PROFESSIONAL COUNSELING PROGRAM Middle · PDF fileprofessional school counselor, ... ACA, & TCA), its divisions, ... professional counseling. Lecture/discussion/class

Instructor: Office: Email: Office Hours: * Office Phone: Cell Phone: Class Location: Meeting dates: Course Description: This course presents the principles of developmental school counseling based on the American School Counseling National Model and the Tennessee Model for Comprehensive School Counseling. Competencies and skills to organize, implement, manage, and evaluate a comprehensive school counseling program will be discussed. Topics include the history of school counseling, components of a comprehensive school counseling program, appropriate roles of the professional school counselor, and current trends and issues in school counseling. Required Textbook: Stone, C. & Dahir, C. (2011) The Transformed School Counselor. Objectives: Develop knowledge of history and philosophy of the school counseling profession, including significant factors and

events; Understand the relationship of the school counseling program to the academic and student services program in the

school; Develop and demonstrate knowledge of methods of planning, developing, implementing, monitoring, and

evaluation of comprehensive developmental counseling programs; Understand the relationship of school counselors in elementary, middle, and high schools and the appropriate use

of individual counseling, small group counseling, and large guidance as interventions to assist all students with academic, career, and personal/social development;

Develop knowledge of the role of the school counselor as coordinator of services, consultant, and evaluator of program;

Demonstrate technological competence and computer literacy; Establish professional identity through involvement in professional national and state organizations (ASCA, ACA, &

TCA), its divisions, branches, affiliates, including membership benefits, activities and current emphases; Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age,

gender, sexual orientation, religious and spiritual beliefs, physical and mental status, and equity issues in school counseling;

Recognize counselor’s roles in social justice, advocacy, 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 human spirit, mind, or body.

Students will develop an understanding of program evaluation and assessment in counseling Students will gain an understanding of models of consultation related to counseling

PROFESSIONAL COUNSELING PROGRAM Middle Tennessee State University

1301 East Main Street Murfreesboro, TN 37132

http://www.mtsu.edu/edu_leadership/professional_counseling/

COUN 6160 FOUNDATIONS OF SCHOOL COUNSELING


COUN 6160 Foundations of School Counseling 2009 CACREP Standards

Standard # Core Curricular

Category Standard & Assessment Measures

Assignment/Assessment

II-G-1-a Professional Orientation and Ethical Practice

History and philosophy of the counseling profession

Lecture/discussion/class activities, discussion

board II-G-1-b Professional Orientation

and Ethical Practice Professional roles, functions, and relationships with other human service providers, including strategies for interagency/inter-organization collaboration and communications

Lecture/discussion/class activities, Discussion Board

group presentations II-G-1-f

Optional Professional Orientation and Ethical Practice

Professional organizations, including membership benefits, activities, services to members, and current issues;

Lecture/discussion/class activities, joining professional

organizations II-G-1-g

Optional Professional Orientation and Ethical Practice

Professional credentialing, including certification, licensure and accreditation practices and standards, and the effects of public policy on these issues.

Lecture/discussion/class activities

II-G-1-j Optional

Professional Orientation and Ethical Practice

Ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.

Lecture/discussion/class activities, discussion board,

group presentations II-G-8-a Research and Program

Evaluation The importance of research in advancing the counseling profession Journal Article Review

Assignment II-G-8-e Research and Program

Evaluation The use of research to inform evidence-based practice Journal Article Review

assignment

Evaluation Class Attendance & Participation 40 points Online Discussion Boards 160 points Program Audit/Program Audit/SWOT analysis

100 points

Journal Article Review 100 points Administrator/Teacher Interviews 100 points Comprehensive School Counseling Program Proposal

300 points

Counseling Workshop 200 points TOTAL POINTS 1000 POINTS

Grading Scale Grade Percentage Points Evaluation based on points earned.

A 100-90% 900-1000 Mastery of content/concepts

B 89%-80% 800-899 Good understanding of material

C 79%-70% 700-799 Rather basic understanding, