF COURSE CONTENT: Date 9/10/12

9/17/12

9/23/12 (Sunday) 9/24/12 10/1/12 10/8/12 10/14/12 (Sunday) 10/15/12 10/22/12 10/29/12 11/4/12 (Sunday) 11/5/12 11/12/12 11/19/12 11/26/12 11/26/12

Topic Initiation of the course; availability to the course on Blackboard; discussion of the syllabus and course requirements; discussion and overview of the text Contexts of effective treatment; Overview of Treatment Systems; Freud; Adler N/A Person-Centered; Existentialism Emotion-Focused Treatment; Carl Rogers Existential Therapy; Gestalt N/A Emerging Approaches; Thought-Focused Treatment Albert Ellis; Aaron Beck Action-Focused; Behavior Therapy N/A Reality Therapy; SolutionFocused Transpersonal Therapy; Family and Couples Therapy No class Integrated and Eclectic Treatment; Theories Review and understanding of

Reading/Assignment Due No reading assignment due

Chapters 1-4

SECTION ONE EXAM (DUE BY MIDNIGHT) Chapters 5-6 Chapters 7-8 Chapters 9-10 SECTION TWO EXAM (DUE BY MIDNIGHT) Chapters 11-12 Chapters 13-14 Chapters 15-16 SECTION THREE EXAM (DUE BY MIDNIGHT) Chapters 17-18 Chapters 19-20 No assignment Chapters 21-22 Chapter 23

8

12/2/12 (Sunday)

Treatment Systems N/A

12/3/12

Final Class

SECTION FOUR EXAM (DUE BY MIDNIGHT) (Clinical Vignette DUE BY MIDNIGHT)


9

REFERENCES Abramson, Z. (2007). Adlerian family and couples therapy. Journal of Individual Psychology, 63, 371-386. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders, text revision, (4th ed.). (DSM-IV-TR). Washington, DC: Author. Baldwin, S. A., Wampold, B. E., & Imel, Z. E. (2007). Untangling the alliance-outcome correlation: Exploring the relative importance of therapist and patient variability in alliance. Journal of Consulting and Clinical Psychology, 75, 842-852. Cogan, R. (2007). Therapeutic aims and outcomes of psychoanalysis. Psychodynamic Psychology, 24, 193-207. Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.). Belmont, CA: Brooks Cole. Douglas, C. J. (2008). Teaching supportive psychotherapy to psychiatric residents. American Journal of Psychiatry, 165, 445-452. Gladding, S. T. (2007). Family therapy: History, theory, and practice (4th ed.). Upper Saddle River, NJ: Prentice Hall. Schoo, A. (2008). Motivational interviewing in the prevention and management of chronic disease: Improving physical activity and exercise in line with choice theory. International Journal of Reality Therapy, 27, 26-29. Sharf, Richard S. (2008). Theories of psychotherapy and counseling. (2nd ed.). Belmont, CA., Brooks/Cole Publishing Co. Sue, D. W., & Sue, D. (2007). Counseling the culturally diverse: Theory and practice (5th ed.). New York, NY: John Wiley & Sons.

10

HISTORICAL REFERENCES Corsini, Raymond. (1996). Current Psychotherapies. Itasca, Ill.: F. E. Peacock Publisher, Inc. Gilliland, B. E. and James, R. K. (1998). Theories and strategies in counseling and psychotherapy. 4th Ed. Needham Heights, MA: Allyn & Bacon. Lee, Courtland C. (1995). Counseling for diversity. Needham Heights, Massachusetts, Allyn and Bacon Pub. Co.

11

SUPPLEMENTAL READINGS Adler, A. (1969). The practice and theory of IndividualPsychology. Patterson, NJ: Littlefield, Adams. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: New American Library. Berg, I. K. (1994). Family-based services: A solution-focused approach. New York: W. W. Norton. Berne, E. (1964). Games people play. New York: Grove Press. Carkhuff, R., & Berenson, B. (1977). Beyond counseling and therapy (2nd ed.). New York: Holt, Rinehart, & Winston. de Shazer, S. (1985). Keys to solutions in brief therapy. New York: W. W. Norton. Dreikurs, R., & Soltz, V. (1964). Children: The challenge. New York: Meridith Press. Ellis, A., & Grieger, R. (1977). Handbook of rational-emotive therapy. New York: Springer. Ellis, A., & Harper, R. (1975). A new guide to rational living (rev. ed.). Hollywood: Wilshire Books. Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton. Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton. Fenichel, O. M. (1945). The psychoanalytic theory of neurosis. New York: W. W. Norton. Frankl, V. (1963). Man’s search for meaning. New York: Washington Square Press. Frankl, V. (1969). The will to meaning: Foundations and applications of logotherapy. New York: New American Library. Freud, S. (1949). An outline of psychoanalysis. New York: Norton. Freud, S. (1967). Beyond the pleasure principle. New York: Bantam. Glasser, W. (1965). Reality therapy: A new approach to psychiatry. New York: Harper & Row. Glasser, W. (1976). Positive addiction. New York: Harper & Row. Glasser, W. (2000). Counseling with choice theory. New York: HarperCollins. Harris, T. (1967). I’m OK – You’re OK. New York: Avon. Jacobs, E. (1994). Impact therapy. Lutz, FL: Psychological Assessment Resources. Lazarus, A. A. (1981). The practice of multimodal therapy. New York: McGraw Hill.

12

Lerner, H. G. (1985). The dance of anger. New York: Harper & Row. Maultsby, M. C. (1984). Rational behavior therapy. Englewood Cliffs, NJ: Prentice-Hall. May, R. (1953). Man’s search for himself. New York: Dell (Delta). May, R. (1969). Love and will. New York: Norton. May R. (1981). Freedom and destiny. New York: Norton. Meichembaum, D. (1977). Cognitive behavior modification: An integrative approach. New York: Plenum. Perls, F. (1969a). Gestalt therapy verbatim. Moab, UT: Real People Press. Perls, F. (1969b). In and out of the garbage pail. Moab UT: Real People Press. Rogers, C. (1942). Counseling and psychotherapy. Boston: Houghton Mifflin. Rogers, C. (1951). Client-centered therapy. Boston: Houghton Mifflin. Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin. Sartre, J. P. (1971). Being and nothingness. New York: Bantam. Skinner, B. F. (1971). Beyond freedom and dignity. New York: Knopf. Tillich, P. (1952). The courage to be. New Haven, CN: Yale University Press. Walter, J. L., & Peller, J. E. (1992). Becoming solution-focused in brief therapy. Levittown, PA: Brunner/Mazel. White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York: W. W. Norton. Wolpe, J. (1969). The practice of behavior therapy. New York: Pergamon Press. Yalom, I. D. (1980). Existential psychotherapy. New York: Basic Books. Yalom, I. D. (1989). Love’s executioner and other tales of psychotherapy. New York: Harper Perennial.

13

ON-LINE RESOURCES: Adjunct ERIC Clearinghouse of School Counseling Services - http://www.library.unt.edu/ericscs American Counseling Association - http://www.counseling.org/ American School Counselor Association - http://www.schoolcounselor.org/ Counseling Today Online - http://www.counseling.org/ctonline ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass Journal of Counseling and Development - http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website - http://www.thescea.org or http://www.s.c.teaching.org

LISTSERVES: Counseling Grads is an e-mail group - http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Graduate Students in Counseling - [email protected] In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K-12 Guidance - [email protected]

Course Syllabus

CED 516-Pyschological Appraisal of the Individual COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Sharon Simmons, Ed.D. Office Number: 8:30-5:30 P.M. M-F Email: Telephone Number: Office Hours: By Appointments School of Education Theme "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT: Neukrug, E. S., & Fawcett, R. C. (2010). Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (2nd Edition). Stamford, CT: Thomson.

COURSE DESCRIPTION: The aim of this course is to help students acquire skills in the collection, interpretation and utilization of comprehensive psychological information about individuals that will aid the professional in providing appropriate services to counselees.

COURSE OVERVIEW: The aim of this course is to help students acquire skills in the collection, interpretation and utilization of comprehensive psychological information about individuals that will aid the professional in providing appropriate services to counselees. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: The course provides professionals in Counseling, Education, and other human services with a broad overview of the testing and assessment process, including critical appraisal of its relevance for appropriate educational practices and emotional counseling interventions student's awareness about the users and abuses of psychological/educational tests will be enhanced, and the appropriate use of tests and assessment data reinforced. Furthermore, the content of the course

will be structured to promote the development of professionals who are Effective, Reflective and Humane.

INSTITUTIONAL OUTCOMES: The course content facilitates the development of effective performers capable of utilizing testing and assessment information in the formation of Individual Educational Plans (IEPs) and treatment plans to guide individual counseling interventions. Students will be introduced to concepts pertaining to educational testing, such as: performance –based assessment , authentic assessment, norm-referenced and criterion-referenced assessment. Reflective decision makers are professionals who are sensitive to conditions and situations that could invalidate tests and assessment data. Multicultural issues will be critically examined, especially as these relate to cultural biases and historical misuse of test data. Humanistic practitioners will be promoted through the open decision of theoretical assumptions and of ethical and competent use of psychological test data.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING Knowledge

Learning/Activity

Outcome

1. Describe historical perspectives concerning the nature and meaning of assessment. (CACREP Sec. II G 7.a.)

Readings Chapter 1 Assessment Terminology

Examination Discussion

PowerPoint History of Testing and Assessment Activity Lecture Small group discussion

2. Identify basic concepts of standardized and nonstandardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory

Readings Chapters 5, 8, and 10.

Examination Reaction paper

PowerPoint Statistical Concepts: Creating New Scores to Interpret Test Data Informal Assessments Test Development Activities Lecture

Journal article reflection Individual or group Presentation

methods, behavioral observations, and computermanaged and computerassisted methods. (CACREP Sec. II G 7.b.)

3. Apply statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations. (CACREP Sec. II G 7.c.)

Demonstrations Individual and small group review of selected standardized and nonstandardized instruments

Readings Chapters 3, 4, and 5. PowerPoint Scales of Measurement Statistical Concepts: Making Meaning Out of Scores Statistical Concepts: Creating New Scores to Interpret Test Data

Mid-term examination Interactive learning experience Case study/Roleplay Scoring exercises

Activities Lecture Demonstrations Practice exercises Discussion Cooperative learning 4. Explain the concepts of reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information). (CACREP Sec. II G 7.d.)

5. Explain the concepts of the validity (i.e., evidence of validity, types of validity and the relationship between reliability and validity). (CACREP Sec. II G 7.e.)

6. Social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations. (CACREP Sec. II G 7.f.)

Reading Chapter 3

Test critique Examination

PowerPoint Testworthiness Test Development Activity Mental Measurement Yearbook Review of test manual Reading Chapter 3

Test critique Examination

PowerPoint Testworthiness Test Development Activity Mental Measurement Yearbook Review of test manual Readings Chapters 2, 3, and 10: Cross Cultural Fairness The IDEIA and Section 504

Oral presentation Mid-term examination

7. Ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. (CACREP Sec. II G 7.g.)

Readings Chapters 2, 6 – 11. Appendix B. ACA Ethical Codes Appendix C. Code of Fair Testing Practices in Education. Responsibilities of Users of Standardized Tests Standards for Multicultural Assessment PowerPoint Curriculum Based Measurements Standardized Testing Procedures The IDEIA of 2004

Scoring exercises Practice test administrations Test interpretation exercise Case Study/Evaluation Report Final examination questions

Activities Lectures Presentations Practice Reading and Math CBM and K-BIT2 or OLSAT

COURSE REQUIREMENTS: Prerequisites: Students taking this course are expected to have completed in Introduction to Data Analysis (ED 500), Introduction to Counseling (CED 510), and either Human Growth and Development (ED 503) or Child Growth and Development (CED 512).

In addition, students are expected to: 1. attend all classes and arrive on time for each class session. 2. participate in class discussions, individual and small group activities. A textbook chapter/topic presentation is required. Student participation is crucial. 3. submit assignments on the due day. Late assignments may result in grade reduction for the assignment. Late articles will not be accepted. When you e-mail an assignment, save it as a Microsoft Word 19972003 document before submitting it to the instructor. 4. meet with the instructor early in the semester to facilitate timely access to special accommodations due to an identified disability. If you need accommodations because of a disability, inform me immediately. See me privately, either before or after class. To initiate accommodations, you must register with the Office of Disability - Student Services in the Counseling and Self-Development Center located behind Bradham Hall Dormitory (536-7245). This office is responsible for reviewing

documentation provided by students requesting academic accommodations, and for accommodations in cooperation with students and instructors consistent with course requirements.

Electronic Devices: As a sign of respect for all members of our learning community, be sure that ALL cell phones, pagers, two-ways, PDA’s, BlackBerry’s, IPod’s, and all other electronic and Bluetooth wireless communication devices are turned OFF or on vibrate during the entire duration of class. These devices must be placed out of sight during exams. Syllabus change policy: This syllabus reflects expectations for the course; however, the instructor reserves the right to make changes in the syllabus after the course begins. In such cases, students will be notified accordingly. METHOD OF EVALUATION/GRADING SCALE: Class participation and attendance 60 points Summaries of 3 journals 210 points Midterm Examination 100 points Test Critique/CBM Exercise 100 points Reaction Paper 50 points Group Presentation 80 points Final Examination 100 points Total 700 points GRADING CRITERIA: 700-630 A 629-560 B 559-490 C 489-420 D BELOW 420 F

OUTLINE OF THE COURSE: Session

Reading Assignment

Introduction Chapter 1 Objective: The student will define psychological testing and assessment, demonstrate awareness of theoretical assumptions, and use the basic concepts reported in test manuals and journals. (Standard G. 7a) a) Overview of Psychological Testing and Assessment b) History of Psychological Assessment c) Issues to Consider When Conducting an Assessment

Session I:

Method: Using the content of the text as a means of reflection, students' personal testing experiences will be explored to generate group discussion on issues in psychological testing and assessment. Chapter 2 Objective: Students will examine the legal, ethical, and professional issues resulting from the utilization of test data to make decisions in various settings as well as compare and contrast past legal and ethical issues to current concerns. (Standard G: 1j, 7f, g) a) Ethical Issues b) Legal Issues c) Professional Issues d) Cross-Cultural Issues Method: Assign students to discussion groups on historical trends and the legal and ethical dilemmas in testing and assessment. Chapter 4

Session II

Objective: Students will employ statistical methods in scoring and reporting test results, in addition, they will restate test results in language that is appropriate for consulting and counseling with individual students and parents. (Standard G: 4f, 7c) a) Describing Data b) Frequency Distribution c) Normal Curve d) Measures of Central Tendency e) Measures of Variability Method: Overview of basic statistical concepts and the examination of the various ways raw scores can be manipulated to make sense out of data. Chapter 5

Session III

Objective: Student will examine derived scores and explore how they are used to help us understand raw scores obtained during the assessment process. (Standard G: 4f, 7b, c) (Standard G: Norm-Referenced and Criterion-Referenced Tests a) Types of Derived Scores (Standard Scores, T-Scores, Stanines, etc.)

b) Standard Error of Measurement c) Scales of Measurement Method: Material presented in the text will be supplemented by individual and small group activities designed to illustrate how statistics are applied to the assessment process. Objective 1: Students will describe the procedures used to determine eligibility for a program for children with disabilities and Section 504. (Standard G: 3e, 7c, f, g) a) Overview of the IDEIA b) Learning Disabilities c) Mental Disabilities d) Emotional Disabilities e) Developmental Disability f) A Person with a Disability

Session IV

Method: Guided instructions on evaluating psychometric summaries and determining classification of disability. Objective 2: Students will describe commonly used curriculum based measurements and their use in assessing student achievement. (Standard G: 3e, 7c, f, g) a) Overview of the CBM b) Reading CBM c) Math CBM Method: Students will engage in supervised classroom activities related to administering, scoring and interpreting scores obtained on reading and math curriculum based measurements.

Session V

Exam 1 Chapter 3

Session VI

Objective: Students will examine the concept of test worthiness by recognizing the centrality of reliability and validity in ensuring the quality and utility of measuring instruments, and identifying methods used to collect evidence that establishes the psychometric soundness of tests. (Standard G: 3e, 4f, 7a, b, c, f, g) a) Concept of Validity b) Concept of Reliability c) Correlation Coefficient d) Cross-Cultural Fairness e) Practicality Method: Material presented in the text will be supplemented by classroom exercises derived from test manuals and journal articles. (Standard G: 2f, 7c, d, e) Chapter 6

Objective: Students will investigate tests designed to assess what students have learned and are capable of learning. (Standard G: 3e, 4f, b, c, d, e, f, g) a) Achievement Tests b) Aptitude Tests c) Diagnostic Tests d) Readiness Tests e) Cognitive Ability Tests Method: In addition to studying the textbook, students will engage in supervised classroom activities related to understanding scores derived from the South Carolina statewide program, including the PASS, HSAP, and Endof Course Examinations. Chapter 7 Objective: Students will examine the construct of intelligence and analyze models of intelligence. Reports on findings in oral group presentation on the assessment of intelligence. (Standard G: 2f, 7b, c, d, e, f, g) a) What intelligence is b) Spearman’s Two-Factor Approach c) Guilford’s Multifactor/Multidimensional Model d) Cattell’s Fluid and Crystal Intelligence, e) Gardner’s Multiple Intelligences f) Issues on Intelligence g) The Stanford-Binet: 4th Edition h) The Wechsler Tests Session VII

Method: Students will discuss research studies about intelligence testing. In addition, students will engage in supervised classroom activities including the administration, scoring, and interpretation of intelligence tests. Chapter 12 Objective: Students will examine the process of gathering information about clients and the components of an effective assessment report. a) Purpose of the Assessment Report b) Gathering Data for the Report c) Writing the Report d) Summarizing the Writing of an Assessment Report Method: Oral presentation and examination of a variety of report writing formats utilized by examiners to report assessment data. (Standard G: 4f, 7b, c, f, g) Chapter 9

Session VIII

Objective: Students will examine define and identify clinical assessment instruments and their uses. (Standard G: 4f, 7b, c, d, e, f, g) a) Definition of Personality and Personality Assessment b) Objective Personality Assessment

c) Projective Assessment d) Role of Helpers in Clinical Assessment Method: Oral group presentation, group discussion about the psychometric properties of clinical assessment instruments. Chapter 11 Objective: Students will examine the importance of making a diagnosis and identify methods used to make a diagnosis. (Standard G: 2f, 3e, 4f, 5c, 7b, c, d, e, f, g) a) History of the DSM-IV b) Five Axes Used in Making a Diagnosis c) Importance of Diagnosis in the Assessment Process Method: Materials presented in the textbook will be supplemented by classroom activities, oral group presentations, and discussions. Chapter 8 Objective: Students will examine career and occupational assessment and discuss its importance for students/clients. (Standard G: 4f, 7b, c, d, e, f, g) a) Definition of Career and Occupational Assessment b) Interest Inventories c) Multiple Aptitude Tests d) Special Aptitude Tests

Session IX

Method: In addition to studying the textbook, students will present and/or demonstrate selected career and occupational tests, and engage in discussions about the tests’ validity and utility. Chapter 10 Objective: Students will examine informal assessment procedures and its test worthiness. (Standard G: 7b, c, d, e, f, g) a) Observations b) Rating Scales c) Classification Schemes d) Records and Personal Documents

Session X

Method: Oral group presentation, discussion, and demonstrations using informal assessment Techniques Exam 2

REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (e.g., physical, learning, psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the

instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

REFERENCES Ahmed, W., van der Werf, G., Minnaert, A., & Kuyper, H. (2010). Students' daily emotions in the classroom: Intra-individual variability and appraisal correlates. British Journal of Educational Psychology, 583-597. Haynes, G. A., Sorrentino, R. M., Olson, J. M., Szeto, A. C., Wirkki, J. S., & O'Connor, M. C. (2007). The effects of temporal framing on counterfactual thinking and self-appraisal: An individual differences perspective. Social Cognition, 339-366. Kuppens, P., Van Mechelen, I., & Rijmen, F. (2008). Toward disentangling sources of individual differences in appraisal and anger. Journal of Personality, 969-1000. Little, H., & Wyver, S. (2010). Individual differences in children's risk perception and appraisals in outdoor play environments. International Journal of Early Years Education, 297-313. O'Mara, E. M., McNulty, J. K., & Karney, B. R. (2011). Positively biased appraisals in everyday life: When do they benefit mental health and when do they harm it? Journal of Personality & Social Psychology, 415-432.

HISTORICAL REFERENCES Anastasi, A. (1988) Psychological Testing. New York: MacMillian Publishing Company. Anastasi, A. (1992). What counselors should know about the use and interpretation of psychological tests. Journal of Counseling and Development, 70(5), 605-615. Galassi, J. P. & Perat, A.R.(1992). What you should know about behavioral assessment. Journal of Counseling and Development. 70(5), 624-631. Goldman, B. F. (1981, October). A primer on testing. American Psychologist, 36(10). Goldman, L. (1992). Qualitative assessment: An approach for counselors. Journal of Counseling and Development, 70(5), 6616-621. Mitchell, R. (1992). Testing for Learning. New York: MacMillan Publishing Company. Ones, D. S. Viswesvaran, C., & Schmidt, F. L. (1998). Gender, age, and rare differences on overt Integrity tests: Results across four large-scale job applicant data sets. Journal of Applied Psychology, 83, 35-42. Sackett, P. R., & Wilk, S.L. (1994). Within group norming and other forms of score adjustment in pre-employment testing. American Psychologist, 49, 929-954. Sattler, J.M. (1990). Assessment of Children. San Diego: Jerome Sattler. Sattler, J. M. (1992). Assessment of Children: WISC III and WPPSI-R Twenty-two points, plus triple-word-score, plus fifty points for using all my letters. Game's over. I'm outta here. Supplement: San Diego, CA.: Jerome Sattler. Zunker, V.G.(1998). Using Assessment Results for Career Development. Pacific Grove, CA: Brooks/Cole Publishing Company.

ON-LINE RESOURCES: Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org http://www.s.c.teaching.org

LISTSERVES: Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ Intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected]

In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] (Counselors List)

Journal Articles Two journal articles related to the content of this course have been selected by the instructor for students to critique. Students are required to summarize the salient features of each article and analyze it critically. The paper must consist of no fewer than 1½ pages. The due date for each article is listed below. Articles submitted after the due date will not be accepted as a discussion of the article will ensue on the due date.

Article 1 Due Date: Article 2 Due Date:

Journal Article Rubric

CATEGORY

Far Exceeds (9 - 10 points)

Exceeds (7 – 8 points)

Meets (5 – 6 points)

Does Not Meet Expectations (4 and below)

APA reference citation. The article is correctly referenced according to APA 6th edition guidelines.

No errors exist in the citation The reference has one error. The reference has more than The citation is missing No one error. attempt is made at referencing according to APA 6th edition guidelines.

Mechanics The writer uses standard English and correct grammar throughout the reflection.

Paper has no spelling or grammatical errors.

Paper has no more than two spelling and/or grammatical errors.

Paper has no more than three Paper has four or more spelling and/or grammatical spelling errors and/or errors. grammatical errors.

A brief summary of the Summary A brief summary of the article is given with all the required information. article is included in the reflection.

A summary of the article is provided, but is lacking in one area.

A summary of the article is attempted, but is severly lacking in more than one area.

Implications are clearly Implications The reflection contains explicated and demonstrate critical thinking skills information on how this topic might apply to their teaching field.

One or more implications are One implication is given and are sufficiently mentioned, but is poorly clarified. developed in the reflection.

No implications are mentioned.

Personal experiences The writer shares a personal experience they have had with the topic of the journal article either in their life as a student, or in their observations

The personal experiences of the writer are fully explained and relate to the topic of the journal article

Personal experiences are clearly mentioned and expanded on. Personal experiences are clearly mentioned and expanded on. Personal experiences are clearly mentioned and expanded on.

No personal experiences are given.

Opinion The writer shares opinion about the authors presentation.

Two well thought out Two or more suggested paragraphs discussing two or topics discussed (see article more suggested topics critique outline) but not much depth.

One suggested topics One suggested topic is noted discussed (see article critique or the section is missing. outline) but not much depth.

New questions the article led you to ask

Two well thought out questions asked that reflect understanding of the article

One question asked, reflects No new questions, reflects some understanding of the no understanding of the article article

Two questions asked that reflect some understanding of the article

Personal experiences are poorly developed in the reflection.

_____________________ TOTAL POINTS

Article/Chapter Presentation

No summary is given.

Each student will participate in an individual or group presentation during the term. The student will present an article or assigned chapter to the class and lead a discussion and critique of the materials presented. The presentation must include a discussion of three questions (and provide answers) at the end of the chapter (Chapter Review). Also, presentations must include an activity that is related to the main ideas in the article or chapter. Students are encouraged to be creative in presenting the material. PowerPoint and handouts are required. Videos, role playing, dialogues, and/or debates, etc. are welcome. Guest speakers are not welcome as this is your assignment. Each student should: • present the article or chapter, • explain the major points made by the authors, • engage the audience actively in the discussion of the article or chapter, • answer questions posed by members of the class, and • prepare an activity that relates to the article/chapter and solicit audience participation. Group members must divide the work fairly. For example: Student A may present the first half of the chapter, while Student B may present the second half. Student C may present and offer an explanation of the relevancy of the activity. In other words, if a group selects a specific test as an activity, Student C might explain the directions for administering and scoring the test and allow time for the class to take the test as well as provide an explanation of the scores, etc. It is recommended that the group meet as least once to assign roles and discuss strategy. Because each member will be graded individually, free-riding will not be rewarded. Approach this assignment professionally: prepare an outline or note cards that you will talk through. Do not just read several passages from the chapter (we can all read the chapter) -- provide analysis, put it in your own words, use examples, an activity, etc.

Method of Evaluation. There are X possible points.

Presentation Grade _______________

Oral Presentation Rubric Name _____________________________________________ Chapter/Article ____________________________

CATEGORY




Does Not Meet Expectations (4 and below)

Coverage of Content

Covers the chapter thoroughly. Key and minor concepts were addressed. Uses additional sources to explain concepts. Audience is left with full understanding of the chapter.

Covers the chapter thoroughly. Key concepts were addressed in detail. Audience is left with an understanding of the chapter.

Shows some coverage of the chapter. Key concepts were addressed. Audience is left with some understanding of the chapter.

Does not seem to understand or explain the chapter very well. The main ideas are not clear. Audience is left with no to little understanding of the chapter.

Comprehension

Shows a full understanding of the chapter; accurately answers almost all questions posed by classmates about the chapter.

Shows a good understanding of the chapter; accurately answers most questions posed by classmates about the chapter.

Shows a good understanding of parts of the chapter; accurately answer a few questions posed by classmates about the chapter.

Does not show an understanding of the chapter; is unable to accurately answer questions posed by classmates about the chapter.

Activity or Interactive Discussion

Is of high quality in explaining key concepts in the chapter and includes an interactive discussion with the audience.

Is an activity of high quality Is of fair quality and or interactive discussion somewhat relevant to a with relevance to key main idea in the chapter. ideas in the chapter.

No activity or the activity is not related to the chapter.

Delivery and Elocution

Shows enthusiasm, confidence, poise, clear articulation, steady pace. Presents within the 60minute time frame, has eye contact with audience, speaks loudly enough to be heard

Shows clear articulation and steady pace. Is lacking in no more than one of the following: time expectation of 60 minutes, consistent eye contact with audience, speaking loudly enough to be heard

Shows little or no expression, may be too rapid. Is lacking in at least two of the following: time expectation of 60 minutes, consistent eye contact with audience, speaking loudly enough to be heard

Speaker seems uninterested; too rapid or monotone. Does not meet time expectations, includes no eye contact with audience and cannot be heard by audience

Reinforcement of Concepts

Pertinent examples, facts, Some examples, facts, and/or statistics and and/or statistics support conclusions/ideas are the subject supported by evidence

Weak examples, facts, and/or statistics, which do not adequately support the subject

Very weak or no support of subject through use of examples, facts, and/or statistics.

Material

Balances use of multimedia materials properly used to develop content.

Use of multimedia not as varied and not as well connected to content.

Lacks smooth transition from Little or no multimedia one medium to another used or ineffective use of multimedia

Organization

Well-structured and presented in a logical sequence, used time wisely

Mostly structured, precise but parts may be unconnected to the rest of the presentation.

Somewhat structured but too much time spent on unimportant material. Disjointed sequence.

Powerpoint Mechanics (Proofreading)

Presentation has no spelling or grammatical errors.

Presentation has no more Presentation has no more than three spelling and/or than two spelling and/or grammatical errors. grammatical errors.

__________________

TOTAL POINTS

Unstructured, strays from the subject. Much of the presentation out of logical order. Goes over/under time limit. Presentation has four or more spelling errors and/or grammatical errors.

Curriculum Based Measurements Use the attached pages, PowerPoints, handouts, and notes to answer the following questions. There is a maximum of X points for this activity. 1. What is the student’s chronological age? Express your answer in years, months, and days. 2. What is the student’s score for passage 1 on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)? 3. What is the student’s DIBELS score for passage 2? 4. What is the student’s DIBELS score for passage 3? 5. What is the student’s median DIBELS score for this benchmark? 6. What is the student’s DIBELS reading risk level for this benchmark? 7. What is the student’s score for addition problems on the math CBM? 8. What is the student’s score for subtraction problems on the math CBM? 9. What is the student’s score for multiplication problems on the math CBM? 10. Are the scores obtained for questions 7 through 9 within expectation for the student based on normative data?

Due Date:

DIBELS Spring Benchmark Goals and Indicators of Risk Expressed in number of words read correctly per minute (wcpm) Risk Level At risk Some risk Low risk

Grade 1 0 - 19 20 – 39 40 & above

Grade 2 0 - 69 70 – 89 90 & above

Grade 3 0 – 79 80 – 109 110 & above

Grade 4 0 – 95 96 – 117 118 & above

Grade 5 0 – 102 103 – 123 124 & above

Grade 6 103 104 – 124 125 & above

Calculating Oral Reading Fluency Benchmark and Risk Level The Oral Reading Fluency probe measures the accuracy and fluency with which a student reads written passages within one minute. For benchmark assessments, the score is obtained by calculating the median number of words read correctly among the three administered passages. Example: Calculate the benchmark score and status for a child in the third grade who earns the following scores on the oral reading fluency probe. Passage 1 – 110 wcpm Passage 2 – 76 wcpm Passage 3 – 88 wcpm The benchmark score (median score) is 88 wcpm (rank scores from lowest to highest - 76, 88, and 110). The child’s oral reading fluency status is Some Risk, since 88 falls within the 80 – 109 words per minute range for a child in the third grade (see chart above).

GRADING RUBRIC FOR CBM EXERCISE Meets Requirement 10 pts unless otherwise indicated Correct (5)

Partially Meets Requirement 5 pts unless otherwise indicated NA-0

Does Not Meet Requirement 0 pts unless otherwise indicated

Scoring for Reading CBM-passage 1

No errors

One error

Two or more errors


No errors

One error

Two or more errors


No errors

One error

Two or more errors

Reading Benchmark

Correct

NA – 0

Incorrect

Reading Risk Level

Correct (5)

NA – 0

Incorrect

Scoring for Math CBM-addition

No errors

One error

Two or more errors

Scoring for Math CBM - subtraction

No errors

One error

Two or more errors

Scoring for Math CBM – multiplication

No errors

One error

Two or more errors

Math Risk Level

Correct

NA - 0

Incorrect

Conclusion

Correct

Partial

Incorrect

Criteria

Calculation of Chronological Age

Total Points (Maximum 100 points)

Incorrect

Test Critique All students are required to conduct a review and critical analysis of the psychometric properties of a major psychological test, assigned by the instructor. Students must use the Mental Measurement Yearbook as the primary source for the review. The Mental Measurement Yearbook can found at the Reference desk in the Whittaker Library or online (refer to Online Resources in this syllabus). The format for submitting the report is listed below. Students who desire to review a test other than that assigned must obtain instructor approval prior to reporting on the test. Your paper must be typed and double-spaced. Cite the source(s) of the information (e.g., test manual, Mental Measurement Yearbook, etc.) and attach a copy of your source(s) of information. The following format must be used to complete this activity. Due Date:

I.

Name of Test: Include the date it was originally developed as well as the date of the current version.

II.

Author(s) of the Test

III.

Name and Address of Publisher as well as current cost of the test. You may need to access the publisher’s web site to find the current cost of the test.

IV.

Description/Purpose of Test

V.

Level of Training for Test Administrators and Types of Test Scores: Describe types of scores. Include information about the administration time and the level of training. required for test administrators.

VI.

Standardization Sample: Describe, in detail, the normative group, how was it selected (stratified?), the number of people, their ages, ethnicity, etc.

VII.

Reliability: Note types of reliability results reported for the test in detail.

VIII.

Validity: Note types of validity results reported for the test in detail.

IX.

Summary of Properties of the Test. Include strengths and limitations.

X.

Your Opinion of the Testworthiness and Usefulness of the Instrument (based upon concepts taught in this course).

Test Critique Does Not Meet Requirements Does not identify the important concepts in the first 5 key test review areas.

Meets Requirements Identifies some of the important concepts in the first 5 key test review areas.

Detailed description of normative group, (history, number, characteristics, adjustments, etc.). Notes acceptability or challenges. Does not identify the important reliability issues provided in the test review nor does it include a brief summary of the test's overall reliability.

Detailed description of the characteristics of the normative group.

Describes normative group.

Identifies some of the important reliability issues provided in the test review. May or may not include a brief summary of the test's overall reliability.

Identifies many of the important reliability issues provided in the test review. May or may not include a brief summary of the test's overall reliability.

Validity

Does not identify the important reliability issues provided in the test review nor does it include a brief summary of the test's overall reliability.

Identifies some of the important validity issues provided in the test review. May or may not include a summary of the test's overall validity.

Identifies many of the important validity issues provided in the test review. May or may not include a summary of the test's overall validity.

Writing Quality

Document exhibits major readability problems, including grammar, spelling and vocabulary.

Document is easy to read and understand but it exhibits some errors in grammar, spelling and/or vocabulary. Marginal quality for graduate study.

Document is clear and concise. Exhibits minimal errors in grammar, spelling and/or vocabulary. Acceptable quality for graduate study.

Area Identification of key concepts

Normative group

Reliability

Exceeds Identifies many of the important concepts in the first 5 key test review areas.

Far Exceeds Identifies a broad cross-section of the important concepts in the first 5 key test review areas. No description of the normative group.

Provides a thorough crosssection of the important reliability issues noted in the test review and includes a brief summary of the test's overall reliability. Provides a thorough crosssection of the important reliability issues noted in the test review and includes a brief summary of the test's overall validity. Document is clear, concise and easily readable. Grammar, spelling and vocabulary suitable for graduate study.

Reaction Paper to “Personality Assessment” It is quite easy to locate dozens of so-called “personality tests” from various sites on the Internet or in pop culture magazines. Each student will locate and take an online or printed media personality test available to the public, free-of-charge. You will submit a maximum 2page paper about your experience taking the assessment. State the name of the assessment and magazine/Internet website. Include a brief description of the assessment, the method with which you felt the test may have been constructed, how accurate you feel the results were, and your thoughts on why people are so interested and eager to take assessments such as these.

Online assessments www.queendom.com/minitests/index.html

111 Just for Fun tests

www.queendom.com/tests/index.html

Top tests (free premium tests - 10)

www.authentichappiness.sas.upenn.edu/seligman.aspx

Must register, free tests

Due Date:

Reaction Paper to Personality Assessment Rubric

CATEGORY



APA reference citation. The instrument is correctly referenced according to APA 6th edition guidelines.

No errors exist in the citation

Mechanics The writer uses standard English and correct grammar throughout the paper.

Paper has no spelling Paper has no more or grammatical errors. than two spelling and/or grammatical errors.


The reference has one The reference has error. more than one error.

Does Not Meet Expectations (4 and below) The citation is missing No attempt is made at referencing according to APA 6th edition guidelines.

Paper has no more than three spelling and/or grammatical errors.

Paper has four or more spelling errors and/or grammatical errors.

No rationale is provided.

Rationale The rationale for the The student provides a selection of the rationale for the instrument is explained selection of the in detail. A personal or instrument. professional experience is included and expanded on.

The rationale for the selection of the instrument is explained. A personal or professional experience is mentioned but not in detail.

The rationale for selecting the instrument is mentioned.

Critical analysis The student evaluates the reported psychometric properties of the test (e.g., reliability, validity, etc.).

Three or more psychometric properties are reported and its sufficiency if evaluated.

Two or more psychometric properties are reported. Two questions asked that reflect some understanding of the article

A psychometric No psychometric properties is reported. properties of the test are reported.

Summary A brief summary of the instrument included in the paper.

A brief summary of the instrument given with all the required information.

A summary of the instrument provided, but is lacking in one area.

A summary of the No summary is given. instrument attempted, but is severely lacking in more than one area.

________________

TOTAL POINTS

CLASS SCHEDULE AT A GLANCE This is a proposed schedule. The instructor reserves the right to change the schedule.

Class Dates

Topics

Readings and Assignments

History of testing and assessment Ethical, legal, and professional issues in assessment

Read Chapters 1 and 2

Statistical Concepts: Creating New Scores to Interpret Test Data

Read Chapter 4

Statistical Concepts: Making Meaning Out of Raw Scores

Read Chapter 5

Application of Statistical Concepts

Article 1 is due. Review Chapters 4 and 5

Curriculum Based Measurements

Article 2 is due.

EXAMINATION #1

Refer to Study Guide

Validity, Reliability, and Cultural Fairness


Assessment of Educational Ability Curriculum Based Measurements Assessment of Intelligence


Report Writing

CBM assignment is due.

Clinical Assessment


DSM-IV Career and Occupational Assessment


Informal Assessment EXAMINATION #2

Refer to Study Guide

Course Syllabus

CED 518 – Consultation COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Philip M. Scriven, Ph.D. Office: 317 Turner Hall, D-Wing Office Hours: By Appointment Phones: (803) 536-7147 or 535-0682 or 347-3584 E-Mail: [email protected] Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT: Brigman, G. Mullis F. Webb, L. & White, J. (2005). School Counselor Consultation. Hoboken, N.J.: John Wiley & Sons.

SUPPLEMENTARY TEXT(s): American School Counseling Association (2005). The ASCA National Model: A Framework for school Counseling Programs, Second Edition. Alexandria, VA: Author. American School Counseling Association (2004). The ASCA National Model Workbook. Alexandria, VA: Author. The South Carolina Comprehensive Developmental Guidance and Counseling Program Model: A Guide for School Counseling Programs – Pre-kindergarten- Twelfth Grade. (2008). South Carolina State Department of Education

COURSE DESCRIPTION: This course provides an overview of the theory, process, and content of consultation by counselors in various educational and human services organizations.

COURSE OVERVIEW: Through lecture, in-class discussion, role play and demonstrations, students will become familiar with the theory, process, and content of consultation and how it is employed in various settings with counselees. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: The course provides the necessary knowledge to refine the skills used for counselors to effectively engage in consultation with students, parents, and other K-12 education professionals.

INSTITIONAL OUTCOMES: Institutional outcomes and expectations are significant for candidate and student development. The objectives are related to each of the following unit outcomes and offer a brief plan for integrating technology and diversity into university’s efforts to develop practitioners for comprehensive developmental guidance and counseling programs. The practicum course develops effective performers capable of demonstrating skills in managing a school counseling program that is comprehensive in scope, preventative in design and developmental in nature through exercising reflective thinking, a depth of knowledge and understanding of counseling skills and techniques consistent with institutional, state, and national models. Meaningful learning experiences and assessing capabilities such as authentic assessment, and performance-based assessment are fostered through diversity and technology skills and understanding of methods and strategies relevant of how the counselor-in-training learn to meet clients’ needs. Therefore, the course content facilitates the development of effective performers capable of utilizing stages and models of consultation and collaboration in the school counseling realm.

Reflective decision makers are professional school counselors who demonstrate the ability to make informed decisions and problem solve based on conscious consideration of their clients’ needs and the education, ethical and technical consequences of their decisions. Counselors-intraining draw upon a depth of knowledge and understanding and are capable of continually monitoring and evaluating the effects of their decisions and actions related to clients progress in learning to learn, learning to work, and learning to live. Furthermore, reflective decision makers are professionals with a historical foundation and theoretical background that prepares them to assist a diverse group of helpers.

Humanistic practitioners demonstrate cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Counselor-in-training are able to demonstrate the ability to help clients with diverse issues related to sociopolitical, economic,

and historical experiences critical to living and prospering in a global society. Counselors-intraining work effectively with clients regardless of their race, sex, age, socio-economic level or exceptionalities. Counselors-in-training provide preventive and intervention strategies that promote education, career, and personal/social development. Humanistic practitioners are professionals who practice effective consultation, while cognizant of ethical, professional, legal issues, and multicultural aspects related to Consultation.

LEARNING OBJECTIVES: Learning Objectives Knowledge Learning Objectives/Standards The Candidate will:

1. Know school counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences verbal and nonverbal behaviors and personal characteristic, orientations, and skills. G.5.d. 2. Have a general framework for understanding and practicing consultation. G.5.f. 3. Examine the historical development of consultation. G.1.b 4. Explore the stages of consultation and the major models of consultation. G.1.e.

5. Apply the theoretical material to case presentations. G.5.d.

Learning/Activity Reading/Power Point Presentation Readings: Ethical issues in consultation

Outcomes/Assessment

Mid-term Exam

Reading: Introduction to School Counselors as Consultation

Consultation Role Plays/ Observation Checklist

Reading: Introduction to School Counselors as Consultation Reading: A SchoolBased Approach to Consultation: Supporting Models and Theories

Class discussion/Midterm Exam 1)Role Plays 2)Observation Checklist; 3)ReviewConsultation video; 4)Complete short answer assignment on video; 5)Self-Assessment of Consultation Knowledge and Skills

Reading: Case Consultation with

Role Play -Observation Checklist

Teachers and Parents

6. Develop a personal model of consultation. G.5.d.

Reading: Typical Issues in School Consultation

Consultation Reflection Paper/Rubric

7. Analyze the integration of technological strategies and applications within counseling and consultation.

Reading: Typical Issues in School Consultation

Midterm

8. Be familiar with public and private policy processes, including the role of the professional counselor advocating on behalf of the profession. G.2.e. 9. Recognize advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. G.1.i.

Reading: A SchoolBased Approach to Consultation: Supporting Models and Theories Readings: 1)Ethical issues in consultation 2)School Counselor Consultation: A Pathway to advocacy, Collaboration, and Leadership Reading: A Multicultural and Diversity Perspective to Consultation

Role Play/Observation Checklist

Reading: Case consultation with Teachers and Parents

Evaluate/Effective Parenting Checklist

Reading: Classroom Meetings- Creating a climate of Cooperation

Evaluate/Teacher Survey of Class Meeting

10. Examine multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally. G.2.a. 11. Know individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups. G.2.f. 12. Comprehend counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body. G.2.e.

13. Understand professional; credentialing, including certification, licensure and accreditation practices and standards, and the effects of public policy on these G.1.g

Consultation in the Community; Reading: Ethical issues in consultation

Speaker Reports/Feedback to Workshop Facilitator

Midterm/Final Exam

Midterm/Final Exam

14. Be informed of ethical standards of ASCA and related entities, and applications of ethical and legal considerations in professional counseling. G.1.f, G.7.f.

Reading: Typical Issues in School Counselor Consultation: A Pathway to advocacy, Collaboration, and Leadership

Ethics Quiz/Final Exam

15. Distinguish between, consultation and collaboration and their practices from other counseling services. G.5.f., G.5.e. 16. Differentiate between consultation and collaboration in schools, social services, and mental health settings. G.5.d., G.5.f.

Reading: Another Approach to Organization of Models Reading: Workshops and Educational Programs; Read: A Survey of Consultation Training as a Part of Counselor Education Review: Introduction to School Counselors as Consultants

Midterm Exam/Final Exam

17. Explain the historical foundations of consultation in school, family counseling and community settings. G.1.b., G.5.f., G.5.e. 18. Identify the dynamics of successful consultation and program coordination processes. G.5.d., G.5.f., G.8.c. Skills The Candidate will: 1. Discuss the ethical and legal guidelines of consultation and program coordination. G.1.j. 2. Specify the theory that undergird consultation and collaboration. G.5.d.

3. Demonstrate counselor behaviors at the different stages of consultation G.5.f. 4. Integrate the current professional literature in their evaluation of the efficiency of

Review:

Workshop Evaluation form

Final Exam

Typical Issues in School Consultation

Evaluate Consultation Record Form

Review: The Ethical Standards for School Counselors Read: 1) Advocacy And Empowerment in Parent Consultation: Implications for Theory and Practice 2)A School-Based Approach to Consultation: Theoretical Approach Before the Consultation

Ethics Quiz/Midterm Examination

Review: Typical Issues

Abstract Presentation Rubric

in School Counselor

Midterm Exam

Complete Consultation Record Form

consultation and collaboration. G.5.c., G.8.d.

5. Identify workable solutions to the most common program difficulties counselors’ encounter during consultation. G.8.c., G.8.d., G.8.e.

Disposition The Candidate will: 1. Commit to honest self-examination of personal beliefs and values in consultation. G.5.b.

2. Commit to on-going professional growth and to the school counseling profession as they relate to consultation and collaboration. G.1.b., G.5.f. 3. Commit to ethical, legal, multicultural and diversity aspects of consultation and collaboration. G.2.f.

Consultation:

Consultation: A Pathway to advocacy, Collaboration, and Leadership Review: 1) A Survey of Consultation Training as a Part of Counselor Education Programs 2)School Counselors and Collaboration: Finding Resources through Community Asset Mapping

Review: A Survey of Consultation Training as a Part of Counselor Education Programs

Evaluate/Construct Workshop Evaluation form

Complete Consultation Record Form

Join ACSA and SCSCA

Submit ASCA and SCSCA Membership Card

Peer Consultation for Professional Counselors

Ethics Quiz

COURSE REQUIREMENTS: Chapter Summaries Each student will write a 1-2 page summary of each chapter from the course text highlighting the major points of the chapter. These summaries will be submitted for evaluation.

Journal Reviews Abstracts: Students will read and provide summaries of two professional journal articles related to consultation/collaboration theory and/or practice. These abstracts should be prepared as power points and will be presented in class and submitted for evaluation.

Speakers Reports: Guest speakers will make presentations in class. Students are to complete the speaker report forms for each guest speaker and submitted for evaluation.

Ethics Quiz The ethics quiz will examine the student mastery of the ethical principles that govern consultation in schools

Midterm Examination - the midterm exam will be comprehensive of all classes, reading, cases and other assignments completed before or assignment by the time of mid semester.

Interview Reflection Paper: Students must design a questionnaire of at least five items to be used in interviewing a practicing consultant or collaborator. Students must write a reflection paper of this experience.

Consultation or Collabororation Presentation A student of group of students will design a role play demonstration of a method of consultation or collaboration. They must submit a plan for their role play to the instructor for evaluation and recommendations. Once approved this role paly will be presented in class and will be processed and discussed.

Final Examination

-

The final exam will be comprehensive of all classes, reading, cases and other assignments.

Professional Organizations: All counselor education majors must join the following organizations: 1) The South Carolina School Counselor Association. 2) The American School Counselor Association Active membership and participation in these associations is essential for professional growth.

ATTENDANCE - Students should attend every class meeting on time. Ten points of the participation grade is earned for each class a student attends on time. One point will be forfeited for each 10 minutes a student report to class late or leave early.

METHOD OF EVALUATION/GRADING SCALE: POINTS

Attendance and Participation Chapter Summaries Journal Article Reviews Speaker reports Ethics Quiz Mid term Interview Reflection Paper Consultation or Collaboration presentation Final Examination Professional Organizations Total points

150 100 200 100 50 100 100 100 100 100 1100

GRADING SCALE A = B = C = I =

1100 - 990 989 - 880 879 - 770 769 - and below

OUTLINE OF THE COURSE: SESSIONS

Session

SESSION TOPICS Introduction to

READING ASSIGNMENTS/ Activity Chapter One

one

Session two

Session three

Session four

Session five

Session six

Session seven

Session eight

Session nine

Session ten

Course; School Counselors as Consultants A SchoolBased Approach to Consultation Ethical issues In Consultation

Case Consultation with Teachers and Parents Typical issues in School Consultation

Workshops and Education Programs Other Opportunities for Consultation in Schools Midterm Classroom Meetings: Creating A Climate of Cooperation Consultation With Administrators

Consultation in the Community

Chapter Two

Chapter Three Abstracts Presentations/power points; Ethic Quiz Chapter Four; Case Consultation Demonstration; Guest Speaker Chapter Five Abstracts presentations/ power points Chapter Six Workshops Demonstrations Chapter Seven School Based Team Meeting Demonstration; Guest Speaker Chapter Eight Abstracts Presentations /power points Chapter Nine Guest Speaker

Chapter Ten Connection Activities Abstracts Presentations/power

Session eleven

Advocacy, Collaboration, and leadership

Session twelve

Collaboration between Faculty members and School Counselors

Session thirteen

Peer Consultation

Session fourteen

School Counselors and Collaboration

Session fifteen

Wrap-up

REFERENCES

points Adlerian Theory; School Counselor Consultation: A Pathway to Advocacy, Collaboration, and leadership; Interview Reflection Papers Building Consultation Skills; Guest Speaker; Collaboration between Faculty members and School Counselors: An Experience from a Case-based Course; Peer Consultation for Professional Counselors; Interview Reflection papers School Counselors and Collaboration: Finding Resources Through Community Asset Mapping; Interview Reflection Papers Final Exam

Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (2009). (Eds.). Behavioral interventions in schools: Evidence-based positive strategies. Washington, DC: American Psychological Association. Baker, S. B., Robichaud, T. A., Westforth Dietrich, V. C., Wells, S. C., & Schreck, R. E. (2009). School counselor consultation: A pathway to advocacy, collaboration, and leadership. Professional School Counseling, 200-206. Brigman, G., & Webb, L. (2008). An individual psychology approach to school counselor consultation. Journal of Individual Psychology, 506-515. Clemens, E. (2007). Developmental counseling and therapy as a model for school counselor consultation with teachers. Professional School Counseling, 352-359. Dougherty, A. M. (2008). Casebook of psychological consultation and collaboration in school and community settings (5th edition). Belmont, CA: Cengage. ISBN: 9780495507826

Peterson, J. S. (2007). Consultation related to giftedness: A school counseling perspective. Journal of Educational & Psychological Consultation, 273-296. Mennuti, R. B., Freeman, A., Christner, R. W. (2006). (Eds.). Cognitive-behavioral interventions in educational settings: A handbook for practice. New York: Taylor & Francis Group. Rathvon, N. (2008). Effective school interventions: Evidence-based strategies for improving student outcomes. (2nd ed.). New York: The Guilford Whitmarsh, L., & Mullette, J. (2009). SEARCH: An integrated model for counseling adolescents. Journal of Humanistic Counseling, Education & Development, 144-159.

HISTORICAL REFERENCES Anderson, B. S. (1996). The counselor and the law (4th ed.). Alexandria, VA: ACA Bergan, J. R., and Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum. Brown, D., Pryzwansky, W. B., and Shulte, A. C. (1998). Psychological consultation: Introduction to theory and practice (4th ed.). Boston: Allyn and Bacon. Caplan, G., and Caplan, R. B. (1993). Mental health consultation and collaboration. San Francisco: Jorsey-Bass. Kratochwill, T. R., and Bergan, J. R. (1990). Behavioral applied settings: An individual guide. New York: Plenum. Marks, E. S. (1995) Entry strategies for school consultation. New York: Guilford Press. Sherridan, S. M., Kratochwill, T. R., and Bergan, Jr. R,. (1996). Conjoint behavioral consultation: A procedural manual. New York: Plenum. Swenson, L. C. (1997). Psychology and law (2nd ed.). Pacific Grove, CA: Brooks/Cole.

JOURNALS: Journals of Counseling and Development Journal of Professional School Counseling Consulting Psychology Journal: Practice and Research Journal of Educational and Psychological Consultation School Psychology Review

ON-LINE REFERENCES: Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/

Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org S C Teachers.org http://www.s.c.teacher.org

LISTSERVES: Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ Intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] Counselors List)

Course Syllabus

CED-519 - Basic Counseling Practicum (Elementary) COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Instructor: Carolyn J. Woodbury, Ph.D. Office Number: Turner Hall D-Wing, Room 321 E-Mail: [email protected]; [email protected] Telephone Number(s): 803-536-8853 or 7147; Cell 803-378-4205 Office Hours: 3:00 – 5:30 M-Th NCATE/ Department of Education Theme: “The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner”

REQUIRED TEXT(s): Hess, R.S., Magnuson, S. and Beeler, L. (2012), Counseling Children and Adolescents in Schools. Sage Publications, Inc., Thousand Oaks, California.

Hess, R.S., Magnuson, S. and Beeler, L. (2012), Counseling Children and Adolescents in Schools: Practice and Application Guide, Sage Publications, Inc., Thousand Oaks, California

SUPPLEMENTAL TEXT(s): Kaduson, H. and Schaefer, C. (Eds.). (1997). 101 play therapy techniques. Jason Aronson, Inc., Northvale, New Jersey.

COURSE DESCRIPTION: This course is an applied course where students master individual counseling skills. Enrollees will learn how to conduct a successful counseling interview. Completion of a supervised 50 clock hour field based practicum experience with middle school or high school aged children is required. Prerequisite: CED 510 and CED 514.

1

COURSE OVERVIEW: This course addresses the skill and techniques necessary to successfully conduct an effective counseling interview. The methods of instruction for this course will include lecture/discussions, small group activities, and videos.

COURSE RATIONALE: This is a skill-building course in which theories methods and techniques of counseling are reviewed and integrated, critically examined, and practiced in order to help the counselor trainee to acquire a basic level of proficiency in facilitating the counseling process with elementary school children. Laboratory experiences provide structured learning situations in which students learn to refine the skills acquired with didactic coursework. These experiences enhance the professional aspects of the student’s behavior in the counseling situation. This course emphasizes individual counseling, group guidance activities and other related experiences in school settings. Through these experiences, students will exercise skills in intake counseling, establishing counseling goals, implementing counseling interventions, and assessing counseling outcomes. This course is beneficial to the educational community because these experiences 1) enable the student to select counseling theories; 2) understand how to implement a general counseling model applying an appropriate theoretical approach; 3) establish a goal(s); 4) obtain a commitment from helpee to try a problem solving strategy and thus facilitating helpee’s social, educational and career development through counseling services. These tasks are consistent with the South Carolina ADEPT Model for School Guidance Counselors, specifically, performance dimension four (4). These task are also consistent with the theme of the School of Education which captures its’ conceptual framework: THE PROFESSIONAL EDUCATOR AS AN EFFECTIVE PERFORMER, REFLECTIVE DECISION MAKER, AND HUMANISTIC PRACTITIONER. The Basic Counseling Practicum course offers the counselor-in-training a chance to integrate his/her counseling knowledge and develop his/her approach to counseling under supervision. It consists of personal growth exercises, classroom discussions, role-playing and demonstrations, films, audio and video media, and establishing, maintaining, and bringing closure to a counseling relationship with an elementary school age child.

INSTITUTIONAL OUTCOMES: Institutional outcomes and expectations are significant for students and their development. The knowledge skills and dispositions experienced throughout the duration of the course are indicated below. Elementary basic counseling practicum develops effective performers capable of implementing the responsive services component of a comprehensive developmental guidance and counseling program as it relates to individual counseling. Counselor trainees will have knowledge and

2

understanding of how to assist helpees in identifying problems, causes, alternatives and possible consequences to facilitate appropriate action. ^ Reflective decision makers are professional educators/counselors who demonstrate the ability to make informed decisions and problem solve based on conscious consideration of their students’ needs and the technical, educational, and ethical consequences of their decisions. Reflection in the counseling process is imperative as helpers choose approaches and techniques appropriate to the counselor’s conceptualization of the counseling issues. Further reflection is required as these decisions/selections will be based on cognitive, social and emotional development as well as data collected from observations and verbalizations of the helpee. Continuous reflection is required after each counseling session to monitor and evaluate the effects of helper’s choices upon growth and progress of the helpee in the counseling process. ^ Humanistic practitioners demonstrate cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Counselor trainees are able to demonstrate the ability to understand and work effectively with culturally diverse populations in the helping profession. This will include gender, age, race culture, socioeconomic background, physical ability or sexual orientation. Counselor trainees will acquire an awareness, knowledge, skills and a grasp of general principles for working ethically, sensitively, and effectively with helpees who differ from them.

2009 CACREP Standards comprised in this course: LEARNING OBJECTIVES (CED-520) STANDARD LISTING (SCS = School Counseling Standards) Learning Objective/Standard

Learning/Activity

Outcomes/Assessment

Read: Becoming Familiar w/ Basic Skills, Workbook (Mangum, Hess, Beeler, 2012)

Developed understanding of helping relationship; ability to build relationship; skillful use of questions; explore the concern of helpee

The Candidate will: Knowledge 1. Understand the essential interviewing and counseling skills

(CACREP Sec. II G5,c)

Knowledge

2. Learn and design intervention

Complete Role Play Activities View video clips, interviews w/ elementary children Conduct initial counseling interview w/ elementary children at homework center Read: Theory Integration & Case Conceptualization

3

Effectively complete initial interview w/ 1-3 elementary school child. Write brief summary of each.

Learner can identify problem(s), prioritize,

strategies.

(CACREP Sec. II G5,d) Knowledge 3. Know, compare and contrast the key concepts, techniques, procedures, and cross-cultural applications of at least two counseling theories ( RI)

Chapter 4 (Hess, Magnuson, Beeler, 2012). Complete case conceptualization worksheet from workbook using a case designated by instructor. Review Theories Textbooks, electronic resources, appropriate referred professional journals

Theory will be used with helpee during brief counseling while enrolled in basic practicum

(CACREP Sec. II G5,d; G2,b)

Knowledge 4. Know the legal and ethical considerations for counselors working with elementary children (RI). (CACREP Sec. II G1, j; and SCS-A2, B2) Knowledge

5. Know strategies needed in initiating and maintaining an effective counseling relationship with an elementary school age child (HP, EP)

assist w/ goal setting, identify appropriate theory(ies) that guide in identifying intervention options. Attention is given to developmental factors, culture, and resources. Development of a theory paper representing a preferred theory of choice when counseling in schools with helpees (rubric).

Read Chapter 12 Identify and respond to legal and/or ethical issues in four written scenarios Address any legal/ethical issues w supervisors while involved in 6 wks counseling relationship w/ elementary student

Complete Workbook Activities a. Explore personal beliefs/values

b. Discusss intra-and interpersonal skills

Able to identify and discuss legal and/or ethical issues after reading 4 scenarios using the ACA or ASCA Codes of ethics

Able to identify personal beliefs and values; can identify and differentiate between intra- and interpersonal skills during the counseling process.

(CACREP Sec. II G3.a,d,f,h,) Knowledge

6. Know solution focused brief counseling strategies (RI); (HP, EP).

Read: Counseling Children & Adolescents, Chapter 7 (Hess, Magnuson, Beeler, 2012);

(CACREP Sec. II G3.a,f; SCS-C1, D2) 4

Able to conduct initial play therapy interview.

View video clip SFBC; Knowledge

7. Understand the significance of play therapy strategies for elementary school age children (I) (CACREP Sec. II G3. a, f; and SCS-C1, D2)

Read: Counseling Children & Adolescents, Chapter 9 (Hess, Magnuson, Beeler, 2012).

Ability to conduct initial play therapy interview.

View: Techniques, N.B.Webb, DSW. View: Video clips M.B. Ivey

consulting with teachers and parents when counseling elementary school age children

Read: Counseling Children & Adolescents, Chapter 14 (Hess, Magnuson, Beeler, 2012, pp. 344-363).

(CACREP Sec. II G5.e,f; and SCS-E4; N1,3)

Consult w/ parent of helpee assigned for semester.

Knowledge

8. Understand the significance of

9. Understands essential procedures for crisis intervention and suicide prevention (CACREP Sec. II G5. G; and SCS-D3)

Consult w/ teacher of helpee in reference to goal(s) established for semester. Read: Counseling Children & Adolescents, Chapter 11 (Hess, Magnuson, Beeler, 2012, pp. 251-280)

Examine: a. The Six Step Model (James, 2008) b. Psychological First Aid (NIMH, 2001) Video: Dying to Be Heard… Case illustration of Crisis Counseling 5

Write developmental history report following interview w/ parent (rubric). Periodic/weekly consultation w/ teacher as needed in relationship to goal(s) established and progress being made.

Able to complete basic suicide assessment. Aware of crisis intervention models

SKILLS The Candidate will:

Skill 1. Use appropriate counseling theories, processes, and techniques for individual sessions (PD4).

Review Theories Power Point Presentations View videos, discuss View vignettes, discuss Role play

(CACREP Sec. II G5,d)

Skill 2. Demonstrate the ability to maintain confidentiality and protect the rights of helpees (PD4)

Instructor/Peer feedback Review/evaluate effective individual counseling procedure and process through group and individual supervision (rubric)

Live practice sessions Six – eight individual counseling sessions w/ elementary school age child. Power Point & Readings: Legal & Ethical Issues Review ASCA Ethical Standards

Discuss confidentiality and limitations w/ helpee assigned during current semester

Journal Article

(CACREP Sec. II G1,j) Skill 3. Demonstrate the ability to structure counseling interviews appropriately by establishing rapport, defining the problem, defining a goal, exploring alternatives, and applying a treatment approach to real life situation, (PD6).

4.

(CACREP Sec. II G5,c) Skill Demonstrate the ability to attend to others and explain the benefits of the skill of attending.

Role play dialogue explaining confidentiality. View and discuss video vignettes counseling elementary school children.

Power Point Attending Skills

Conduct counseling sessions w/ helpee assigned, which will include establishing rapport, defining problem and a goal, exploring alternatives and applying course of action (rubric). Review /evaluate during supervision Practice attending at homework center w/ elementary school children. Utilize attending skills w/ helpee assigned

(CACREP Sec. II G5,b,c) 6

Skill 5.

Demonstrate observation skills noting appearance and behavior and make inferences from observations.

Power Point Presentation: Attending Skills Homework Center practice sessions w/ elementary students

CACREP Sec. II G5,b,c)

6.

Skill Demonstrate listening skills by listening for details and the gist of what is said (PD6).

Power Point Role play listening for details & gist of conversation

(CACREP Sec. II G5,b,c)

Review/evaluate during supervision (rubric) Make inferences from observations during practice sessions, homework center, as well as w/ helpee assigned current semester. Review/evaluate during supervision Utilize listening skills in practice sessions at homework center; Demonstrate listening for details & gist of content w/ helpee assigned (rubric). Review/evaluate during supervision

7.

Skill Facilitate exploration through paraphrasing, reflection of content and feeling, using openended questioning and summarization.

Power Point View Video Role Play Workbook Activities

Review/evaluate during supervision (rubric)

Video

Review/evaluate facilitation of helpee’s movement to action during supervision

(CACREP Sec. II G5,b,c,) Skill

8. Demonstrate the ability to facilitate helpee’s movement to action (.(PD6) (EP),

Utilize basic communication skills with helpee assigned.

Workbook Activities

(CACREP Sec. II G5,b,c) Skill

Power Point

9. Demonstrate the ability to communicate skills to effectively reach individuals from diverse backgrounds (PD6).

Discuss ACA Multicultural Competencies

(CACREP Sec II G2,a,b,d; and SCS-E4)

Journal Article

Workbook Activity

Ability to evaluate which cultural variables are relevant and focus on cultural strengths.

Scenarios w/ cultural considerations Skill

Read: Theory Integration Ability to 7

10. Develop and implement a counseling plan for an elementary school age student (PD’s 4 & 6)

& Case Conceptualization (Hess, Magnuson, Beeler, 2012)

conceptualize case assigned for current semester and develop counseling plan (rubric).

Review a sample case/plan with a teammate

(CACREP Sec. II G5,d; and SCS-C1,2) Skill

11. Demonstrate the ability to consult with school personnel and parents.

(CACREP Sec. II G5,f; and SCS-F4; M1,4) Skill 12. Demonstrate the ability to write a brief case history report.

(CACREP Sec. II G5,f; and SCS-N1) Skill 13. Demonstrate the ability to develop a group guidance lesson plan and implement that plan with a small group in an elementary school setting. (SCS-D,2)

14. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, € multicultural issues, and (f) factors of resiliency on student learning and development. School Counseling Standards: D.3

Conceptualize a case from two theoretical perspectives and develop plan Counsel helpee under supervision of school counselor. Consult w/ teacher as needed Journal Article Conduct interview w/ parent of helpee about early development, school achievement, family and school relationships

Weekly consultation with school counselor, parent and teacher (as needed), to facilitate counseling process w/ helpee assigned Write developmental history report (rubric).

Review components of Develop guidance lesson lesson plan w/ explanations plan and implement in (handout). elementary school (rubric)

Identify resources for sample guidance lesson plans (ASCA web, Missouri model, etc.) Read: Theory Integration Group Presentation Rubric & Case Conceptualization (Hess, Quiz Magnuson, Beeler, 2012) Chapter 11-Crisis Response and Intervention in the Schools Compile a Referral Resource List of Services in your community for adolescents and children.

8

Referral Resource List Rubric

Research the following crisis and intervention models: Six Step Model (James, 2008) The ABC Model (Kanel, 2007) Psychological First Aid (NIMH, 2001) Find out what the crisis plan for your school site currently is. Analyze its strengths and weaknesses based on 1 of the crisis intervention plans above and be prepared to discuss it in class in your group. Group Presentation

DISPOSITIONS The Candidate will: Disposition 1. Commit to an honest self-

Self-examination of values and personal examination of personal beliefs and beliefs values recognizing, who they are as a person, is the most important instrument as a helper.

Self-reflection

(SCS-D1)

2.

Disposition Commit to knowing and implementing appropriate counseling theories, process and techniques to meet developmental, preventive, and remedial needs of helpees (RI).

Review theories Chapter readings Power Points View & discuss videos & vignettes Role Play

(CACREP Sec. II G5,b,c,d,e; and SCS-C1,2,3; H1,2,3,)

Six – eight individual counseling sessions w/ helpee assigned for current semester Journal Articles 9

Classroom activities Effectively conducting individual counseling sessions w/ helpee assigned for current semester Review, discuss, evaluate during supervision (rubric) Individual counseling sessions w/ elementary school child. Conceptualizing case, identifying problem, establishing goal, implementing appropriate theory and developing and implementing counseling plan Review, discuss, evaluate during weekly supervision (rubric)

3.

Disposition Understand the importance of being open to learning and have a basic curiosity.

(CACREP Sec/ II G5,b; and SCS-D1)

Disposition 4. Appreciate and acknowledge the wide range of helpees’ thoughts, feelings and behaviors. (CACREP Sec. II G5, b, c)

Reading Assignments Classroom Activities

Individual counseling sessions w/ elementary school child

Facilitator in the individual brief counseling process

Implementing and revising counseling

Reading Assignments


Classroom Activities View video sessions

Facilitator in the individual brief counseling process

10

Review, discuss, evaluate during weekly supervision (rubric)

Disposition 5. Commit to inspiring helpees to change and realize that it takes hard work to bring about change. (CACREP Sec. II G5, a, b) Disposition 6. Commit to using effective communication skills to facilitate positive growth/movement in the helping process. (CACREP Sec. II G5, a, b; and SCS-C3; D1, 2) Disposition 7. Commit to entering and experiencing the helpees’ world and seeing the world through their eyes. (CACREP Sec. II G5,b,c)

8.

Reading Assignments Role play counseling session Facilitator in the individual brief counseling process

Disposition 10. Develops and implements classroom guidance lesson plan to address the developmental, preventive and remedial needs of helpees. (SCS-D2)

Review, discuss, evaluate during weekly supervision (rubric) Individual counseling sessions w/ elementary school child Review, discuss, evaluate during weekly supervision (rubric)

Reading Assignment View video sessions Role play Facilitator in individual brief counseling process

Reading Assignments Disposition Commit to offering support to helpees when needed and Classroom Activities pointing out discrepancies View video sessions when necessary.

(CACREP Sec. II G5,b,c)


Role play counseling sessions

Facilitator in the individual brief counseling process Review components of lesson plan w/ explanations (handout). Identify resources for and can develop appropriate guidance lesson plans for elementary school (ASCA web, Missouri 11

Experiences impact of seeing world through helpee’s eyes during current semester brief counseling relationship w/ elementary school child (rubric) Individual counseling sessions w/ elementary school child Review, discuss, evaluate during weekly supervision (rubric)

Video tape classroom guidance lesson presentation to elementary school children. Review, discuss, evaluate during supervision (rubric)

10.

Disposition Understand the importance of research in monitoring and evaluating counseling strategies and techniques that facilitate growth and development in helpees.

(CACREP Sec. II G8,e; and SCSI1,3,4,5) Disposition 11. Demonstrate the ability to access a number of resources to enable helpees to move toward their goals.

(CACREP Sec. II G8,e; and SCS-I 1,3,4,5)

model, SC SCOIS computer career development program etc.) Reading Assignments a. Research Studies b. Professional Counseling & related Journals

Reading Assignments a. Consultation c. Research Studies d. Professional Counseling & related Journals

Monitors and adjust techniques and strategies based on research/best practices during brief counseling w/ elementary school children

Review, discuss, evaluate during supervision (rubric) Consults with university supervisors and on-site professional school counselor. Effectively uses printed and electronic resources to enable elementary children to move toward goals

e. Various

12.

Disposition Commit to on-going professional growth and to the school counseling profession.

(CACREP Sec. II G1,b,d,f,g,h,i,j,; and SCS-A, 2,3,4,5; B1)

electronic Resources Attend professional counseling conferenceslocal, state & national Distribute membership materials for professional Counseling organizations including Chi Sigma Iota International Honor Society

Graduate student volunteers local & state counseling conferences Attend at least one state counseling conference Join ASCA, ACA, SC Counseling Association and Chi Sigma Iota

COURSE REQUIREMENTS: A) Simulate counseling sessions with fellow students and practice interview sessions with elementary school age students. B) Practice interview skills with elementary school children through a cooperative effort with Project Positeen, an after school tutorial program in Orangeburg, SC 12

C) Develop and maintain a counseling relationship with one elementary student throughout the semester (6-8 sessions). D) Counselor Trainees are expected to obtain the necessary parental permission with forms provided by the instructor. Collaboration with the school counselor is expected in coordinating the selection of a student, establishing a regular meeting time and place including consultation as needed. Individual and group supervision is provided by the University (Instructor and/or assigned supervisor). E) Counselor Trainees are expected to video record each session and complete a tape analysis form for six (6) of the sessions conducted. Three (3) abstracts from a professional journal addressing the counseling goal(s) established must be submitted. A copy of the article must be attached to the abstract. Points will be deducted if the full text article is not attached. F) Counselor Trainees will submit all video recorded counseling sessions with an elementary school age student to the assigned individual supervisor. Individual supervisors will provide feedback for all video recordings. Individual supervisor’s evaluation of your most effective individual video session and your classroom guidance lesson presentation will be submitted to the Instructor. G) Counselor Trainees will develop a lesson plan addressing one of the three student development domains (learning to live, learning to work, and learning to learn) of the comprehensive developmental guidance model. The plan will be implemented during a classroom guidance session and video recorded. A reflection of the guidance session must be included with the lesson plan. H) Counselor Trainees will submit a transcript of one taped session for their mid-term evaluation Session #3 or above are to be used for this assignment (TRANSCRIBE ONLY THE RESPONSES OF COUNSELOR TRAINEE). I) Counselor Trainers will write a theory paper (3-5 pages, not including the reference page) advancing a counseling theory as your theory of choice when counseling children using APA style. A minimum of five (5) references should be utilized (only one CED-514 textbook reference please). Make sure to include in text references to give proper credit to the original author. Content of theory paper: 1. Introduction 2. Key Concepts (view of human nature, basic characteristics) 3. Therapeutic Process (counseling goals, helper’s 13

function/role, helpees experience in counseling, relationship between helper and helpee) 4. Application (techniques & procedures) 5. Cross-Cultural Application 6. How theory is being (will be) applied in your counseling sessions. J)

Counselor Trainees will obtain student’s developmental case history (form provided by instructor) through an interview with a parent or guardian.

K) Students are expected to type all assignments done outside of the classroom. They will be graded on quality of content, degree to which outline or instructions were adhered to, i.e. APA format. Please edit your work for grammar, spelling, complete sentences, etc. L) Professional Organizations: All counselor trainees are required to become members of two counseling professional organization-- South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA); American School Counselor Association (ASCA); and South Carolina School Counselor Association (SCSCA). The national organizations noted will enable trainees to acquire inexpensive liability insurance which is a requirement for all counselor trainees.

M) Class attendance is required and promptness is expected. Ten (10) points are awarded for class participation. You cannot earn these points if you are absent for any reason. Five (5) points are awarded for class participation if you are tardy or leave class with one hour or more remaining in the session. N) Counselor Trainees are required to maintain time sheets for group supervision (weekly sessions w/instructor); and individual supervision with assigned University supervisor. Additionally, a time sheet should be maintained for hours spent on-site with students and/or school counselor.

METHOD OF EVALUATION: A student can earn a total of six hundred-Sixty (660) points during the semester as outlined below:

Assignments Class Participation Two (2) Videos @ 30pts Tape Analyses/6 @ 10pts Midterm (Tape Transcription) Developmental History (written/oral)

Points 140 60 60 100 50 14

Classroom Guidance Activity Lesson Plan Theory Paper Abstracts (3) (option- 1 abstract power point presentation) Individual Supervisors Evaluation Total

25 50 75 100 660

GRADING SCALE: A= B= C= D= F=

594 - 660 528 - 595 462 - 529 396 - 461 395 and Below

Week

Topic 1. 2.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

Orientation Introduction to Section I What is So Special About Counseling in the Schools? (1) Working Within School, Family, and Community Systems (2) Understanding the Developmental Worldview of Children and Adolescents (3) Legal and Ethical Issues (12) Play- and Art-Based Approaches to Counseling in Schools (9) Introduction to Section II Theory Integration and Case Conceptualization (4) Adlerian Approaches to Counseling in Schools (5) Cognitive-Behavioral Approaches to Counseling Schools (6) Solution-Focused Brief Therapy in Schools (7) Choice Theory and Reality Therapy Approaches to Counseling in Schools (8) Working With Groups in Schools (10) Building Alliances Through Consultation and Collaboration (14) Accountability in School-Based Services (13) Crisis Response and Intervention in the Schools (11) Creating a Continuum of Care (15)

REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (e.g., physical, learning, psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the 15

instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

16

REFERENCES Capuzzi, D. (2009). Suicide prevention in the schools: Guidelines for middle and high school settings (2nd ed.). Alexandria, VA: American Counseling Association. Corey, C. (2009). Theory and practice of counseling and psychotherapy. (8th ed.). Pacific Grove, CA: Brooks/Cole. Corsini R., & Wedding, D.(2010 ). Current Psychotherapies. (9th ed.) Belmont, CA: Brooks/Cole. Cromier, S. & Hackney, H. (2005). Counseling strategies and interventions. (6th ed.), Boston: Allyn & Bacon. Davis, S. & Meier, S.T. (2011). The elements of counseling. Pacific Grove, CA: Brooks/Cole. Dinkmeyer, D. & Sperry, L. (2000). Counseling and psychotherapy: An integrated, individual psychology approach (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. Egan, G. (2010). The skilled helper. (9th ed.). Belmont, CA: Brooks-Cole. NcNeilly, R.B. (2000). Healing the whole person. New York: John Wiley & Sons. Parsons, R.D., (2011). Fundamentals of the helping process. (2nd ed.). Waveland Press, Inc., Long Grove, Illinois.

17

HISTORICAL REFERENCES Belkin, G.S. (1987). Contemporary psychotherapies (2nd ed.). Pacific Grove, CA: Brooks/Cole. Bruckner-Gordon, F., Grange, B.K. & Wallman, G.U. (1988). Making therapy work. New York: Harper and Row. Combs, A.W. & Gonzalez, D.M. (1994). Helping relationships: Basic concepts for the helping profession. (4th ed.). Boston: Allyn & Bacon. Helms, J.E. & Cook, D.A. (1999) Using race and culture in counseling and Psychotherapy: Theory and process. Boston: Allyn & Bacon. Parson, Richard. (1994). The Skills of Helping. Boston: Allyn & Bacon.

18

ON-LINE RESOURCES Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org

19

Course Syllabus

CED-520 - Basic Counseling Practicum (Secondary) COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University

Instructor: Carolyn J. Woodbury, Ph.D. Office Number: Turner Hall D-Wing, Room 321 E-Mail: [email protected]; [email protected] Telephone Number(s): 803-536-8853 or 7147; Cell 803-378-4205 Office Hours: 3:00 – 5:30 M-Th NCATE/ Department of Education Theme: “The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner”

REQUIRED TEXT(s): Carkhuff, R. R. (2009). The art of helping. (9th ed.). Amherst, MA: Human Resource Development Press, Inc. Carkhuff, R., Anderson, D., Benoit, D., Linder, J., and Mclaughlin, C. (2009). The student Workbook for the art of helping (9th ed). Amherst, MA: Human Resource Development Press, Inc.

COURSE DESCRIPTION: This course is an applied course where students master individual counseling skills. Enrollees will learn how to conduct a successful counseling interview. Completion of a supervised 50 clock hour field based practicum experience with middle school or high school aged children is required. Prerequisite: CED 510 and CED 514.

COURSE OVERVIEW: This course addresses the skill and techniques necessary to successfully conduct an effective counseling interview. The methods of instruction for this course will include lecture/discussions, small group activities, and videos.

1

COURSE RATIONALE: The Carkhuff Helping Skills Model is the core of this course. This model has been widely used to train individuals in the helping process. Interpersonal skills are operationally defined and therefore are learned and achievable. The following skill areas are emphasized: 1) attending skills, 2) responding skills, 3) personalizing skills, 4) initiating skills. The model is designed to train helpers to relate consciously and skillfully by entering the frames of reference of others. Learners are taught interpersonal skills or helping skills to facilitate the movement of helpees through exploring, understanding and acting to improve their experience of some particular area of living, learning or working. Interpersonal processing skills are taught in order to help the learner become effective in developing and maintaining a counseling relationship with at least one high school age student. Laboratory and live counseling practice experiences are provided in which students initiate interpersonal skill development.

INSTITUTIONAL OUTCOMES: Institutional outcomes and expectations are significant for students and their development. The knowledge skills and dispositions experienced throughout the duration of the course are indicated below. Institutional Outcomes Secondary basic counseling practicum develops effective performers capable of implementing the responsive services component of a comprehensive developmental guidance and counseling program as it relates to individual counseling. Counselor trainees will have knowledge and understanding of how to assist helpees in identifying problems, causes, alternatives and possible consequences to facilitate appropriate action. Reflective decision makers are professional educators/counselors who demonstrate the ability to make informed decisions and problem solve based on conscious consideration of their students’ needs and the technical, educational, and ethical consequences of their decisions. Reflection in the counseling process is imperative as helpers choose approaches and techniques appropriate to the counselor’s conceptualization of the counseling issues. Further reflection is required as these decisions/selections will be based on cognitive, social and emotional development as well as data collected from observations and verbalizations of the helpee. Continuous reflection is required after each counseling session to monitor and evaluate the effects of helper’s choices upon growth and progress of the helpee in the counseling process. Humanistic practitioners demonstrate cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Counselor trainees are able to demonstrate the ability to understand and work effectively with culturally diverse populations in the helping profession. This will include gender, age, race, culture, socioeconomic background, physical ability or sexual orientation. Counselor trainees will acquire an awareness, knowledge, skills and a grasp of general principles for working ethically, sensitively, and effectively with helpees who differ from them.

2

2009 CACREP Standards comprised in this course: LEARNING OBJECTIVES (CED-520) STANDARD LISTING (SCS = School Counseling Standards) Learning Objective/Standard The Candidate will:

2.

Knowledge 1. Be able to communicate and discriminate helpful responses. (CACREP Sec. II G5,c)



Knowledge



Read Helping Overview and Helping Process (Carkhuff, 2009)  Show video The Helping Overview. Exercise 2Workbook



Read Initiating/defining goals Show video Initiating Skills Tell what is involved in formulating an operational goal. Show examples. Assign activities 52, 53 and 54 from workbook



Be able to develop a therapeutic relationship based on the Carkhuff Model of helping

(CACREP Sec. II G5,a,d; and SCS-C1) Knowledge

3.

Learning/Activity

Establish appropriate counseling goals.

 

(CACREP Sec II G5,c; and SCS-C3)



Pre-Test – communicating and discriminating helpful responses. Discuss responses given.

3

Outcomes/Assessment



Rate communication PreTest Scores

 Build a model (diagram) to represent helper and helpee roles in developing the therapeutic relationship.



Demonstrate skill of developing operational goals by defining a personal goal for themselves.



Practice writing operational goals, share w/ partner or small group.



Assist assigned helpee to develop a goal that is observable and measureable.



Review, evaluate, discuss during individual supervision

Learning Objective/Standard Knowledge

4.

Know and design intervention strategies.

Learning/Activity   

(CACREP Sec II G5,b,c; and SCS-C,1,2)

5.

Knowledge Evaluate client outcome.

(CACREP Sec II G5,b,c; and SCS-C,1,2)

6.

Knowledge Be able to successfully terminate the counselor-client relationship.







Knowledge

Understand and maintain appropriate professional boundaries.

Read The Art of Helping, Reviewing, Rehearsing, and Revising; Planning Check Steps. Assign activities 64, 65, 66, and 67 from workbook



Read, The Art of Helping, Developing Schedules (Carkhuff)



Read, Preparing for Termination (Parsons, 2011)

 

Ethical Guidelines Vignettes: Ethical issues Classroom activity Discussion

(CACREP Sec II G5,b)

7.

Read Developing Programs, The Art Of Helping Show examples of developed programs Assign activities 55, 56 and 57 from workbook Share steps and substeps of programs created in small groups



(CACREP Sec. II G1, b, j; and SCS-A2)

4

Outcomes/Assessment 

Demonstrate skills of developing programs



Develop program for helpee assigned that will include steps necessary to accomplish goal(s)



Share ideas about how steps could be rehearsed and/or revised. Discuss importance of reviewing, rehearing, and revising; planning check steps in small groups Demonstrate with assigned helpee the ability to review, rehearse, revise and plan check steps in implementing program (steps) to achieving helpee’s goal(s). Demonstrate the termination process with helpee assigned. Review condition and strategies, answer questions, transfer support if necessary, explore feelings, and future availability or follow-up. Applies ethical guidelines related to professional boundaries in case studies, scenarios and specified issues.








8.

Identify the counseling theories

Learning/Activity  

CACREP Sec II G5,d; and SCS-C1)

 Read and discuss case studies.  Write case study of assigned helpee and present to class

Knowledge

9.

Conceptualize client presentation (CACREP Sec II G5,d; and SCS-C1)

 Knowledge

10.

Apply the theoretical approach to case studies.

(CACREP Sec II G5,d; and SCS-C1)

 



11.

Knowledge Develop a personal model of counseling.



(CACREP Sec II G5,d; and SCS-C1)

Learning Objective/Standard Knowledge Explain rationale for selecting theories as appropriate modalities for

Examine theory to help collect and organize information about case studies. Role play scenario using specified theory Utilize theory to guide in identifying intervention options Read/Review Counseling Theories and Techniques Identify theories that are compatable with personal philosophy values and beliefs. Additionally theories for which there is a good understanding of concepts and techniques, as well as appropriateness for school setting.



Write a theory paper using a theory of your choice (rubric)  Identify theory and techniques being used with assigned helpee  Able to evaluate plausibility of case conceptualizations  Conceptualizes case of assigned helpee during current semester  Evaluation and discussion in class and during supervision (rubric case study)  Demonstrate the ability to utilize theory to guide work with assigned helpee during current semester.  Evaluation and discussion in class and during supervision

  

Learning/Activity 

12.

Review of Counseling Theories Research on theory of choice

Outcomes/Assessment

 

Examine theory to help collect and organize information about case studies. Role play scenario using specified theory Examine theory to

5

Write a theory paper using a theory of your choice (rubric) Role play scenario using theory of your choice Incorporate theory in counseling assigned helpee




Able to select appropriate theory to organize information about helpee assigned for current semester. Able to utilize theory in guiding intervention

guide in identifying intervention options

individual assessment and counseling (CACREP Sec II G5,d; and SCS-C1) 13.

Knowledge Integrate technological strategies and applications in counseling and consultation processes (RI). (CACREP SCS-M3)

Knowledge Become familiar with professional organizations, (i.e., ACA, ASCA) their divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphasis. (CACREP Sec. II G, f) Learning Objective/Standard Knowledge 15. Understand the adolescent’s cognitive, social, and emotional development. 14.

(CACREP Sec. II G3,a,b,f,h)

16.

Knowledge Define counseling and what it can do



Using on-line resources and electronic data bases, locate research articles related to presenting problem of the assigned helpee.  Use on-line assessment tools where applicable for assessment of study skills, careers, selfesteem, personality, etc. Readings:  Professional counseling and related journals  Newsletters & updates  ASCA Ethical Standards  ACA Ethical Standards  Visit professional organization websites

strategies with helpee assigned for current semester.

  

 

Learning/Activity



Review: Human Growth & Development Theories  Apply developmental theories to case studies given.  Discuss and identify developmental theories applicable to case studies

Identify and commit to memory a viable definition of

6

Join professional counseling organization Provide verification of membership in national counseling organizations

Outcomes/Assessment





Critiques three articles related to helpee concern (rubric) Articles utilized to identify and/or support intervention strategies Assessment tools utilized to enhanced movement toward established goal(s) w/ assigned helpee





Integration and articulation of human growth and development theories (Piaget, Erickson, etc.) into case conceptualization Evaluate during individual supervision

Able to orally express, understand and internalize a viable definition of

17.

counseling  Select a theory of your choice and write a paper outlining the key concepts, techniques, procedures and cross-cultural application of that theory  Read: The Professional Counselor. Review legal & ethical content from CED510, 512, and 513.  Review and discuss legal and ethical case studies

(RI). Knowledge Identify the key concepts, techniques, procedures, and cross-cultural applications of a counseling theory.

CACREP Sec. II G2,a,b,c,e,; G5,d)

18.

Knowledge Be informed of the legal and ethical considerations for counselors working with secondary students (RI).

(CACREP Sec. II G1, j; and SCS-A2, B2) Knowledge 19.

Comprehend the strategies needed in initiating and maintaining an effective counseling relationship with a secondary school age student.

(CACREP Sec. II G5 b, c, d; and SCS-C,1, 3)

Learning Objective/Standard Knowledge 20. Know brief counseling: solutionfocused counseling strategies. (RI)







Lectures introducing microskills consecutively (Carkhuff Model) View video tapes that explain each microskill, and provides examples of the skills being performed by graduate students Video tape role play with teammate using skills

Learning/Activity  

counseling  Evaluation of Theory Paper (rubric)  Continuous feedback on effective utilization of theory with helpee assigned for current semester.



 

Effectively discuss legal and ethical consideration related to counseling secondary school students.  Evaluate during supervision the ability to identify ethical/legal considerations encountered with helpee assigned for current semester. Cross peer assessment of skills using a checklist (Oobserves or N-not observed) Review/evaluate use of skills during supervision (rubric)

Outcomes/Assessment

Read/review SFBC theory. Read/review other brief counseling approaches



Develop and maintain a counseling relationship utilizing brief counseling strategies with assigned helpee (rubric).





Able to identify and retrieve electronic and

(CACREP G5, d; and SCS-

C,1)

21.

Knowledge Identify appropriate

Read/Research professional

7

journal articles related to special needs topics.

resources needed to counsel adolescents with special needs (i.e. academically challenged, abused children, stepfamilies, etc.). (RI) (CACREP G3, b, e, f; SCSA6, C3) Knowledge 22. Understanding the significance of consultation when counseling with adolescents. (RI)



Assigned reading Counseling Children (Thompson & Henderson, 2011)



Review CED 513 text-consultation in schools Consult w/ parent(s)/guardia n of helpee assigned for current semester – Brief Case History Consult w/ teacher and/or school counselor of helpee assigned in reference to goal(s) established



CACREP Sec. II G5, e, f; and SCS-M1,2,3,4) 

23. Understands essential procedures for crisis intervention and suicide prevention (CACREP Sec. II G5. G; and SCS-D3)



Read: Counseling Children & Adolescents, Chapter 11 (Hess, Magnuson, Beeler, 2012, pp. 251-280)

Examine: a. The Six Step Model (James, 2008) b. Psychological First Aid (NIMH, 2001) Video: Dying to Be Heard… Case illustration of Crisis Counseling SKILLS

8

printed resources that address special needs of secondary school students







 

Assess developmental history report following consultation (interview) w/ parent/guardian (rubric). Periodic/weekly consultation w/teacher or school counselor as needed in relationship to goal(s) established to enhance movement and progress of assigned helpee. Consults with supervisor

Aware of crisis intervention models Able to complete basic suicide assessment.

The Candidate Will: Skill 1. Use appropriate counseling theories, processes, and techniques for individual sessions. (CACREP Sec. II G5, b, d)

Learning Objective/Standard Skill 2. Demonstrate the ability to maintain confidentiality and protect the rights of helpees. (CACREP Sec. II G1, j; SCS-A2, B1) Skill

3. Demonstrate the ability to structure counseling interviews appropriately by establishing rapport, defining the problem, defining a goal, exploring alternatives, and applying a treatment approach to real life situation. (PD6)

   

Review Theories Power Point Presentation View videos, discuss View vignettes, discuss Role play Live practice sessions Six – eight individual counseling sessions w/ secondary school student.

  

 

Learning Activity  

Read, ASCA Ethical Standards Read, Legal & Ethical Issues



Class discussion confidentiality



View Carkhuff skills video



Role Play with classmates conducting a counseling interview.

Instructor/Peer/supervisor feedback Review/evaluate effective individual counseling procedures and process through group and individual supervision (rubric)

Outcomes/Assessment  

Verbalize confidentiality statement to assigned helpee. Maintain confidentiality while providing brief counseling with helpee from a secondary school





Conduct counseling sessions w/ helpee assigned which will include establishing rapport; defining problem and identify a goal; exploring alternatives; and applying course of action. Review/evaluate during supervision (rubric)

(CACREP Sec. II G5, c; and SCS-D) Skill 4. Develop and implement a counseling plan for secondary school age adolescents.



View Carkhuff skills video- initiating



Able to develop a plan based on a case scenario.



Workbook activitycreating a plan of action



Develops and implements a counseling plan for assigned helpee during current semester.

9

(CACREP Sec. II G5, d; and SCS D2, 3) Skill 5. Demonstrate the ability to attend to others and explain the benefits. (CACREP Sec. II G5,b,c; and SCS-D2)

7.

   

Skill 6. Demonstrate observation skills noting appearance and behavior and make inferences. (CACREP Sec. II G5,b,c; and SCS-D2)



Skill Demonstrate listening skills by listening for details and the gist of what is said.



(CACREP Sec. II G5,b,c; and SCS-D2)

  

   

8.

Learning Objective/Standard Skill Facilitate exploration through paraphrasing, reflection of content and feeling, using openended questioning and summarization.

(CACREP Sec. II G5,b,c; and SCS-D2) Skill 9. Demonstrate the ability to assist helpee

    

Read Carkhuff, The Art of Helping View Carkhuff skills video - discuss Role play attending w/ teammate Workbook activities attending skills

 

Read Carkhuff, The Art of Helping View Carkhuff skills video - discuss Classroom activity observation skills Workbook activities observation skills



Read Carkhuff, The Art of Helping View Carkhuff skills video – discuss Classroom activity listening skills Role play listening skills activites w/ classmate - videotape Workbook activities and practice Learning Activity



Read Carkhuff, The Art of Helping View Carkhuff skills video – discuss Classroom & workbook activities Videotape responding skills role play w/ classmate Read Carkhuff, The Art of Helping, Initiating-Facilitating Acting

 

Able to facilitate exploration Assess exploration skills demonstrated w/ helpee assigned during current semester - supervision (rubric)



Use initiating skills in counseling lab role play videotape w/ classmate Use initiating skills with

10







Assessment Attending Feedback on videotaped role play during group supervision Assess attending skills with helpee assigned during current semester-supervision (rubric) Able to demonstrate observations skills—noting appearance and behavior and making inferences. Assess observation skills with helpee assigned during current semester-supervision (rubric) Able to demonstrate listening skills –listening for details and for the gist of what is said. Assess listening skills with helpees assigned during current semester-supervision (rubric)

Outcomes/Assessment



to actions steps. (CACREP Sec. II G5,b,c; and SCS-D2)



View Art of Helping Video – Initiating

 

Skills Role play initiating skills w/ partner Videotape in counseling lab dialogue that includes initiating skills



10.

Skill Demonstrate the ability to reinforce, review, rehearse and revise action steps.

  

(CACREP Sec. II G5,b,c; and SCS-D2)

11.

Skill Demonstrate the ability to communicate skills to effectively reach individuals from diverse backgrounds.

(CACREP Sec. II G5,b,c; and SCS-D1,2; F1)

12.

Skill Demonstrate the ability to consult with school personnel and parents.

 

 





(CACREP Sec. II G5,f; and SCS-F4; M1,4; N1,3,5)

13.

Skill Demonstrate the ability to write a brief case history report





 Read Carkhuff, The Art of Helping. View Art of Helping Video – Initiating Classroom and workbook activities

Review Multicultural Counseling Text Read: Cultural Considerations (Thompson & Henderson, 2) Research ethnic and cultural background of assigned client Discussion- possible cultural considerations for helpee assigned current semester Consult w/ school counselor to acquire helpee for the semester. Consult with parent/guardian to get consent to practice skills with helpee; also interview to acquire information for brief case history. Interview parent/guardian to prepare a brief case history report

CACREP Sec. II G5,f; and

11



assigned helpee. Skills assessed – supervision (rubric)

Use initiating skills in counseling lab role play videotape w/ classmate Demonstrated the ability to initiate to move assigned helpee to action.



Skills assessed – supervision (rubric)



Able to utilize techniques and establish goals that are consistent w/ the experience and values of the helpee assigned. Skills assessed-supervision (rubric)





  

Facilitates counseling process w/ helpee assigned through: a. Weekly consultation w/ school counselor b. Consultation with parent/guardian and teacher, as needed Skill assessed – supervision (rubric) Able to write a brief case history of helpee assigned for the semester (rubric) Skill assessed - supervision

SCS-N1)

Learning Objective/Standard Skill 14. Demonstrate the ability to develop a group guidance lesson plan and implement that plan with a small group in a secondary school setting. (SCS-D,2)

Learning/Activity 

 

15. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, € multicultural issues, and (f) factors of resiliency on student learning and development. School Counseling Standards: D.3

Select a personal social, academic or career development area. Research (i.e. ASCA website) or create a lesson plan appropriate for a secondary school student. Format to designated template Consult with school counselor Implement guidance plan during a classroom guidance session. Videotape lesson presentation

Read: Theory Integration & Case Conceptualization (Hess, Magnuson, Beeler, 2012)

Chapter 11-Crisis Response and Intervention in the Schools Compile a Referral Resource List of Services in your community for adolescents and children. Research the following crisis and intervention models: Six Step Model (James, 2008) The ABC Model (Kanel, 2007) Psychological First Aid (NIMH, 2001) Find out what the crisis plan for your school site currently is. Analyze its strengths and weaknesses based on 1 of the crisis intervention plans above and be prepared to discuss it in class in your group. Group Presentation

12




Present classroom guidance lesson to secondary school students. Videotape the lesson for self-reflection, feedback, and evaluation Supervisor will assess lesson plan and videotape using a rubric.

Group Presentation Rubric Quiz Referral Resource List Rubric

DISPOSITIONS The Candidate will: Disposition 1. Commit to an honest self examination of personal beliefs and values recognizing that who they are as a person is the most important instrument as a helper. (SCS-D1) Disposition 2. Commit to knowing and implementing appropriate counseling theories, process and techniques to meet developmental, preventive, and remedial needs of helpees.



Individual and group supervision dialogue and feedback from counseling session videotapes



Final evaluation of counselor behaviors (rubric)



Individual and group supervision dialogue and feedback from counseling session videotapes or live supervision.



Final evaluation of counselor behaviors (rubric)



Participation of class discussions, individual and group supervision and feedback on counseling session videotapes



Evaluation of counselor behaviors (rubric)

(CACREP Sec. II G5,b,c,d,e; and SCS-C1,2,3; H1,2,3)

Disposition Understand the importance of being open to learning and have a basic curiosity. (CACREP Sec. II G5,b; and SCS-D1) 3.

Learning Objective/Standard

Disposition 4. Appreciate and acknowledge the wide range of helpees’ thoughts, feelings and behaviors. (CACREP Sec. II G5,b,c) Disposition 5. Commit to facilitating helpees change and

Learning Activity Preparation of tape analysis forms for each individual counseling session.  Review and reflection of individual counseling sessions 



Consistently utilizing in role play and actual counseling sessions the counseling process

13



 

Outcomes/Assessment Evaluation of counselor behaviors (rubric)

Evaluation of counselor behaviors (rubric) Review, evaluate during

realize that it takes hard work to bring about change. (CACREP Sec. II G5,a,b) Disposition 6. Commit to using effective communication skills to facilitate positive growth/movement in the helping process. (CACREP Sec. II G5,a,b; and SCS-C3; D1,2) Disposition Commit to entering and experiencing the helpees’ world and see the world through their eyes. (CACREP Sec. II G5,b,c) Disposition 7.

8. Commit to offering support to helpees when needed and pointing out discrepancies when necessary. (CACREP Sec. II G5,b,c,)

Disposition 9.

Develops and implements classroom guidance lesson plans to address the developmental, preventive and remedial needs.

(SCS-D2) Learning Objective/Standard Disposition

introduced during class lectures.

 

 

 

weekly supervision

Role Play Consistently using effective communication skills outlined by Carkhuff (2009) and introduced during class lectures during actual counseling sessions w/ assigned helpee Role Play Consistently using empathic responding during counseling sessions w/ assigned helpee



Role Play Consistently listening and/or observing for incongruence during actual counseling sessions w/ assigned helpee







 



Review components of lesson plan (handout)  Identify resources to assist in developing appropriate guidance lessons for secondary school students (i.e. ASCA website, SC SCOIS, a computer based career development program, etc.) Learning Activity







Reading Assignments:

14



Evaluation of counselor behaviors (rubric) Review, evaluate during weekly supervision



Video tape classroom guidance lesson presentation to secondary school setting. (rubric). Assess, review, evaluate during weekly supervision

Outcomes/Assessment Demonstrates ability to

a. Research Studies b. Professional counseling & related journals c. Submit research abstracts related to theory of choice and helpee’s presenting problem or concern

1. Understand the importance of research in monitoring and evaluating counseling strategies and techniques that facilitate growth and development in helpees. (CACREP Sec. II G8,e; and SCS-I,1,3,4,5) Disposition



2. Demonstrate the ability to access a number of resources to enable helpees to move toward their goals.

(CACREP Sec. II G8,e; and SCS-I,1,3,4,5)

Reading Assignments a. Consultation b. Research Studies c. Professional Counseling & related Journals d. Various electronic data bases









Disposition 3. Commit to on-going professional growth and to the school counseling profession.





(CACREP Sec. II G1,b,d,f,g,h,I,j; and SCS-A, 2,3,4,5; B,1)

Attend professional counseling conferences-local, state & national Distribute membership materials for professional counseling organizations and Chi Sigma Iota International Honor Society

  

monitor and adjust techniques and strategies based on research/best practices during brief counseling w/ secondary school helpee Review, evaluate during weekly supervision

Demonstrates the ability to consult w/ university supervisor, on-site professional school counselor, parent/guardian and community agencies Effectively utilizes printed and electronic resources to facilitate movement of secondary helpee Review, evaluate during weekly supervision Volunteers at local & state counseling conferences Attend at least one state counseling conference Join ASCA, ACA, SC Counseling Association; Chi Sigma Iota

COURSE REQUIREMENTS: A.

B.

Trainees are expected to attend all classes during the semester. Ten (10) points are awarded for class participation. You cannot earn these points if you are absent for any reason. If more than one hour of class is missed, a student will not receive class participation points. Participate in class discussions as needed.

15

C.

Participate in demonstrations and role playing activities.

D.

View “The Art of Helping” skills video series.

E.

Use skills in supervised practice experiences.

F.

Use the skills in real-life helping situations with a secondary school student.

G.

Complete the assigned series of exercises from the workbook designed to give practice using the helping skills.

H.

Counselor Trainees will obtain student’s developmental case history (format provided by instructor) through an interview with a parent or guardian.

I.

Establish and maintain a counseling relationship with a secondary school student conducting one session per week, for 6 -8 weeks, video taping all sessions. A minimum of six taped sessions will be required. Also, Counselor Trainees will review with individual supervisor all taped individual sessions during your established time of supervision. Additionally, a classroom/group guidance session is required and must be videotaped. Trainees must prepare a lesson plan (see item K) in preparation for the classroom guidance activity. All sessions with helpee must be video recorded. .

J.

Prepare and submit (6) tape analyses of counseling sessions. Tape analyses will be reviewed during individual/triadic supervision. Copies of the six tape analyses must be placed in your folder. Three (3) abstracts from a professional journal (attach the full text article) addressing the counseling goal(s) established or a current issue in school counseling must be submitted.

K.

Counselor Trainees will develop a lesson plan addressing one of the three student development domains (learning to live, learning to work, learning to learn) of the S. C. Comprehensive Developmental Guidance Model. The plan will be implemented during a classroom guidance session and video taped. Counselor trainees will consider the diverse learning needs and strengths of students as they develop classroom guidance lesson plans (EEDA PS#7).

L.

Counselor Trainees will submit a transcript of one session (session #3 or higher) along with the tape for mid-term evaluation. ONLY THE RESPONSES OF COUNSELOR TRAINEE SHOULD BE TRANSCRIBED.

M.

Counselor Trainees will write a theory paper (3-5 pages) advancing a counseling theory as your theory of choice when counseling students. Your theory paper should be written using the manuscript style found in the APA Manual. A minimum of five (5) references should be utilized (only one CED-514 textbook reference please). Make sure to include in-text references to give proper credit to the original author. Content of theory paper should include:

16

a. Introduction b. Key Concepts (view of human nature, basic characteristics, etc.) c. Therapeutic Process (counseling goals, helper’s function/role, helpees experience in counseling, relationship between helper and helpee) d. Application (techniques & procedures) e. Cross-Cultural Application f. How theory is being (will be) applied in your counseling sessions

OTHER REQUIREMENTS: SUPERVISED PRACTICUM REQUIREMENTS FOR CED 520 Requirements___________________________________No. of Practicum Hours _________ Counseling Skill Development 50 ___________________________________________________________________________ Trainees will video tape simulated counseling sessions in the counseling laboratory with fellow students and review tapes in class. A counseling relationship will be established and maintained with one secondary school student during the course of the semester in a school setting in collaboration with the school counselor. Trainees are expected to meet with the helpee weekly for 30 – 40 minutes each session (video taping sessions). Trainees will develop a counseling plan that includes theoretical approach(s), goal(s), methods and techniques, evaluation and feedback. A developmental history will be obtained by trainee through an interview with helpee’s parent/guardian. Six (6) tape analyses of sessions will be submitted for evaluation. Individual supervision will be provided by an assigned supervisor and group supervision will be provided by the course instructor. Trainees are expected to bring a video tape and a completed tape analysis weekly to each individual or triadic supervision session. A time sheet must be maintained to verify practicum hours accumulated.

NOTE: Students in CED 520 will be required to join a national organization (ASCA or ACA) related to counseling profession that makes available liability insurance. You are also required to join the state and national counseling associations (SCCA, SCSCA). MUST BRING PROOF OF MEMBERSHIP IN ASCA Bonus points may be awarded for attendance at local, state, and national conferences. Additionally, students are responsible for obtaining the necessary equipment to video tape each counseling session.

METHOD OF EVALUATION:

17

A. Video recorded sessions will be evaluated by a skills checklist rubric. Individual supervision provides immediate feedback on Counselor Trainees skill development. An overall skills checklist will be completed by individual/triadic supervisor at the end of the semester. B. Theory paper will be evaluated using a rubric with designated points based on the inclusion of theory concepts, techniques, and application of your theoretical approach (proposed) to counseling helpees.

C. Students will earn points during the semester as outlined below: Workbook 150 Midterm Evaluation 100 Tape Analysis Form –6 @ 10 pts 60 Abstracts 3 @ 15 pts 45 Video Tapes-2 @ 25 pts 50 Classroom Guidance Lesson Plan– 1 25 Developmental Case History 50 Theory Paper 50 Individual Supervisors Evaluation 100 Total Points

780

GRADING SCALE: Grade

Points

A B C D

702-780 624-701 546-623 468-545

OUTLINE OF THE COURSE: Week One

Two

Topic Orientation Group Interaction Activity Pre-Test of current abilities to communicate and discriminate helpful responses. Overview and Introduction/Helping Process Introduction of Carkhuff Helping Model

18

Resource Syllabus Student Workbook

Text pp. 1-49 Workbook Exercise 1 & 2 Overview Video

Three

Four

Five

Six

Seven

Phases of Intrapersonal/Interpersonal processing. Attending Skills: 1. Discuss preparing for attending others 2. Attending personally Activity: Experiencing Physical Attending Attending Skills: 1. Observing – noting appearance behavior and making inferences. 2. Listening for details and the gist of what is said. Responding: 1. Content – Show and tell about formulating; Responding and communicating accurate empathic responses 2. Feeling – Show and tell about formulating; Responding communicating accurate empathic to feelings expressed by another. 3. Practice using the “You feel” formula. 4. Build feeling word vocabulary. Responding: 1. Meaning – formulate and communicate accurate empathic responses to the meaning (content and feeling). 2. Interchangeable Bases & Common Themes – formulate and communicate multiple responses to meaning and identify accurate empathic interchangeable communication of a “common theme.” Practice skill in teams. Personalizing Skills:

19

Text 55-70 Exercises 3-11

Text 71-78 Trainer’s Guide Exercise 12-14 Text 79-87 Exercise 15-16 Trainer’s Guide

Video Text 95-103 Workbook Exercise17-23

Text 104-116 Appendix A – Text responses Exercises 24-30

Text 117-130 Exercise 31-35

Text 131-138 Exercise 36-38 Exercise 39, 40

Text 131-162

Eight

Nine

Ten

Eleven

1. Show and tell about the skills of personalizing, formulating responses that are “additive” or “go beyond” expressions of another person. Personalizing Meaning: 1. Formulate and communicate personalized responses that “add” to meaning of an experience for another person. Practice skill in teams. Personalizing Problem: 1. Tell how to formulate and communicate personalized responses that expand and clarify another person’s understanding of his/her problem(s). Personalizing Goals: 2. Tell how to formulate and communicate goals for another person. Practice skill in teams. Personalizing Skills: 1. Changing Feelings. Formulate and communicate personalize responses to another person’s changing feelings. Practice skills in teams. 2. Personalizing Decision Making. Tell and show the skills of systematic decision making. Students will use these skills to make a decision about a personal problem. Practicing Personalizing: 1. Review skills of personalizing meaning, problem(s) and goal(s) reinforce with exercises. Initiating: 1. Discuss what is involved in initiating to help another person to act. Share successful and unsuccessful

20

Exercise 36 Personalizing Video

Text 139-144

Text 145-155 Exercise 41, 42


Text 147 Exercise 46

Text 166-172 Exercise 47


Initiating Skills Video Exercise 51 Text 181-185

Twelve

Thirteen

Fourteen

Fifteen

experiences at achieving goals. 2. Initiating – Defining Goals Tell and show what is involved formulating and communicating operational goals. Show examples of operational goals. Initiating – Developing Programs: 1. Tell and show the steps involved in developing programs. Show examples of developed programs. Presentation/ Developmental Case History Initiating – Developing Schedules & Reinforcement: 1. Tell and show what is involved in designing schedules (start & end) and reinforcements (positive and negative). Show examples of developed schedules, show examples of positive and negative reinforcements. Presentation/Development al Case History Preparing to Implement Steps: 1. Tell and show what is involved in reviewing, rehearsing, and revising programs steps, schedules, and reinforcement. Presentation/Development al Case History Planning Check Steps: 1. Tell and show what is involved in planning check (before, during, and after.) Post-Test and Wrap Up Presentations/Developmenta l Case History

21





Text 207-210 Exercise 67

22

REFERENCES Bemak, F., & Chung, R. C.-Y. (2011). Applications in social Justice counselor training: classroom without walls. Journal of Humanistic Counseling, 204-219. Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler Jr., E. R. (2011). Cybersupervision: Further examination of synchronous and asynchronous modalities in counseling practicum supervision. Counselor Education & Supervision, 298-313. Corey, G. (2009). 7heory and practice of counseling and psychotherapy. (8th ed). Belmont, CA: Brooks/Cole. Cromier, S. and Hackney, H. (2008). Counseling Strategies and Interventions. (7 th ed.). Boston: Allyn & Bacon. Cromier, S. and Hackney H. (2009). The professional counselor: A process guide to helping. (6th ed.). Boston: Allyn & Bacon. Elkonin, D. S., & Sandison, A. (2010). Perceptions of registered counsellor efficacy. South African Journal of Psychology, 90-96. Ivey, A. E., & Ivey, M. B. (2007) Intentional interviewing and counseling: Facilitating client development in a multicultural society. Belmont, CA: Brooks/Cole-Thomson Learning. Jordan, K., & Kelly, W. E. (2011). A preliminary factor analytic investigation of beginning counseling students worries. Psychology Journal, 2-10. Özyürek, R., Çam, S., & Atici, M. (2007). The suggested characteristics of school-based counseling practicum in counselor education. Educational Sciences: Theory & Practice, 580-588.

23

Parsons, R. (2007) Counseling strategies that work! Evidence-based interventions for school counselors. Boston: Allyn & Bacon

Woodside, M., Ziegler, M., & Paulus, T. M. (2009). Understanding school counseling internships from a communities of practice framework. Counselor Education & Supervision, 20-38.

24

HISTORICAL REFERENCES Helm, J. E. and Cook, D. A. (1999) Using race and culture in counseling and psychotherapy: theory and process. Boston: Allyn & Bacon. Lee, C. (1994). Counseling for diversity: A guide for school counselors and related professionals. Boston: Allyn & Bacon.

25

PROFESSIONAL JOURNALS American Psychologist Counseling and Values Journal of Counseling Psychology Journal of Marriage and Family Therapy Journal of Mental Health Counseling Journal of Multi-Cultural Counseling and Development Measurement and Evaluation in Counseling and Development Professional School Counseling

26

Course Syllabus

CED 525-45 – Cross Cultural Consideration in Counseling (web-based course) COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, SC 29117 Instructor: Lucinda Barron, Ph.D. Office Number: 253 Turner Hall D-Wing Email: [email protected] Telephone Number: 803-536-7049 Office Hours: M-TH 1-5 Fax: 803-516-8841 NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT: Sue, D. W., & Sue, D. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice. John Wiley and Sons Inc.

COURSE DESCRIPTION: The major focus of this course is counseling in culturally pluralistic settings. Included are methods for designing and coordinating culturally responsive developmental counseling programs.

COURSE OVERVIEW: This course will present historical approaches to the emerging emphasis on transcultural counseling, and introduce the stylistic model, which is a technique developed in response to the needs for counseling in pluralistic societies. In addition, this course will address the concepts, goals, techniques, and prospects of transcultural family counseling with a systems approach. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

1

COURSE RATIONALE: This course will place emphasis on the concepts and (theories, which interface with the transcultural counseling, model in a multilateral context. In addition, it will be brought out that different existing theoretical approaches can be extrapolated to meet the emerging needs of the transcultural counseling scheme in various counseling environments. The students will understand that the transcendent approach for transcultural counseling focuses on the learning process wherein the counselor uses teaching, motivating, and setting examples to capture the clients perception in order to change the clients lifestyle. This course is beneficial to the professional community because it helps students to understand how to create and implement transcultural counseling in order to help others cope with the psychological and emotional subsystems and demarcation within society.

INSTITUTIONAL OUTCOMES: The content area of Cross Cultural Considerations in Counseling develops effective performers capable of presenting a depth of knowledge and understanding of transcultural counseling in pluralistic societies. This knowledge is consistent with institutional, state and national standards of comparison. Meaningful learning and assessment will be developed through an understanding of the impact of transcultural counseling on students. Reflective Decision Makers Demonstrate the ability to make informed decisions based on the needs of students and ethical consequences of their decisions. Transcultural counseling provides perspective counselors the opportunity to utilize student information in helping students to help themselves. Humanistic Practitioners Demonstrate cross cultural understanding and appreciation of other peoples values and beliefs. Perspective counseling are able to demonstrate the ability to understand, and incorporate diverse issues related to socioeconomic, and historical experiences of individuals and/or groups critical of transcultural counseling. Perspective counselors work effectively with all students regardless of age, color, culture, disability, ethnic group, gender, race, religion, sexual orientation, or marital status.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING Learning Objectives Knowledge The Candidate will:

Learning Activity

2

Outcome/Assessment

1. Identify theories of multicultural counseling, theories of identity development, and multicultural competencies (CACREP Sec II G2c)

Reading:

Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry

2. Examine multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally. (CACREP Sec II G2a)

Reading:


3. Comprehend counselors’ roles in social justice, advocacy and conflict resolution, cultural selfawareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body. (CACREP Sec II G2e)

Multicultural Literacy Paper Cultural Autobiography Paper Reading:

Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry Multicultural Literacy Paper Cultural Autobiography Paper

3

Midterm Exam Final Exam Discussion Board Rubric Online Assignment Rubric Multicultural Literacy Paper Rubric Cultural Autobiography Paper Rubric



4. Analyze the integration of technological strategies and applications within counseling and consultation processes. (CACREP Knowledge F)

Reading:


5. Recognize advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. (CACREP Sec II G2e)



6. Know counselor and consultant and roles in eliminating bias, prejudices, and process of intentional and unintentional oppression and discrimination. (CACREP Sec II G2f)


Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry Multicultural Literacy Paper

4




7. Know counselor’s roles in developing cultural awareness and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behavioral and personal characteristic, orientations, and skills. (CACREP Sec II G2e)

Cultural Autobiography Paper Reading:



Multicultural Literacy Paper Cultural Autobiography Paper 8. Become familiar with professional organizations, primarily ASCA, their divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphases that aid in diversity and cultural awareness. (CACREP Sec IIG2e) 9. Be informed of ethical standards of ACA and related entities, and applications of ethical and legal considerations in multicultural and diversity counseling. (CACREP Sec IIG2d)

10. Increase their awareness of their own culture and

Membership ID

Membership in ASCA, SCCA

Reading:

Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry Multicultural Literacy Paper Cultural Autobiography Paper Reading:

Sue, Derald Wing; Sue, 5



cultural values and biases, to include specific experimental learning activities designed to foster understanding of self and culturally diverse clients which may interfere with effective transcultural counseling. (CACREP Sec II G2e, G2b)

11. Become familiar with the theoretical and research literature on race and culture as a factor in counseling ethnic groups in majority and minority environments. (CACREP Sec IIG2c)

12. Be knowledgably of counselors’ role in group and community strategies for working with and advocating for diverse populations, and understanding multicultural competencies. (CACREP Sec II G2d)

David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry Multicultural Literacy Paper Cultural Autobiography Paper Reading:


Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry Multicultural Literacy Paper Cultural Autobiography Paper

Skill

6

Discussion Board Rubric Online Assignment Rubric Multicultural Literacy Paper Rubric Cultural Autobiography Paper Rubric



The Candidate will: 1. Develop and implement the transcultural counseling procedure to diverse populations. (CACREP Sec II G2c)

Reading:


2. Access and assess background behavior and experiences to use in the transcultural counseling model. (CACREP Sec II G2b)



3. Implement systems theories and family counseling within the transcultural counseling community in order to help individuals and families become all that they can be. (CACREP Sec II G2e)


Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments Journal Entry 7




Multicultural Literacy Paper Cultural Autobiography Paper Dispositions The Candidate will: 1. Employ effective selfevaluative techniques for developing multicultural competencies. (CACREP Sec II G2b)

Reading:

Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc.

Discussion Questions Discussion Board Online Assignments Journal Entry 2. Be knowledgeable of and assume the responsibility for implementing a code of ethics and standards of practice that promote advocacy and social justice for all groups. (CACREP Sec II G2e)

3. Assume professional responsibility for incorporating effective culturally relevant counseling practices in your work as a professional helper. (CACREP Sec II G2c)

Reading:


Sue, Derald Wing; Sue, David. (5th Ed.). (2008) Counseling The Culturally Diverse Theory and Practice, John Wiley and Sons Inc. Video Clips Powerpoint Presentations Discussion Questions Discussion Board Online Assignments 8




Journal Entry Multicultural Literacy Paper Cultural Autobiography Paper

COURSE REQUIREMENTS: a)

Course Access: The course is accessed through the distance learning web site at http://SCSU.BLACKBOARD.COM . To access the course, you will need a user name and password. Course Structure: There are no in-class sessions. The course is taught online, via the Internet. Students must have basic computer skills and Internet access/skills. A personal, not shared, e-mail address is required. The use of the most current web browser(s) is essential for proper transmission of course materials. Students must have a media player downloaded on their computers. Lessons/Assignments: Lessons consist of reading assignments in the textbook, article reviews, research, reviewing of video clips, midterm quiz, cultural literacy project, development of a cultural competency journal and a multicultural autobiography paper. Grading: Your grade will be based on an accumulation of points. Discussion Board Postings (DBPs):

b)

c)

d) e)

Discussion Board postings are designed to assist with providing reflective feedback to classmates and to enhance the overall online discussions. Students are required to participate in each lesson's discussion board weekly. The topics for discussion boards vary depending on the weekly topics/video and/or readings. Students are required to post their comments on the discussion topic, as well as to respond to comments posted by at least 2 other students. i. ii. iii. iv.

Discussion boards are designed like an online bulletin board or “chat room”, although they are only accessible to students in this class and can be accessed at any time. The discussion boards are located under the Communications button of the course web page. Discussion Board Posting count up to 20 points per week depending on the quality. See the information below. The total possible points are 200. ( 10 weeks x 20points) While you are welcome to continue posting comments past the deadline (you may have an interesting discussion going), only postings made by the deadline will be counted for points. Discussion guidelines:  You are expected to actively participate in the discussion with postings submitted in a timely fashion while that discussion is in progress.  You are expected to post a minimum of 3 times in each lesson.

9

 

      

o One posting should be a substantive response to each of the discussion questions and, o Two postings should be a substantive response to other classmates. Your comments are expected to be substantive in nature and to reference the assigned readings or professional literature as appropriate. When responding to other classmates' comments, it may not be as relevant to support your comments with references from your readings, especially if you are offering a personal opinion. What is important, however, is that comments are more than “me too” or “I agree”. Never post, transmit, promote, or distribute information that is known to be illegal. Never post harassing, threatening, or embarrassing comments. If you disagree with someone, respond to the subject, not the person. Never post content that is harmful, abusive; racially ethnically, or religiously offensive, vulgar; sexually explicit; or otherwise potentially offensive. Do not use all capital letters in your postings – this is the equivalent to shouting. Spell and grammar check your postings Never share anything that you are concerned about becoming public knowledge. Grading Rubric



METHOD OF EVALUATION:

Attendance (online assignments) 15 @ 20 Points Each Discussion Board Postings and Responses (10 @ up to 20 Points Each) Midterm quiz Cultural Autobiography Paper Multicultural Literacy Project Powerpoint Presentation Journal Entries 4 @ 25 Points Each Final Exam Total possible points for the course:

GRADING SCALE: 1000-900 = A 899- 800 = B 799-700 = C 699-600 = D

10

300Points 200 Points 100 Points 100 Points 100 Points 100 Points 100 Points 1000 Points



Withdrawals: Students are expected to withdraw themselves from the class if they choose to no longer participate. Withdrawing requires completing a form in the Registrar’s office by the College deadline. Students not logging in and participating in the first class will be dropped the instructor.

Online Course Information: The decision to take a class that is primarily online, as opposed to a traditional class should be carefully considered. Online courses allow a student to be free of time and place. Class occurs when the student logs on to the computer at his/her convenience. The class will be there when the student is ready, on any day at any time. It is a wonderful advantage for students with full time jobs, families, transportation issues, special needs, etc. Even though these are all advantages, please consider the following issues related to online courses:       

Online courses require extreme self-discipline. Students must log on and be prepared to read through many pages. It must be done regularly or the process can take several hours. Online courses require a great amount of time spent visiting web sites, researching web sites and reading assignments. Online courses require dealing with potential technology problems. Technology is unreliable. If you are trying to meet a deadline, keep in mind that you may encounter a busy or down server. Contact Jack Gallman (technician) at 803-516-4587. Online courses may have a “cyber dog” that may “eat your homework”. You should always have a copy of your assignments saved to a disk to resubmit your work. Online courses are more “labor intensive” than traditional classroom courses. Every student is required to participate in discussions and this takes more time. Online courses tend to be accelerated. Some material is covered at a faster pace than in the traditional classroom. Online courses are the best option for you, if you are highly motivated, disciplined and patient.

COURSE SCHEDULE: Course Schedule Key and Requirements for Assignments: JE - Journal Entries(5 of them) – A different article, compelling experience, activity or writing must be entered into your journal relating to a culture different from your own. It could be an article or an experience you had with a culture different from your own. Entries must have been printed or developed within the last 3 years Your entries must be submitted online under Journal Articles. Entries must be submitted by due dates. DBA - Discussion Board Assignments - Due by 5:00 PM Thursdays MC- Multicultural Cultural Literacy Project and presentation is due the last day of class- Requirements are posted on line.

11

Midterm quiz- The midterm quiz will consist of short answer and multiple choice questions from the readings and the videos. Multicultural Autobiography Paper- Requirements are posted on line.

OUTLINE OF THE COURSE: SECTION I – THE MULTIPLE DIMENSIONS OF MULTICULTURAL COUNSELING AND THERAPY PART I THE AFFECTIVE AND CONCEPTUAL DIMENSIONS OF MULTIUCLTURAL COUNSELING AND THERAPY THE MULTICULTURAL JOURNEY TO CULTURAL COMPETENCE: PERSONAL NARRATIVES THE SUPERORDINATE NATURE OF MULTICULTURAL COUNSELING AND THERAPY

CHAPTER 1

CHAPTER 2

PART II THE POLITICAL DIMENSIONS OF MENTAL HEALTH PRACTICE CHAPTER 3 CHAPTER 4

CHAPTER 5

PART III THE PRACTICE DIMENSIONS OF MULTICULTURALCOUNSELING & THERAPY CHAPTER 6

CHAPTER 7 CHAPTER 8 CHAPTER 9 PART IV

THE POLITICS OF COUNSELING AND PSYCHOTHERAPY SOCIOPOLITICAL CONSIDERATIONS OF TRUST AND MISTRUST IN MULTICULTURAL COUNSELING/THERAPY RACIAL, GENDER AND SEXUAL ORIENTATION MICROAGGRESSIONS: IMPLICATIONS FOR COUNSELING AND PSYCHOTHERAPY

BARRIERS TO EFFECTIVE MULTICULTURAL COUNSELING AND THERAPY CULTURALLY APPROPRIATE INTERVENTION STRATEGIES MULTICULTURAL FAMILY COUNSELING AND THERAPY NONWESTERN AND INDIGENOUS METHODS OF HEALING

RACIAL/CULTURAL 12

IDENTITY DEVELOPMENT IN MULTICULTURAL COUNSELING AND THERAPY CHAPTER 10

RACIAL/CULTURAL IDENTITY DEVELOPMENT: THERAPEUTIC IMPLICATIONS WHITE RACIAL IDENTITY DEVELOPMENT: THERAPEUTIC IMPLICATIONS

CHAPTER 11

PART V SOCIAL JUSTICE DIMENSIONS IN COUNSELING/THERAPY CHAPTER 12

SOCIAL JUSTICE COUNSELING/THERAPY

SECTION II – MULTICULTURAL COUNSELING AND SPECIFIC POPULATIONS PART VI COUNSELING AND THERAPY INVOLVING MINORITY GROUP COUNSELORS/THERAPISTS MINORITY GROUP THERAPISTS: CHAPTER 13 WORKING WITH MAJORITY AND OTHER MINORITY CLIENTS PART VII COUNSELING AND THERAPY WITH RACIAL/ETHNIC MINORITY POPULATIONS COUNSELING AFRICAN AMERICANS CHAPTER 14 COUNSELING AMERICAN INDIANS AND CHAPTER 15 ALASKAN NATIVES COUNSELING ASIAN AMERICANS CHAPTER 16 COUNSELING HISPANIC/LATINO CHAPTER 17 AMERICANS COUNSELING MULTIRACIAL DESCENT CHAPTER 18 PERSONS PART VIII COUNSELING AND SPECIAL CIRCUMSTANCES INVOLVING RACIAL/ETHNIC POPULATIONS COUNSELING ARAB AMERICANS CHAPTER 19 COUNSELING JEWISH AMERICANS CHAPTER 20 COUNSELING IMMIGRANTS CHAPTER 21 COUNSELING REFUGEES CHAPTER 22

PROFESSIONAL ORGANIZATION:

13

All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA).


14

REFERENCES AhnAllen, J. M., Suyemoto, K. L. & Carter, A. S. (2006). Relationship between physical appearance, sense of belonging and exclusion, and racial/e4thnic selfidentification among multiracial Japanese European Americans. Cultural Diversity and Ethnic Minority Psychology, 12, 673-686. Chu-Lien Chao, R. (2012). Racial/ethnic identity, gender-role attitudes, and multicultural counseling competence: The role of multicultural counseling training. Journal of Counseling & Development, 35-44. Collins, S., & Arthur, N. (2010). Culture-infused counselling: A model for developing multicultural competence. Counselling Psychology Quarterly, 217-233. Constantine, M. G. (2007). Racial microaggressions against African American clients in a crossracial counseling relationship. Journal of Counseling Psychology, 54, 1-16. Duran, E. (2006). Healing the soul wound. New York: Teachers College Press. Healey, J. F. (2010). Race, ethnicity, gender, and class: The sociology of group conflict and change. Thousand Oaks, CA: Pine Forge. Kenney, K. R., & Kenney, M. E. (2012). Contemporary US multiple heritage couples, individuals, and families: Issues, concerns, and counseling implications. Counselling Psychology Quarterly, 99-112. Leong, F. T. (2011). Cultural accommodation model of counseling. Journal of Employment Counseling, 150-152. Levine, M. (2006). The price of privilege. New York: Harper. Limberg, D., & Lambie, G. W. (2011). Third culture kids: Implications for professional school counseling. Professional School Counseling, 45-54.

15

McAuliffe, G. (Ed.). (2008). Culturally alert counseling: A comprehensive introduction. Thousand Oaks, CA: Sage. Pedersen, P. B., Draguns, J. G., Lonner, W. J., & Trimble, J. E. (2008). Counseling across cultures. Thousand Oaks, CA: Sage. Sue, D.W., Bucerri, J.M., Lin, A.I., Nadal, K.L., & Torino, G.C. (2007). Racial microaggressions and the Asian American experience. Cultural Diversity and Ethnic Minority Psychology, 13(1), 72-81. Wei, M., Chao, R. C.-L., Tsai, P.-C., & Botello-Zamarron, R. (2012). The concerns about counseling racial minority clents scale. Journal of Counseling Psychology, 107-119. Wright, R. J. (2011). Gaposis: The use and misuse of tests. In F. W. English (Ed.), Handbook on educational leadership (2nd ed.). Thousand Oaks, CA: Sage.

16

HISTORICAL REFERENCES Arredondo, Patricia and others. (1996). Operationalization of the Multicultural Counseling Competencies. Alexandria, VA: ACA Publications Ball, Edward . (1998) Slaves in the family. Alexandria, VA: ACA Publications Kiselica, Mark. (1999). Confronting prejudice and racism during multicultural training. Alexandria, VA: ACA Publications Lee, Courtland C. (l997). Multicultural issues in counseling. Alexandria, VA: ACA Publications. McFadden, Johnnie. (1999). Transcultural counseling. Alexandria, VA: ACA Publications. Pedersen, Paul B. and Locke, Don C. (1996). Cultural and diversity issues in counseling. Alexandria, VA: ACA Publications. Ponterotto, J. G., Casas, J.M., Suzuki, L.A., & Alexander, C.M. (1995). Handbook of multicultural counseling. Sage Publications, Inc. thousand Oaks, California. Sandhu, D. S. and Aspy, C. B. (1997). Counseling for prejudice prevention and reduction. Alexandria, VA; ACA Publication. Vontress, C. E., Johnson, J. A., and Epp. L. R. (1999). Cross cultural counseling: A casebook. Alexandria, VA: ACA Publications Wehrly, Bea. (1996). Counseling interracial individuals and families. Alexandria, VA: ACA Publications.

17

ON-LINE RESOURCES Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org http://www.s.c.teaching.org

LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ Intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe 18

COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] Counselors List)

19

Course Syllabus

CED 530 - Advanced Counseling Practicum (Elementary) COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Philip Scriven, Ph.D. Office Number: Turner Hall D-Wing Room 317 E-Mail: [email protected] Telephone Number: 803-536-7147 Office Hours: M-Thr: 1PM – 5PM NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s): Greenberg, K. (2003). Group counseling in K-12 School: A handbook for school counselors. Boston MA: Allyn & Bacon. Gladding, S. T. (year). Groups: A counseling specialty, (6th edition). Upper Saddle River NJ: Pearson Education, Inc., Bowers, J., & L., Hatch, P. A. (2005). The ASCA National Model for School Counseling Programs. Alexandria, VA: American School Counselor Association. Counselor Education Program (2010). Counselor education practicum manual (Revised edition). Orangeburg, SC: South Carolina State University. The S.C. comprehensive developmental guidance and counseling program model. (2008). Columbia, S.C.: S.C. Dept. of Education.

COURSE DESCRIPTION: This course is an applied course where students master group counseling skills and techniques. Completion of a supervised 50 clock hour field based practicum experience with elementary or middle school aged children is required. It is to be taken concurrently with CED 543 Group Dynamics: Techniques, and Procedures. Prerequisites: CED – 510, CED – 514, CED and CED – 519.

COURSE OVERVIEW: All class sessions will be conducted through lecture/discussions, small group activities, and videos to assist students with the acquisition of group counseling skills and techniques. Additionally, the course consists of three components: (1) Group supervision – where the course instructor will meet with enrolled students weekly during the semester to teach and demonstrate group counseling skills (20 hours) (2) Individual supervision – where a practicum supervisor will meet with enrolled students in triads as a supervised practicum, in which the students engage in classroom/laboratory experiences geared toward strengthening their counseling and guidance skills. The practice um supervisor will discuss group skills, review students group counseling recordings and provide helpful feedback (15 hours) (3) On-site supervision – where the students conduct small groups in an elementary or middle school under the supervision of a certified school counselor (20) hours Although CED 530 focus in group skills students may be involve in individual counseling and consultation with parents and teachers with the supervision of a certified elementary school counselor and a course instructor.

COURSE RATIONALE: This course is designed as a culminating course open to students who are completing the final practicum course (hours) of their elementary practicum series. Students enrolled in this course must have already completed at least 50 documented clock hours of practicum that included field based experiential learning in an elementary school setting.

INSTITIONAL OUTCOMES: Institutional outcomes and expectations are significant for candidate and student development. The objectives are related to each of the following unit outcomes and offer a brief plan for integrating technology and diversity into university’s efforts to develop practitioners for comprehensive developmental guidance and counseling programs. The practicum course develops effective performers capable of demonstrating skills in managing a school counseling program that is comprehensive in scope, preventative in design and developmental in nature through exercising reflective thinking, a depth of knowledge and understanding of counseling skills and techniques consistent with institutional, state, and national models. Meaningful learning experiences and assessing capabilities such as authentic assessment, and performance-based assessment are fostered through diversity and technology

skills and understanding of methods and strategies relevant of how the counselor-in-training learn to meet clients’ needs. Reflective decision makers are professional school counselors who demonstrate the ability to make informed decisions and problem solve based on conscious consideration of their clients’ needs and the education, ethical and technical consequences of their decisions. Counselors-intraining draw upon a depth of knowledge and understanding and are capable of continually monitoring and evaluating the effects of their decisions and actions related to clients progress in learning to learn, learning to work, and learning to live. Humanistic practitioners demonstrate cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Counselor-in-training are able to demonstrate the ability to help clients with diverse issues related to sociopolitical, economic, and historical experiences critical to living and prospering in a global society. Counselors-intraining work effectively with clients regardless of their race, sex, age, socio-economic level or exceptionalities. Counselors-in-training provide preventive and intervention strategies that promote education, career, and personal/social development.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING

1.

2.

3.

4.

Knowledge Know the historical, philosophical, and theoretical foundations of group work and group counseling (CACREP Sec. II G6.a.). Describe the stages that groups progress through from inception to closure (CACREP Sec. II G6.a.). Identify the personal characteristics of effective group leaders (CACREP Sec. II G6.b.). Be informed of the legal and ethical guidelines of group work (CACREP Sec. II G1.j.).

Learning/Activity Readings: Foreword and Chapter One: Getting Started

Outcome/Assessment Study Questions Exercises

Readings: Group Plans

Study Questions Exercises Midterm Exam Group Plan Sessions

Readings: Group Leadership

List characteristics of Effective Group Leaders

Readings: Professional Issues; ASGW Best practices Guidelines Handout ASCA Ethical Standards

Group Ethics Quiz Classroom Exercises

PowerPoint: Ethical and Legal Aspects of Working with Groups 5. Know principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work (CACREP Sec. II G6.a & G.6.c.) . 6. Explain group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles (CACREP Sec. II G6.a., b, c.). 7. Understand theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature (CACREP Sec. II G6.c.). 8. Identify group methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness (CACREP Sec. II G6.a. G6.d). 9. Explain approaches used for other types of group work, including task groups, psychoeducational

Readings: Getting Started

Study Question Exercises Midterm Exam

PowerPoint: Student Research Abstracts on Group Dynamics

Readings: Group Leadership PowerPoint: Student Research on Effective Group Leadership

Midterm Exam Classroom Discussion Groups Study Question Exercises

Readings: Problems and Solutions Review Counseling Theories PowerPoint: ASGW – Best Practices Guidelines

Study Question Exercises Midterm Exam Classroom Exercises

Readings: Group counseling In Elementary Schools

Critique Group Tape Midterm Exam Final Exam Study Question Exercises


Critiques group plans in course text Midterm Exam Study Questions Exercises

Power Point: Example of an Introduction session

groups, and therapy groups (CACREP Sec. II G6.a.&G.6.d). Readings: Professional Issues 10. Know professional preparation standards for PowerPoint: ASGW group leaders (CACREP Guidelines for Training Group Sec. II G6.a. & b). specialist

Final Exam Classroom groups - Critique group counseling scenarios Study Questions Exercises

11. Be informed of ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. (CACREP Sec. II G1.j.). 12. Identify theories of multicultural counseling, theories of identity development, and multicultural competencies (CACREP Sec. II G2.c.). Skills 1. Demonstrate successful skills and techniques in small group counseling (CACREP Sec. II G6.a. & d.).

Readings: Professional Issues PowerPoint: ASGW Standards for Training Review of ACA ethical standards

Ethnic Quiz

Readings: Multicultural Group Counseling in the School Setting PowerPoint: Students Abstracts on Multicultural Group

Midterm Exam Critiques group counseling video by practicum supervisor and group supervision members Final Exam Classroom Exercises

2. Assess school level environments and design strategies to effect behavior change through group counseling.

Activity: Read and Review : Group Counseling In Elementary Schools; Middle and Junior High Schools; ASCA Model: A Framework

Activity: Compose a Group Topic Compose a Group Title Compose a Group Purpose Compose a Group Goal Power Point: Group topic, title, purpose and goal

Final Exam

Group Topic Presentation; practicum supervisor and Critique by group supervision members using rubric

Group sessions critiques by practicum supervisor and group supervision members

(Sec.II G6.d)

for School Counseling Programs PowerPoint: Highlights from the ASCA Model on group Counseling

3. Demonstrate their knowledge of the S.C. Comprehensive Developmental Guidance and Counseling Program model use of classroom guidance activities and small group counseling by accurately demonstrating the ability to identify children’s needs, conducting groups and integrating activities in the following three broad areas: “learning to live” (knowledge of self and others), “learning to learn” (education and academic knowledge) and “learning to work” (career planning and knowledge) into group counseling process. (Sec. II G.6.d.) 4. Demonstrate the ability to integrate the current professional literature in their evaluation of the efficacy of group work. (Sec.II. G.6c)

Activity: Review SC Comprehensive Developmental Guidance and Counseling Program

Study Question Exercises; Group Sessions critiques by practicum supervisor and group supervision members

Activity: Student Research Abstract- Efficacy of Group Work PowerPoint: Research Abstracts

Group sessions critiques by practicum supervisor and Class mates

5. Demonstrate the ability to investigate and discuss how consultation enhances

Activity: Design needs assessment for student., teachers, parents,

Rate needs assessments

PowerPoint: SC Comprehensive Developmental Guidance and Counseling Program Guidance -Curriculum and Responsive Services

administrators and community Groups PowerPoint: Needs assessments design 6. Designs and implements Read: Group Counseling In prevention and intervention Elementary Schools; plans related to the effects of Middle and Junior High (a) atypical growth and Schools; development, (b) health and ASCA Model: A Framework wellness, (c) language, (d) for School Counseling ability level, € multicultural Programs issues, and (f) factors of resiliency on student learning PowerPoint: Highlights from the ASCA Model on group and development. Counseling School Counseling Standard: Activity: D.3 Critique an article from either The Journal of Counsel and Development or the Professional School Counseling Journal related to intervention plans for atypical growth and development, cultural issues, or factors of resiliency on student learning and development. group work. (CACREP Sec. II G6.d.)

Article Critique Rubric Presentation Rubric Quiz

Share your findings with the class. Dispositions 1. Accept professional ethical standards as their guide to practice group counseling (CACREP Sec. II G1.j.). 2. Recognizes and accepts individual differences within students, including persons with exceptionalities (CACREP Sec. II G2.b.; 3.e.). 3. Are aware of the importance of membership in and affiliation with professional organizations

Readings: Ethical/Legal Guidelines PowerPoint: Ethical and Legal Aspects of Working with Groups Activity: Review group plans for special populations PowerPoint: A Group Plan for African American Boys

Evaluate Ethical Decision Making Model for Group Counseling

Activity: Join ASCA and the SCSCA

Join Professional ASCA and SCSCA

Evaluate student leadership from session one through session seven using role balancing

(CACREP Sec. II G1.f.). 4. Candidates are committed to becoming effective leaders (CACREP Sec. II G1.h. & i.).

Activity: Review ASGW Best practices Guidelines PowerPoint: Outline of Best Practices Guidelines

Group Sessions: Facilitation of Group Sessions

COURSE REQUIREMENTS: Professional Organizations: All Counselor Education majors must secure a student membership to the American School Counselor Association (schoolcounselor.org) during their first semester of enrollment in the program. Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325 to join the South Carolina Counseling Association (SCCA); and Dr. L. Felder to join the South Carolina School Counselor Association (SCSCA) at [email protected]. Attendance and Participation Students should attend every class meeting on time. Points are awarded for the entire class students attend, on time, and for participation in classroom activities. If a student misses two or more classes they will not receive credit for the course.

Supervised Practicum 1. In addition to class time/group supervision (group supervision must be recorded on time/activity log) this course provides for an on-site school counseling practicum in an elementary or middle school supervises by a certified school counselor. A total of seven group counseling sessions with school age children must be recorded. 2. Approximately twenty (20) hours must be spent in a school for the on-site portion of this course in direct services to students.. 3. The student will submit original time/activity logs signed by the site supervisor and the student for the practicum hours spent at the school site. 4. Each student must participate in Individual practicum supervision weekly. This supervision will be for at least one hour. 5. The student will submit original time/activity logs signed by the practicum supervisor and student. This portion of the course will occur in the counseling lab or other designated areas. Group Counseling Plan

Each student still will design and present a group counseling plan for elementary or middle school students. The overall plan should include: the rationale, theory, techniques, focus theme, gender(s), age level, a specific session plan for each of the five sessions; activities, materials, strategies, possible concerns, agreement of participation, and desired outcome. Conducting Your Group Sessions Conducting group sessions is an active learning activity that will be completed by each student. Each Group will be based on one theoretical approach to group counseling. (i.e., Solutionfocused Therapy, Cognitive Behavioral Therapy, Gestalt Therapy, etc.) Each Group Session will be twenty to forty-five in duration. The group leader is expected to adhere to the chosen theoretical approach, ethical and legal considerations, group dynamics, stages of group work and other important group process components. The Practicum supervisors expect to see the student Group leader demonstrate particular leader behaviors as the group progress through the stages of group development and the behaviors consistent with the use of specific theories. This is a skills building course. The purpose of the group is to demonstrate basic group leader skills including: _ stating a clear purpose for the group _ setting clear norms _ providing structure: warm up, action, processing and closure _ using eyes to monitor the group _ using voice to set the tone of the group _ changing the focus to or from a topic, person, or activity _ holding the focus _ giving mini lectures _ cutting off members _ using rounds effectively _ support appropriate expression of differences by demonstrating sensitivity and empathy _ giving and receiving positive feedback _ giving and receiving corrective feedback _ using linking to connect members _ following guidelines for ethical practice Journal Article Critiques Review and provide critiques of three professional journal articles related to group theory or practice. One article should come from the Journal of Specialists in Group Work, one from the Journal of Professional School Counseling and the final article from the ASCA Counselor. Follow the guidelines provided by the instructor for completing your abstracts. Quiz Quizzes will be given over assigned readings and application of the ethical standards for group work. Midterm Examination This examination will consist of multiple choice and short answer.

Final Examination This examination will be comprehensive and will assess applied knowledge of group dynamics, counseling, and process.

METHODS OF EVALUATION: Activity

Possible Points

Professional Membership

100

____________

Supervised Practicum

300

____________

Group Counseling Plan

200

____________

Article Critiques

300

____________

Quizzes

100

Midterm Exam

100

____________

Final Exam

200

____________

Total

1300

____________

GRADING SCALE: A = 1170 – 1300

B = 1169 – 1040 C = 1039 – 910 I = 910 or below

OUTLINE OF THE COURSE: Date January 23, 2012 January 30, 2012 February 6, 2012 February 13, 2012

Class Topic Course Introduction Text Introduction Getting Started Introduction to Counseling In the Schools Ethical Guidelines for Group

Readings/Assignment Introduction Chapter One Chapter Two ASGW ACA/ASCA

February 20, 2012 February 27, 2012 March 5, 2012 March 12, 2012 March 19, 2012 March 26, 2012 April 2, 2012 April 9, 2012 April 16, 2012 April 23, 2012 April 30, 2012

Work

Standards

Group Leadership Groups Plans Problems and Solutions Midterm Exam No Class Spring Break Group Counseling In Elementary Schools Group Counseling in Middle and Junior High Schools Group Plans Professional Issues Course Review & Wrap Up Final Exam

Chapter Six Chapter Nine Chapter Seven NA NA Chapter Three Chapter Four Chapter Ten Chapter Eleven NA NA


REFERENCES Bitter, J. R., & Byrd, R. (2011). Human conversations: Self-disclosure and storytelling in Adlerian family therapy. Journal of Individual Psychology, 305-323. Brigman, G., & Earley, B. (2008). Group counseling for school counselors: A practical guide (3rd Ed.). Portland, ME: J. Weston Walch, Publisher. Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler Jr., E. R. (2011). Cybersupervision: Further examination of synchronous and asynchronous modalities in counseling practicum supervision. Counselor Education & Supervision, 298-313. 1. Corey, M.S., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th Ed.). Belmont, CA: Thomson Brooks/Cole. Elkonin, D. S., & Sandison, A. (2010). Perceptions of registered counsellor efficacy. South African Journal of Psychology, 90-96. Johnson, D.W., & Johnson, F. P.

Murphy, S., & Kaffenberger, C. (2007). ASCA national model: The foundation for supervision of practicum and Internship Students. Professional School Counseling, 289-296. Woodside, M., Oberman, A. H., Cole, K. G., & Carruth, E. K. (2007). Learning to be a counselor: A prepracticum point of view. Counselor Education & Supervision, 14-28. Woodside, M., Ziegler, M., & Paulus, T. M. (2009). Understanding school counseling internships from a communities of practice framework. Counselor Education & Supervision, 20-38.

Bitter, J. R., & Byrd, R. (2011). Human conversations: Self-disclosure and storytelling in Adlerian family therapy. Journal of Individual Psychology, 305-323. Brigman, G., & Earley, B. (2008). Group counseling for school counselors: A practical guide (3rd Ed.). Portland, ME: J. Weston Walch, Publisher. Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler Jr., E. R. (2011). Cybersupervision: Further examination of synchronous and asynchronous modalities in counseling practicum supervision. Counselor Education & Supervision, 298-313. 1. Corey, M.S., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th Ed.). Belmont, CA: Thomson Brooks/Cole. Elkonin, D. S., & Sandison, A. (2010). Perceptions of registered counsellor efficacy. South African Journal of Psychology, 90-96. Johnson, D.W., & Johnson, F. P.


HISTORIAL REFERENCES Axelson, J. A. (1999). Counseling and development in a multicultural society (3rd ed.). Pacific Grove, CA: Brooks/Cole. Baker, S. B. (2000). School counseling for the twenty-first century (3rd ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. Cobia, D., & Henderson, D. (2003). Handbook of school counseling. Upper Saddle River, N: Pearon Education, Inc Davis, M. E. (2002). Standard-based counseling in the middle school (1st ed.) First Book Library. Day, S. X. (2004). Theory and design in counseling and psychotherapy. Boston, MA. Houghton Mifflin Co. Farley, J. E. (2002). Managing clinical supervision. Pacific Grove CA: Brook/Cole Olsen, G., & Fuller, M. L. (2003). Home-school relations: Working successfully with parents and families (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.


LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/

Course Syllabus

CED 531 - Advanced Counseling Practicum (Secondary) COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Philip Scriven, Ph.D. Office Number: Turner Hall D-Wing Room 317 Telephone Number: 803-536-7147 E-Mail: [email protected] Office Hours: M-Thr: 1PM – 5PM NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s): Greenberg, K. (2003). Group counseling in K-12 School, A Handbook for School Counselors. Boston MA: Allyn & Bacon. Gladding, S. T. Groups: A counseling Specialty, (6th edition). Upper Saddle River NJ: Pearson Education, Inc., Bowers, J., & L., Hatch, P. A. (2005). The ASCA National Model for School Counseling Programs. Alexandria, VA: American School Counselor Association. Counselor Education Program (2010). Counselor Education Practicum Manual (Revised edition). Orangeburg, SC: South Carolina State University. The S.C. Comprehensive Developmental Guidance and Counseling Program Model. (2008). Columbia, S.C.: S.C. Dept. of Education.

COURSE DESCRIPTION: This course is an applied course where students master group counseling skills and techniques. Completion of a supervised 50 clock hour field based practicum experience with middle or high

school aged children is required. It is to be taken concurrently with CED 543 Group Dynamics: Techniques, and Procedures. Prerequisites: CED – 510, CED – 514, CED and CED – 520.

COURSE OVERVIEW: All class sessions will be conducted through lecture/discussions, small group activities, and videos to assist students with the acquisition of group counseling skills and techniques. Additionally, the course consists of three components: The course consists of three components: (1) Group supervision – the course instructor will meet with enrolled students weekly during the semester to teach and demonstrate group counseling skills (20 hours) (2) Individual supervision – the practicum supervisor will meet with enrolled students in triads as a supervised practicum, in which the students engage in classroom/laboratory experiences geared toward strengthening their counseling and guidance skills. The practice um supervisor will discuss group skills, review students group counseling recordings and provide helpful feedback (15 hours) (3) On-site supervision – where the students conduct small group counseling sessions in a secondary school under the supervision of a certified school counselor (20) hours Although CED 531 focus in group skills students may be involve in individual counseling and consultation with parents and teachers with the supervision of a certified elementary school counselor and a course instructor.

COURSE RATIONALE: This course is designed as a culminating course open to students who are completing the final practicum course (hours) of their secondary practicum series. Students enrolled in this course must have already completed at least 50 documented clock hours of practicum that included field based experiential learning in a secondary school setting.

INSTITIONAL OUTCOMES: Institutional outcomes and expectations are significant for candidate and student development. The objectives are related to each of the following unit outcomes and offer a brief plan for integrating technology and diversity into university’s efforts to develop practitioners for comprehensive developmental guidance and counseling programs. The practicum course develops effective performers capable of demonstrating skills in managing a school counseling program that is comprehensive in scope, preventative in design and developmental in nature through exercising reflective thinking, a depth of knowledge and understanding of counseling skills and techniques consistent with institutional, state, and national models. Meaningful learning experiences and assessing capabilities such as authentic assessment, and performance-based assessment are fostered through diversity and technology skills and understanding of methods and strategies relevant of how the counselor-in-training learn to meet clients’ needs.

Reflective decision makers are professional school counselors who demonstrate the ability to make informed decisions and problem solve based on conscious consideration of their clients’ needs and the education, ethical and technical consequences of their decisions. Counselors-intraining draw upon a depth of knowledge and understanding and are capable of continually monitoring and evaluating the effects of their decisions and actions related to clients progress in learning to learn, learning to work, and learning to live. Humanistic practitioners demonstrate cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Counselor-in-training are able to demonstrate the ability to help clients with diverse issues related to sociopolitical, economic, and historical experiences critical to living and prospering in a global society. Counselors-intraining work effectively with clients regardless of their race, sex, age, socio-economic level or exceptionalities. Counselors-in-training provide preventive and intervention strategies that promote education, career, and personal/social development.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING

1.

2.

3.

4.

Knowledge Know the historical, philosophical, and theoretical foundations of group work and group counseling (CACREP Sec. II G6.a.). Describe the stages that groups progress through from inception to closure (CACREP Sec. II G6.a.). Identify the personal characteristics of effective group leaders (CACREP Sec. II G6.b.). Be informed of the legal and ethical guidelines of group work (CACREP Sec. II G1.j.).

Learning/Activity Readings: Foreword and Chapter One: Getting Started

Outcome/Assessment Study Questions Exercises


Study Questions Exercises Midterm Exam Group Plan Sessions

Readings: Group Leadership

List characteristics of Effective Group Leaders

Readings: Professional Issues; ASGW Best practices Guidelines Handout; ASCA Ethical Standards

Group Ethics Quiz Classroom Exercises

PowerPoint: Ethical and Legal Aspects of Working with Groups

5. Know principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work (CACREP Sec. II G6.a & G.6.c.) . 6. Explain group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles (CACREP Sec. II G6.a. &G6.b, c). 7. Understand theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature (CACREP Sec. II G6.c.). 8. Identify group methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness (CACREP Sec. II G6.a. G6.d). 9. Explain approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups (CACREP Sec. II G6.a.&G.6.d). 10. Know professional preparation standards for group leaders (CACREP Sec. II G6.a. & b).

Readings: Getting Started

Study Question Exercises Midterm Exam

PowerPoint: Student Research- Abstracts on Group Dynamics

Readings: Group Leadership PowerPoint: Student Research on Effective Group Leadership

Midterm Exam Classroom Discussion Groups Study Question Exercises

Readings: Problems and Solutions; Review Counseling Theories PowerPoint: ASGW – Best Practices Guidelines

Study Question Exercises Midterm Exam Classroom Exercises

Readings: Group counseling In Middle, Junior High, and High Schools

Critique Group Tape using rubric Midterm Exam Final Exam Study Question Exercises


Critiques group plans in course text Midterm Exam Study Questions Exercises

Power Point: Example of an Introduction session

Readings: Professional Issues Final Exam Classroom groups - Critique PowerPoint: ASGW group counseling scenarios Guidelines for Training Group Study Questions Exercises specialist

11. Be informed of ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

Readings: Professional Issues PowerPoint: ASGW Standards for Training; Review of ACA ethical standards

Ethnic Quiz

12. Identify theories of multicultural counseling, theories of identity development, and multicultural competencies (CACREP Sec. II G2.c.). Skills 1. Demonstrate successful skills and techniques in small group counseling (CACREP Sec. II G6.a. & d.).

Readings: Multicultural Group Counseling in the School Setting PowerPoint: Students Abstracts on Multicultural Group

Midterm Exam Critiques group counseling video using rubric Final Exam Classroom Exercises

2. Assess school level environments and design strategies to effect behavior change through group counseling.

Activity: Review : Group sessions critiques by Group Counseling In Middle, practicum supervisor and Junior High, and High Schools group supervision members

Final Exam

(CACREP Sec. II G1.j.).

(Sec.II G6.d)

3. Demonstrate their knowledge of the S.C. Comprehensive Developmental Guidance and Counseling Program model use of classroom guidance activities and small group counseling by

Activity: Compose a Group Topic Compose a Group Title Compose a Group Purpose Compose a Group Goal Power Point: Group topic, title, purpose and goal

Group Topic Presentation Critique by practicum supervisor and group supervision members using rubric

ASCA Model: A Framework for School Counseling Programs PowerPoint: Highlights from the ASCA on group Counseling

Activity: SC Comprehensive Developmental Guidance and Counseling Program PowerPoint: SC School Counselors; Guidance Curriculum and Responsive Services

Study Question Exercises Group Sessions critiques by practicum supervisor and group supervision members

accurately demonstrating the ability to identify children’s needs, conducting groups and integrating activities in the following three broad areas: “learning to live” (knowledge of self and others), “learning to learn” (education and academic knowledge) and “learning to work” (career planning and knowledge) into group counseling process. (Sec. II G.6.d.) 4. Demonstrate the ability to integrate the current professional literature in their evaluation of the efficacy of group work. (Sec.II. G.6c) 5. Demonstrate the ability to investigate and discuss how consultation enhances group work. CACREP Sec. II 6.d.

Activity: Student ResearchAbstract on Efficacy of Group Work PowerPoint: Research Abstracts

Activity: Design needs assessment for student, teachers, parents, administrators and community Groups PowerPoint: Needs assessments design 6. Designs and implements Read: Group Counseling In prevention and intervention Elementary Schools; plans related to the effects of Middle and Junior High (a) atypical growth and Schools; development, (b) health and ASCA Model: A Framework wellness, (c) language, (d) for School Counseling ability level, € multicultural Programs issues, and (f) factors of resiliency on student learning PowerPoint: Highlights from the ASCA Model on group and development. Counseling Activity: School Counseling Standard: Critique an article from either D.3 The Journal of Counsel and Development or the Professional School Counseling Journal related to intervention plans for atypical growth and development,

Group sessions critiques by practicum supervisor and supervision members Classroom

Rate needs assessments

Article Critique Rubric Presentation Rubric Quiz

cultural issues, or factors of resiliency on student learning and development. Share your findings with the class. Dispositions 1. Accept professional ethical standards as their guide to practice group counseling (CACREP Sec. II G1.j.). 2. Recognizes and accepts individual differences within students, including persons with exceptionalities (CACREP Sec. II G2.b.; 3.e.). 3. Are aware of the importance of membership in and affiliation with professional organizations (CACREP Sec. II G1.f.). 4. Candidates are committed to becoming effective leaders (CACREP Sec. II G1.h. & i.).

Readings: Ethical/Legal Guidelines PowerPoint: Ethical and Legal Aspects of Working with Groups Activity: Review group plans for special populations PowerPoint: A Group Plan for African American Boys

Evaluate Ethical Decision making Model for Group Counseling

Activity: Join ASCA and the SCSCA

Join Professional ASCA and SCSCA

Activity: Review ASGW Best practices Guidelines PowerPoint: Outline of Best Practices Guidelines

Rate Facilitation of Group Sessions

Evaluate student leadership from session one through session seven using rubric

COURSE REQUIREMENTS: Professional Organizations: All Counselor Education majors must secure a student membership to the American School Counselor Association during their first semester of enrollment in the program. Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325 to join the South Carolina Counseling Association (SCCA); and Dr. L. Felder to join the South Carolina School Counselor Association (SCSCA) at [email protected]. Attendance and Participation Students should attend every class meeting on time. Points are awarded for the entire class students attend, on time, and for participation in classroom activities. If a student misses two or more classes they will not receive credit for the course. Supervised Practicum

1. In addition to class time/group supervision (group supervision must be recorded on time/activity log) this course provides for an on-site school counseling practicum in an elementary or middle school supervises by a certified school counselor. A total of seven group counseling sessions with school age children must be recorded. 2. Approximately twenty (20) hours must be spent in a school for the on-site portion of this course in direct services to students.. 3. The student will submit original time/activity logs signed by the site supervisor and the student for the practicum hours spent at the school site. 4. Each student must participate in Individual practicum supervision weekly. This supervision will be for at least one hour. 5. The student will submit original time/activity logs signed by the practicum supervisor and student . This portion of the course will occur in the counseling lab or other designated areas. Group Counseling Plan Each student still will design and present a group counseling plan for elementary or middle school students. The overall plan should include: the rationale, theory, techniques, focus theme, gender(s), age level, a specific session plan for each of the five sessions; activities, materials, strategies, possible concerns, agreement of participation, and desired outcome. Conducting Your Group Sessions Conducting group sessions is an active learning activity that will be completed by each student. Each Group will be based on one theoretical approach to group counseling. (i.e., Solutionfocused Therapy, Cognitive Behavioral Therapy, Gestalt Therapy, etc.) Each Group Session will be twenty to forty-five in duration. The group leader is expected to adhere to the chosen theoretical approach, ethical and legal considerations, group dynamics, stages of group work and other important group process components. The Practicum supervisors expect to see the student Group leader demonstrate particular leader behaviors as the group progress through the stages of group development and the behaviors consistent with the use of specific theories. This is a skills building course. The purpose of the group is to demonstrate basic group leader skills including: _ stating a clear purpose for the group _ setting clear norms _ providing structure: warm up, action, processing and closure _ using eyes to monitor the group _ using voice to set the tone of the group _ changing the focus to or from a topic, person, or activity _ holding the focus _ giving mini lectures _ cutting off members

_ using rounds effectively _ support appropriate expression of differences by demonstrating sensitivity and empathy _ giving and receiving positive feedback _ giving and receiving corrective feedback _ using linking to connect members _ following guidelines for ethical practice Journal Article Critiques Review and provide critiques of three professional journal articles related to group theory or practice. One article should come from the Journal of Specialists in Group Work, one from the Journal of Professional School Counseling and the final article from the ASCA Counselor. Follow the guidelines provided by the instructor for completing your abstracts. Quiz Quizzes will be given over assigned readings and application of the ethical standards for group work. Midterm Examination This examination will consist of multiple choice and short answer. Final Examination This examination will be comprehensive and will assess applied knowledge of group dynamics, counseling, and process.


Possible Points

Professional Membership

100

____________

Supervised Practicum

300

____________


200

____________

Article Critiques

300

____________

Quizzes

100

Midterm Exam

100

____________

Final Exam

200

____________

Total

1300

____________


B = 1169 – 1040 C = 1039 – 910 I = 910 or below

OUTLINE OF THE COURSE: Date January 23, 2012 January 30, 2012 February 6, 2012 February 13, 2012

February 20, 2012 February 27, 2012 March 5, 2012 March 12, 2012 March 19, 2012 March 26, 2012 April 2, 2012 April 9, 2012 April 16, 2012 April 23, 2012 April 30, 2012

Class Topic Course Introduction Text Introduction Getting Started Introduction to Counseling In the Schools Ethical Guidelines for Group Work

Readings/Assignment Introduction

Group Leadership Groups Plans Problems and Solutions Midterm Exam No Class Spring Break Group Counseling In Elementary Schools Group Counseling in Middle and Junior High Schools Group Plans Professional Issues Course Review & Wrap Up Final Exam

Chapter Six Chapter Nine Chapter Seven NA NA Chapter Three

Chapter One Chapter Two ASGW ACA/ASCA Standards

Chapter Four Chapter Ten Chapter Eleven NA NA


REFERENCES

Bitter, J. R., & Byrd, R. (2011). Human conversations: Self-disclosure and storytelling in Adlerian family therapy. Journal of Individual Psychology, 305-323. Brigman, G., & Earley, B. (2008). Group counseling for school counselors: A practical guide (3rd Ed.). Portland, ME: J. Weston Walch, Publisher. Chapman, R. A., Baker, S. B., Nassar-McMillan, S. C., & Gerler Jr., E. R. (2011). Cybersupervision: Further examination of synchronous and asynchronous modalities in counseling practicum supervision. Counselor Education & Supervision, 298-313. 1. Corey, M.S., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th Ed.). Belmont, CA: Thomson Brooks/Cole. Elkonin, D. S., & Sandison, A. (2010). Perceptions of registered counsellor efficacy. South African Journal of Psychology, 90-96. Johnson, D.W., & Johnson, F. P.


HISTORIAL REFERENCES Axelson, J. A. (1999). Counseling and development in a multicultural society (3rd ed.). Pacific Grove, CA: Brooks/Cole. Baker, S. B. (2000). School counseling for the twenty-first century (3rd ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. Cobia, D., & Henderson, D. (2003). Handbook of school counseling. Upper Saddle River, N: Pearon Education, Inc Davis, M. E. (2002). Standard-based counseling in the middle school (1st ed.) First Book Library. Day, S. X. (2004). Theory and design in counseling and psychotherapy. Boston, MA. Houghton Mifflin Co. Farley, J. E. (2002). Managing clinical supervision. Pacific Grove CA: Brook/Cole Olsen, G., & Fuller, M. L. (2003). Home-school relations: Working successfully with parents and families (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.


LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/

Course Syllabus

CED 540 – Career and Lifestyle Development COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Linda D. Lee, Ed.D, LMSW, CDFI Email: [email protected] or [email protected] Telephone Numbers: (803) 536-7147(SCSU); 536-2070 (H) 347-8447(C); 268-9780(W) Office Hours: By Appointment Only Fax: (803) 536-8841 (SCSU) NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s) AND OTHER RESOURCES: Suddarth, B.H. & Reile, D.M. (2012). Facilitating Career Development. Third Edition. Broken Arrow, OK: National Career Development Association. Brown, D. (2012). Career information, career counseling, and career development. Boston: Allyn and Bacon. Niles, S. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st Century. Upper Saddle River, N.J.: Pearson Education, Inc. Miles, R.D. (2002). The S.C. Comprehensive Developmental Guidance and Counseling Program Curriculum Standards and The S.C. Curriculum Standards of English Language Arts, Mathematics, Science, Social Studies, and Health. Columbia, S.C.: S.C. Dept. of Education. Payne, R.K. (2005). A framework for understanding poverty. 4th Revised Ed. Highlands, TX: aha Process, Inc.

S. C. Dept. of Education. (2008). The S.C. Comprehensive Developmental Guidance And Counseling Program Model. Columbia, S. C.: S. C. State Department of Education. S. C. Dept. of Education. (2005). Implementation Timeline: Education and Economic Development Act. Columbia, S.C.: S, C. State Department of Education.

COURSE DESCRIPTION: The course aims to help students acquire the knowledge and skills in the identification, selection, administration, and interpretation of occupational, educational, personal, and social information in order to empower counselees for problem solving and decision making in these domains over the lifespan.

COURSE OVERVIEW: This course is designed to familiarize students with the necessary skills to assist counselees with career related decision making throughout the lifespan. All class sessions will be conducted through lecture/discussions, small group activities, and power points/videos.

COURSE RATIONALE: This course contributes to the development of competent counselors through enhancing their ability to select, evaluate, interpret, use, and disseminate career, academic, and personal-social information to meet the developmental needs of students. This includes acquiring the ability to make various kinds of information available to counselees and the skill to make the materials meaningful to the individual. This course is most appropriate for those who plan to work as counselors in comprehensive developmental guidance and counseling programs or other professional helpers who want to enhance their skills and abilities in providing career, academic, and personal-social information to students/clients to maximize the individual's development over the life span. Candidates are familiarized with historical developments, up-to-date labor market trends, government services and resources, theoretical bases and multicultural considerations to help them develop a thorough understanding of the importance of information for counselors and those they support and/or serve. They are expected to utilize traditional and technology-driven approaches to acquire and disseminate information in class presentations and with clients during practicum experiences.

INSTITUTIONAL OUTCOMES: Institutional outcomes and objectives are significant for thoroughly grasping an understanding of career choice and development for the overall success of the student or client. Technology, particularly the Internet, and an appreciation for multicultural diversity, particularly in these times, are integral components. *Effective performers are developed via the course's focus on theoretical conclusions about career choice and development; labor market trends; the world of work; occupational structure; use of technology; appreciation of individual and multicultural differences; and curriculum standards relative to career, academic and personal/social development. *Reflective decision makers are professional educators and/or career veterans who are capable of making rational decisions and solve problems relative to students' knowledge/skill/ability levels, degree of interest in/understanding of the career counseling domain and generational perspectives. Counseling candidates gain a wealth of knowledge from the readings, analysis of current events and self-appraisals to aid them in efforts to effectively facilitate the career decision-making processes. In this global economy and age of demographic shifts, multicultural considerations are very significant in career choice and development; therefore, *humanistic practitioners must consider the unique norms, traditions and beliefs of persons of diverse races, ethnicities, cultures, geographic regions, sexual orientations, genders, handicapping conditions, economic backgrounds, generations, etc. The professional must also reflect on his/her own perspectives relative to the counseling relationship to ensure an ethical, non-threatening atmosphere.

LEARNING OBJECTIVES: 2009 CACREP Standards comprised in this course STANDARD LISTING: Learning Objective/Standard Knowledge 1. Students will understand career development theories and decision making models (CACREP Sec. II G.4.a).

Learning/Activity

Outcome/Assessment

*Manual – Chapter 3 – “Career Development Theory and its Application” *Textbook and Other Supplements



*Holland Personality Environments *Super – Self Concept and

 

 

Summary of Personal Theoretical Experiences Guidance Information Project Assessment Results/ Activity/Summary Mid-term Exam Final Exam

2.

3.

4.

Students will learn career, vocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems (CACREP Sec. II G.4.b).

Students will learn career development program planning, organization, implementation, administration, and evaluation (CACREP Sec. II G.4.c).

Students will grasp importance of interrelationships among and between

Life Roles  *Case Study Application of Major Theories  *Differences in Perspectives – Traditional vs. Modern Theories

Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)



Summary of Research Articles/Resources Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook Activity/Summary College Resource Activity/Summary Other Resources Activity/Summary Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

*Manual – Chapter 7 – “The Role of Career Information and Technological Resources in Career Planning” *Textbooks and Other Supplements *Current Events/Trends *Research and Description of Resources *Incorporation of Technology in Career Planning *Pros and Cons of Resource Categories/Evaluation *Self-analyses/Knowledge of Resources *Special Populations’ Use of Resources

*Manual – Chapter 9 – “Designing and Implementing Career Planning Services” *Textbooks and Other Supplements *Discussion of Design and Implementation Process *The Steps of Program Development Process *Group Activity Centered on Special Populations’ Needs *Manual – Chapter 3 (Theory) and Chapter 6 – “Providing Career Services to Multicultural Populations”

        

     

 

Summary of Group Activity Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles/Essays Guidance Information Project

work, family, and other life roles and factors including the role of diversity and gender in career development (CACREP Sec. II G.4.d).

*Textbooks and Other Supplements *Discussion of Theoretical Perspectives and Developmental Domains *Group Activities, including Role Plays

      

5.

6.

Students will know career and educational planning, placement, follow-up, and evaluation (CACREP Sec. II G.4.e).

*Manual – Chapter 4 – “The Role of Assessment in Career Planning”, Chapter 7 (Resources), Chapter 8 – “Job Seeking and Employability Skills” and Chapter 9 (Design and Implementation of Services) *Textbooks and Other Supplements *Discussions, Group Activities related to Helping Relationships, Group Leadership, Assessments, Ethical Behavior, Special Populations, Use of Technology, Employability Skills *Manual – Chapter 4 (Assessment) *Textbooks and Other Supplements

Students will learn assessment instruments and techniques that are relevant to career planning and decision *Discussion of Formal and making (CACREP Informal Assessments Sec. II G.4.f, G.7.b, c). *Discussion of Pros and Cons of Assessments *Evaluation of Selected Assessments

        

       

Life-Career Rainbow Activity Results Assessment Results Analyses of Influences of Significant Others Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook Activity/Summary College Blue Book/Other College Resource Activity/Summary Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Assessment Results Guidance Information Project Occupational Information Network Activity/Summary SCOIS/Kuder Activities/Summaries Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class

7.

Students will know career counseling processes, techniques, and resources, including these applicable to specific populations (CACREP Sec. II G.4.g).

*Manual – Chapter 1 – “Developing a Helping Relationship”, Chapter 2 – “Training and Leading Groups”, Chapter 5 – “Ethics and the Career Development Facilitator”, Chapter 6 (Multicultural Populations) and Chapter 7 (Resources) *Textbooks and Other Supplements

     

Participation (Within and Outside) Evaluation/Summary of Counseling Processes Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

Discussion and Related Activities, including Role Playing 1.

Skills Explain the career counseling process. (CACREP Sec. II G.4.g).

*Manual and Other Resources



*Step-By-Step Discussions of Counseling Process *Role Plays *Shadowing *Internships

      

2.

Exhibit technical competency as established for school counselors. SCS B. 1, 2




*Online Website Searches *Power Point Presentations *Utilization of ComputerAssisted Career Guidance Programs

      

Summary of Practical Experiences/Journals Guidance Information Project Peer Evaluations Oral Exams Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles and/or Websites: Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook/www.bls.gov Activity/Summary SCOIS ActivitySummary Kuder Activity/Summary Mid-term Exam Final Exam

 

3.

Describe the use of tests and assessments in career development (CACREP Sec. II G.7.d, e).




*Research and Collection of Various Assessment Categories *Administration of Assessment(s) in Class and as Homework Project *Interpretation of Results *Analyses of Pros and Cons of Assessments *Theoretical Foundations

       

4.

Use the college information resources, such as, but not limited to the College Blue Book, to provide academic information to high school students. (CACREP Sec. II G.4.b).




*Discussion of Resource Categories *Advantages and Disadvantages of Resource Categories *Significance for Special Populations

        

Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Analysis (Written/Oral) of Assessments Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook/www.bls.gov Activity/Summary SCOIS and/or Kuder Activity/Summary Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Otside) Summary of Research Articles, As Assigned Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook Activity/Summary College Blue Book/Other College Resource Activity/Summary Other Resources/Activities/Summ aries Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

5.

Employ professional, ethical and legal standards in case study presentations. (CACREP Sec. II G.1.j).




*Discussion and Interpretation of GCDF and NCDA Standards

    

1.

2.

3.

Disposition Commit to using the review curriculum standards for career, academic, and personal/social development in the S.C. Comprehensive Developmental Guidance and Counseling Program Model. SCS B. 1, 2 Recognize how academic and personal/social issues impact career development in the school setting. SCS A.5; C4

Examine multicultural issues in career development and career counseling. SCS E. 1, 2, 3, 4; F. 1, 2, 3, 4.

*SC Comprehensive, Developmental Guidance Program, SC Curriculum Standards of English Language Arts, Mathematics, Science, Social Studies, and Health *Manual, Textbooks and Other Resources Discussion and Interpretation of Curriculum Standards *SC Comprehensive, Developmental Guidance Program, SC Curriculum Standards of English Language Arts, Mathematics, Science, Social Studies, and Health *Manual, Textbooks and Other Resources *Discussion and Interpretation of Developmental Domains Manual – Chapter 6 (Multicultural Populations) *Textbooks and Other Resources *Discussion and Interpretation of Special Population Characteristics, Including Challenges and

     

     

     

Summary of Research Articles Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Program Standards Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Developmental Domains Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles Guidance Information Project Public/Private Info Activity Mid-term Exam Final Exam Guidance Information

Career Planning Needs 

Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

COURSE REQUIREMENTS (TO BE REVISED TO ALSO MEET GCDF REQUIREMENTS): Student participation is crucial. This course includes a number of experiential activities. It is important that you ask questions if there is anything that you do not understand or need clarification on. Class time is particularly important since many of the activities we will do are not in a text. Professional Organizations: All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA). * (150 points) Summary of Research Articles: To further your understanding of the three course domains: career, academic, and personal/social development, provide one summary from each domain: (3 total, 50 points each). All written work is to be completed in APA style, typed, 2-3 pages, and submitted on the due date. * (100 points) Guidance Information Project: Each student and/or student group (max: 3 students) will plan, organize, and present information concerning materials which address one curriculum standard from the S.C. Comprehensive Developmental Guidance and Counseling Program Model. The demonstrated activity may be appropriate for use in an individual counseling session, a small group counseling session, or a group guidance (classroom/contextual teaching) activity. The presentation will include materials, which represent one of the three course domains: career, academic, or personal/social development. Materials will be chosen at the level of the student's/students' concentration for a major, i.e., elementary or secondary. A plan/proposal for the Guidance Information Project will be submitted to the instructor for approval.

BE CREATIVE! BE PROFESSIONAL! * (100 points) Occupational Information Network (O*NET) Activity/Summary (1-2 pages) * (100 points) Occupational Outlook Handbook Activity/Summary * (100 points) College Blue Book/Other College Resource Activity/Summary * (100 points) South Carolina Occupational Information System (SCOIS) or Kuder Activity/Summary

* (100 points) *(100 points) *(100 points) * (100 points) * (100 points) Total= 1150

Guidance Information Portfolio/Presentation Supervised Practicum Requirement/Substitue Chapter Activities/Class Participation Mid-term Exam Final Exam

NOTE: MAKE CERTAIN WRITTEN WORK IS CHECKED FOR GRAMMATICAL AND SPELLING ERRORS.

GRADING SCALE: 1035 – 1150 = A 920 - 1034 = B 805 – 919 = C PLAN AHEAD!!! Extra credit points MUST BE APPROVED by the professor prior to the event, and, if approved, the Extra Credit Assignment form MUST be submitted no later than ONE WEEK after the event or presentation. Also, a program or some other validating documentation must accompany the Extra Credit Assignment form. Session

Topic

One:

Introduction to Career Information, Counseling, and Development, Book, Ch. 1; Career, Academic, and Personal/Social Information, S.C. Program Model/EEDA Guidelines. Lecture/Discussion, Theories of Career Choice and Development, Book, Ch. 2, 3 Lecture/Discussion, Multicultural Approach to Career Counseling, Book, Ch. 4; Clients with Special Needs, Book, Ch. 5 Lecture/Discussion, Testing and Assessment in Career Development, Book, Ch. 6 Lecture/Discussion, Finding, Organizing and Using Occupational Information, Book, Ch. 7; Using Technology in Career Assessment, Exploration and Counseling, Book, Ch. 8; Due: Article 1: Career Information Lecture/Discussion, Preparing for Work, Book, Ch. 9; Job Placement, Outplacement, and the Job-Search Process, Book, Ch. 10; Mid-term Project Assigned; Due: Guidance Information Project Plan/Proposal Lecture/Discussion, Designing and Implementing K-12 Career Development Programs, Book, Ch. 11/EEDA Guidelines Lecture/Discussion, Career Development in Community/Four-Year

Two: Three: Four: Five:

Six:

Seven: Eight:

Nine: Ten:

Eleven: Twelve:

Thirteen: Fourteen: Fifteen:

Colleges and Vocational/Technical Schools, Book, Ch.12 Due: Article II: Academic Information Lecture/Discussion, S. C. Comprehensive Developmental Guidance Program Model, S.C. Program Model/EEDA Guidelines Lecture/Discussion, Trends in the Labor Market/Factors, Book, Ch. 13; Occupational Classification Systems, Book, Ch. 14 Due: Article III: Personal/Social Information Lecture/Discussion, Career Development in Business, Book, Ch. 15; Career Counselors in Private Practice, Book, Ch. 16 Lecture/Discussion, Ethics and the Competencies Needed for Career Development Practice, Book, Ch. 17; Trends and Issues in Career Information/Development/Programming, Book, Ch. 18 Guidance Information Project Presentations, S.C. Program Model/EEDA Guidelines Guidance Information Project Presentations, Cont., S.C. Program Model/EEDA Guidelines *Life Line (portfolio points) *Summaries of Resources (4) - O*Net, OOH, CBB, SCOIS/ Kuder (one page minimum for each summary) *Project Summary *Practicum Summary *Multicultural Consideration Summary (portfolio points) *Copies of Three Articles, Mid-term Summary, Final (Power Point) *Chapter Activities, if used *Handouts from Class, etc. (portfolio points)

REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (physical, learning, or psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

REFERENCES Borges, N. J., Manuel, R. S., Duffy, R. D., Fedyna, D., & Jones, B. J. (2009). Influences on specialty choice for students entering person-oriented and technique-oriented specialties. Medical Teacher, 1086-1088. Bowman, G. (2007). Employment lifestyle training: A new approach to vocational rehabilitation teacher services. Review, 141-148. Brown, D. (2012). Career information, career counseling, and career development. Boston, MA: Allyn and Bacon. Creager, M. F. S. (2011). Practice and research in career counseling and development-2010. The Career Development Quarterly, 482-527. Del Corso, J. J., Rehfuss, M. C., & Galvin, K. (2011). Striving to adapt: Addressing Adler’s work task in the 21st Century. Journal of Individual Psychology, 88-106. DOL. (2012). Occupational uutlook handbook. Washington, DC: U.S. Department of Labor. DOL. (2012). The occupational information network. (http://www.doleta/gov/programs/onet) Washington, DC: U.S. Department of Labor. Miles, R.D. (2002). The S.C. comprehensive developmental guidance and counseling program curriculum standards and The S. C. Curriculum standards of English Language Arts, Mathematics, Science, Social Studies, and Health. Columbia, SC: S. C. Dept. of Education. National Career Development Association. (2011). National 2011 Harris Interactive Survey on Working America. (website http://www.ncda.org) Broken Arrow, OK: NCDA. Niles, S. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st Century. Upper Saddle River, N.J.: Pearson Education, Inc.

Payne, R. K. (2005). A framework for understanding poverty. 4th Revised Ed. Highlands, TX: aha Process, Inc. S. C. Dept. of Education (2008). Comprehensive developmental guidance and counseling program model. Columbia, SC: S. C. Dept. of Education. S.C. Dept. of Education (2005). Implementation timeline: Education and economic development act. Columbia, SC: S. C. Dept. of Education. Stoltz, K. B. (2011). Individual psychology and the work life task: An Expression of Lifestyle. Journal of Individual Psychology, 85-87. Stoltz, K. B., Wolff, L. A., & McClelland, S. S. (2011). Exploring lifestyle as a predictor of career adaptability using a predominantly African American rural sample. Journal of Individual Psychology, 147-161.

HISTORICAL REFERENCES Brown, D. (2003). Career information, career counseling, and career development. Allyn and Bacon. DOL. (1998-1999). Occupational outlook handbook. Washington, DC: U.S. Department of Labor. DOL. (1998). The occupational information network. (http://www.doleta/gov/programs/onet) Washington, DC: U.S. Department of Labor.

National Career Development Association. (1999). National survey of working America. Retrieved December 3, 2001, from the National Career Development website http://www.ncda.org.

Course Syllabus

CED 540 – Career and Lifestyle Development COUNSELOR EDUCATION PROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Linda D. Lee, Ed.D, LMSW, CDFI Email: [email protected] or [email protected] Telephone Numbers: (803) 536-7147(SCSU); 536-2070 (H) 347-8447(C); 268-9780(W) Office Hours: By Appointment Only Fax: (803) 536-8841 (SCSU) NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s) AND OTHER RESOURCES: Suddarth, B.H. & Reile, D.M. (2012). Facilitating Career Development. Third Edition. Broken Arrow, OK: National Career Development Association. Brown, D. (2012). Career information, career counseling, and career development. Boston: Allyn and Bacon. Niles, S. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st Century. Upper Saddle River, N.J.: Pearson Education, Inc. Miles, R.D. (2002). The S.C. Comprehensive Developmental Guidance and Counseling Program Curriculum Standards and The S.C. Curriculum Standards of English Language Arts, Mathematics, Science, Social Studies, and Health. Columbia, S.C.: S.C. Dept. of Education. Payne, R.K. (2005). A framework for understanding poverty. 4th Revised Ed. Highlands, TX: aha Process, Inc.

S. C. Dept. of Education. (2008). The S.C. Comprehensive Developmental Guidance And Counseling Program Model. Columbia, S. C.: S. C. State Department of Education. S. C. Dept. of Education. (2005). Implementation Timeline: Education and Economic Development Act. Columbia, S.C.: S, C. State Department of Education.

COURSE DESCRIPTION: The course aims to help students acquire the knowledge and skills in the identification, selection, administration, and interpretation of occupational, educational, personal, and social information in order to empower counselees for problem solving and decision making in these domains over the lifespan.

COURSE OVERVIEW: This course is designed to familiarize students with the necessary skills to assist counselees with career related decision making throughout the lifespan. All class sessions will be conducted through lecture/discussions, small group activities, and power points/videos.

COURSE RATIONALE: This course contributes to the development of competent counselors through enhancing their ability to select, evaluate, interpret, use, and disseminate career, academic, and personal-social information to meet the developmental needs of students. This includes acquiring the ability to make various kinds of information available to counselees and the skill to make the materials meaningful to the individual. This course is most appropriate for those who plan to work as counselors in comprehensive developmental guidance and counseling programs or other professional helpers who want to enhance their skills and abilities in providing career, academic, and personal-social information to students/clients to maximize the individual's development over the life span. Candidates are familiarized with historical developments, up-to-date labor market trends, government services and resources, theoretical bases and multicultural considerations to help them develop a thorough understanding of the importance of information for counselors and those they support and/or serve. They are expected to utilize traditional and technology-driven approaches to acquire and disseminate information in class presentations and with clients during practicum experiences.

INSTITUTIONAL OUTCOMES: Institutional outcomes and objectives are significant for thoroughly grasping an understanding of career choice and development for the overall success of the student or client. Technology, particularly the Internet, and an appreciation for multicultural diversity, particularly in these times, are integral components. *Effective performers are developed via the course's focus on theoretical conclusions about career choice and development; labor market trends; the world of work; occupational structure; use of technology; appreciation of individual and multicultural differences; and curriculum standards relative to career, academic and personal/social development. *Reflective decision makers are professional educators and/or career veterans who are capable of making rational decisions and solve problems relative to students' knowledge/skill/ability levels, degree of interest in/understanding of the career counseling domain and generational perspectives. Counseling candidates gain a wealth of knowledge from the readings, analysis of current events and self-appraisals to aid them in efforts to effectively facilitate the career decision-making processes. In this global economy and age of demographic shifts, multicultural considerations are very significant in career choice and development; therefore, *humanistic practitioners must consider the unique norms, traditions and beliefs of persons of diverse races, ethnicities, cultures, geographic regions, sexual orientations, genders, handicapping conditions, economic backgrounds, generations, etc. The professional must also reflect on his/her own perspectives relative to the counseling relationship to ensure an ethical, non-threatening atmosphere.

LEARNING OBJECTIVES: 2009 CACREP Standards comprised in this course STANDARD LISTING: Learning Objective/Standard Knowledge 1. Students will understand career development theories and decision making models (CACREP Sec. II G.4.a).

Learning/Activity

Outcome/Assessment

*Manual – Chapter 3 – “Career Development Theory and its Application” *Textbook and Other Supplements



*Holland Personality Environments *Super – Self Concept and

 

 

Summary of Personal Theoretical Experiences Guidance Information Project Assessment Results/ Activity/Summary Mid-term Exam Final Exam

2.

3.

4.

Students will learn career, vocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems (CACREP Sec. II G.4.b).

Students will learn career development program planning, organization, implementation, administration, and evaluation (CACREP Sec. II G.4.c).

Students will grasp importance of interrelationships among and between

Life Roles  *Case Study Application of Major Theories  *Differences in Perspectives – Traditional vs. Modern Theories

Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)



Summary of Research Articles/Resources Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook Activity/Summary College Resource Activity/Summary Other Resources Activity/Summary Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

*Manual – Chapter 7 – “The Role of Career Information and Technological Resources in Career Planning” *Textbooks and Other Supplements *Current Events/Trends *Research and Description of Resources *Incorporation of Technology in Career Planning *Pros and Cons of Resource Categories/Evaluation *Self-analyses/Knowledge of Resources *Special Populations’ Use of Resources

*Manual – Chapter 9 – “Designing and Implementing Career Planning Services” *Textbooks and Other Supplements *Discussion of Design and Implementation Process *The Steps of Program Development Process *Group Activity Centered on Special Populations’ Needs *Manual – Chapter 3 (Theory) and Chapter 6 – “Providing Career Services to Multicultural Populations”

        

     

 

Summary of Group Activity Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles/Essays Guidance Information Project

work, family, and other life roles and factors including the role of diversity and gender in career development (CACREP Sec. II G.4.d).

*Textbooks and Other Supplements *Discussion of Theoretical Perspectives and Developmental Domains *Group Activities, including Role Plays

      

5.

6.

Students will know career and educational planning, placement, follow-up, and evaluation (CACREP Sec. II G.4.e).

*Manual – Chapter 4 – “The Role of Assessment in Career Planning”, Chapter 7 (Resources), Chapter 8 – “Job Seeking and Employability Skills” and Chapter 9 (Design and Implementation of Services) *Textbooks and Other Supplements *Discussions, Group Activities related to Helping Relationships, Group Leadership, Assessments, Ethical Behavior, Special Populations, Use of Technology, Employability Skills *Manual – Chapter 4 (Assessment) *Textbooks and Other Supplements

Students will learn assessment instruments and techniques that are relevant to career planning and decision *Discussion of Formal and making (CACREP Informal Assessments Sec. II G.4.f, G.7.b, c). *Discussion of Pros and Cons of Assessments *Evaluation of Selected Assessments

        

       

Life-Career Rainbow Activity Results Assessment Results Analyses of Influences of Significant Others Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook Activity/Summary College Blue Book/Other College Resource Activity/Summary Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Assessment Results Guidance Information Project Occupational Information Network Activity/Summary SCOIS/Kuder Activities/Summaries Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class

7.

Students will know career counseling processes, techniques, and resources, including these applicable to specific populations (CACREP Sec. II G.4.g).

*Manual – Chapter 1 – “Developing a Helping Relationship”, Chapter 2 – “Training and Leading Groups”, Chapter 5 – “Ethics and the Career Development Facilitator”, Chapter 6 (Multicultural Populations) and Chapter 7 (Resources) *Textbooks and Other Supplements

     

Participation (Within and Outside) Evaluation/Summary of Counseling Processes Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

Discussion and Related Activities, including Role Playing 1.

Skills Explain the career counseling process. (CACREP Sec. II G.4.g).




*Step-By-Step Discussions of Counseling Process *Role Plays *Shadowing *Internships

      

2.

Exhibit technical competency as established for school counselors. SCS B. 1, 2




*Online Website Searches *Power Point Presentations *Utilization of ComputerAssisted Career Guidance Programs

      

Summary of Practical Experiences/Journals Guidance Information Project Peer Evaluations Oral Exams Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles and/or Websites: Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook/www.bls.gov Activity/Summary SCOIS ActivitySummary Kuder Activity/Summary Mid-term Exam Final Exam

 

3.

Describe the use of tests and assessments in career development (CACREP Sec. II G.7.d, e).




*Research and Collection of Various Assessment Categories *Administration of Assessment(s) in Class and as Homework Project *Interpretation of Results *Analyses of Pros and Cons of Assessments *Theoretical Foundations

       

4.

Use the college information resources, such as, but not limited to the College Blue Book, to provide academic information to high school students. (CACREP Sec. II G.4.b).




*Discussion of Resource Categories *Advantages and Disadvantages of Resource Categories *Significance for Special Populations

        

Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Analysis (Written/Oral) of Assessments Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook/www.bls.gov Activity/Summary SCOIS and/or Kuder Activity/Summary Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Otside) Summary of Research Articles, As Assigned Guidance Information Project Occupational Information Network Activity/Summary Occupational Outlook Handbook Activity/Summary College Blue Book/Other College Resource Activity/Summary Other Resources/Activities/Summ aries Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

5.

Employ professional, ethical and legal standards in case study presentations. (CACREP Sec. II G.1.j).




*Discussion and Interpretation of GCDF and NCDA Standards

    

1.

2.

3.

Disposition Commit to using the review curriculum standards for career, academic, and personal/social development in the S.C. Comprehensive Developmental Guidance and Counseling Program Model. SCS B. 1, 2 Recognize how academic and personal/social issues impact career development in the school setting. SCS A.5; C4

Examine multicultural issues in career development and career counseling. SCS E. 1, 2, 3, 4; F. 1, 2, 3, 4.

*SC Comprehensive, Developmental Guidance Program, SC Curriculum Standards of English Language Arts, Mathematics, Science, Social Studies, and Health *Manual, Textbooks and Other Resources Discussion and Interpretation of Curriculum Standards *SC Comprehensive, Developmental Guidance Program, SC Curriculum Standards of English Language Arts, Mathematics, Science, Social Studies, and Health *Manual, Textbooks and Other Resources *Discussion and Interpretation of Developmental Domains Manual – Chapter 6 (Multicultural Populations) *Textbooks and Other Resources *Discussion and Interpretation of Special Population Characteristics, Including Challenges and

     

     

     

Summary of Research Articles Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Program Standards Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Developmental Domains Guidance Information Project Mid-term Exam Final Exam Guidance Information Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside) Summary of Research Articles Guidance Information Project Public/Private Info Activity Mid-term Exam Final Exam Guidance Information

Career Planning Needs 

Portfolio (and Presentation) Chapter Activities/Class Participation (Within and Outside)

COURSE REQUIREMENTS (TO BE REVISED TO ALSO MEET GCDF REQUIREMENTS): Student participation is crucial. This course includes a number of experiential activities. It is important that you ask questions if there is anything that you do not understand or need clarification on. Class time is particularly important since many of the activities we will do are not in a text. Professional Organizations: All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA). * (150 points) Summary of Research Articles: To further your understanding of the three course domains: career, academic, and personal/social development, provide one summary from each domain: (3 total, 50 points each). All written work is to be completed in APA style, typed, 2-3 pages, and submitted on the due date. * (100 points) Guidance Information Project: Each student and/or student group (max: 3 students) will plan, organize, and present information concerning materials which address one curriculum standard from the S.C. Comprehensive Developmental Guidance and Counseling Program Model. The demonstrated activity may be appropriate for use in an individual counseling session, a small group counseling session, or a group guidance (classroom/contextual teaching) activity. The presentation will include materials, which represent one of the three course domains: career, academic, or personal/social development. Materials will be chosen at the level of the student's/students' concentration for a major, i.e., elementary or secondary. A plan/proposal for the Guidance Information Project will be submitted to the instructor for approval.

BE CREATIVE! BE PROFESSIONAL! * (100 points) Occupational Information Network (O*NET) Activity/Summary (1-2 pages) * (100 points) Occupational Outlook Handbook Activity/Summary * (100 points) College Blue Book/Other College Resource Activity/Summary * (100 points) South Carolina Occupational Information System (SCOIS) or Kuder Activity/Summary

* (100 points) *(100 points) *(100 points) * (100 points) * (100 points) Total= 1150

Guidance Information Portfolio/Presentation Supervised Practicum Requirement/Substitue Chapter Activities/Class Participation Mid-term Exam Final Exam

NOTE: MAKE CERTAIN WRITTEN WORK IS CHECKED FOR GRAMMATICAL AND SPELLING ERRORS.

GRADING SCALE: 1035 – 1150 = A 920 - 1034 = B 805 – 919 = C PLAN AHEAD!!! Extra credit points MUST BE APPROVED by the professor prior to the event, and, if approved, the Extra Credit Assignment form MUST be submitted no later than ONE WEEK after the event or presentation. Also, a program or some other validating documentation must accompany the Extra Credit Assignment form. Session

Topic

One:

Introduction to Career Information, Counseling, and Development, Book, Ch. 1; Career, Academic, and Personal/Social Information, S.C. Program Model/EEDA Guidelines. Lecture/Discussion, Theories of Career Choice and Development, Book, Ch. 2, 3 Lecture/Discussion, Multicultural Approach to Career Counseling, Book, Ch. 4; Clients with Special Needs, Book, Ch. 5 Lecture/Discussion, Testing and Assessment in Career Development, Book, Ch. 6 Lecture/Discussion, Finding, Organizing and Using Occupational Information, Book, Ch. 7; Using Technology in Career Assessment, Exploration and Counseling, Book, Ch. 8; Due: Article 1: Career Information Lecture/Discussion, Preparing for Work, Book, Ch. 9; Job Placement, Outplacement, and the Job-Search Process, Book, Ch. 10; Mid-term Project Assigned; Due: Guidance Information Project Plan/Proposal Lecture/Discussion, Designing and Implementing K-12 Career Development Programs, Book, Ch. 11/EEDA Guidelines Lecture/Discussion, Career Development in Community/Four-Year

Two: Three: Four: Five:

Six:

Seven: Eight:

Nine: Ten:

Eleven: Twelve:

Thirteen: Fourteen: Fifteen:

Colleges and Vocational/Technical Schools, Book, Ch.12 Due: Article II: Academic Information Lecture/Discussion, S. C. Comprehensive Developmental Guidance Program Model, S.C. Program Model/EEDA Guidelines Lecture/Discussion, Trends in the Labor Market/Factors, Book, Ch. 13; Occupational Classification Systems, Book, Ch. 14 Due: Article III: Personal/Social Information Lecture/Discussion, Career Development in Business, Book, Ch. 15; Career Counselors in Private Practice, Book, Ch. 16 Lecture/Discussion, Ethics and the Competencies Needed for Career Development Practice, Book, Ch. 17; Trends and Issues in Career Information/Development/Programming, Book, Ch. 18 Guidance Information Project Presentations, S.C. Program Model/EEDA Guidelines Guidance Information Project Presentations, Cont., S.C. Program Model/EEDA Guidelines *Life Line (portfolio points) *Summaries of Resources (4) - O*Net, OOH, CBB, SCOIS/ Kuder (one page minimum for each summary) *Project Summary *Practicum Summary *Multicultural Consideration Summary (portfolio points) *Copies of Three Articles, Mid-term Summary, Final (Power Point) *Chapter Activities, if used *Handouts from Class, etc. (portfolio points)

REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (physical, learning, or psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

REFERENCES Borges, N. J., Manuel, R. S., Duffy, R. D., Fedyna, D., & Jones, B. J. (2009). Influences on specialty choice for students entering person-oriented and technique-oriented specialties. Medical Teacher, 1086-1088. Bowman, G. (2007). Employment lifestyle training: A new approach to vocational rehabilitation teacher services. Review, 141-148. Brown, D. (2012). Career information, career counseling, and career development. Boston, MA: Allyn and Bacon. Creager, M. F. S. (2011). Practice and research in career counseling and development-2010. The Career Development Quarterly, 482-527. Del Corso, J. J., Rehfuss, M. C., & Galvin, K. (2011). Striving to adapt: Addressing Adler’s work task in the 21st Century. Journal of Individual Psychology, 88-106. DOL. (2012). Occupational uutlook handbook. Washington, DC: U.S. Department of Labor. DOL. (2012). The occupational information network. (http://www.doleta/gov/programs/onet) Washington, DC: U.S. Department of Labor. Miles, R.D. (2002). The S.C. comprehensive developmental guidance and counseling program curriculum standards and The S. C. Curriculum standards of English Language Arts, Mathematics, Science, Social Studies, and Health. Columbia, SC: S. C. Dept. of Education. National Career Development Association. (2011). National 2011 Harris Interactive Survey on Working America. (website http://www.ncda.org) Broken Arrow, OK: NCDA. Niles, S. & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st Century. Upper Saddle River, N.J.: Pearson Education, Inc.

Payne, R. K. (2005). A framework for understanding poverty. 4th Revised Ed. Highlands, TX: aha Process, Inc. S. C. Dept. of Education (2008). Comprehensive developmental guidance and counseling program model. Columbia, SC: S. C. Dept. of Education. S.C. Dept. of Education (2005). Implementation timeline: Education and economic development act. Columbia, SC: S. C. Dept. of Education. Stoltz, K. B. (2011). Individual psychology and the work life task: An Expression of Lifestyle. Journal of Individual Psychology, 85-87. Stoltz, K. B., Wolff, L. A., & McClelland, S. S. (2011). Exploring lifestyle as a predictor of career adaptability using a predominantly African American rural sample. Journal of Individual Psychology, 147-161.

HISTORICAL REFERENCES Brown, D. (2003). Career information, career counseling, and career development. Allyn and Bacon. DOL. (1998-1999). Occupational outlook handbook. Washington, DC: U.S. Department of Labor. DOL. (1998). The occupational information network. (http://www.doleta/gov/programs/onet) Washington, DC: U.S. Department of Labor.

National Career Development Association. (1999). National survey of working America. Retrieved December 3, 2001, from the National Career Development website http://www.ncda.org.

CED 541 – Analysis and Interpretation of Group Testing DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELOR EDUCATION School of Education South Carolina State University Orangeburg, South Carolina Instructor: Dr. Lucinda Barron Phone: 536-7049 Office: Turner Hall 253 D-Wing E-Mail: [email protected] Office Hours: 1-5 pm, & By appointment School of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.” Required Text: Drummond, R., Jones, K. (2010). Assessment Procedures for Counselors and Other Helping Professionals. Upper Saddle River, NJ: Pearson Education, Inc. The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC Department of Education. ASCA Model COURSE DESCRIPTION (CED 541), three (3) credit hours

This course is systematic study of the evaluation, selection, administration, analysis, interpretation, and use of group tests of general ability, special ability, achievement, interest, and personality. Concepts such as validity, reliability, norms, various derived scores, and expectancy tables are part of the course, as well as descriptive and inferential statistics needed in-group testing. Communication of test information to others is an important consideration, as well. GENERAL INFORMATION Tests can and should be used effectively to promote learning. The public schools are accountable for using test data to enhance the total growth of students. Therefore, each teacher and counselor should present evidence periodically that students have made progress in learning. Parents and other interested persons are more concerned with the product than the process, as they would like to see evidence of growth in students. This course will prepare graduate students in the essential skills for educational testing so that they may work successfully in schools. Competent counselors are informed users of standardized measurement instruments in school, mental health, and marriage and family counseling.

Competent counselors must have knowledge of how to choose, use, read and interpret achievement and psychological tests. They must be able to communicate the results in a manner that adds to the understanding of the student/client, parents, and other professionals. Institutional Outcomes and Learning Objectives The course content facilitates the development of effective performers capable of utilizing testing and assessment information in the formation of Educational plans to guide counseling interventions. Students will be introduced to concepts pertaining to educational testing, such as: performance-based assessment, authentic assessment, norm-referenced and criterion-referenced assessment. *Reflective decision makers are professionals who are sensitive to conditions and situations that could invalidate tests and assessment data. Multicultural issues will be critically examined, especially as these relate to cultural biases and historical misuse of test data. *Humanistic practitioners will be promoted through the open decision of theoretical assumptions and of ethical and competent use of educational test data. Learning Objectives Knowledge The Candidate will:

Learning Objectives Learning Activity

1. Identify the basic Readings: educational/psycholo (2010). Assessment Procedures gical testing and for Counselors and Other assessment concepts. Helping Professionals CACREP Sec II G7b The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC Department of Education.

Learning Objectives Outcome/Assessment

Midterm Exam Final Exam Critique Rubric Electronic Portfolio Rubric Electronic Resource File Rubric

ASCA Model The Mental Measurement Yearbook.

Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File

2. Know various approaches to conducting the assessment process.

Readings: (2010). Assessment Procedures for Counselors and Other Helping Professionals

Midterm Exam Final Exam Critique Rubric

CACREP Sec II G7b The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC Department of Education.

Electronic Portfolio Rubric Electronic Resource File Rubric


Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 3. Realize the conditions and situations that contribute to valid test results. CACREP Sec II G7c



The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC Department of Education.


Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 4. Compare and contrast different forms of assessment methods. CACREP Sec II G7b






Critique Rubric


Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 5. Understand the need for alternative assessment strategies in special population of clients. CACREP Sec II G7f





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 6. Know how to utilize research findings pertaining to the construction and validation of educational/psycholo gical tests, and in making decisions about the appropriate use of these measures. CACREP Sec II G7a, G7b





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 7. Review historical

Readings:

Midterm Exam

perspectives concerning the nature and meaning of assessment. CACREP Sec II G7a

(2010). Assessment Procedures for Counselors and Other Helping Professionals

Final Exam



Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 8. Know basic concepts of standardized and nonstandardized testing and other assessment techniques including norm-references and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computerassisted methods. CACREP Sec II G7b





9. Use statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and



The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC


Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File

Critique Rubric


correlations. CACREP Sec II G7c

Department of Education.

Rubric


Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 10. Know the concepts of reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information). CACREP Sec II G7d





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 11. Know the concepts of validity (i.e., evidence of validity, types of validity and the relationship between reliability and validity). CACREP Sec II G7e






Powerpoint Presentations Critiques Group Assignment

Critique Rubric


Electronic Portfolio Electronic Resource File 12. Identify age, gender, sexual orientation, ethnicity language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations. CACREP Sec II G7f, G7g





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 13. Recognize strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. CACREP Sec II G7b, G7g





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 14. Have an understanding of general principles and methods of case conceptualization. Know public and



The S.C. Comprehensive


Critique Rubric

private policy processes, including the role of the professional counselor advocating on behalf of the profession. CACREP Sec II G7a, G7f

Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC Department of Education.

Rubric Electronic Resource File Rubric


Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 15. Explain advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients related to testing, assessment, and/or evaluation. CACREP Sec II G7f





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 16. Be familiar with professional organizations, primarily ASCA, and their divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphases. CACREP Sec II G7g 17. Examine

Membership ID Join ASCA and SCCA ACA Ethics Code

Readings:

Midterm Exam

multicultural and pluralistic assessment trends, including characteristics and concerns between and within diverse groups nationally and internationally. CACREP Sec II G7f

(2010). Assessment Procedures for Counselors and Other Helping Professionals

Final Exam



Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 18. Obtain technological competence and computer literacy to manage computerized assessment methods. CACREP Sec II G7b





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 19. Define basic Readings: educational/psycholo (2010). Assessment Procedures gical testing and for Counselors and Other assessment concepts. Helping Professionals CACREP Sec II G7b The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC Department of Education.

Midterm Exam Final Exam Critique Rubric Electronic Portfolio Rubric Electronic Resource File Rubric


Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 20. Describe various approaches to conducting the assessment process. CACREP Sec II G7a, G7b





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 21. Understand the conditions and situations that contribute to valid test results. CACREP Sec II G7e






Powerpoint Presentations Critiques Group Assignment Electronic Portfolio

Critique Rubric


Electronic Resource File 22. Compare and contrast different forms of assessment methods. CACREP Sec II G7b





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 23. Understand the need for alternative assessment strategies in special population of clients. CACREP Sec II G7f





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 24. Know how to utilize research findings pertaining to the construction and validation of educational/psycholo gical tests, and in



The S.C. Comprehensive Developmental Guidance and


Critique Rubric

making decisions about the appropriate use of these measures. CACREP Sec II G7e

Counseling Program Model (2008). Columbia, SC: SC Department of Education.



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File Skill The Candidate will: 25. Develop an assessment plan for an elementary or secondary school CACREP Sec II Knowledge F





Critique Rubric


ASCA Model Powerpoint Presentations Group Assignment Electronic Portfolio 26. Follow the steps in selecting a battery of test from the three assessment domains for a school. CACREP Sec II G7g






Critique Rubric


Powerpoint Presentations Group Assignment Electronic Portfolio 27. Administer and score the battery of tests selected. CACREP Sec II G7f

Group Assignment Electronic Portfolio The Mental Measurement Yearbook.

Midterm Exam Final Exam Critique Rubric Electronic Portfolio Rubric

28. Interpret the test results. CACREP Sec II G7f

Group Assignment Electronic Portfolio

Electronic Resource File Rubric Midterm Exam Final Exam Critique Rubric Electronic Portfolio Rubric

29. Develop appropriate plans and/or recommendations. CACREP Sec II G7f

Group Assignment Electronic Portfolio

Electronic Resource File Rubric Midterm Exam Final Exam Critique Rubric Electronic Portfolio Rubric Electronic Resource File Rubric

Dispositions The Candidate will: 30. Commit to keep aware of current trends in testing and assessment. CACREP Sec II G8e



The S.C. Comprehensive Developmental Guidance and Counseling Program Model (2008). Columbia, SC: SC


Critique Rubric


Department of Education.

Rubric

ASCA Model Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 31. Commit to utilizing research data in determining the reliability and validity of test material they plan to use with students/clients. CACREP Sec II G8e





Critique Rubric



Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File 32. Demonstrate the understanding the appropriate use of tests with diverse cultural/ethnic individuals and groups. CACREP Sec II





ASCA Model Powerpoint Presentations Critiques Group Assignment Electronic Portfolio Electronic Resource File

Critique Rubric


COURSE OVERVIEW Major Concepts to be Taught *Difference between Evaluation, Measurement and Testing *Accountability in Education *The Marriage between Objectives and Evaluation *Domains in Educational Objectives *Legal Issues in Testing *Characteristics of Standardized Testing *Types of Standardized Test Scores *Norms -Difference between Norm-referenced and -Criterion-referenced Testing -Specific Types of Tests: Achievement, Ability, Aptitude, Interest and Personality, Validity and Reliability -Interpretation of Test Results -Test Construction: Item Writing, Item Difficulty, and Item Discrimination -Selection and Evaluation of Tests for Testing Programs -Planning for Administration -Test Security -Use of Test Results in Grading Cognitive and Affective Behaviors -Learning Styles and Testing -Working with Special Populations -Test-taking Skills -Limitations of Testing -Ethics in Testing

COURSE REQUIREMENTS A. Major requirement in this course is for the student to develop a group testing portfolio and to continue to build the practicum portfolio which is required for CED 530/531. ****All Tests, Exams, and Portfolio are Mandatory. Attendance is Mandatory. 30 % Group AssignmentsThe class will be divided into different cooperative-type groups of 4 or 5 weekly. Each class will begin with a short test on the previous week’s discussion. Only one test paper will be turned in per group with all members’ names. If your group score averages to 96 then your score for this section will be 96% of 30. 20%:

Comprehensive Midterm Exam. You will be allowed two pages of personal notes. Individually administered. 30%: A Portfolio (is required of each student a week before the course ends. It must be typed and professional in appearance. This requires the portfolio to be illustrative, attractive and informative. It should begin with your philosophy on testing. 20%: Comprehensive Final Exam. You will be allowed two pages of personal notes. Individually administered. You will need a blue book(s) to write your exam.

*Extra credit points are awarded for in-class assignments. You can receive up to 40 points for the semester.

PORTFOLIO PARTICULARS Philosophy of Testing

I.

           

II.

-Definitions (Detailed; Related to Education and Testing) and in your own professional vocabulary with an example that further explains the term.)

III.

Analyze 4 Group tests. (Try to get a protocol or a copy of an old version of the test or an alternate version of the test protocol. PACT, Exist Exam, Terra Nova, etc. Provide the following information: Name of Test

Edition Publishers Date of Publication Purpose for which test was designed How it is being used in SC Population Sampled Validity Reliability Any Biases Mentioned in Test Manual Personal/Professional Impressions of the Measure strengths Weaknesses Usability

IV.

         

Analyze 4 Individually Administered Tests (Intelligence tests or Achievement tests), 4 Norm-Referenced tests (NRT), 4 Criterion-Referenced Tests (CRT). Provide the following information for each type of test.

Name of Test Publishers Date of Publication Purpose for which test was designed How it is being used in SC Population Sampled Validity – Biases Reliability Any Biases Mentioned in Test Manual Personal/Professional Impressions of the Measure *Strengths *Weaknesses *Usability

V.

Website Investigation -Find at least (10) ten websites from which you can get information on standardized tests. -Identify website and URL (address). -Write an annotation about the source. -Evaluate information. -How will it apply to job -Evaluate information as to usefulness, thoroughness, practicality, and application to your current or future career.

VI.

Critique/Summarize at least 10 Journal Articles related to Educational Testing. Include a copy of the article and a (1) one page, typed critique in your portfolio.

VII.

Professional Organizations: All counselor education majors are required to join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA).

GRADING SYSTEM

A= B= C= F=

90-100 80-89 70- 79 Below 70

LEARNING TIPS 1. Note taking during lectures is encouraged. 2. Study groups are encouraged. If you need help, please schedule an appointment with me

COURSE OUTLLINE Week 1

Topics Introduction and Overview of Course Policies Lecture/Discussion and Practices Key Terms and Concepts

Reading Activity(ies) Chapters 1 & 2

Demonstration

2

Validity and Reliability Chapters 3 & 4 of Assessment Results Lecture/Discussion Summaries, pp. 59-60 Practice Writing & 76 Key Terms and Concepts Behavioral objectives

3

Professional Responsibilities Lecture/Discussion pp. 94 & 95 Key Terms and Concepts

Chapter 5 Lecture

4

Planning Key Terms and Concepts

Chapter 6 Lecture

5

Implementation

Chapter 7

Key Terms and Concepts

Lecture

Multiple – Choice

Chapter 8

6

and Matching Key Terms and Written 7

Questions

Essay Assessment Tasks Scoring Lecture/Discussion Rubrics Key Terms and

Chapter 9

Concepts Higher-Order Thinking, Problem Solving, Lecture/Discussion And Critical of Each Thinking Summary pp. 213215, 318 & 319 Key Terms and Concepts

MIDTERM EXAM Chapter 10 Chapter 15

Alternative Varieties of Lecture/Discussion Objectively Scored Items Summary pp. 235 & 236 Key Terms & Concepts

Chapter 11

10

Performance, Alternative, and Lecture/Discussion Authentic Assessments Summary pp. 258 & 259 Key Terms and Concepts

Chapter 12

11

Performance Tasks, Portfolios, Rating Lecture/Discussion Scales and Scoring Rubrics Standardized

Chapter 13

8

9

12

Item Analysis

Chapter 17

Achievement Tests Lectures/Discussion Key Terms and Concepts 13

Interpreting Norm Referenced Scores

Chapter 18 Role Play

14

Model Key Terms and Concepts

Test Reports

15

Current Issues in Journals, Educational Testing News Reports, PACT in S.C.

Research

16

Newspapers, Due

FINAL EXAM

1.

2.

Select, administer, score, and interpret at least one (1) individual test to a school age child (based on your major option). Place a copy of the test, care study, assessment plan and results in your practicum portfolio. Select administer, score and interpret at least one (1) group test for three (3) school age children (based on your major option-elementary or secondary). Place a copy of the test core studies, assessment plan and result in your practicum portfolio.

REFERENCES

American School Counselor Association. (2006). Research methods in school counseling [Special issue]. Professional School Counseling, 12(6). American School Counselor Association, (2009). Action research in school counseling [Special issue]. Professional School Counseling, 9(5).

Bruce, A. M., Getch, Y. Q., & Ziomek-Daigle, J. (2009). Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students. Professional School Counseling, 450-457. Erford, B. T. (2007). Assessment for counselors. Boston, MA: Houghton Mifflin Company. Furr, R. M., & Bacharach, V. R. (2008). Psychometrika: An Introduction. Thousand Oaks, CA: Sage Publications. Genereux, R., & McKeough, A. (2007). Developing narrative interpretation: Structural and content analyses. British Journal of Educational Psychology, 849-872. Hong, Z.-R., Lin, H.-s., Wang, H.-H., Chen, H.-T., & Yu, T.-c. (2012). The effects of functional group counseling on inspiring low-achieving students’ self-worth and self-efficacy in Taiwan. International Journal of Psychology, 179-191. Meyer, G. J. & Kurtz, J. E. (2006). Advancing personality assessment terminology: Time to retire “objective” and “projective” as personality test descriptors. Journal of Personality Assessment, 87,, 223-225. Morrison, J. (2008). The first interview (3rd ed.). New York: Guilford. Ray, D. C. (2007). Two Counseling Interventions to Reduce Teacher-Child Relationship Stress. Professional School Counseling, 428-440.

Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th ed.). San Diego, CA: Jerome M. Sattler Publisher Inc. Stephens, D., Jain, S., & Kim, K. (2010). Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs. Education, 509-512. Suzuki, L. A., & Ponterotto, J. G. (2008). Handbook of multicultural assessment: Clinical, psychological and educational applications (3rd ed.). San Francisco: Jossey-Bass. Whiston, S. C. (2009). Principles and applications of assessment in counseling (2nd ed.). Belmont, CA: Brooks/Cole. Wright, R. J. (2009). Methods for improving test scores: The good, the bad, and the ugly. Kappa Delta Pi Record, 45, (3), 116-121.

HISTORICAL REFERENCES Anastasi, A. (1988). Psychological testing. (6th Ed.) New York: MacMillan. Goleman, Daniel (1998). Working with emotional intelligence. New York: Bantam Books. Gruber, Gary R. (1998). Gruber’s completion for the new SAT. New York: Harper Peremial: Harper Collins Publishers. Bloom, B. S. (1971). Handbooks on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill. Drummond, R. J. (1992). Appraisal procedures for counselors and helping professionals (2nd Ed.). New York: Merrill. Educational Testing Service (1990). Making the Classroom Test: A Guide for Teachers. Princeton, NJ: ETS.

Goleman, Daniel (1995). Emotional intelligence. New York: Bantam Books. Graziuno, A. G. (1982). “Examiners’ Race and Effects on the Validity of Intelligence Tests”. Review of Educational Research. Pp. 52, 469-497. Gronlutid, N. E. & Linn, R. L. (1990). Measurement and Evaluation in Teaching. (6th Ed.). New York: MacMillan. Kramer, J. J. & Conoley, J. C. (Eds.). The Mental Measurement Yearbook. Lincoln, NE: Buros Institute on Mental Measurement. Mitchell, J. V. (ed.) (1983). Tests in Print, Vol. 11. Lincoln, NE: University of Nebraska Press. Mitchell, J. V. (ed.) (1985). The Ninth Mental Measurement Yearbook. Lincoln, Buros. Institute of Mental Measurement. Nunally, J. C. (1977). Psychometric Theory. New York: McGraw-hill. On Telling Parents About Tests Results (1990). Test Service Notebook 154. New York: the psychological Corporation. Prunki, P. i. (1979). The Psychological Testing Workbook. Champaign, IL: The Institute for Personality and Ability Testing. ON-LINE RESOURCES Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/

ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm Measurement and Evaluation in Counseling and Development. Alexandria, VA: The Association for Assessment in Counseling. South Carolina State Department teaching website http://www.thescea.org http://www.s.c.teaching.org

LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] Counselors List) Videos

How we study children (1996). New York: Insight Media. Anecdotal records and observations (1994). New York: insight Media.

Course Syllabus

CED 543 – Group Dynamics: Techniques and Procedures COUNSELOR EDUCATION Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Beth A. Howard-Brown, Ed.D. Office Number: Turner Hall D-Wing Room 328 Email : [email protected] Telephone Number: (803)240-1748 Office hours: By appointment Fax: (803) 534-8026 NCATE/ Department of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT: Gladding, S. T. (2012). Groups: A counseling specialty. (6th ed.). Upper Saddle River, NJ: Pearson Education. Purchasing of the textbook is a required component of the course.

SUPPLEMENTARY TEXT: Greenberg, K. Group Counseling in K-12 Schools. A Handbook for School Counselors.

COURSE DESCRIPTION: A study of the practical and theoretical aspects of counseling small groups. The course provides a basis for the understanding of group structure, typology, evaluative techniques, procedures, and dynamics of group interactions in counseling settings.

COURSE OVERVIEW: This course gives an exposition of group dynamics theory and techniques. This course consists of two portions: interactive lecture and a laboratory part. Students are required to complete the readings for the lecture and are required to participate in groups to examine in depth their own interaction and motives and to process groups. All class sessions will be conducted through lecture/discussions, small group activities, discussion boards, webinars and videos.

1

The model that under girds this course is competency/performance-based. The content and requirements reflect the overall theme of the education program, The Professional Educator as Effective Performer, Reflective Decision Maker and Humanistic Performer. Consistent with the purpose evidenced in this theme, the course seeks, through a series of learning activities, to produce students who are (1) reflective decision makers, (2) effective performers, (3) humanistic practitioners.

COURSE RATIONALE: This course is designed to provide the student with information and experience in group membership and leadership. It will provide a solid understanding of the process of group counseling through experiential exposure so that the student will be able to develop and lead various groups. It will also provide knowledge of important concepts that underlie group dynamics as well as an overview of theories of group counseling.

INSTITUTIONAL OUTCOMES: Institutional outcomes and expectations are significant for counselor trainees and client development. The objectives are related to each of the following unit outcomes and offer a brief plan for integrating technology and diversity into university and school-based guidance centers. In addition, each includes knowledge, skills, and dispositions experienced throughout the duration of the course are provided below: The group dynamics course develop effective performers that are professional helpers who possess a wealth of knowledge and skill modalities in which group work specialists must be proficient when working with diverse client populations. They are aware that group work is demanding and possess the theoretical knowledge and practical strategies that rest on a foundation in individual counseling and supervised practice and are able to use state-of-the-art technological resources to reach students/clients of diverse backgrounds who may benefit from group counseling. Reflective decision makers are professional helpers who are capable of helping clients/students make rational decisions and solve problems relative to learning to live, learning to work and learning to learn based on their knowledge/skill/ability levels through psychoeducational groups, group counseling, or group therapy. Counselor trainees gain a wealth of knowledge and application techniques through practice, reading and analysis of current research related to group dynamics, and leadership issues with group work practice under supervision. In this global economy and age of demographic shifts, multicultural considerations are significant in group work and group dynamics. Humanistic practitioners must consider the unique norms, traditions and beliefs for persons of diverse ethnicities, cultures, economic backgrounds, generations, etc. The professional counselor must also reflect on his/her own perspectives relative to group work to ensure an ethical and non-threatening group experience.

2

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING Knowledge 1. Know the historical, philosophical, and theoretical foundations of group work and group counseling (CACREP Sec. II G6.a.). 2. Describe the stages that groups progress through from inception to closure (CACREP Sec. II G6.a.).

3. Identify the personal characteristics of effective group leaders (CACREP Sec. II G6.b.). 4. Be informed of the legal and ethical guidelines of group work (CACREP Sec. II G1.j.).

Learning/Activity Readings: History of Group Work

Outcome/Assessment Final Exam Classroom Exercise

PowerPoint: History, Present Reality and Trends in Group Readings: Beginning a Group Transition Period in a Group Working Stage Closing a Group PowerPoint: Stages of Groups Readings: Group Leadership PowerPoint: Effective Group Leadership

Readings: Ethical/Legal Aspects PowerPoint: Ethical and Legal Aspects of Working with Groups Readings: Group Dynamics PowerPoint: Group Dynamics

5. Know principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work (CACREP Sec. II G6.a.) . 6. Explain group leadership Readings: Group Leadership styles and approaches, PowerPoint: Effective Group including characteristics of Leadership various types of group leaders and leadership styles (CACREP Sec. II

Midterm Exam Final Exam Classroom Exercises Group Session

Midterm Exam Final Exam Discussion Board Interview of Group Leader Facilitation of Group Session Final Exam Classroom Exercises

Midterm Exam Final Exam Discussion Board Group Session

Midterm Exam Classroom Exercises

3

G6.a.). 7. Understand theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature (CACREP Sec. II G6.c.). 8. Identify group methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness (CACREP Sec. II G6.a.). 9. Explain approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups (CACREP Sec. II G6.a.). 10. Know professional preparation standards for group leaders (CACREP Sec. II G6.a. & b).

11. Be informed of ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. (CACREP Sec. II G1.j) 12. Explain the historical, philosophical, and theoretical foundations of group work and group counseling (CACREP Sec. II G1.j.). 13. Describe the stage that group progress through

Readings: Transactional Analysis, Reality Therapy, Adlerian, Person-Centered, Existential, Gestalt, REBT, Psychodrama PowerPoint: Group Work Theory

Midterm Exam Final Exam Classroom Exercises Journal Article Critique Rubric

Readings: Procedures and Strategies for Groups PowerPoint: Group Counseling Strategies

Midterm Exam Final Exam Classroom Exercises Journal Article Critique Rubric

Readings: Types of Groups PowerPoint: Types of Groups and Group Work

Midterm Exam Classroom Exercises

Readings: Ethical/Legal Aspects/Group Leadership Training PowerPoint: Ethical and Legal Aspects of Working with Groups/Effective Group Leadership

Final Exam Classroom Exercises

Readings: Ethical/Legal Aspects PowerPoint: Ethical and Legal Aspects of Working with Groups Activity: Review ACA and ASGW ethical standards Readings: History of Group Work

Midterm Exam Final Exam Classroom Exercises

Final Exam Classroom Exercises

PowerPoint: History, Present Reality and Trends in Group Readings: Beginning a Group Transition Period in a Group


4

from inception to closure (CACREP Sec. II G6.a.).

14. Identify the types of groups (CACREP Sec. II G6.a.). 15. Discuss the legal and ethical guidelines of group work (CACREP Sec. II G1.j.).

Working Stage Closing a Group

Classroom Exercises Group Session

PowerPoint: Stages of Groups Readings: Types of Groups PowerPoint: Types of Groups and Group Work


Readings: Ethical/Legal Aspects PowerPoint: Ethical and Legal Aspects of Working with Groups 16. Identify theories of Readings: Group Work with multicultural counseling, Diverse Populations theories of identity PowerPoint: Group Work development, and with Culturally Diverse multicultural competencies Populations (CACREP Sec. II G2.c.). Skills 1. Demonstrate successful Readings: Procedures and skills and techniques in Strategies for Groups small group counseling PowerPoint: Group (CACREP Sec. II G6.a. & Counseling Strategies d.). Activity: Facilitate Group Sessions 2. Apply ethical guidelines Readings: Ethical/Legal for group counselors in Aspects classroom guidance and PowerPoint: Ethical and small group activities Legal Aspects of Working (CACREP Sec. II G1.j.). with Groups 3. Assess school level Readings: ASCA National environments and design Model: A Framework for strategies to effect School Counseling Programs behavior change through PowerPoint: Developing a group counseling. School Counseling Program (CACREP Sec. II G6.a.). 4. Demonstrate their Readings: SC Comprehensive knowledge of the S.C. Developmental Guidance and Comprehensive Counseling Program Developmental Guidance and Counseling Program PowerPoint: SC School model use of classroom Counselors guidance activities and



Facilitation of Group Session Group Topic Presentation

Classroom Exercises Facilitation of Group Session Group Topic Presentation

Classroom Exercises Group Plan

Classroom Exercises Group Counseling Plan Group Sessions Group Topic Presentation

5

small group counseling by accurately demonstrating the ability to identify children’s needs, conducting groups and integrating activities in the following three broad areas: “learning to live” (knowledge of self and others), “learning to learn” (education and academic knowledge) and “learning to work” (career planning and knowledge) into group counseling process. SCS D.3 5. Demonstrate the ability to integrate the current professional literature in their evaluation of the efficacy of group work.

Readings: The Effect of Positive and Negative Variables on Group Dynamics PowerPoint: Group Dynamics

Classroom Exercises Journal Article Critique Rubric Group Counseling Plan Group Session

6. Demonstrate the ability to investigate and discuss how consultation enhances group work.

Readings: Group Leadership Training PowerPoint: Effective Group Leadership

Classroom Exercises Journal Article Critique Rubric Interview of Group Leader

Readings: Ethical/Legal Aspects PowerPoint: Ethical and Legal Aspects of Working with Groups Readings: Developing Group Counseling Plans PowerPoint: Group Counseling Plans

Classroom exercises

Dispositions 1. Adhere to all professional ethical standards (CACREP Sec. II G1.j.).

2. Assume responsibility for adjusting group plan and strategies based on client feedback and reflections. (CACREP Sec. II G6.b.). 3. Recognizes and accepts individual differences within students, including persons with exceptionalities (CACREP Sec. II G2.b.; 3.e.). 4. Are aware of the

Facilitation of Group Session Group Counseling Plan

Readings: Groups for Classroom Exercises Children, Adolescents, Adults, Group Sessions Older Adults Interview of Group Leader PowerPoint: Groups Throughout the Life Span Activity: Join ASCA and the

Join Professional ASCA and

6

importance of membership in and affiliation with professional organizations (CACREP Sec. II G1.f.). 5. Candidates are committed to becoming effective leaders (CACREP Sec. II G1.h. & i.).

SCSCA

SCSCA

Readings: Skills of Effective Group Leaders PowerPoint: Effective Group Leadership

Group Sessions Facilitation of Group Sessions

COURSE REQUIREMENTS: Interview Report Interview a practicing group counselor and prepare an interview report to be shared with class members. Your report needs to include background on the counselor, education/training, years in the profession, etc. Questions to incorporate into your interview:     

Have you found any one counseling theory to be helpful in your group counseling work? Does knowledge of the various stages and phases of group development play a part in how you operate as a group leader? If so, how? Do you think that such knowledge is necessary for effective leadership? What things that you do in group counseling have you found to be the most helpful to clients? Can think of some things you have done that may have slowed a client’s progress in group counseling?

Group Counseling Plan Each student still will design and present a group counseling plan for students. The overall plan should include: the rationale, theory, techniques, focus theme, gender(s), age level, a specific session plan for each of the five sessions; activities, possible concerns, agreement of participation, and desired outcome. Journal Article Critique Rubric Review and provide critiques of two professional journal articles related to group theory or practice. One article should come from the Journal of Specialists in Group Work and the second from the Journal of Professional School Counseling. Submit an electronic copy of the articles to be posted to Blackboard for class members.

7

Experiential small Group Activity Students in the Counselor Education program are required to take the course CED 543: Group Dynamics-Techniques and Procedures. This course engages students in small group activities to promote personal inquiry, experiential learning and mastery of course content. The course is usually taught by an adjunct professor. In addition to a didactic component, class requirements include student’s participation in growth/development groups led by the adjunct professor. The program’s full time faculty members have no access to information disclosed during the experiential component to the course. The course instructor recently presented a paper highlighting the methods used to teach this course entitled “Learning Group Procedures through a Therapeutic Experience”. Therefore, students received at least 10 hours of small group interactions during a 16week semester. Through this course, each student also gain experience in group leadership and development (Volume I; Section 8 -Syllabus CED 543). Facilitation of Group Session Facilitation of a Group Session is an active learning activity that will be completed by each student. Each Group Session will be based on one theoretical approach to group counseling. (i.e., Solution-focused Therapy, Cognitive Behavioral Therapy, Gestalt Therapy, etc.) Each Group Session will be approximately one hour* long in duration. The group facilitator is expected to adhere to the chosen theoretical approach, ethical and legal considerations, group dynamics, stages of group work and other important group process components. *Class size may determine actual length. Group leaders may also be asked to demonstrate particular stages in group development or purposes and activities consistent with the use of specific theories. This is a skills training group. The purpose of the group is to demonstrate basic group leader skills including: _ stating a clear purpose for the group _ setting clear norms _ providing structure: warm up, action, processing and closure _ using eyes to monitor the group _ using voice to set the tone of the group _ changing the focus to or from a topic, person, or activity _ holding the focus

8

_ giving mini lectures _ cutting off members _ using rounds effectively _ support appropriate expression of differences by demonstrating sensitivity and empathy _ giving and receiving positive feedback _ giving and receiving corrective feedback _ using linking to connect members _ following guidelines for ethical practice The in class groups also provide an opportunity to study and experience a variety of member roles. Students are encouraged to use appropriate leader skills to help the group while they are members of the group. Review the Facilitation of Group Session rubric. Group Topic Presentation Each student will be responsible for presenting a topic from a chapter in the text. This presentation should consist of a PowerPoint and handouts. Please follow the following guidelines for your presentation:     

Delete unnecessary words: Limit words to no more than six per line at a font size of 28 to 36 points. Never use text with a font smaller than 28 points Don't read the text verbatim from each slide to your audience. Paraphrase or emphasize key words instead. Know your slides and use them as 'cue cards" for your spoken words. Review the Group Topic Presentation rubric.

Midterm Examination This examination will consist of multiple choice and short answer. Final Examination This examination will be comprehensive and will assess applied knowledge of group dynamics, counseling, and process. Professional Organizations: All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA).

LIBRARY ASSIGNMENTS

All required readings will be provided in class.

9

SPECIAL COURSE REQUIREMENTS

This course provides a summative evaluation of the student’s group counseling techniques and skills. Supervised Practicum Requirement: Each student will identify a professional to interview during the course. The professional should be a school counselor who leads groups or an agency counselor who is currently leading groups. Students are to write a summary of the interview. Each student will develop a group plan that will be used to conduct five sessions of a guidance/pyschoeducationl, counseling, or task/work group. The plan should outline at least five sessions and be submitted for supervision and class discussion. All groups must be conducted with school age children.


Possible Points

Classroom Exercises/ Discussion Boards

200

____________

Interview Report

200

____________


100

____________

Group Topic Presentation

100

____________

Facilitation of Group Session

100

____________

Article Critiques

100

____________

Midterm Exam

100

____________

Final Exam

200

____________

Total

1100

____________


B = 901 – 1000 C = 801 – 900 I = 800 or below Attendance and Participation Students should attend every class meeting on time. Points are awarded for the entire class students attend, on time, and for participation in classroom activities. If a student misses two or more classes they will not receive credit for the course.

10

OUTLINE OF THE COURSE: Date January 11, 2012

January 18, 2012

January 25, 2012

February 1, 2012

February 8, 2012

February 15, 2012

February 22, 2012

February 29, 2012

Class Topic Group Development Types of Groups Group Session Group Development Group Dynamics Group Session Group Development Group Leadership Group Session Article Critique Due Group Theory Group Session Group Stages Beginning a Group Interview Report Due Group Session Group Stages Storming and Norming Group Session Group Stages Performing Group Session Group Stages Closing Group Session

Readings/Assignment Chapter 1

Read Chapter 2

Read Chapter 3

Read Chapters 15 and 16 Read Chapter 4

Read Chapter 5

Read Chapter 6

Read Chapter 7

March 7, 2012

Midterm Exam Group Session

March 14, 2012

No Class Spring Break

March 21, 2012

March 28, 2012

April 4, 2012

Ethical and Legal Aspects Group Session Article Critique Due Diverse Populations Specialty Groups Group Topic Presentations Group Session Groups for Specific Populations Children Adolescents Group Topic Presentations Group Counseling Plan

Read Chapter 10



11

April 11, 2012

April 18, 2012

April 25, 2012

Due Groups for Specific Populations Adults and Older Adults Group Topic Presentation Group Session Groups for Specific Populations Older Adults Group Topic Presentation Group Session History, Present and Future Group Topic Presentation Group Session

May 2, 2012

Read Chapter 13

Read Chapter 14

Read Chapter 17

Final Exam


12

REFERENCES Bostick, D., & Anderson, R. (2009). Evaluating a small-group counseling program -- A model for program planning and improvement in the elementary setting. Professional School Counseling, 428-433. Corey, G. (2012). Theory and practice of group counseling (8th ed.). Belmont, CA: Brooks/Cole Hewstone, M, Stroebe, W., & Jonas, K. (2008). Introduction to social psychology (4th ed.). Malden, MA: Blackwell Publishing. Johnson, D. W. (2009). Reaching out: Interpersonal effectiveness and self-actualization (10th ed.). Boston: Allyn & Bacon. Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2009). Circles of learning: Cooperation in the clasroom (9th ed.). Edina, MN: Interaction Book Company. Johnson, D. W., Johnson, R., & Holubec, E. (2008). Cooperation in the classroom (5th ed.). Edina, MN: Interaction Book Company. Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational group approach to increase study skills and grade point averages. Professional School Counseling, 434-439. Paquin, J. D., Miles, J. R., & Kivlighan, D. M. (2011). Predicting group attendance using in-session behaviors. Small Group Research, 177-198. Steen, S., & Kaffenberger, C. J. (2007). Integrating academic interventions into small group counseling in elementary school. Professional School Counseling, 516-519. Steen, S., Bauman, S., & Smith, J. (2007). Professional school counselors and the practice of group work. Professional School Counseling, 72-80.

13

HISTORICAL REFERENCES Babes, R. F. (1950). Interaction process analysis: A method for the study of small groups. Canterbury, MA: Addison & Wesley Brigman, Grey & Earley, B. (1991). Group counseling for school counselors. Portland, ME: J. Weston Walch, Publisher Carroll, M. & Wiggins, J. D. (1997). Elements of group counseling: back to the basics (2nd ed). Denver, CO.: Love Publishing Co. Carroll, M., Bates, M., & Johnson, C. (1997). Group leadership. Denver, CO.: Love Publishing Co. Davis, L. E. and Proctor, E. K. (1989). Race, gender, and class: Guidelines for practice with individuals, families, and groups. Englewood Cliffs, NJ.: Princeton Hall. Gazda, G. (1989). Group counseling: A developmental approach (4th Ed.). Boston: Allyn and Bacon. Schmuck, R. A. and Schmuck, P. A. (1997). Group process in the classroom (7th ed.). Dubuque, IA: Brown and Benchmark.

14

ON-LINE REFERENCES Association of Specialists in Group Work http://www.asgw.org/ American Counseling Association Counseling groups

http://www.counseling.org/

http://www.uark.edu/Aladdin/artexplio/groups.html

Ethics and disclosure http://www.mariposatherhapy.com/ethics.htm ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department of Education websites; http://www.ed.sc.gov http://www.thescea.org http://www.scteachers.org

LISTSERVES South Carolina Guidance Counselor Listserve A. Secondary LISTSERV http://LISTSERV.SDE.STATE.SC.US/archives/GUIDANCE.html

15

*Click on Join or leave the list (or change settings) and follow instructions B. Elementary LISTSERV http://LISTSERV.SDE.STATE.SC.US/archives/ELEMGUIDE.html *Click on Join or leave the list (or change settings) and follow instructions C. Both Elementary and Secondary LISTSERVS Follow instructions for A. and B. Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] (Guidance Counselors List)

16

COURSE SYLLABUS

Facilitating Career Development CED 699 Fall 2012 Instructor: Dr. Sharon Givens, NCC, BCC, GCDF, CDFI, NCDA Master Trainer Email address: [email protected] or [email protected] Phone: 803-237-2411 or 803-629-2322 Fax: 803-695-1414 Office Hours: N/A virtual meetings are available. Entity/Location: South Carolina State University Meeting Times: TBA

What is a Career Development Facilitator (CDF) This occupational title designates individuals working in a variety of career development settings. A Career Development Facilitator (CDF) may serve as a career group facilitator, job search trainer, career resource center coordinator, career guidance counselor, school to work instructor, career coach, career development case manager, intake interviewer, occupational and labor market information resource person, human resource career development coordinator, employment/placement specialist, or workforce development staff person. Several professional groups recognized that many individuals who are currently providing career assistance are not professional counselors. The CDF credential was developed to provide standards, training specifications, and credentialing for these career providers. Course Description: The entire CDF curriculum focuses on training in each of the 12 career development competencies. The class intent is to build on current career development knowledge with the support of hands-on interactive training opportunities. Each CDF class will explore the curriculum together and form a support network for individuals to draw upon during and after the class. The CDF-Course ultimately focuses on 4 of the 12 career development competencies: developing helping relationships, client diversity, ethics in career development, and employability skills. An overview of all competencies will be addressed as well. Required Books and Optional Materials/ Reading:    

Facilitating Career Development Student Manual-Required Financial Literacy for Teens by Chad Foster Teenagers Preparing for the Real World by Chad Foster Framework for Poverty by Ruby Payne

1



Follow Your True Colors to the Work You Love by Carolyn Kalil



Other readings selected by the instructor will be required (articles, etc.)

Course Content Competencies:   

        

Helping Skills - Become proficient in the basic career facilitating process Labor Market Information and Resources - Understand labor market and occupational information and trends; use current resources Assessment - Comprehend and use (under supervision) both formal and informal career development assessments with emphasis on relating appropriate ones to the population served Working with Diverse Populations - Recognize special needs of various groups and adapting services to meet their needs Ethical and Legal Issues - Follow the CDF code of ethics and identify current legislative regulations Career Development Theories and Models Employability Skills - Know job search strategies and placement techniques, especially in working with specific groups Training Clients and Peers - Prepare and develop materials for training programs and presentations Program Management and Implementation - Understand career development programs and assist in the steps related to their development Promotion and Public Relations - Know how to market and promote career development programs with staff and supervisors Technology and Career Development - Comprehend and use career development computer applications Consultation/Supervision - Accept suggestions for performance improvement from consultants or supervisors

2

Outline of Course Modules Career Development Facilitator training is a well-developed curriculum, approved for certification by the Center for Credentialing and Education (CEE), a subsidiary organization to the National Board for Certified Counselors that include instruction in the following ten course modules:          

Developing a Helping Relationship Using Helping Skills with Diverse Populations Ethics of the Helping Relationship Career Development Theory and its Application Role of Assessment in Career Planning Role of Information in Career Planning Computers and Career Planning Job Seeking and Employability Skills Working with Groups Designing and Implementing Career Planning Services

Course Modules/Chapters-Objectives for CDF-Course *Developing a Helping Relationship  Define the helping skills (including attending, listening, reflecting, and encouraging) and apply the skills in an interview setting.  Construct open-and closed-ended questions and demonstrate the appropriate use of each type.  Identify a client’s needs, strengths, and barriers.  Explain how to help clients establish long-and short-tem goals and use them as the basis of an action plan; cite methods used to assist the client to accomplish the plan.  Construct and maintain a comprehensive file of community sources for client referral.  Explain when and how to terminate service to a client. * Using your Helping Skills with Diverse Populations  Describe diversity and trends toward a diverse workforce.  Describe new attitudes toward and approaches to managing diversity in the workplace.  Describe the groups that make up the diverse workforce.  State attitudes toward the different populations described in this chapter.

3

 Examine both organizational and individual barriers that may affect career planning and success for individuals from diverse backgrounds.  Demonstrate CDF skills and attitudes needed to assist diverse groups with career development.  Describe laws that relate to diverse populations.

*The Ethics of the Career Development Facilitator  Apply the ethical standards for the behavior of CDFs to specific cases.  Describe a method that CDFs can use to decide if they are getting outside the limits of their knowledge and assigned scope of work and apply it to specific cases.  Identify a consultant/supervisor and call upon that person to assist with decisions about ethics and how to deal with specific clients.

Career Development Theory and Practice  Define the following terms: occupation, job, career, career development, career counseling, career assistance, career guidance, vocational choice theorist and career development theorist.  State three reasons why an understanding of career choice and development is important.  State three limitations of career choice development theories.  Describe in detail the theory of five individuals.  Describe specific ways each of these theories can be applied to client cases.

The Role of Assessment in Career Planning  State general guidelines for the appropriate use of assessment techniques and list five ways they can be used.  Distinguish between formal and informal assessment.  Define validity, reliability, and bias as they relate to assessment.  Describe the portfolio method for organizing assessment results.  List the steps that GCDFs take when preparing clients for assessment.

The Role of Information in Career Planning  Describe the career planning process and how information relates to it.  Explain the responsibilities of the client and the GCDF in this process.

4

 Describe at least five different kinds of career decision making styles clients may use and how information may be used by each.  Identify criteria for judging the quality of informational databases.  Define labor market and labor market databases.  Describe three major government and three other sources of occupational information and demonstrate the capability to use them with clients.  Describe at least three ways occupations can be classified.  Explain how clients can research occupations and training opportunities.

Computers and Career Planning  State the computer’s strengths in helping clients with career choices and development.  State the ways a GCDF can effectively support the use of computer technology with clients.  Describe the characteristics of three different types of computer based systems and websites.  Describe how to become knowledgeable about a computer-based system or website.  State criteria for selecting a computer based system for your work location.  State what you know from research studies about the most effective ways to use computer-based systems with clients.  State five important conditions to ensure the effective use of computerbased systems and websites with clients.  State three ways in which a GCDF might help with the evaluation of a computer–based system.

*Job-Seeking and Employability Skills  State the advantages and disadvantages of various job search strategies.  Define and describe the benefits of networking and describe the four major networking groups.  Define informational interviewing and describe the process of conducting an informational interview.  State the primary purpose of a resume and create one that will attract job interviews.  Explain the interviewing process and coach clients in effective interviewing techniques.

5

 Describe the importance of a job club and aid in facilitating one.  List traits that assist in job retention.

Working with Groups  Describe different ways that GCDF’s work with groups and how understanding group dynamics can be useful in group facilitation.  Identify group facilitation skills and popular instructional methods and describe the principles of good teachings.  Recognize common problems that occur in group settings and offer possible solutions.

Designing and Implementing Career Planning Services  State why it is important to plan and design programs.  List and describe the nine steps of the program development process.  Describe the probable roles of the GCDF in this process.  Demonstrate knowledge in the areas of case management, instruction,  group facilitation and, career center management.  Describe an ideal career center.

Course Requirements 1. Active participation is required. 2. Complete all online and written assignments. Also complete at least three assignments on the DVD. Please document which assignments were completed. 3. Portfolio- Each student needs to complete a career portfolio by the conclusion of the CDF class. Each student should immediately get started on a professional portfolio that highlights who you are both personally and professionally. Please include all career and personal accomplishments. You may choose the style and type of portfolio that best suits you. The expectation is that the portfolio will be a “work in progress.” You will be required to bring in a draft at the midpoint of the course. 6

4. Interview a CDF- All students must visit and interview a CDF in person. Students should develop a set of interview questions that will be important for current and future implications. You may have the instructor review the questions prior to the interview. Be sure to inquire about managing daily tasks and acquiring resources for clients. 5. Visit to a Career Center or Career Fair- Each student needs to visit a center that focuses on career development and career planning issues. The goal of this project is for you to become more familiar with a center in your geographic area and to share that information with others in the class. When you visit the center, find out whether they have a mission statement or a written vision for their programs, if they work on specific competencies, who is their clientele and sources of funding. Also, inquire about their staffing and whether they know what a Career Development Facilitator is. In addition to submitting your report, you will be required to discuss at least three ideas you observed that interest you.

6. Who are you?/Personal Plan- Instructor will provide additional information.

7. Case History Summary- The case history summary is a profile of a typical client or student. It will be used to apply concepts learned in class. It will enable you to give a name to the strategies and activities on which you will be working. At the end of the course a four-five page summary of the case is expected. Include information on the following: (if available and appropriate) • Name (first only) • Age • Gender • Grade Level (if in school) • Educational History • Special Concerns • Limitations Set by Government Policies • At-Risk for any reason • Assessment scores • Relevant Background issues • Work Experiences • Personal Appearance • Behaviors Worth Noting

7

• Communication Concerns • Career Development Needs • Additional Information

8. Design a Career Related Research Project- A15-25 page paper (double-spaced) and a Power Point Presentation is required for the final research project. In the paper you will need to describe a career-related program using the 12Step process as your outline (see Chapter 9 in the CDF curriculum). Please include a theoretical approach based on your findings from the research. The program you create can focus on any one of a number of career issues such as placement, awareness, exploration, decision-making, transitioning, equity, diversity, or any program that would be applicable to your students and their career development. It must be a project that can and will be implemented at your site. If you follow the12 steps you will be including all the necessary elements in your project. Your topic needs to be approved by the instructor before you move forward with the project.

9. Final Assessment- All participants must complete and score at least 70% on the National Career Development Association CDF Assessment.

Activity

Possible Points

Participation ,Discussion questions etc

200

CDF Interview

100

Career Center Visit

100

Case History Summary

100

Who are You?

100

Career Program

100

Portfolio

200

Final Assessment

100

Total Points

1000 8

1

Course Syllabus

CED 550 – Internship in Elementary School Counseling COUNSELOR EDUCATONPROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Lucinda Barron, Ph.D. and Dr. Philip M. Scriven Office Number: Turner Hall D-Wing Room 337 Email: [email protected] Telephone Number: Office Hours: 3-5:00 pm Monday, Tuesday and Thursday NCATE/School of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s): American School Counseling Association (2005). The ASCA National Model: A Framework for school Counseling Programs, Second Edition. Alexandria, VA: Author. American School Counseling Association (2004). The ASCA National Model Workbook. Alexandria, VA: Author. Counselor Education Internship Handbook (Revised edition). (2009). Department of Educational Leadership and Counselor Education, South Carolina State University. The South Carolina Comprehensive Developmental Guidance and Counseling Program Model: A Guide for School Counseling Programs – Pre-kindergarten- Twelfth Grade. (2008). South Carolina State Department of Education The South Carolina System for Assisting, Developing and Evaluating Professional Teaching/School Counseling (ADEPT). (2003). South Carolina State Department of Education.

2

COURSE DESCRIPTION: Credit hours: 1-6 (Each credit hour requires 100 clock hours of field based experience) This course requires the student to attend a weekly seminar and to complete a 600 clock school based internship. It is designed to provide each student with an opportunity to gain actual experience as a counselor in an secondary school (7-12) setting. Interns enrolled in this course will join the staff of a school’s counseling and guidance program and render services to students under the supervision of a certified school counselor and the university supervisor. Students enrolled in this section of the course are expected to complete 40 hours per week on site for fifteen weeks thus completing 600 hours in one semester. Students may register for 1-6 credits in other sections of the course. Prerequisites: All required counselor education courses, the secondary option courses, and a passing score on the Praxis II Specialty area exam in School Guidance and Counseling. Registration only by application submitted before midterm of the last full semester preceding the semester in which the student desires to enroll in this course.

COURSE OVERVIEW: The primary objective of this course is to provide student counselors an opportunity to contribute to the development, planning and coordination, implementation and evaluation of a comprehensive developmental guidance and counseling program. Students are also expected to utilize professional school counseling principles, respected counseling theories and techniques during their interactions with students. Student counselors are also expected to exhibit professionalism, ethical behavior, and a commitment to advocacy, collaboration, and leadership in their duties as outlined by the American School Counseling Association (ASCA) and South Carolina Comprehensive Developmental Guidance and Counseling Program Models. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: This course emphasizes the sound foundation and application of the American School Counseling Association (ASCA) comprehensive school counseling model, which includes foundation, delivery system, management system, and accountability as well as the components of the South Carolina Comprehensive Developmental Guidance and Counseling Program Model, which include guidance curriculum, individual planning, responsive services and system support.

INSTITUTIONAL OUTCOMES: Institutional outcomes and expectations are significant for students and their development. The knowledge, skills and dispositions experienced throughout the duration of the course are indicated below:

3

The Internship in Secondary School Counseling develops effective performers capable of implementing the four components of a comprehensive developmental guidance and counseling program as it relates to the school counseling profession. Counselor trainees will have knowledge and understanding of issues in school counseling ranging from trends in school counseling, school counseling relationship to the school academic and student service programs to ethical and legal issues in the practice of school counseling. Reflective decision makers are professional counselors who demonstrate the ability to make informed decisions, problem solve, and coordinate a comprehensive school counseling program which relates to the total school community. This entails an awareness and consideration of students’ needs and the technical, educational, and ethical consequences of their decisions. This reflectiveness is evidenced in the professional school counselor’s attempts to advocate for all students, as well as their efforts to collaborate with administrators, teachers, parents and community stakeholders in the planning, development, implementation, monitoring and evaluation of the school counseling program. For student counselors this reflection should be developed and demonstrated with students through the rendering of services (i.e., individual and small-group counseling, etc.) intended to promote successful academic, career and personal/social development. Humanistic practitioners demonstrate consultative strategies in promoting, developing, and enhancing effective teamwork that assist with cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Student counselors are able to exhibit the ability to understand and work effectively with culturally diverse populations that include students, teachers, administrators, other school personnel, parents, community groups, and agencies.

COUNSELOR COMPETENCIES: 1. Program Management  Plan, implement, and evaluate a comprehensive program of guidance, including counseling services (System Support)  Supervise activities of clerical personnel (System Support) 2. Guidance  Coordinate the school developmental guidance curriculum (Guidance Curriculum)  Assist teachers in the instruction of guidance-related topics/issues (Guidance Curriculum)  Guide individuals and groups of students through the development of educational, career, and personal plans (Individual Planning) 3. Counseling  Counsel individual students with personal needs/concerns (Responsive Services)

4 

4.

5.

6.

7.

Counsel small groups of students with personal needs/concerns (Responsive Services)  Use accepted theories and techniques appropriate to school counseling (Responsive Services) Consultation and Student Advocacy  Consult with parents, teachers, administrators, and other relevant individuals to enhance their work with students (Individual Planning) Coordination  Coordinate with school and community personnel to bring together resources for student (Responsive Services)  Use an effective referral process for assisting students and others to use special programs and services (Responsive Services) Assessment  Participate in the planning and evaluation of the district/school group standardized testing program (System Support)  Interpret test and other appraisal results appropriately (Individual Planning)  Use other sources for student data appropriately for assessment purposes (Responsive Services) South Carolina’s Assisting, Developing, and Evaluating Professional Teaching (ADEPT) system. This system provides appropriate standards and procedures for the performance evaluation of professional school counselors. The standards, known as Performance Dimensions, apply to school counselors at all contract levels (provisional, annual, and second annual contract levels, as well as continuing-contract school guidance counselors). Performance Dimensions: Formal evaluations of school guidance counselors must address the following seven Performance Dimensions (PDs) and provide clear, consistent, and convincing evidence of the counselor’s performance with regard to each of the accompanying competency standards.  PD 1: Long-Range Planning-The professional school counselor develops an annual long-range plan, based on identified student needs, that reflects national school counseling standards and state program components related to guidance curriculum.  PD 2: Short-Range Planning-Guidance and Counseling Activities-The professional school counselor develops appropriate short-term goals, including aligned activities, resources, and schedules, to ensure full implementation of the long-range plan.  PD 3: Development and Use of Assessments-The professional school counselor plans and conducts

5









continuous program evaluations and maintains appropriate program accountability documentation. PD 4: Providing Guidance and Counseling Services-The professional school counselor effectively provides classroom and school-wide guidance activities as well as group and individual counseling services. PD 5: Providing Consultation Services-The professional school counselor provides effective direct and indirect consultation services to deliver appropriate information and assistance to parents/guardians, students, and colleagues. PD 6: Coordinating Guidance and Counseling ServicesThe professional school counselor effectively coordinates guidance and counseling program services with school and community services, programs, and/or agencies. PD 7: Fulfilling Professional Responsibilities-The professional school counselor consistently demonstrates ethically based professional behavior and participates in continuous professional development.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING INTERNSHIP G. The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. Each student’s internship includes all of the following: 1. At least 240 clock hours of direct service, including experience leading groups. 2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the on-site supervisor. 3. An average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout the internship and performed by a program faculty member. 4. The opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings). 5. The opportunity for the student to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients. 6. Evaluation of the student’s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor.

6

STANDARD LISTING Learning Objective/Standard Knowledge 1. Students will understand the various roles and functions of the counselor as well as the importance of collaboration with other human service providers (CACREP Sec. II G1.b.). 2. Students will understand the significance of the counselor’s in interdisciplinary team planning meant to manage emergencies as they arise (CACREP Sec. II G1.c.). 3. Students will understand the benefits of memberships in various counseling organizations as well as ongoing professional development (CACREP Sec. II G1.f.).

4. Students will understand the importance of pursuing

Learning/Activity

Outcomes/Assessment

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004)

 Oral and Written Client Conceptualizations  ASCA National Model Paper Rubric




 Verification of membership in state and national counseling organizations (e.g., American School Counseling Association; Chi Sigma Iota; South Carolina Counseling Association; South Carolina School Counseling Association).  Attending various state and national counseling conferences (e.g., A.I. Mose Counseling Conference; South Carolina Counseling Conference; South Carolina School Counseling Conference).  Verification of membership in state and national counseling

Readings:  South Carolina Comprehensive School

7 and receiving professional counseling credentials (CACREP Sec. II G1.g.).

Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004)

5. Students are taught the importance of acting as an advocate for their clients (CACREP Sec. II G 1.h.).

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity:  Akeelah and The Bee inclass activity. Readings:  South Carolina

6. Students will become familiar with the ethical standards governing the counseling profession and how to resolve ethical issues (CACREP Sec. II G1.j.). 7. Students engage in activities designed to provide insights into the experiences of culturally diverse populations (CACREP Sec. II G2.b.). (SC-E2)

8. Students are presented theories of multicultural

organizations (e.g., American School Counseling Association; Chi Sigma Iota; South Carolina Counseling Association; South Carolina School Counseling Association).  Attending various state and national counseling conferences (e.g., A.I. Mose Counseling Conference; South Carolina Counseling Conference; South Carolina School Counseling Conference).  Oral and Written Client Conceptualizations  ASCA National Model Paper Rubric



 Oral and Written Client Conceptualizations

8 counseling, identity development and social justice (CACREP Sec. II G2.c.).

9. Students will learn individual, group, family, and community strategies for working with and advocating for diverse populations (CACREP Sec. II G2.d.).

10. Students will learn the importance of the counselor in increasing self-awareness, promoting social justice and advocacy, and conflict resolution techniques that promote holistic wellness (CACREP Sec. II G2.e.). 11. Students will understand the significance of the counselor’s role in confronting biases, prejudices and other forms of oppression (CACREP Sec. II G2.f.). (SC-E2) 12. Students will learn career development program planning, implementation, and

Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)

 ASCA National Model Paper Rubric





9 evaluations are discussed with students (CACREP Sec. II G4.c.).

 American School Counseling (ASCA) Comprehensive Model(2004)

13. Students learn to place an emphasis on wellness, proactive and preventative processes (CACREP Sec. II G5.a.).



14. Students learn crisis intervention and suicide prevention models, including the use of psychological first aid strategies (CACREP Sec. II G 5.g.).

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:



15. Know strategies for helping students identify strengths and cope with environmental and developmental problems. School Counseling Standard:C3

 South Carolina Comprehensive School Counseling Model (2008) American School Counseling (ASCA) Comprehensive Model(2004)

Oral and Written Client Conceptualizations



Case Study Rubric



Role playing

Activity: Case Study Conceptualization Knowledge 16. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. School Counseling Standard:

Present (1) Model for Dropout Prevention  South Carolina Comprehensive School Counseling Model (2008) American School Counseling (ASCA) Comprehensive Model(2004)

Peer Assessment Presentation Rubric

10 K2



Midterm Exam Final Exam Discussion Rubric

Identify models of consultation that involve working with parents, families and communities. Group Discussion

18. Understands the various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them.



Research a Peer Facilitator Program

19. Understands the school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings.

Group Presentation for a peer facilitator program.  South Carolina Comprehensive School Counseling Model (2008) American School Counseling (ASCA) Comprehensive Model(2004)

School Counseling Standard: O5. 20. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions

Identify the target groups for the Student Assistance Program and peer leaders.  South Carolina Comprehensive School Counseling Model (2008) American School Counseling (ASCA) Comprehensive Model(2004)

Peer assessment Presentation Rubric


ASCA National Model Paper Rubric Lesson Plan Rubric

11 counseling. School Counseling Standard: C4

Activity: Design and implement college readiness competencies in the school counseling program

Design lesson plans for career education 21. Understands the effects of Analyze a case study and (a) atypical growth and create an action plan using development, (b) health the DAP Model to address and wellness, (c) language, student learning and (d) ability level, (e) development multicultural issues, and (f) factors of resilience on Reflection Paper student learning and development. School Counseling Standard: A6 Skills 1. Students are given the opportunity to learn and practice interviewing and counseling skills (CACREP Sec. II G5.c.).

2. Students learn counseling theories used to conceptualize clients’ problems (CACREP Sec. II G5.d.).

3. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate.

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model 

Read Chapter 14 “Personal and Professional Issues”






Develop a referral resource list. Include in School Counselor Portfolio

12

School Counseling Standard: D.5 4. Skills Analyzes and uses data to enhance school counseling programs. School Counseling Standard: J3. 5. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. School Counseling Standard: L3. 6. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

ASCA Mode/Accountabilitypgs.100-124; South Carolina Comprehensive School Counseling Model (2008)

Analyze the School data from a local Secondary school

Lesson Plan Rubric ASCA Model/Delivery: Schooling Core Curriculum-pgs. 84-85; South Carolina Comprehensive School Counseling Model (2008) Lesson Plan Presentation

ASCA Model/Delivery: Consultation and Collaboration pgs. 87; South Carolina Comprehensive School Counseling Model (2008)

Participate in a parent conference with your site supervisor

ASCA Model/Foundation: Student Competencies pgs. 29; South Carolina Comprehensive School Counseling Model (2008)

Resource File Rubric

School Counseling Standard: N1. 7. Locates resources in the community that can be used in the school to improve student achievement and success. School Counseling Standard: N2. 8. Uses peer helping strategies in the school counseling program.

Develop a resource file for the community at Internship Site ASCA Model/Delivery: Responsive Services pgs. 86; Identify 5 peer helping strategies to enhance delivery

Role playing ASCA Model template

13 School Counseling Standard: N4. 9. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

of services.

ASCA Model/Management Tools pgs.41-56.

School Counselor Portfolio Rubric

Develop a list of stakeholders who could provide resources for a school counseling program (Internship Site)

School Counseling Standard: N5 10. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. School Counseling Standard: F2

Activity: Complete a Case Conceptualization Report

Case Conceptualization Rubric

Read an article on Advocacy and Social Justice (The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors)

Reaction Paper Rubric

Write a reaction to the case study on Advocacy and Social Justice ASCA Model/Foundation: 11. Engages parents, Student Competencies pgs. guardians, and families to promote the academic, career, 29; South Carolina Comprehensive School and personal/social Counseling Model (2008) development of students. School Counseling Standard:F4 12. Designs and implements prevention and intervention plans related to the effects of a) atypical growth and development, b) health and wellness, c) language, d) ability level, e) multicultural issues, and f) factors of resiliency on

Develop an IGP for career and academic development for students Readings:

Completed IGP form and School Counselor Portfolio Rubric

14 student learning and development. School Counseling Standard: D.3 13. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers. School Counseling Standard: P2

15

CLINICAL COURSE REQUIREMENTS: This program requires students to complete internship experiences that total a minimum of 600 clock hours (verified by maintaining time sheets signed by the site supervisor). These hours are to be dedicated to the direct (e.g., individual and group counseling, classroom guidance, etc.) and indirect (e.g., consultation, collaboration, etc.) duties and responsibilities of a professional school counselor in the secondary school setting. The university supervisor will make two (2) periodic visits to the school site during the internship period and it is expected that during these visits, the student counselor will perform/demonstrate one or more of the duties typically performed during the internship placement (e.g., classroom guidance, individual or group counseling, facilitating career exploration, etc.). Periodic formative evaluations of student performance and a summative evaluation at the completion of the internship will be provided. For the purpose of the course, each student is expected to demonstrate or provide the following: A. To be in your assigned school setting a minimum of 8-10 hours per week for each credit hour to be earned. There is no maximum number of hours for a student counselor to be in a school. Keep a record of your hours and the activities in which you are involved and have this signed weekly by your site supervisor. Submit time sheet to your university supervisor. B. Remember, forty percent of your time should be dedicated to DIRECT CONTACT HOURS. C. To video-tape a minimum of three counseling sessions with the same student if possible. Video tapes should be examined and analyzed prior to in-class presentations. D. To present one (1) case study to the class on the student who has been counseled during the internship. A written Interview Report summarizing all sessions with the student will be submitted to the professor. E. To utilize the resources of both school and community. F. To attend professional development activities provided by the school, district, university, and/or other appropriate professional organizations

COURSE REQUIREMENTS: Case Conceptualizations/Interview Report (1) Video tapes (10 points each) ASCA National Model Project Attendance Summary Report Submission of Time Logs Internship Site and Student Evaluations (Final) University Supervisor Evaluation

20 points 30 points 40 points 20 points 10 points 10 points 20 points 20 points

16

Case Conceptualizations/Interview Report—students will present one (1) in-class report of an interaction with a student from their internship sites. Expectations for the format for these oral and written reports can be found in the South Carolina State University Counselor Education Internship Handbook (p. 30-40). These case conceptualizations should familiarize the class with the student’s/client’s presenting issues, background information (e.g., personal/social, familial, etc.), relevant cultural/demographic information, available academic information/data, the theoretical orientation used to conceptualize the client’s issues, in addition to preliminary ideas about possible subsequent clinical interactions. In the event the in-class presentations coincides with the final interaction with the student/client, the presentation/case study should provide a synopsis of previous encounters in addition to a description of what transpired in the current session. Students will be expected to provide a written Interview Report Form to the university supervisor. ASCA National Model Project—students will complete one of the following two assignments pertaining to the ASCA National Model during the semester. 

Returning Students—Returning students will be asked to speak with their site supervisors about assessing and identifying a problem which exists in their school (e.g., persistent disciplinary problems, tardiness, absenteeism, etc.). Following this assessment, the student will work, with some assistance from the site supervisor, to develop and implement a strategy/intervention to minimize or eliminate the identified problem altogether. The final paper will be written to highlight how the ASCA National Model served as the framework for assessing, designing/developing, implementing, and evaluating your intervention. A rubric for this assignment will be provided.



First-time Students—First time students are expected to read the ASCA textbook and complete the workbook assignments which correspond to the components of the ASCA National model. Students are expected to complete these assignments by the beginning of each class. Through the course of the semester, the student will utilize this information to complete an analysis of their internship site to determine the degree which their internship site has implemented the ASCA National Model. This assignment is not meant to embarrass or criticize the school or school counselor, but rather to orient the student to the expectation of contemporary school counselors with respect to the construction and implementation of what ASCA considers a comprehensive school counseling program. The final paper is a synthesis of the aforementioned workbook assignments—what you have learned about your school in regards to the ASCA Nation model throughout the semester—as well as a discussion of how you intend to implement the ASCA National model when you become a professional school counselor. A rubric for this assignment will be provided.

Submission of Time Logs, Site-Supervisor and Student Evaluations—students will provide hard copies of their time logs. Final copies of all evaluations and final time logs are to be submitted NO LATER THAN April 19, 2012.

17 Conference Attendance—students will receive 8 internship hours for each day in attendance at The 48th Annual SCCA Conference in Myrtle Beach, SC from February 23-25, 2012. Your site supervisor must sign your timesheets verifying your attendance.

GRADING SCALE: A—153-170 points B—136-152 C—118-135 D—100-117 F—100 points and below *Please be aware that your presence in this class as a graduate student does not entitle you to an A. An A in this class denotes exceptional written work, as well as attentiveness and professionalism during instructional time. With respect to your written work, it should have proper grammar and punctuation as well as the appropriate transitions, all of which are indicative of graduate school work. During class, you should remain attentive and engaged, and respectful of others. This means that cell phones are not to be used in any capacity during class, and computers, if present, should be used only to conduct business pertaining to class. I understand professionalism to mean that you will arrive to class promptly and remain in class until it is adjourned. Please refrain from “packing” or “preparing to leave” while class is in session. Failure to adhere to these guidelines will negatively impact your participation grade and ultimately your overall evaluation in this course.

CLASS ATTENDANCE/PROMPTNESS: While attendance to each class is expected, you are allowed one (1) absence in this course. As such, please use this absence judiciously. If you are absent, you are responsible for communicating with a classmate to receive insight into what transpired in class on the evening of your absence. If you know in advance that you will be absent, please make me aware of your absence. Because participation is a component in how you will be evaluated, you cannot acquire all of your participation points after missing more than one class meeting. Tardiness is unprofessional – please be on time!

OUTLINE OF COURSE CONTENT: Class Session One

  

Agenda/Topic/Reading Introduction to the course Distribute Internship Handbook and Syllabus Collect necessary documents

Assignment NA

18 Two

  

Three

  

Four

 

Five

 

Six

 

Seven

 

Eight

ADEPT, SC  Comprehensive Model, & ASCA National Model ASCA National Model Ch. 1&2 Case Conceptualizations and Class Discussion

ASCA Workbook Assignment

Discuss ADEPT  Legal and Ethical Issues of the Professional School  Counselor Case Conceptualizations and Class Discussion

ASCA National Model WB Ch. 3 (Foundation) SUMMARY REPORTS DUE (pg. 26 of Internship Handbook)

Case Conceptualizations  and Class Discussion ASCA National Model Ch. 4 (Management System)

Case Conceptualizations and Class Discussion ASCA National Model WB Ch. 4 (Delivery System) ASCA National Model WB Ch. 5 (Management System)

Case Conceptualizations  and Class Discussion ASCA National Model Ch. 5 (Management System) Case Conceptualizations  and Class Discussion ASCA National Model Ch. 6 (Accountability System)

ASCA National Model WB Ch. 6 (Accountability System)

Case Conceptualizations  and Class Discussion ASCA National Model Ch. 7 (Implementation) 

ASCA National Model WB Ch. 7 (Implementation) ASCA NATIONAL MODEL PROJECT DUE. FINAL LOGS MUST BE SUBMITTED

NA



REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (e.g., physical, learning, psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we

19 may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

20

REFERENCES American Counseling Association. (2006). Public awareness ideas and strategies for professional counselors. Alexandria, VA: Author Akos, P., Schuldt, H., & Walendin, M. (2009). School counselor assignment in secondary schools. Professional School Counseling, 23-29. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal, 362-375. Berk, L. E. (2007). Development through the lifespan (4th ed.). Boston, MA: Pearson Allyn & Bacon. Burrow-Sanchez, J. J., & Lopez, A. L. (2009). Identifying substance abuse issues in high schools: A national survey of high school counselors. Journal of Counseling & Development, 72-79. College Board. (2008a). The NOSCA components of college counseling: Preparation, planning and admissions. Washington, DC: Author. College Board. (2008b). Inspiration and innovation: 10 effective counseling practices from the College Board's Inspiration Awards schools. Washington, DC: Author. Gysbern, N.C., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, VA: American Counseling Association.


21 Williams, A., & Justice, M. (2010). Attitudes of African American males regarding counseling in four Texas universities. Education, 158-168.

22

HISTORICAL REFERENCES Axelson, J. A. (1999). Counseling and development in a multicultural society.(3rd ed.). Pacific Grove, CA: Brooks/Cole. Bogo, M. (1993). The student/field instructor relationship: The critical factor in field education. Clinical Supervision, 11, 23-36. Brill, N. (1998). Working with people: The helping process (5th ed.). New York: Longman. Corey, G. (Ed.). (1991). Theory and practice of counseling and psychotherapy. (4th ed.). Pacific Grove, CA: Brooks/Cole Corey, G., & Corey, M. (2001). I never knew I had a choice (7th ed.). Pacific Grove, CA: Brooks/Cole. Deuschle, C., Burreson, C., and Bramlett-Jackson, E. (2000). Stop the bus, a handbook for assessing children. Lanham, MD: University Press of America. Diaz, A. (2002). The Harvard college guide to careers in public service. Cambridge, MA: Career Services Publications. Green, J. W. (1995). Cultural Awareness in The Human Services. Upper Saddle River, NJ. Prentice Hall. Grobman, L.M. (Ed.) (2002). The field placement survival guide. Harrisburg, PA: White Hat Communications. Gysbers, N. C., & Henderson, P. (1994). Developing & managing your guidance program (2nd ed.). Alexandria, VA: American Association for Counseling and Development. Hendrick, S. S. (1990). A client perspective on counselor disclosure (brief report). Journal of Counseling and Development, 69, 184-185.

23 Horejsi, C.R., &Garthwait, C.L. (2002). The social work practicum: A guide and workbook for students (2nd ed.). Needham Heights, MA: Allyn& Bacon. Johnson, D. W. (1990). Reaching out: Interpersonal effectiveness and self actualization (4th ed.). Upper Saddle River, NJ: Prentice Hall. Kiser, P.M. (2000). Getting the most from your human service internship: Learning from experience. Belmont, CA: Wadsworth. Matthes, W. A. (1992). Induction of counselors to the profession. The School Counselor, 39, 245-250. Reiman, A. J., &Thies-Sprinthall, L. (1991). Promoting the development of reflection. Journal of Research and Development in Education, 26, 179-185. Sue, D. W. (1981). Counseling the culturally different. New York: Wiley. Tentoni, S. C. (1995). The mentoring of counseling students: A concept in search of a paradigm. Counselor Education & Supervision, 35, 32-41. Tryson, G. S. (1996). Supervisee development during the practicum year. Counselor Education & Supervision, 35, 287-294. Twohey, D., & Volker, J. (1993). Listening for the voices of care and justice. Counselor Education & Supervision, 32, 189-197. Yuen, H. K. (1990). Fieldwork students under stress. American Journal of Occupational Therapy, 44, 80-81.

24

ON-LINE REFERENCES: Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org http://www.s.c.teaching.org

LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe COUNSGRADS FirstnameLastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services,

25 The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] (counselors List)

1

Course Syllabus

CED 551 – Internship in Secondary School Counseling COUNSELOR EDUCATONPROGRAM Department of Human Services South Carolina State University Orangeburg, South Carolina Instructor: Carolyn Woodbury, Ph.D. and Dr. Philip M. Scriven Office Number: Turner Hall D-Wing Room 337 Email: [email protected] Telephone Number: Office Hours: 3-5:00 pm Monday, Tuesday and Thursday NCATE/School of Education Theme: "The Professional Educator as an Effective Performer, Reflective Decision Maker and Humanistic Practitioner.”

REQUIRED TEXT(s): American School Counseling Association (2005). The ASCA National Model: A Framework for school Counseling Programs, Second Edition. Alexandria, VA: Author. American School Counseling Association (2004). The ASCA National Model Workbook. Alexandria, VA: Author. Counselor Education Internship Handbook (Revised edition). (2009). Department of Educational Leadership and Counselor Education, South Carolina State University. The South Carolina Comprehensive Developmental Guidance and Counseling Program Model: A Guide for School Counseling Programs – Pre-kindergarten- Twelfth Grade. (2008). South Carolina State Department of Education The South Carolina System for Assisting, Developing and Evaluating Professional Teaching/School Counseling (ADEPT). (2003). South Carolina State Department of Education.

2

COURSE DESCRIPTION: Credit hours: 1-6 (Each credit hour requires 100 clock hours of field based experience) This course requires the student to attend a weekly seminar and to complete a 600 clock school based internship. It is designed to provide each student with an opportunity to gain actual experience as a counselor in an secondary school (7-12) setting. Interns enrolled in this course will join the staff of a school’s counseling and guidance program and render services to students under the supervision of a certified school counselor and the university supervisor. Students enrolled in this section of the course are expected to complete 40 hours per week on site for fifteen weeks thus completing 600 hours in one semester. Students may register for 1-6 credits in other sections of the course. Prerequisites: All required counselor education courses, the secondary option courses, and a passing score on the Praxis II Specialty area exam in School Guidance and Counseling. Registration only by application submitted before midterm of the last full semester preceding the semester in which the student desires to enroll in this course.

COURSE OVERVIEW: The primary objective of this course is to provide student counselors an opportunity to contribute to the development, planning and coordination, implementation and evaluation of a comprehensive developmental guidance and counseling program. Students are also expected to utilize professional school counseling principles, respected counseling theories and techniques during their interactions with students. Student counselors are also expected to exhibit professionalism, ethical behavior, and a commitment to advocacy, collaboration, and leadership in their duties as outlined by the American School Counseling Association (ASCA) and South Carolina Comprehensive Developmental Guidance and Counseling Program Models. All class sessions will be conducted through lecture/discussions, small group activities, and videos.

COURSE RATIONALE: This course emphasizes the sound foundation and application of the American School Counseling Association (ASCA) comprehensive school counseling model, which includes foundation, delivery system, management system, and accountability as well as the components of the South Carolina Comprehensive Developmental Guidance and Counseling Program Model, which include guidance curriculum, individual planning, responsive services and system support.

INSTITUTIONAL OUTCOMES: Institutional outcomes and expectations are significant for students and their development. The knowledge, skills and dispositions experienced throughout the duration of the course are indicated below:

3

The Internship in Secondary School Counseling develops effective performers capable of implementing the four components of a comprehensive developmental guidance and counseling program as it relates to the school counseling profession. Counselor trainees will have knowledge and understanding of issues in school counseling ranging from trends in school counseling, school counseling relationship to the school academic and student service programs to ethical and legal issues in the practice of school counseling. Reflective decision makers are professional counselors who demonstrate the ability to make informed decisions, problem solve, and coordinate a comprehensive school counseling program which relates to the total school community. This entails an awareness and consideration of students’ needs and the technical, educational, and ethical consequences of their decisions. This reflectiveness is evidenced in the professional school counselor’s attempts to advocate for all students, as well as their efforts to collaborate with administrators, teachers, parents and community stakeholders in the planning, development, implementation, monitoring and evaluation of the school counseling program. For student counselors this reflection should be developed and demonstrated with students through the rendering of services (i.e., individual and small-group counseling, etc.) intended to promote successful academic, career and personal/social development. Humanistic practitioners demonstrate consultative strategies in promoting, developing, and enhancing effective teamwork that assist with cross-cultural understanding, open-mindedness, and appreciation of other peoples’ values, beliefs, and points of view. Student counselors are able to exhibit the ability to understand and work effectively with culturally diverse populations that include students, teachers, administrators, other school personnel, parents, community groups, and agencies.

COUNSELOR COMPETENCIES: 1. Program Management  Plan, implement, and evaluate a comprehensive program of guidance, including counseling services (System Support)  Supervise activities of clerical personnel (System Support) 2. Guidance  Coordinate the school developmental guidance curriculum (Guidance Curriculum)  Assist teachers in the instruction of guidance-related topics/issues (Guidance Curriculum)  Guide individuals and groups of students through the development of educational, career, and personal plans (Individual Planning) 3. Counseling  Counsel individual students with personal needs/concerns (Responsive Services)

4 

4.

5.

6.

7.

Counsel small groups of students with personal needs/concerns (Responsive Services)  Use accepted theories and techniques appropriate to school counseling (Responsive Services) Consultation and Student Advocacy  Consult with parents, teachers, administrators, and other relevant individuals to enhance their work with students (Individual Planning) Coordination  Coordinate with school and community personnel to bring together resources for student (Responsive Services)  Use an effective referral process for assisting students and others to use special programs and services (Responsive Services) Assessment  Participate in the planning and evaluation of the district/school group standardized testing program (System Support)  Interpret test and other appraisal results appropriately (Individual Planning)  Use other sources for student data appropriately for assessment purposes (Responsive Services) South Carolina’s Assisting, Developing, and Evaluating Professional Teaching (ADEPT) system. This system provides appropriate standards and procedures for the performance evaluation of professional school counselors. The standards, known as Performance Dimensions, apply to school counselors at all contract levels (provisional, annual, and second annual contract levels, as well as continuing-contract school guidance counselors). Performance Dimensions: Formal evaluations of school guidance counselors must address the following seven Performance Dimensions (PDs) and provide clear, consistent, and convincing evidence of the counselor’s performance with regard to each of the accompanying competency standards.  PD 1: Long-Range Planning-The professional school counselor develops an annual long-range plan, based on identified student needs, that reflects national school counseling standards and state program components related to guidance curriculum.  PD 2: Short-Range Planning-Guidance and Counseling Activities-The professional school counselor develops appropriate short-term goals, including aligned activities, resources, and schedules, to ensure full implementation of the long-range plan.  PD 3: Development and Use of Assessments-The professional school counselor plans and conducts

5









continuous program evaluations and maintains appropriate program accountability documentation. PD 4: Providing Guidance and Counseling Services-The professional school counselor effectively provides classroom and school-wide guidance activities as well as group and individual counseling services. PD 5: Providing Consultation Services-The professional school counselor provides effective direct and indirect consultation services to deliver appropriate information and assistance to parents/guardians, students, and colleagues. PD 6: Coordinating Guidance and Counseling ServicesThe professional school counselor effectively coordinates guidance and counseling program services with school and community services, programs, and/or agencies. PD 7: Fulfilling Professional Responsibilities-The professional school counselor consistently demonstrates ethically based professional behavior and participates in continuous professional development.

LEARNING OBJECTIVES: CACREP (2009) Standards comprised in this course: STANDARD LISTING INTERNSHIP G. The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. Each student’s internship includes all of the following: 1. At least 240 clock hours of direct service, including experience leading groups. 2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the on-site supervisor. 3. An average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout the internship and performed by a program faculty member. 4. The opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings). 5. The opportunity for the student to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients. 6. Evaluation of the student’s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor.

6

STANDARD LISTING Learning Objective/Standard Knowledge 1. Students will understand the various roles and functions of the counselor as well as the importance of collaboration with other human service providers (CACREP Sec. II G1.b.). 2. Students will understand the significance of the counselor’s in interdisciplinary team planning meant to manage emergencies as they arise (CACREP Sec. II G1.c.). 3. Students will understand the benefits of memberships in various counseling organizations as well as ongoing professional development (CACREP Sec. II G1.f.).

4. Students will understand the importance of

Learning/Activity Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004)

Readings:  South Carolina

Outcomes/Assessment  Oral and Written Client Conceptualizations  ASCA National Model Paper Rubric


 Verification of membership in state and national counseling organizations (e.g., American School Counseling Association; Chi Sigma Iota; South Carolina Counseling Association; South Carolina School Counseling Association).  Attending various state and national counseling conferences (e.g., A.I. Mose Counseling Conference; South Carolina Counseling Conference; South Carolina School Counseling Conference).  Verification of membership in state

7 pursuing and receiving professional counseling credentials (CACREP Sec. II G1.g.).

5. Students are taught the importance of acting as an advocate for their clients (CACREP Sec. II G 1.h.).

6. Students will become familiar with the ethical standards governing the counseling profession and how to resolve ethical issues (CACREP Sec. II G1.j.). 7. Students engage in activities designed to provide insights into the experiences of culturally diverse populations (CACREP Sec. II G2.b.). (SC-E2)

Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004)

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity:

and national counseling organizations (e.g., American School Counseling Association; Chi Sigma Iota; South Carolina Counseling Association; South Carolina School Counseling Association).  Attending various state and national counseling conferences (e.g., A.I. Mose Counseling Conference; South Carolina Counseling Conference; South Carolina School Counseling Conference).  Oral and Written Client Conceptualizations  ASCA National Model Paper Rubric



8

8. Students are presented theories of multicultural counseling, identity development and social justice (CACREP Sec. II G2.c.).

9. Students will learn individual, group, family, and community strategies for working with and advocating for diverse populations (CACREP Sec. II G2.d.).

10. Students will learn the importance of the counselor in increasing self-awareness, promoting social justice and advocacy, and conflict resolution techniques that promote holistic wellness (CACREP Sec. II G2.e.). 11. Students will understand the significance of the counselor’s role in confronting biases, prejudices and other forms of oppression (CACREP Sec. II G2.f.). (SC-E2)

 Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity.





9 12. Students will learn career development program planning, implementation, and evaluations are discussed with students (CACREP Sec. II G4.c.).



13. Students learn to place an emphasis on wellness, proactive and preventative processes (CACREP Sec. II G5.a.).



14. Students learn crisis intervention and suicide prevention models, including the use of psychological first aid strategies (CACREP Sec. II G 5.g.).

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Readings:



15. Know strategies for helping students identify strengths and cope with environmental and developmental problems. School Counseling Standard:C3


Oral and Written Client Conceptualizations



Case Study Rubric



Role playing

Activity: Case Study Conceptualization Knowledge 16. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success,

Present (1) Model for Dropout Prevention  South Carolina Comprehensive School Counseling Model (2008) American School Counseling

Peer Assessment Presentation Rubric

10 and prevent students from dropping out of school.

(ASCA) Comprehensive Model(2004)

School Counseling Standard: K2



Midterm Exam Final Exam Discussion Rubric

Identify models of consultation that involve working with parents, families and communities. Group Discussion

18. Understands the various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them.



Research a Peer Facilitator Program

19. Understands the school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings. School Counseling Standard: O5.

20. Knows how to design, implement, manage, and evaluate transition

Group Presentation for a peer facilitator program.  South Carolina Comprehensive School Counseling Model (2008) American School Counseling (ASCA) Comprehensive Model(2004) Identify the target groups for the Student Assistance Program and peer leaders.  South Carolina Comprehensive School Counseling Model (2008)

Peer assessment Presentation Rubric


ASCA National Model Paper Rubric

11 programs, including schoolto-work, postsecondary planning, and college admissions counseling. School Counseling Standard: C4

21. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resilience on student learning and development. School Counseling Standard: A6 Skills 1. Students are given the opportunity to learn and practice interviewing and counseling skills (CACREP Sec. II G5.c.).

2. Students learn counseling theories used to conceptualize clients’ problems (CACREP Sec. II G5.d.).

3. Demonstrates the ability to recognize his or her limitations as a school

American School Counseling (ASCA) Comprehensive Model(2004)

Lesson Plan Rubric

Activity: Design and implement college readiness competencies in the school counseling program Design lesson plans for career education Analyze a case study and create an action plan using the DAP Model to address student learning and development


Reflection Paper

Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model(2004) Activity: Akeelah and The Bee inclass activity. Readings:  South Carolina Comprehensive School Counseling Model (2008)  American School Counseling (ASCA) Comprehensive Model 

Read Chapter 14 “Personal and Professional Issues”





Develop a referral resource list. Include in School Counselor

12 Portfolio

counselor and to seek supervision or refer clients when appropriate. School Counseling Standard: D.5 4. Skills Analyzes and uses data to enhance school counseling programs. School Counseling Standard: J3. 5. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. School Counseling Standard: L3. 6. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school.

ASCA Mode/Accountabilitypgs.100-124; South Carolina Comprehensive School Counseling Model (2008)

Analyze the School data from a local Secondary school

Lesson Plan Rubric ASCA Model/Delivery: Schooling Core Curriculum-pgs. 84-85; South Carolina Comprehensive School Counseling Model (2008) Lesson Plan Presentation ASCA Model/Delivery: Consultation and Collaboration pgs. 87; South Carolina Comprehensive School Counseling Model (2008)

Participate in a parent conference with your site supervisor

ASCA Model/Foundation: Student Competencies pgs. 29; South Carolina Comprehensive School Counseling Model (2008)

Resource File Rubric

School Counseling Standard: N1. 7. Locates resources in the community that can be used in the school to improve student achievement and success. School Counseling Standard: N2. 8. Uses peer helping strategies in the school

Develop a resource file for the community at Internship Site ASCA Model/Delivery: Responsive Services pgs. 86;

Role playing ASCA Model template

13 counseling program. School Counseling Standard: N4. 9. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

Identify 5 peer helping strategies to enhance delivery of services. ASCA Model/Management Tools pgs.41-56.

School Counselor Portfolio Rubric

Develop a list of stakeholders who could provide resources for a school counseling program (Internship Site)

School Counseling Standard: N5 10. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. School Counseling Standard: F2

11. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

Activity: Complete a Case Conceptualization Report

Case Conceptualization Rubric

Read an article on Advocacy and Social Justice (The ACA Advocacy Competencies: A Social Justice Advocacy Framework for Professional School Counselors)

Reaction Paper Rubric

Write a reaction to the case study on Advocacy and Social Justice ASCA Model/Foundation: Completed IGP form and Student Competencies School Counselor Portfolio pgs. 29; South Carolina Rubric Comprehensive School Counseling Model (2008)

Develop an IGP for career School Counseling and academic development for students Standard:F4 12. Designs and implements Readings: prevention and intervention plans related to the effects of a) atypical growth and development, b) health and wellness, c) language, d) ability level, e) multicultural

14 issues, and f) factors of resiliency on student learning and development. School Counseling Standard: D.3 13. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers. School Counseling Standard: P2

15

CLINICAL COURSE REQUIREMENTS: This program requires students to complete internship experiences that total a minimum of 600 clock hours (verified by maintaining time sheets signed by the site supervisor). These hours are to be dedicated to the direct (e.g., individual and group counseling, classroom guidance, etc.) and indirect (e.g., consultation, collaboration, etc.) duties and responsibilities of a professional school counselor in the secondary school setting. The university supervisor will make two (2) periodic visits to the school site during the internship period and it is expected that during these visits, the student counselor will perform/demonstrate one or more of the duties typically performed during the internship placement (e.g., classroom guidance, individual or group counseling, facilitating career exploration, etc.). Periodic formative evaluations of student performance and a summative evaluation at the completion of the internship will be provided. For the purpose of the course, each student is expected to demonstrate or provide the following: A. To be in your assigned school setting a minimum of 8-10 hours per week for each credit hour to be earned. There is no maximum number of hours for a student counselor to be in a school. Keep a record of your hours and the activities in which you are involved and have this signed weekly by your site supervisor. Submit time sheet to your university supervisor. B. Remember, forty percent of your time should be dedicated to DIRECT CONTACT HOURS. C. To video-tape a minimum of three counseling sessions with the same student if possible. Video tapes should be examined and analyzed prior to in-class presentations. D. To present one (1) case study to the class on the student who has been counseled during the internship. A written Interview Report summarizing all sessions with the student will be submitted to the professor. E. To utilize the resources of both school and community. F. To attend professional development activities provided by the school, district, university, and/or other appropriate professional organizations

COURSE REQUIREMENTS: Case Conceptualizations/Interview Report (1) Video tapes (10 points each) ASCA National Model Project Attendance Summary Report Submission of Time Logs Internship Site and Student Evaluations (Final) University Supervisor Evaluation

20 points 30 points 40 points 20 points 10 points 10 points 20 points 20 points

16

Case Conceptualizations/Interview Report—students will present one (1) in-class report of an interaction with a student from their internship sites. Expectations for the format for these oral and written reports can be found in the South Carolina State University Counselor Education Internship Handbook (p. 30-40). These case conceptualizations should familiarize the class with the student’s/client’s presenting issues, background information (e.g., personal/social, familial, etc.), relevant cultural/demographic information, available academic information/data, the theoretical orientation used to conceptualize the client’s issues, in addition to preliminary ideas about possible subsequent clinical interactions. In the event the in-class presentations coincides with the final interaction with the student/client, the presentation/case study should provide a synopsis of previous encounters in addition to a description of what transpired in the current session. Students will be expected to provide a written Interview Report Form to the university supervisor. ASCA National Model Project—students will complete one of the following two assignments pertaining to the ASCA National Model during the semester. 

Returning Students—Returning students will be asked to speak with their site supervisors about assessing and identifying a problem which exists in their school (e.g., persistent disciplinary problems, tardiness, absenteeism, etc.). Following this assessment, the student will work, with some assistance from the site supervisor, to develop and implement a strategy/intervention to minimize or eliminate the identified problem altogether. The final paper will be written to highlight how the ASCA National Model served as the framework for assessing, designing/developing, implementing, and evaluating your intervention. A rubric for this assignment will be provided.



First-time Students—First time students are expected to read the ASCA textbook and complete the workbook assignments which correspond to the components of the ASCA National model. Students are expected to complete these assignments by the beginning of each class. Through the course of the semester, the student will utilize this information to complete an analysis of their internship site to determine the degree which their internship site has implemented the ASCA National Model. This assignment is not meant to embarrass or criticize the school or school counselor, but rather to orient the student to the expectation of contemporary school counselors with respect to the construction and implementation of what ASCA considers a comprehensive school counseling program. The final paper is a synthesis of the aforementioned workbook assignments—what you have learned about your school in regards to the ASCA Nation model throughout the semester—as well as a discussion of how you intend to implement the ASCA National model when you become a professional school counselor. A rubric for this assignment will be provided.

Submission of Time Logs, Site-Supervisor and Student Evaluations—students will provide hard copies of their time logs. Final copies of all evaluations and final time logs are to be submitted NO LATER THAN April 19, 2012.

17 Conference Attendance—students will receive 8 internship hours for each day in attendance at The 48th Annual SCCA Conference in Myrtle Beach, SC from February 23-25, 2012. Your site supervisor must sign your timesheets verifying your attendance.

GRADING SCALE: A—153-170 points B—136-152 C—118-135 D—100-117 F—100 points and below *Please be aware that your presence in this class as a graduate student does not entitle you to an A. An A in this class denotes exceptional written work, as well as attentiveness and professionalism during instructional time. With respect to your written work, it should have proper grammar and punctuation as well as the appropriate transitions, all of which are indicative of graduate school work. During class, you should remain attentive and engaged, and respectful of others. This means that cell phones are not to be used in any capacity during class, and computers, if present, should be used only to conduct business pertaining to class. I understand professionalism to mean that you will arrive to class promptly and remain in class until it is adjourned. Please refrain from “packing” or “preparing to leave” while class is in session. Failure to adhere to these guidelines will negatively impact your participation grade and ultimately your overall evaluation in this course.

CLASS ATTENDANCE/PROMPTNESS: While attendance to each class is expected, you are allowed one (1) absence in this course. As such, please use this absence judiciously. If you are absent, you are responsible for communicating with a classmate to receive insight into what transpired in class on the evening of your absence. If you know in advance that you will be absent, please make me aware of your absence. Because participation is a component in how you will be evaluated, you cannot acquire all of your participation points after missing more than one class meeting. Tardiness is unprofessional – please be on time!

OUTLINE OF COURSE CONTENT: Class Session One

  

Agenda/Topic/Reading Introduction to the course Distribute Internship Handbook and Syllabus Collect necessary documents

Assignment NA

18 Two

  

Three

  

Four

 

Five

 

Six

 

Seven

 

Eight

ADEPT, SC  Comprehensive Model, & ASCA National Model ASCA National Model Ch. 1&2 Case Conceptualizations and Class Discussion

ASCA Workbook Assignment

Discuss ADEPT  Legal and Ethical Issues of the Professional School  Counselor Case Conceptualizations and Class Discussion

ASCA National Model WB Ch. 3 (Foundation) SUMMARY REPORTS DUE (pg. 26 of Internship Handbook)

Case Conceptualizations  and Class Discussion ASCA National Model Ch. 4 (Management System)

Case Conceptualizations and Class Discussion ASCA National Model WB Ch. 4 (Delivery System) ASCA National Model WB Ch. 5 (Management System)

Case Conceptualizations  and Class Discussion ASCA National Model Ch. 5 (Management System) Case Conceptualizations  and Class Discussion ASCA National Model Ch. 6 (Accountability System)

ASCA National Model WB Ch. 6 (Accountability System)

Case Conceptualizations  and Class Discussion ASCA National Model Ch. 7 (Implementation) 

ASCA National Model WB Ch. 7 (Implementation) ASCA NATIONAL MODEL PROJECT DUE. FINAL LOGS MUST BE SUBMITTED

NA



REASONABLE ACCOMODATIONS: Students who have a diagnosed disability (e.g., physical, learning, psychological) and who may need reasonable accommodations to carry out the course work as outlined should inform the instructor. If you require accommodations such as note takers, readers, or extended time on exams and/or assignments, advise the instructor during the first two weeks of the course so we

19 may review possible arrangements for reasonable accommodations to assist in the learning process (as per the Office of Disability Services).

20

REFERENCES American Counseling Association. (2006). Public awareness ideas and strategies for professional counselors. Alexandria, VA: Author Akos, P., Schuldt, H., & Walendin, M. (2009). School counselor assignment in secondary schools. Professional School Counseling, 23-29. Bauman, S. (2008). The role of elementary school counselors in reducing school bullying. Elementary School Journal, 362-375. Berk, L. E. (2007). Development through the lifespan (4th ed.). Boston, MA: Pearson Allyn & Bacon. Burrow-Sanchez, J. J., & Lopez, A. L. (2009). Identifying substance abuse issues in high schools: A national survey of high school counselors. Journal of Counseling & Development, 72-79. College Board. (2008a). The NOSCA components of college counseling: Preparation, planning and admissions. Washington, DC: Author. College Board. (2008b). Inspiration and innovation: 10 effective counseling practices from the College Board's Inspiration Awards schools. Washington, DC: Author. Gysbern, N.C., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, VA: American Counseling Association.


21 Williams, A., & Justice, M. (2010). Attitudes of African American males regarding counseling in four Texas universities. Education, 158-168.

22

HISTORICAL REFERENCES Axelson, J. A. (1999). Counseling and development in a multicultural society.(3rd ed.). Pacific Grove, CA: Brooks/Cole. Bogo, M. (1993). The student/field instructor relationship: The critical factor in field education. Clinical Supervision, 11, 23-36. Brill, N. (1998). Working with people: The helping process (5th ed.). New York: Longman. Corey, G. (Ed.). (1991). Theory and practice of counseling and psychotherapy. (4th ed.). Pacific Grove, CA: Brooks/Cole Corey, G., & Corey, M. (2001). I never knew I had a choice (7th ed.). Pacific Grove, CA: Brooks/Cole. Deuschle, C., Burreson, C., and Bramlett-Jackson, E. (2000). Stop the bus, a handbook for assessing children. Lanham, MD: University Press of America. Diaz, A. (2002). The Harvard college guide to careers in public service. Cambridge, MA: Career Services Publications. Green, J. W. (1995). Cultural Awareness in The Human Services. Upper Saddle River, NJ. Prentice Hall. Grobman, L.M. (Ed.) (2002). The field placement survival guide. Harrisburg, PA: White Hat Communications. Gysbers, N. C., & Henderson, P. (1994). Developing & managing your guidance program (2nd ed.). Alexandria, VA: American Association for Counseling and Development. Hendrick, S. S. (1990). A client perspective on counselor disclosure (brief report). Journal of Counseling and Development, 69, 184-185.

23 Horejsi, C.R., &Garthwait, C.L. (2002). The social work practicum: A guide and workbook for students (2nd ed.). Needham Heights, MA: Allyn& Bacon. Johnson, D. W. (1990). Reaching out: Interpersonal effectiveness and self actualization (4th ed.). Upper Saddle River, NJ: Prentice Hall. Kiser, P.M. (2000). Getting the most from your human service internship: Learning from experience. Belmont, CA: Wadsworth. Matthes, W. A. (1992). Induction of counselors to the profession. The School Counselor, 39, 245-250. Reiman, A. J., &Thies-Sprinthall, L. (1991). Promoting the development of reflection. Journal of Research and Development in Education, 26, 179-185. Sue, D. W. (1981). Counseling the culturally different. New York: Wiley. Tentoni, S. C. (1995). The mentoring of counseling students: A concept in search of a paradigm. Counselor Education & Supervision, 35, 32-41. Tryson, G. S. (1996). Supervisee development during the practicum year. Counselor Education & Supervision, 35, 287-294. Twohey, D., & Volker, J. (1993). Listening for the voices of care and justice. Counselor Education & Supervision, 32, 189-197. Yuen, H. K. (1990). Fieldwork students under stress. American Journal of Occupational Therapy, 44, 80-81.

24

ON-LINE REFERENCES: Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline Education Week http://www.edweek.com ERIC (Educational Resources Information Center) http://www.accesseric.org/ ERIC Clearinghouse on Counseling and Student Services (ERIC/CG) http://www.uncg.edu/edu/ericcass ERIC/AE Full Text Internet Library http://ericae.net/ftlib.htm Journal of Counseling and Development http://www.counseling.org/journals/jcd.htm South Carolina State Department teaching website http://www.thescea.org http://www.s.c.teaching.org

LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe COUNSGRADS FirstnameLastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services,

25 The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected] (counselors List)

Page |1

STAT: ED-500: Introduction to Data Analysis Christopher C. Mathis, Jr., PhD (803) 536-8974 (Office) * (803) 533-3972 (Fax): [email protected]

Course Description and Syllabus: Please note: The syllabus that you receive upon enrollment in STAT ED-500 is your official syllabus for the course. The sample information here is intended to give you an idea of what to expect. Description: This course provides an introduction to the basic concepts of probability, common distributions, statistical methods, and data analysis. It is intended for graduate students who has one undergraduate statistics course and who wish to review the fundamentals before taking additional 500 level statistics courses. This course is cohort-based, which means that there is an established start and end date, and that you will interact with other students throughout the course. Here, in the fifth edition of Statistics for the Behavioral and Social Sciences, the authors have refined their text by building off an already well-established approach emphasizing the intuitive, deemphasizing the mathematical, and explaining everything in direct, simple language - but also going beyond these principles to both further student understanding and stimulate the long-suffering community of statistics instructors. By using definitional formulas to emphasize the concepts of statistics, rather than rote memorization, students work problems in a way that keeps them constantly aware of the underlying logic of what they are doing. Course Objectives: Upon completion of this course students will:    

Appreciate and understand the role of statistics in your field. Develop an ability to apply appropriate statistical methods to summarize and analyze data for some of the more routine experimental settings. Make sense of data and be able to report the results in appropriate table or statistical terms for inclusion in your thesis or paper. Interpret results from the computer packages Statistical Package for Social Sciences (SPSS) and be able to perform appropriate statistical techniques.

Text & Software: The following are required materials that students would need to purchase: Statistics for the Behavioral and Social Sciences, 5/E: Software: SPSS 18.0. Arthur Aron, Ph.D., Elaine N. Aron, Ph.D., State University of New York at Stony Brook ; and Elliot Coups, Ph.D., Memorial Sloan-Kettering Cancer Center ISBN-13: 978-0-205-79725-7; ISBN-10: 0-205-79725-3 Publisher: Pearson / Copyright: 2011 / Format: Paper; 504 pp. /Published: 06/30/2010

Tentative Course Content:  Displaying the Order in a Group of Numbers Using Tables and Graphs  The Mean, Variance, Standard Deviation, and Z Scores  Correlation and Prediction  Some Key Ingredients for Inferential Statistics: The Normal Curve, Sample Versus Population, and Probability  Introduction to Hypothesis Testing  Hypothesis Tests with Means of Samples  Making Sense of Statistical Significance: Effect Size and Statistical Power  Introduction to the t Test: Single Sample and Dependent Means  The t Test for Independent Means  Introduction to the Analysis of Variance  Chi-Square Tests and Strategies When Population Distributions Are Not Normal  Applying Statistical Methods in Your Own Research Project

Page |2

Assessment Plan: Beginning Fall Semester 2010 the assessment plan will be similar to the following: Homework: Homework assignments will be submitted almost every week. Due dates will be specified in the course calendar. Doing the homework promptly and carefully is necessary for learning the material. A reasonable amount of collaboration is allowed and encouraged on homework. However, each student must turn in his or her own written work which reflects his or her own understanding of the material. There is penalty for handing in homework late. Project: You will be given a data set and you will be asked to employ techniques you have learned throughout this course to analyze the data set. One team project will be assigned. Each team will consist of two to three students. Tests: Four tests will be given. You will be given (30-45 minutes) from the time you receive the test to finish it. Final Exam: The final exam will be comprehensive and may be proctored depending on the instructor (please see your course syllabus you receive upon enrollment for details). Academic Integrity Policy: All SC State policies regarding ethics and honorable behavior apply to this course. Academic integrity is the pursuit of scholarly activity free from fraud and deception and is an educational objective of this institution. All University policies regarding academic integrity apply to this course. Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating of information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students. For any material or ideas obtained from other sources, such as the text or things you see on the web, in the library, etc., a source reference must be given. Direct quotes from any source must be identified as such. All exam answers must be your own, and you must not provide any assistance to other students during exams. Any instances of academic dishonesty WILL be pursued under the University and College of Education regulations concerning academic integrity. For more information on academic integrity, see SC State University statement on plagiarism and academic dishonesty. Disabilities: It is SC State's policy not to discriminate against qualified students with documented disabilities in its educational programs. If you have a disability-related need for modifications in this course, contact your instructor and the Office for Disability Services. Instructors should be notified as early in the semester as possible. You may refer to the Nondiscrimination Policy in the Student Guide to University Policies and Rules 1997. See the website http://www.equity.scsu.edu/ods/ for details. Theme: The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic Practitioner for the local, state and international community. I. Rationale for the Course According to Shavelson (1996), statistics allows the researchers to summarize data and to distinguish between chance and systematic effects. In addition, one looks at the design issues, which match the research design to the substantive question without changing the question or distorting it. Thus, by improve existing practices it equips or inform personnel to make important policy issues with hard numbers, as well as, build ones skills set, as it relates to research.

Page |3

Whereas, Gay and Airasian (2003), states that educational research contributes both to theory and educational practice. Thus, providing guidance, and understanding of the conceptual framework to the field of statistics and its many applications, makes understanding statistical analysis a beneficial skill set for future and current educational leaders. Therefore, educational leaders who are to become effective performer, reflective decision maker, and humanistic practitioner, must understand how to access, and evaluate critical issues of an ever evolving complex diverse local, state, and international community. It is within this regard that we as practitioner must prove to be accountable to our constituents on all levels. Furthermore, all members or students within the learning environment or academia have to come to grips with themselves as being an advocate of the educational process. Thus, understanding one’s role in disseminating sound methodological research to the broader community. Consequently, this introductory statistical course provides a fruitful route for future research/statisticians that will be in school settings, academia, and/or industry/corporations. In addition, assisting students to understand that research is a formal, systematic application of the scientific and disciplined inquiry approach to study a problem. Due to the fact, that educational research is a systematic application of a family of methods employed to provide trustworthy information about educational problems, issues, and topics. Finally, this course is aimed to make students become critical thinker, objective evaluators, informed decision makers, as well as, provides the knowledge/skill set necessary to become proficient users of research in education, both in theory and practice.

II. A. Learning Objectives 2009 CACREP Standards comprised in this course: STANDARD LISTING Learning Objective/Standard Knowledge

Learning/Activity

Outcome/Assessment

1. Understand basic statistical terminology (CACREP Sec. II G 7.b.) 2. Realize how statistics aids in educational research (CACREP Sec. II G 8.a.) (SC-I5) 3. Know probability models (CACREP Sec. II G 7.c.; G 8.c.) 4. Know sampling distributions and limits (CACREP Sec. II G 7.c.; G 8.c.) 5. Be familiar with the studies that provide an

Aron, Aron, & Coups, (2010)

Examinations, SPSS Written Assignment, Group Project









Page |4

understanding of research methods, statistical analysis, needs assessment, and program evaluation (CACREP Sec. II G 8.d.); (SC-I5) 6. Discern the importance of research and opportunities and difficulties in conducting research in the counseling profession (CACREP Sec. II G 8.a.) 7. Comprehend the research methods such as qualitative, quantitative, single-case designs, action research, and outcomebased research (CACREP Sec. II G 8.b.) (SC-I5) 8. Effectively use technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy (CACREP Sec. II G 8.c.) 9. Understand how statistics aids in educational research (CACREP Sec. II G 8.a.) 10. Understand random variables and distributions (CACREP Sec. II G 7.b.) 11. Understand statistical inference (CACREP Sec. II G 7.b.) 12. Students will learn ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies (CACREP Sec. II G 8.f.) Skill 1. Complete elementary probability problem (CACREP Sec. II G 7.c.)















Page |5

2. Illustrate Venn diagrams


3. Complete random variable equation (CACREP Sec. II G 7.c.) 4. Compile sampling equation (CACREP Sec. II G 7.c.) 5. Demonstration statistic


Examinations, SPSS Written Assignment, Group Project Examinations, SPSS Written Assignment, Group Project











Disposition 1. Learn to respect and appreciate statistical analysis (CACREP Sec. II G 7.c., f., g; 8a.) 2. Become trustworthy about statistics analysis problems, issues, and topics (CACREP Sec. II G 7.g; 8a.) 3. Become critical thinkers, objective evaluators, and informed decision makers (CACREP Sec. II G 8. a., e.)

III. A. Academic Requirements Students are expected to satisfactorily complete the following assignments and activities: 1. Assigned Readings. Students are expected to complete all assigned readings, as specified. 2. Class Participation. Students are expected to actively participate in class discussions, group activities, and simulations. 3. Students are reminded that they must meet all applicable Administrative Requirements governing the completion and submission of Written Assignments, which are specified in the next section of this document. For a list of class meetings, assignments, and due dates; as well as additional information, please refer to the “Schedule of Class Meetings and Assignments”. 4. Examinations. Four (4) Examinations will be administered to students. Examinations will consist of multiple choice, matching, and/or calculations. For information regarding examination content, class meetings, and dates of examinations, please refer to the “Schedule of Class Meetings and Assignments”. 5. Students must demonstrate they know how to relate procedures, concepts, observation theory, identify types of data and apply techniques for graphic representation of hypothetical data, interpret selected measures of central tendency, variability, and correlations using hypothetical data, and accurately perform computations for selected statistical tests of significance and provide the interpretations. In addition, student must know how to properly document sources of information (Reference) using the acceptable format specified by the American Psychological Association (APA) Style Manual. 6. Group Project. Students will design and complete a project including data collection, data entry, analyses, and write no more than (5-10) pages APA Style results sections. Students will work together as a group to design the study and responsible to complete the entire project.

Page |6

B. Administrative Requirements 1. Written Assignments a. All work must be written using the American Psychological Association (APA) Style Manual, Fifth Edition. A copy of this publication may be found in the library. (Please refer to the “handout”, “American Psychological Association Guidelines for Papers”, which will be provided by the instructor. b. Written assignments should be typed (double-spaced). Five (5) points will be deducted from assignments that are not double-spaced. Font should be Times Roman or Garamond. c. Written assignments should be submitted on time and free of spelling and grammatical errors. Five (5) points will be deducted from assignments that late or contain spelling and/or grammatical errors. In addition, not be placed in folders, report covers, or binders; but instead, should be stapled in the top left-hand corner. d. Written assignments should contain a cover page with the following information: Name of Student:________________________; 9000____________________ 2. Attendance Students are expected to adhere to the attendance requirements set forth by South Carolina State University: a. Class attendance is expected of all students. b. Students are expected to report to class on time. c. Attendance for this class will strictly follow the policies established by South Carolina State University. Method of Evaluation Academic Requirement/Component

Maximum Points

Examination No. 1

100

Examination No. 2

100

Examination No. 3

100

Examination No. 4

100

Examination No. 5

100

SPSS Written Assignment

250

Group Project (Power Point Presentation)

250 1000

TOTAL System of Grading

Grade (Points)

926 – 1000

A

850 – 925

B

780 – 849

C

Page |7

South Carolina State University ED-500 ~~~~~ Introduction to Data Analysis Date Session 1

Chs. To be Covered Items to be Discuss Introduction ~ ~ ~ Course Overview 

Session 2

Session 3

Session 4

   

Chapter 1: Displaying the Order in a Group of Numbers Using Tables and Graphs Chapter 2 - The Mean, Variance, Standard Deviation, and Z Scores Intro to SPSS ~ Understanding Data



Chapter 3 - Correlation and Prediction Chapter 4 - Some Key Ingredients for Inferential Statistics: The Normal Curve, Sample Versus Population, and Probability Intro to SPSS ~ Scatter Diagram & Correlation Coefficient

  

Test #1 Examination (Ch. 1-4) Chapter 5 - Introduction to Hypothesis Testing Chapter 6 - Hypothesis Tests with Means of Samples Intro to SPSS ~ None Test #2

 Session 5

 

Examination (Ch. 5-6)

Chapter 7 - Making Sense of Statistical Significance: Effect Size and Statistical Power Chapter 8 - Introduction to the t Test: Single Sample and Dependent Means Intro to SPSS ~ t Test (Single Sample, Dependent Means) Test #3

Examination (Ch. 7-8)

  

Chapter 9 - The t Test for Independent Means Chapter 10 - Introduction to the Analysis of Variance Intro to SPSS ~ t Test (Single Sample and Dependent Means)

  

Chapter 11- Chi-Square Tests and Strategies When Population Distributions Are Not Normal Chapter 12 - Applying Statistical Methods in Your Own Research Project Intro to SPSS ~ t Test (Independent Means, ANOVA and Chi Square Test)

Session 9



Test #4 Introduction of group projects

Session 10



Working Upon Group Project using SPSS

Session 11



Working Upon Group Project using SPSS

Session 12



Working Upon Presentation Using SPSS and Power-Point

Session 13



Working Upon Presentation Using SPSS and Power-Point

Session 14



Group Project Presentations

Session 15



Makeup Time/ Critique / Final Class/ Evaluation

Session 7

Session 8

Examination (Ch 9-12)

ED-501: Understanding Educational Research Christopher C. Mathis, Jr., PhD (803) 536-8974 (Office) * (803) 533-3972 (Fax): [email protected] Required Textbook: Fraenkel, J.R. & Wallen, N.E. (2010): How to Design & Evaluate Research in Education, 8h Edition, NewYork: McGraw-Hill.

Supplementary Readings: Throughout the semester periodic reading assignments should be expected from the professors. In addition, students are required to review completed Dissertations or Master’s Thesis located in the Miller F. Whittaker Library at South Carolina State University and/or other university library as part of the class preparation.

I.

Course Description: This course is designed for the master degree student taking their first course in research. This course offers the foundational knowledge and competencies of educational research, where one learns, understands, and gains on-hand knowledge to complete a research proposal. Because the field continues to grow so rapidly with regard to knowledge, it contains methodologies that are employed by researchers. Delivery and presentations of instruction/facilitation will encompass the following: prepost knowledge assessment surveys, facilitation/presentation by the professors, electronic media/technology presentation (Power-Point), professor/student interactions, and Media technology at the library, via personal computer using certain electronic resource media. In addition, students are required to make a group presentation based upon their group chosen research proposal. Handouts on related topics and issues will be provided to students. Understanding Educational Research class meetings will be structured to include class sessions, use of on-campus/off-campus information resources activities, and student group dynamic and interaction. This ED-501 class will be divided into groups (3 to 5 students per team), or individually. Whereas, each team will be assigned the responsibility to assist in the facilitation of class discussion for a particular date, as well as, class break activity.

Theme: The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic Practitioner for the local, state and international community.

II.

Rationale for the Course: According to Creswell (2002), research adds to knowledge about educational issues, improves existing practices and/or develops new ones, informs personnel on important policy issues, as well as, builds one’s skill set, as it relates to research. Whereas, Gay and Airasian (2003), state that educational research contributes both to theory and educational practice. Thus, providing guidance, understanding of practices such as grouping, testing, and ways to access, students will understand, and evaluate complex issues of past events, data collected, and/or current trends and issues facing today society. This fact alone makes understanding educational research a beneficial skill set for future and current educational leaders. Therefore, educational leaders who are to become effective performers, reflective decision makers, and humanistic practitioners, must understand how to access, and evaluate critical issues of an ever-evolving-complex diverse local, state, and international community. It is within this regard that we as practitioners must prove to be accountable to our constituents on all levels. Furthermore, all members or students within the learning environment or academia have to come to grips with themselves as being an advocate of the educational process; Thus, understanding one’ role in disseminating sound methodological research to the broader community. Consequently, this introductory research course provides a fruitful route for future research/researchers that will pursue higher education, science, business, academia, and/or industry/corporations. More importantly, the course allows students to understand that research is a formal, systematic application of the scientific and disciplined inquiry approach to study a problem.

2 Students also learn to respect and appreciate that educational research is a systematic application of their commitment to ethics, which requires documented and trustworthy information about educational problems, issues, and topics. Finally, this course is aimed toward making students become critical thinkers, objective evaluators, and informed decision makers. Thereby, providing classroom activities to increase the knowledge/skill set necessary to become proficient users of research in education, both in theory and practice. III.

Institutional Outcomes and Learning Objectives: The instructional tools focus on the following three items: (1) Provide students with the basic information needed to understand the research process, from idea formulation through data analysis and interpretation; (2) Enable the students to use this knowledge to design their own research investigation on a topic of personal interest; and (3) Permit students to read and understand the literature of educational research. Upon completion of the course, the students will have obtained a greater understanding and knowledge of the research process, how to design their own research investigation, and achieve in understanding of educational research literature, and its application.

Reflective Decision Maker This introductory research course provides a route for future researchers to understand that research is a formal, systematic application of the scientific and disciplined inquiry approach to study a problem.

Humanistic practitioners Students will learn to respect and appreciate that educational research is a systematic application of their commitment to ethics, which requires documented and trustworthy information about educational problems, issues, and topics. Finally, this course aims to make students become critical thinkers, objective evaluators, and informed decision makers. It provides classroom activities to increase the knowledge/skill set necessary to become proficient users of research in education, both in theory and practice.

Learning Objectives: 2009 CACREP Standards comprised in this course: STANDARD LISTING Learning Objective/Standard

Learning/Activity

Outcomes/Assessments

Knowledge 1. Understand the studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation (CACREP Sec. II G 8. a) (SC-I5) 2. Realize the importance of research and opportunities and difficulties in conducting research in their profession (CACREP Sec. II G 8.c.) (SCI5) 3. Comprehend research methods such as qualitative, quantitative, single-case designs, action research, and

Fraenkel & Wallen, (2010)

Examinations, Research Article Critiques, and Research Protocol





Designed By: Christopher C. Mathis, Jr., PhD.

3

4.

5.

1.

2.

3.

1.

2.

3.

4.

5.

6.

IV.

outcome-based research (CACREP Sec. II G. 8.b.) Effectively use technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy (CACREP Sec. II G. 8.b.) Students will learn the importance of ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies (CACREP Sec. II G. 8.f.) Skill Design a research proposal using standard research or mixed methods on a current issue (CACREP Sec. II G. 8.b.) Determine what statistical analysis is needed to answer research questions (CACREP Sec. II G. 8.b.) Incorporate the use of technology in analyzing raw data (CACREP Sec. II G. 8.b.) Disposition Learn to respect and appreciate educational research (CACREP Sec. II G. 8.a.) Become trustworthy about educational problems, issues, and topics (CACREP Sec. II G. 8.a.) Become critical thinkers, objective evaluators, and informed decision makers Appreciate the value of research in delivering quality teaching and education program in schools Commit to data driven (M.Ed.); (M.S.); and (M.A.T.) programs Commit to using innovative research approaches










Examinations, Research Article Critiques, and Research Protocol Examinations, Research Article Critiques, and Research Protocol







Fraenkel & Wallen, (2010) Fraenkel & Wallen, (2010)


A. Academic Requirements Students are expected to satisfactorily complete the following assignments and activities:


4 1. Assigned Readings. Students are expected to complete all assigned readings, as specified. 2. Class Participation. Students are expected to actively participate in class discussions, group activities, and simulations. 3. Students are reminded that they must meet all applicable Administrative Requirements governing the completion and submission of Written Assignments, which are specified in the next section of this document. For a list of class meetings, assignments, and due dates, as well as additional information please refer to, “Schedule of Class Meetings and Assignments”. 4. Examinations. Five (5) Examinations will be administered to students; Consisting of multiple choice, matching, and/or True/False questions. For information regarding examination content, class meetings, and dates of examinations, please refer to the “Schedule of Class Meetings and Assignments”. However, students who do not make at least 160/200 will be allowed to take the re-test version of (4) exam only. The 2nd test will count as a grade (for one can only make 160 on the exam), regardless of what one might score. 5. Critique of Research Article or Study. Students will write a critique of a research article/study (2) of not more than three (3) pages summarizing the research and findings. The critique should contain information related to the following (as available): Introduction, Purpose of Study, Research Question, Significance of Study, Limitations, Selection of Sample, Procedures, Development of Instrument, Collection of Data, Analysis of Data, and Findings. The source of the information (Reference) should be placed at the end of the critique, using the acceptable format specified by the American Psychological Association (APA) Style Manual 5th Edition. 6. Research Proposal. Students will design and develop their own individual research proposal of at least twenty (20) and not more than thirty (30) pages. The research proposal will be presented in both oral and written format. For the most part, the research proposal should address the following topics. B. Administrative Requirements Written Assignments a. All work must be written using the American Psychological Association (APA) Style Manual, Fifth Edition. A copy of this publication may be found in the library. Please refer to the “handout”, “American Psychological Association Guidelines for Term Papers”, which will be provided by the instructor. b. Written assignments should be typed (double-spaced). Five (5) points will be deducted from assignments that are not double-spaced, and font should be Times Roman and/or Garamond, Font size 12. c. Written assignments should be submitted on time and free of spelling and grammatical errors. Five (5) points will be deducted from all assignments late, or containing spelling and/or grammatical errors. d. Written assignments should not be placed in folders, report covers, or binders; but instead, should be stapled in the top left-hand corner. e. Written assignments should contain a cover page with the following information: Name of Student/Date 2. Attendance Students are expected to adhere to the attendance requirements set forth by SC State University: a. Class attendance is expected of all students (sign in sheet), and report to class on time. b. Attendance for this class will strictly follow the policies established by SC State University.

Method of Evaluation Designed By: Christopher C. Mathis, Jr., PhD.

5 The final grade for the semester will be determined by professor’s evaluation of class participation, student performance on assigned reports, and student achievement on text book chapters. Examinations:

50%

Critiques:

15%

Research Proposal: 35% Maximum 





Academic Requirement/Component Examination No. 1

50 item exam (100)

(Points) 100

Examination No. 2

50 item exam (100)

100

Examination No. 3

50 item exam (100)

100

Examination No. 4

50 item exam (100)

100

Examination No. 5

50 item exam (100)

100 500

Critique of Research Article/Class Critique of Article No. 1

25

Critique of Article No. 2

25


25


25

Critique of Class

50 150

Research Proposal

250 100 1000

(Power Point Presentation) TOTAL

System of Grading 900 – 1000 801 – 899 701 – 800

Dates/Sessions

Objectives/Groups Introduction Overview of Syllabus

Session 1 Session 2

The Nature of Educational Research The Research Problem Variables & Hypothesis Ethics in Research Article Critique Review

Grade (Points) A B C

Assignments/Topic to be discussed Pre-Knowledge Assessment survey Demographic Sheet Overview of Class Structure Ch.1: The Nature of Educational Research Ch. 2: The Research Problem Ch. 3: Variables & Hypothesis Ch. 4: Ethics in Research Discussion of Research Topics


6

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9 Session 10 Session 11 Session 12 Session 13 Session 14

Session 15

Exam No. (1) Chapters (1-4) Review of Literature Sampling Instrumentation Validity & Reliability Internal Validity Research Article Critique due (1/2) Experimental Research Correlational Research Casual Comparative Research Survey Research Exam No. (2) Chs.(5-9) Out-of-Class Assignment Exam No. (3) Chs.(13-17) The Nature of Qualitative Research Observation & Interviewing Content Analysis Ethnographic Research Historical & Action Chapter (I) Draft of Research Proposal Completing of Ch. (1) Research Proposal Descriptive Statistics Inferential Statistic Statistics in Perspective Exam No. (4) Chs.(18-23) Chapter (II) Draft of Research Proposal Critique of Research Article Due (3/4) Exam No. (5) Chs. (10-12) Chapter (III) Draft of Research Proposal Handout (Critique via Professor) Criteria/Evaluation Ch. (3) Completed Due Hand-on Learning assignment Hand-on Learning assignment Class time to work on Group Presentations Class time to work on Group Presentations Power Point Presentations Evaluation of presentations via/professors Each group has 30 mins. (25-05) Evaluation of Course via University

Handout of Ch. (1) Outline Ch. 5: Review of Literature Ch. 6: Sampling Ch. 7: Instrumentation Ch. 8: Validity & Reliability Ch. 9: Internal Validity Critique of Research Article (1/2) Ch. 13: Experimental Research Ch. 15: Correlational Research Ch. 16: Casual Comparative Research Ch. 17: Survey Research Library Time (Eric Search, etc.) Qualitative Research Methodologies Ch. 18: The Nature of Qualitative Research Ch. 19: Observation & Interviewing Ch. 20: Content Analysis Ch. 21: Ethnographic Research Ch. 22/23:Historical & Action Research Handout of Ch. (II) Outline Critique of Chapter (I) Research Proposal Ch. 10: Descriptive Statistics Ch. 11: Inferential Statistics Ch. 12: Statistics in Perspective Handout of Ch. (II) Outline Critique of Chapter (II) Research Proposal Ch. (1 &2) Completed Due Critique of Chapter (II) Research Proposal Professor & Group will critique work Work on Research Proposal Professor & Group will critique work Power-Point Training Criteria/Evaluation Class critique/Suggestions for Course (handout) Handout of Group Presentation ~ Criteria Finalizing Group PowerPoint Presentation Oral Presentation by Groups Groups (1, 2, 3, 4 & 5) Class Critique Due Presentation of Final grade by Professor


7 REFERENCES Eisenhart, M. (1999), on the subject of interpretive reviews: Review of Educational Research, 68(4), 391-399. Gail, J. P., Gall, MD., & Borg, W. R. (1999), Applying educational research: A practical guide (4th Ed.). New York: Addison Wesley Longman. Gay, G. R. & Airasian, P. (2000), Educational research: Competencies for analysis and application (6thed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Neuman, S.B. (1999), Books make a difference, A study of access to literacy: Reading Research Quarterly 34 (3), 286-311. Patten, M.L. (2002), Proposing empirical research: A guide to the fundamentals (2nd Ed.), Pyrczak Publishing. Plake, B.S., & Impara, J.C. (Eds.): 1999), Supplement to the thirteenth mental measurement yearbook. Lincoln, NE: The Buros Institute of Mental Measurements/University or Nebraska-Lincoln. Pyrczak, F. & Bruce, R. R (2093), Writing empirical research reports: A basic guide for students for the social and behavioral science (4th Ed.). Pyrczak Publishing. Scwandt, T.A. (1999), The interpretive review of educational matter: Is thee any other kind? Review of Educational Research, 48(4), 409-412. Shanahan, T. (2000): Researc h synthesis: Making sense of the accumulation of acknowledge in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr, (Eds.), Handbook of reading research (Vol. III, PP. 209-226). Mahway, NJ: Lawrence Erlbaum Associates. Williams, C.L. (1999). Preschool deaf children’s use of signed language during writing events: Journal of Literacy Research, 31 (2), 183-212. HISTORICAL REFERENCES Ashton, P., Webb, R.B., & Doda, N. (1983): A study of Teacher’s sense of efficacy: Financial report executive summary. Gainesville, FL: University of Florida. Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn: Educational Leadership, 45(2), 40-48. Johnson, R.W. (1993). Where can tea her research lead? One teacher’s daydream: Educational Leadership, 51(2), 66-68. Johnston, C., & Mash, E.J. (1989): A measure of parenting satisfaction and efficacy: Journal of Clinical Child psychology, 18, 167-175. Kamil, M.L., Langer, J.A., & Shanahan, T. (1985): Understanding research in reading and writing; Boston: Allyn and Bacon. Swanson, B.B. (1985). Teacher judgements of first graders’ reading enthusiasm: Reading Research and Instruction, 25, 36-41. Wilson, S. (1997). The use of ethnographic techniques in education; research: Review of Educational Research, 47, 245-265. Designed By: Christopher C. Mathis, Jr., PhD.

Course Syllabus ED 503-Human Growth and Development DEPARTMENT OF COUNSELOR EDUCATION

School of Education South Carolina State University Orangeburg, South Carolina Instructor’s Name:

Dr. Lucinda Barron

Department:

Counselor Education

School:

Dept. of Human Services

Course Prefix, Number and Title:

ED503-Human Growth and Development

Instructor’s Building/Office Number:

Turner Hall, D-Wing, Offc 253

Instructor’s Office Telephone Number: (803)536-7049/(803)536-7147 Instructor’s E-Mail Address:

[email protected]

FAX Number: 803-536-8841 REQUIRED TEXT

Papalia, D. E. & Feldman. R. D. (2012). Human development. (12th ed) New York: McGraw-Hill.

COURSE CONTENT Education 503: Human Growth & Development - Three (3) Semester Credit Hours This course is a study of the processes of human growth and development during the life span (from conception to death). Particular emphasis is placed on the physical, mental, emotional and social growth of the individual as well as on the significance of controlled and uncontrolled environmental influences on the behavior and learning processes. COURSE RATIONALE The purpose of this course is to acquaint in-service teachers, prospective counselors, and other professionals who work with children, adolescents and older persons with the holistic development of people from the prenatal state to old age. This knowledge

enables a person to detect unique qualities and to make adjustments for individual differences encountered when teaching, counseling, or working with varied age categories. The model that undergirds this course is competency/performance-based. The content and requirements reflect the overall theme of the education program: “The Professional Educator as an Effective Performer, Reflective Decision Maker, and Humanistic Practitioner.” Consistent with the purpose evidenced in this theme the course seeks, through a series of learning activities, to produce students who are (1) reflective before making decisions, (2) effective throughout their performances, (3) sensitive to cultural differences in people, and (4) global in their perspective. COURSE OVERVIEW The course is an examination of development of a person throughout the span of life from more than one perspective. After the introduction of theories of development, genetics, and prenatal influences, the content flows in chronological development, that is, from infancy to early childhood, middle childhood, adolescence, young adulthood, old age, to death. Although development is holistic in nature, this course discusses various aspects of it, such as cognitive, physical, social, and emotional, in each category of the afore mentioned chronology. Up-to-date research findings are used to assist with the formation of clear concepts.

INSTITUTIONAL OUTCOMES AND LEARNING OBJECTIVES Institutional Outcomes

This educational psychology course of human growth and development produces effective performers capable of demonstrating instructional and pedagogical competencies in content areas, exercising reflective thinking, a depth of knowledge in understanding of the process of human development consistent with that of national, state and national standards. Reflective decision makers are professional educators who demonstrate the ability to make informed decisions and problem solve based on conscious consideration of their students’ needs and the technical, educational and ethical consequences of their decisions. Humanistic practitioners demonstrate cross-cultural understanding, open- mindedness, appreciation of other peoples’ values, beliefs and points of view. Teacher candidates are able to demonstrate the ability to understand and incorporate diverse issues related to sociopolitical, economic, and historical experiences of individuals or groups critical of human differences. Teacher candidates work effectively with all students regardless of their race, sex, age, socio-economic level or exceptionalities.


1. Know theories of individual and family development and transition across the life span. CACREP Sec II G3a

Learning Activity Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development )2009) (11th ed)

Outcome/Assessment Chapter Quiz Final Exam Midterm Exam Group Discussion Rubric

Chapter Powerpoint Group Discussion Questions

Knowledge 2. Comprehend theories of learning

and personality development. CACREP Sec II G3b

Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development )2009) (11th ed)

Chapter Quiz

Chapter Powerpoint

Group Discussion Rubric


Group Discussion Questions Knowledge

3. Evaluate human behavior, including understanding developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior. CACREP Sec II G3f


Chapter Quiz Midterm Exam Final Exam Group Discussion Rubric

Chapter Powerpoint Video: Foundations of Development Group Discussion Questions

Knowledge




Knowledge

5. Know professional organizations, primarily ACA, its divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphases. CACREP Sec II G1f Knowledge 6. Examine individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups. CACREP Sec II G2d




Chapter Quiz


Midterm Exam Final Exam Group Discussion Rubric

Chapter Powerpoint Video: Foundations of Development Group Discussion Questions

Knowledge 7. Identify multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally. CACREP Sec II G2a


Knowledge 8. Be informed of ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. CACREP Sec II G1j


Knowledge 9. Define, discuss, and evaluate the phases of child development. CACREP Sec II G3a

Chapter Powerpoint Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development )2009) (11th ed)




Chapter Quiz Midterm Exam Final Exam

Group Discussion Rubric Chapter Powerpoint

Research Application Paper Rubric

Group Discussion Questions Research Application Paper

Knowledge 10. Identify the many influences that shape a child’s life. CACREP Sec II G3c




Knowledge 11. Effectively conduct relevant research in helping children and parents. CACREP SEC II G3e

Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed)


Chapter Powerpoint Knowledge 12. Be able to discuss environmental and biological variables that influence child development. CACREP Sec II G3f


Group Discussion Rubric Chapter Quiz Midterm Exam Final Exam

Chapter Powerpoint

Group Discussion Questions

Knowledge 13. Understand and appreciate the

Readings: Diane Papalia, Sally Wendkos

Chapter Quiz

importance of the prenatal period Olds, Ruth Duskin Feldman. and the use of technology in Human Development (2009) planning for a child’s growth. (11th ed)

Knowledge 14. Develop an appreciation for the variety of problems some children and adolescents encounter.

Chapter Powerpoint Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed)

Midterm Exam Final Exam Group Discussion Rubric


Chapter Powerpoint

15. Know and understand the effects of crises, disasters, and other trauma-causing events on persons of all ages.

Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed)


Section II G3c; G1c; G5g

Skills: The Candidate will: Learning Objective/Standard 1. Identify and understand physical, cognitive, social, and emotional norms of each stage of child development: infancy, early childhood, middle childhood, and adolescence.

Learning Activity Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed) Chapter Powerpoint

Group Discussion Questions

Outcome/Assessment Chapter Quiz Midterm Exam Final Exam Group Discussion Rubric

2. Interpret data and childhood behaviors using theoretical approaches.


Chapter Quiz Midterm Exam Final Exam

Article Critique Rubric

Chapter Powerpoint

3. Explain the basic unit of heredity, the gene, and how it affects child growth and development

Group Discussion Questions Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed)


Chapter Powerpoint

4. Provide child development related rationales for choosing specific goals, strategies, and standards when working with children and families.

Group Discussion Questions Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed)

Chapter Quiz Chapter Quiz Midterm Exam Final Exam Group Discussion Rubric

Chapter Powerpoint

5. Work cooperatively with parents to enhance their children’s growth and development.

Readings: Berk, Laura. (2012). Infants and Children: Prenatal Through Middle Childhood. (7th ed) Chapter Powerpoint Group Discussion Questions


6. Discuss the use of The S. C. Comprehensive Developmental Guidance and Counseling Program Model in making and executing a plan of action for internship activities



Group Presentation

Dispositions: The Candidate will:

Learning Objective/Standard 1. Write reaction papers to 5 research articles.

Learning Activity Readings: Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed)

Outcome/Assessment

2. Recognize the value of reflecting activities through lecture and group activity.



Group Discussion Questions 3. Assume the professional responsibility to stay abreast of current research through reaction/summary papers.

Diane Papalia, Sally Wendkos Olds, Ruth Duskin Feldman. Human Development (2009) (11th ed) Research Application Paper Group Presentation

Midterm Exam Final Exam Research Application Paper Rubric

4. Realize the importance of an inclusive educational system that focus on children and adolescent development.



Learning Objectives Knowledge The Candidate will: 1. Identify the theories of individual and family development and transitions across the life span; 2. Know the life-span developmental perspective. 3. Comprehend theories of learning and personality development 4. Know the heredity, environmental influences and the prenatal development. 5. Know the childbirth and the neonate development. 6. Review the studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities; 7. Identify multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally; 8. Understand attitudes, beliefs, and acculturative experiences, including specific experiential learning activities; 9. Comprehend counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body; 10. Describe the theories of multicultural counseling, theories of identity development, and multicultural competencies 11. Know human behavior, including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior; 12. Recognize strategies for facilitating optimum development over the life span; and 13. Be informed of the ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. 14. Know the study of human development over the life span. 15. Know theories of Development.

Skill

The Candidate will: 1. Know how to analytical reading. 2. Know how to critically think. 3. Know how to be attentive listeners. 4. Know how to take good notes. 5. Know how to use the library for research. 6. Know how to clear memorization. 7. Know how to understand time frames. 8. Know how to write and articulate. Disposition The Candidate will: 1. Encourage positive attitudes toward androgynous behavior. 2. Encourage students t feel their self-worth. 3. Recognize social, cultural, and racial issues to include family/parent education. COURSE REQUIREMENTS A. 1. 2. 3. 4. 5.

Students are required to: Attend each class session and participate in activities. Read text chapter assignments before lectures and discussions. Write an acceptable typewritten APA style term paper. Present all assignments, written and oral, when due. Perform successfully (80% or better) on all examinations.

B. Special Vocabulary Words and Terms 1. Notice key terms and words as they appear in bold print in the margins of the pages of the text. 2. Pay close attention to other terms and words used in classroom situations. C. 1. 2. 3. 4. 5. 6. 7. 8.

Skills Needed Analytical reading Critical thinking Attentive listening Good Note taking Use of library Clear memorization Understanding of time frames Writing articulation

D. Special Resources to be Used (Media) 1. Visual technology may be used in lectures and presentations to facilitate clarity in online presentation and discussion. 2. The Internet, Blackboard and Whittaker Library are to be used for reference materials and technological updating. 3. Video taping will be used for further understanding.

COMPETENCIES A. Generic 1. Use standard English in writing and speaking. 2. Read with comprehension. 3. Organize materials in sequential/logical order. 4 Use card catalogue, computer technology to retrieve informational materials in the library. 5. Analyze and evaluate research. 6. Manage time efficiently. B. South Carolina State Department of Education Competencies 1. Demonstrate knowledge of human developmental theory and research as the relate to the educational, social, psychological, physical, and emotional growth of students. 2. Demonstrate knowledge related to the needs and problems of exceptional children. 3. Recognize social, cultural and racial issues to include family/parent education. 4. Determine reasons for child abuse and methods for the prevention of it. 5. Demonstrate knowledge of the law as it relates to child abuse and caregivers, teachers and other individuals who work with students. 6. List steps in the development of sex role identification. 7. Demonstrate an understanding of human sexuality. 8. Recognize personal and social issues involved with drug abuse. 9. Develop an attitude of acceptance of humans with different sexual preference, ethnic orientation, and race. 10. Encourage positive attitudes toward androgynous behavior. 11. Know researched patterns of development. 12. Encourage students to feel their self-worth.

C. Praxis II Competencies (formerly National Teachers Examination/NTE) 1. Explain the four domains into which human development is often separated. 2. Identify research methods through which developmental data is collected. 3. List the developmental stages from conception to death. 4. Differentiate between environmental and biological effects during the life span. 5. Match theories of development in relationship to continuity vs. discontinuity in the developmental process. 6. List the steps of the steps of the scientific method. 7. Compare and contrast the theories of development of Freud, Erikson, Skinner, Bandura, Bruner, Maslow, Rogers, Piaget, and Lorenz. 8. Explain the part that genetics plays in physical, mental, emotional and social development. 9. Name and explain common abnormalities related to genes and chromosomes. 10. Trace the zygote through its prenatal development.

11. Explain the process of birth, etc. D. Global/international Competencies 1. Compare educational practices in various countries with developmental research. 2. Examine parenting patterns around the world. 3. Compare nutrition, life-style and health care to longevity of life, productivity and other social problems in various countries. 4. Recognize the interdependence of people in various countries in relationship to careers and job opportunities. 5. Chart the death rate of babies in various countries of the world. E. Multi-Cultural Competencies 1. Recognize the physical differences of various ethnic groups. 2. Eliminate language that connotes racism, sexism, and ageism in all written material. 3. List unique qualities of males and females. 4. Compare learning styles of various ethnic groups. 5. Compare family patterns of various ethnic groups. RESEARCH UNDERGIRDING COURSE CONTENT A. See References in the textbook, Experience Human Development (2012) by Papalia, D. E. & Feldman, R. D. B. See Suggested Readings at the end of each chapter. COURSE REQUIREMENTS Assignments: Students are responsible for assignments and materials/assignments presented in lectures, oral presentations, and Research Application Paper, Article Critiques, tests, oral presentations, and the final exam. All written assignments should have a cover page, be typed in 12-point font (Courier New, Times Roman, or Courier), and doubled spaced. Exams: Students must take exams when assigned. A student must present prior notification and a valid physician’s excuse to the instructor to re-schedule an exam. The instructor may give pop tests at anytime. Class Attendance/Promptness: Attendance is expected at every class. Only one excused absence is acceptable per Instructor’s approval in writing. Any unexcused absence will result in a 0 on an assignment. Student promptness is expected for every class period. Tardiness is unprofessional and will result the lowering of the student’s grade. Article Critiques: Students should critique 5 articles from acceptable sources in educational research (see Appendix A). The instructor has indicated the due date for each article in the course outline section and no

extensions to these dates will be given. Students’ articles must be no longer than 2 typed double spaced pages in length.

Research Application Paper: Research Application Paper 1. Select an aspect of human development that you would like to investigate and for which you have available a real-life example you can access. 2. Locate at least 5 pieces of research-based literature that you can relate to your example-either research studies, research reviews, or chapters in scholarly books.

3. One of the following kinds of real-life examples may be used: A case study of an individual, in which you describe how this aspect developed as the individual got older. Include how other people responded to this aspect and, if possible, the individual’s perception of this aspect. Observation or interview data you gather to document this aspect in one or more individuals. (See rubric for evaluation) 4. Your paper should have the following sections: a. Introduction: A description of the aspect you are investigating. 20 points b. Review of Research: A description of relevant information from your research sources. 20 points c. Application: Ways in which the research you have reviewed relates to or explains your example. 30 points d. Conclusion: Summarize what you have learned. Determine whether the information corroborates with the information from your sources. Indicate whether it does or does not. 20 points e. Reference list: List at least 5 references you used. 10 points

5. Papers should be typewritten, double-spaced using 12 font, and 8-10 pages. Use APA style for typing format. Typing or spelling errors should be corrected on the copy you turn in. Make an extra copy in case I misplace the paper. Papers are due on July 16th.

Professional Organizations: All counselor education majors should join the following organizations: South Carolina Counseling Association (SCCA). Contact Mrs. Linwood Floyd, P.O. Box 723, Clinton, South Carolina 29325; American Counseling Association (ACA) and American School Counseling Association (ASCA).

I.

COURSE OUTLINE OUTLINE OF COURSE CONTENT Session 1 Chapters 1 & 2: The Study of Human Development Theory and Research Assignment/Activities: Introduction/Course Syllabus/discussion. Next class: read and study Chapters 1& 2. Session 2 Chapters 3 & 4: Forming a New Life Birth and Physical Development during the First Three Years Assignments/Activities: Lecture/discussion. Continue Chapter 3 & 4. Video: Foundations of Development Session 3 Chapter 5: Cognitive Development during the First Three Years Lecture/Discussion/Activities. Key terms and Major Concepts. Next class: read and study Chapter 6. Video: Foundations of Development

Session 4 Chapter 6:Psychosocial Development during the First Three Years Assignments/Activities: Lecture/Discussion. Key terms and Major Concepts. Next class read and study Chapters 7 & 8 Due next class is Article Critique 1.

Session 5 Chapters 7 & 8: Physical and Cognitive Development in Early Childhood

Psychosocial Development in Early Childhood Discussion Questions due Assignments/Activities: Turn in Article Critique 1. Lecture/Discussion on Chapter 2. Key terms and Major Concepts. Next class: Read and study Chapter 9 Video: Foundations of Development Due next class: Article Critique 2.

Session 6 Chapter 9: Physical and Cognitive Development in Middle Childhood Discussion Questions Due Turn in Critique 2. Assignments/Activities: Lecture/Discussion. Key terms and Major Concepts. Before class: read and study Chapter 10: Video: Middle Childhood Due next class: Critique 3.

Session 7 Chapter 10: Psychosocial Development in Middle Childhood Oral Questions due. Assignments/Activities: Turn in Article Critique 3. Lecture/Discussion. Key terms and Major Concepts. Before class: read and study Chapter 11. Video: Middle Childhood

Session 8 Chapter 11: Physical and Cognitive Development in Adolescence Questions due. Lecture/Discussion. Key terms and Major Concepts.

********Take mid-term on Chapters 1-11.******** Next class read and study Chapter 12.

Session 9 Chapter 12: Psychosocial Development in Adolescence Questions due.

Video: Adolescence Lecture/Discussion. Key terms and Major Concepts. Turn in Article Critique 4.

Session 10 Chapter 13: Physical and Cognitive Development in Emerging and Young Adulthood Questions due. Assignment: Young Adulthood Comprehensive Questions Lecture/Discussion. Key terms and Major Concepts.

Session 11 Chapter 14: Psychosocial Development in Emerging and Young Adulthood Questions due. Assignment: Comprehensive Questions Lecture/Discussion. Key terms and Major Concepts. Turn in Article Critique 5.

Session 12 Chapter 15: Physical and Cognitive Development in Middle Adulthood Assignment: Activity Lecture/Discussion. Key terms and Major Concepts.

Session 13 Chapter 16 : Psychosocial Development in Middle Adulthood Assignment: Middle Adulthood Lecture/Discussion. Key terms and Major Concepts.

Session 14 Chapters 17 & 18: Physical and Cognitive Development in Late Adulthood

Psychosocial Development in Late Adulthood Questions due. Assignment: Death & Dying Internet Video: Aging Population Lecture/Discussion. Key terms and Major Concepts.

Session 15

II.

Final Comprehensive Exam

LIBRARY ASSIGNMENTSCritique articles from professional journals. Research Application Paper

III.

SPECIAL COURSE REQUIREMENTS A. Critiques B. Research Application Paper

Oral Presentations are held every week. Groups will be assigned questions from each chapter. Each person in the group is responsible for responding to questions.

VII.

METHODS OF EVALUATION

GRADING SCALE A 900-1000 B 800-899 C 700-799

Articles Critiques (5) 200 Midterm Exam 200 Final Exam 200

Professional Organizations/Assignments 100 Research Application Paper 100 Class participation and preparation of activities 200 Group Assignments (turn in at end of semester) TOTAL = 1000

REFERENCES Eggen, Paul & Don Kauchak (2001). Educational Psychology: Windows on Classrooms. Upper Saddle River, NJ: Prentice-Hall, Inc. Gredler, Margaret E. (2001). Learning and Instruction. Upper Saddle River, NJ: Prentice-Hall, Inc. Kim, M., McGregor, K.K., & Thompson, C.K. (2000). Early lexical development in English and Korean-speaking children: Language-general and language-specific patterns. Journal of Child Language, 27, 225-254. Kimmel, D.C. (2002). Aging and sexual orientation. In B.E. Jones & M.J. Hill (Eds.), Mental health issues in lesbian, gay, bisexual, and transgender communities. (Review of psychiatry, Vol. 21, pp. 17-36). Washington, DC: American Psychiatric Publishing. Mayer, Richard E. (2002). The Promise of Educational Psychology; Volume II: Teaching for Meaningful Learning. Columbus, Ohio: Prentice-Hall, Inc. Miller, Patricia H. (2002). Theories of Developmental Psychology. New York, NY: Worth Publishers. Quist, J.F., & Kennedy, J.L. (2001). Genetics of childhood disorders: XXIII.ADHD, part 7: The serotonin system. Journal of the American Academy f Child and Adolescent Psychiatry, 40, 253-256. Taylor, Ronald L. (2003). Assessment of Exceptional Students. Boston, MA: Allyn and Bacon. Tangney, J.P. (2001). Constructive and destructive aspects of shame and guilt. In A.C. Bohart &

D.J. Stipek (Eds.). Constructive and destructive behavior,pp.127-145. Washington, DC: American Psychological Association. Tanner, J.M., Healy, M., & Cameron, N. (2001). Assessment of skeletal maturity and prediction of adult height (3rd d.). Philadelphia: Saunders. Walden, T., Lemeris, E., & Smith, M.C. (1999). Friendship and popularity in reschool classrooms. Early Education and Development, 10, 351-371.

HISTORICAL REFERENCES Aldwin, C.M., Sutton, K.J., & Lachman, M. (1996). The development of coping resources in adulthood. Journal of Personality, 64, 91-113. Chasteen, A.L., (1994). “The world around me”: the environment and single women. Sex Roles, 31, 309-328. Dorris, M. (1989). The broken cord. New York: Harper & Row. John, R. L. (1995). Classroom Learning & Teaching. White Plains, NY: Longman Publishers. Pipes, P.L (1996). Nutrition in infancy and childhood (6th ed.). St. Louis: Mosby. Rappaprt, L. (1993). The treatment of nocturnal enuresis-Where are we now? Pediatrics, 92, 465-466. Scabini, E., & Cigoli, V. (1997). Young adult families: An evolutionary slowdown or a breakdown in the generational transition? Journal of Family Issues, 18, 608-626. Scaramella, L.V., Conger, R.D., Simons, R.L., & Whitbeck, L.B. (1998). Predicting risk for pregnancy by late adolescence: A social contextual perspective. Developmental Psychology, 34, 1233-1245. Vygotsky, L.S. (1987). Thinking and speech. In R.W. Rieber, & A.S. Carton (Eds.), & N. Minick

(Trans.), The collected works of L.S. Vygotsky: Vol. 1 Problems of general Psychology, (pp.37-285. New York: Plenum. (Original work published in 1934). Walco, G. A. (1997). Growing pains. Developmental and Behavioral Pediatrics, 18, 107-108.

Online References Adjunct ERIC Clearinghouse of School Counseling Services http://www.library.unt.edu/ericscs American Counseling Association http://www.counseling.org/ American School Counselor Association http://www.schoolcounselor.org/ Counseling Today Online http://www.counseling.org/ctonline LISTSERVES Counseling Grads is an e-mail group http://www.egroups.com/list/counselinggrads/ intended for counseling grad students for the exchange of ideas and information which pertains to counseling education and counseling as a profession. Information about joining is at website. Graduate Students in Counseling [email protected] In the body of the message type subscribe COUNSGRADS Firstname Lastname. The owner is Darcy Haag Granello, PhD, Counselor Education, School of Physical Activity & Educational Services, The Ohio State University GUIDANCE -- S.C. K-12 Guidance [email protected]

Counselors List)

ED 518 History and Philosophy of Education School of Teacher Education South Carolina State University Instructor: Prof. W. N. Pruitt Email: [email protected] Office Phone: 536-8703 Fax: 803 536-8269 Office Bldg/Room No: Turner Hall A – wing B102 Office Hours: Tuesdays – 3:00-5:00 pm & 8:00-9:00 pm Wednesday – By Appoint. Thursdays – 3:00-5:00 pm & 8:00-9:00 pm Fridays – 10:00 am-Noon Saturday – 10:00 am-Noon I.

Course Description ED 518

3 Credits

Ed 518. A study of the major phases of educational development from various important periods in world history such as Periclean Greece to the American Revolution and a history of education in the United States from 1865 to the end of World War I to the present time. II.

Rationale The course is designed to help graduate education majors to become more cognizant of the philosophical and sociological foundations of American education. This course is designed to offer an avenue for the student to seriously inquire into ideas and traditions of educational thought. Several philosophical positions will be introduced along with the major philosophers to enhance the awareness of historical and modern foundation in education. In our present society, it is imperative that students are able to make reflective decisions and to understand the nature of multiculturalism that exists throughout the world. Therefore, this course assists students in acquiring a Global perspective in the development of these skills. This will serve to make them effective performers with Humanistic attitudes.

III.

Course Overview Major concepts in this course are presented in three units. Unit I covers the two oldest and most discussed philosophers in our society. Idealism and realism and places considerable emphasis on the aims and methods of these philosophies and the way in which they relate to education. This unit also discusses the differences

1

between religious realist and those who don’t believe in any organized religion. Unit II discusses pragmatism and reconstructionism and the impact of these two schools of thought on our present system of education. Darwin’s theory of survival of the fittest and Dewey’s theories of development are treated in the unit. In Unit III time is devoted to the concepts of existentialism, behaviorism and analytic philosophy. Skinnerian thought along with some of the phenomenological thoughts of Heidegger, et al are treated in this unit, Unit IV covers the research and critical analysis aspects of history and philosophy in depth. Contributions and implications for education of a number of philosophers are covered. A. Major Concepts Taught a. The development of Idealism b. The development of modern Idealism c. Idealism as a philosophy of education d. Critique of Idealism in education e. Classical realism f. Development of modern Realism g. Contemporary Realism h. Realism as a philosophy of education i. Roots of the Pragmatic world j. The American Pragmatists B. Media 1. Same transparencies will be used in lectures and presentations. 2. The Lewis Learning Laboratory is used for reference materials. 3. Filmstrips are used when possible.

2

IV.

Institutional Outcomes Institutional outcomes and objectives are significant for thoroughly grasping an understanding our present society. It is imperative that students are able to make reflective decisions and to understand the nature of multiculturalism that exists in the world. Effective Performers are developed via the course’s focus on theoretical conclusions about the history and philosophy of education. The effective performer will know the major concepts of idealism, and idealism as a philosophy of education, critique of idealism in education, classical realism, development of modern realism, contemporary realism, realism as a philosophy of education, roots of the Pragmatic world and the American pragmatists. Reflective decision makers are professional educators who are capable of making rational decisions and solve problems relative to students’ knowledge/skill/ability levels, degree of interest in understanding the history and philosophy of education. Humanistic practitioners must consider the unique norms, traditions and beliefs of persons of diverse races, ethnicities, cultures, geographic regions, sexual orientations, genders, handicapping condition, economic backgrounds, generations, etc. The professional must reflect on his/ her own perspectives relative to the history and philosophy of education in educational endeavors.

LEARNING OBJECTIVES: 2009 CACREP Standards comprised in this course: STANDARD LISTING Learning Objective/Standard Knowledge 1. Know how to behave in a professional manner, including respecting human rights, encouragement of students self-worth, interaction with colleagues, parents students and the public in a responsible way, and respecting of community standards.

Learning/Activity

Outcomes/Assessments Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports

3

2. Understand how students socioeconomic status, culture, race, type of setting in which students live, sex roles, developmental patterns and maturation, and shifting societal patterns affect interpersonal relationships (CACREP Sec. II G 2. b.). 3. Compare and contrast the educational philosophies of other countries with that of the United States (CACREP Sec. II G 2. a.). 4. Recognize the influence of government on education.

5. Compare and contrast the processes of discipline in the United States and of other countries. 6. Compare some of the belief systems of other countries with those of the United States relative to the process of education. 7. Identify studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious

Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports

Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports

4

and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities (CACREP Sec. II G 2. b.). 8. Recognize multicultural and pluralistic trends, including characteristics and concerns between and within diverse group nationally and internationally (CACREP Sec. II G 2. a., b.) 9. Know attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities. 10. Comprehend counselors’ roles in social justice, advocacy and conflict resolution, cultural selfawareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind or body (CACREP Sec. II G 2. f.) 11. Identify the studies that provide an understanding of counseling and consultation processes (CACREP Sec. II G. 5 c., f.) Skill 1. Demonstrate knowledge


Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports


Quizzes, Periodical

5

of the philosophy that under girds our present educational system. 2. Recognize social and cultural problems relating to our philosophy of education. 3. Recognize specific areas where the educational philosophy has changed over the past thirty years (i.e. discipline handicapped students, etc.) 4. Develop an attitude of acceptance of humans of differences.

5. Recognize social and cultural issues including family/parent education.

6. Demonstrate an understanding of problems affecting schools, such as the teaching of evolution. Disposition 1. Understand theories, concepts, and vocabulary related to of an educational philosophy. 2. Discussion articles on history and philosophy.

3. Demonstrate knowledge of theories, concepts, and vocabulary on two tests.

Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports

Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports, Individual oral reports Quizzes, Periodical Evaluations, Mid-term and Final Examinations, Individual written reports,

6

Individual oral reports

V.

Outline of course content 1. Idealism and Education (Class Session #1&2) 2. Realism and Education (Class Session #3&4) 3. Pragmatism and Education (Class Session #5&6) 4. Reconstructionism and Education (Class Session #8&9) 5. Behaviorism and Education (Class Session #10&11) 6. Existentialism Phenomenology and Education (Class Session#12) 7. Analytic Philosophy and Education (Class Session #13)

VI.

Special Course Requirements 1. Attend class regularly and participate in activities 2. Read assignments in preparation for lecture/discussions 3. Develop two (2) written papers on selected philosophers, their lives, works and contributions 4. Develop hypothetical school philosophies in small group activities 5. Perform successfully on at least two exams (to include final) 6. Each student is expected to purchase a textbook for this course 7. Written and oral reports are due or presented on the dates scheduled 8. Ten clock hours of Pre-Step experiences Each student is expected to have at least one conference with the instructor regardless of his/her progress in class. Students who experience difficulty in completing the aforementioned requirements are encouraged to meet with the instructor during scheduled office hours for assistance and support recommendations.

VII.

Evaluation Procedures a. Quizzes b. Periodical Evaluations c. Mid-term and Final Examinations d. Individual written reports (All reports should be done in APA style) e. Individual oral reports f. Class participation including small group work

VIII. Grading Scale The grades for this course will be determined by performance on the above activities. A: 90 – 100 B: 80-89 C: 70-79 D: 60-69

7

F: Below 60 Written Report Format on Four Philosophers 1. Name of Philosopher 2. Biographical sketch 3. Statement of educational philosophy 4. Contributions and/or implications for education 5. References (minimum of three) 6. All written reports should be done in APA style. IX.

Pre-Step A. Pre-Step/Service Learning-A reflective Journal is required for this fieldbased experience. The Pre-Step and Service Learning Program is a set of field-based experiences, which provide education majors opportunities to enhance their foundation of knowledge, theory and practice. This experience should provide students with an understanding of age level characteristics, social, physical, emotional and cognitive development. The students will achieve the following objectives: a. b. c. d.

B.

Identify age level characteristics of students. To attempt to determine the philosophical approach to the teacher. Describe student variability in terms of diversity and academic skills. Identify a) objectives for a lesson, b) content of lesson, c) at least one strategy used by the teacher, and d) the discipline plan.

Students are expected to govern themselves according to attendance rules and regulations in the student catalog.

Assignment 1. Provide one-to-one assistance to students. 2. Assist with activities such as shows, science fairs, sports and projects. 3. Read to individuals and small groups. 4. Perform any tasks assigned by the cooperating teacher. Evaluation These criteria’s will be used to award credit: 1. The student must complete at least ten (10) hours of Pre-Step. 2. A one-page reflective paper must be completed. 3. Percent of final grade for course.

8

References Textbook: Ozmon, Howard A, and Craver, Samuel M. (2008). Philosophical Foundations of Education. 8th edition, Columbus, Ohio: Merrill. Bowyer, C.H. (1992) Winter. In Phraise of the Cognitive emotions and other essays in the Philosophy of education: The Educational Forum. V. 56, p.199-201. Dewey, John. (1975). Moral Principles in Un

. Carbondale, ILL: Southern Illinois

University Press; Arcturus Books edition. Dsovza, M.O. (1992). Philosophy of Education and the Education of Teachers. Interchange, Vol. 23, No. 3, p.255-64. Ediger, M. (1992). Philosophy of Education and the Mathematics Curriculum, Journal of Instructional Psychology via Dec. 92 p. 236-40. Goodlad, John I. (1982). A Place called School. New York, New York: McGraw Hill Gutek, Herald. (1988). Philosophical and Ideological Perspectives on Education. Boston, Mass: Allyn & Bacon. Johnson, Tony. (2002). Historical Documents in American Education. Boston, Mass: Allyn & Bacon. Power, Edward. (1982). Philosophy of Education: Studies in Philosophies, Schooling, and Educational Policies. Illinois: Waveland Press, Inc. Pulliam, John D. History of Education in America. (1991). 4th ed. Columbus, Ohio: Merrill. Satre, Jan Paul. (1956). Being and Nothingness. Translated by Hazel Barnes. New York: Philosophical Libraries.

9

Stone, F. A. (2003). Theodore Brameld’s educationalreconstruction: An intellectual biography. San Francisco: Caddo Gap Press. Westbrook, R.B. Aug. (1992). Schools for Industrial Democrats: The social origins of John Dewey’s Philosophy of Education. Vol. 100. p. 401-19. American Journal of Education. Jacobson, David A. (2003). Philosophy in Classroom Teaching. Upper Saddle River, New Jersey, Merrill Prentice Hill. The Encyclopedia of Philosophy of Education, http://www.educacao.pro.br The Internet Encyclopedia of Philosophy, http://www.utm.edu/research/iepl Stanford Encyclopedia of philosophy, http://plato.stanford.edu/contents/html www.duboisic.org/html/DuDoisBio.html www.maxinegreene.org

10

Course Syllabus - South Carolina State University

Course Syllabus - South Carolina State University

Suggest Documents

Course Syllabus University of South Carolina- Aiken AEDU N651 ...

Course Syllabus - Boise State University

Course Syllabus - Sonoma State University

Course Syllabus - Boise State University

Course Syllabus - Winona State University

Course Syllabus - Central State University

elementary education - South Carolina State University

ID 602 Course Syllabus - Ball State University

Course Syllabus Fall 2013 - Colorado State University

Creative Leadership syllabus Rev5 - University of South Carolina

COURSE SYLLABUS - Regent University

course syllabus - Liberty University

COURSE SYLLABUS - Liberty University

Course Syllabus - Philadelphia University

Course Syllabus - Philadelphia University

COURSE SYLLABUS - Regent University

South carolina pulp and paper mills - State of South Carolina

Who Runs South Carolina State Government? - The South Carolina ...

Aiken State Park Trail - South Carolina Parks - South Carolina Parks ...

course syllabus - Liberty University

Course Syllabus - Drexel University

Course Syllabus - Philadelphia University

Course Syllabus - Bloomsburg University

South Carolina State Plan Amendment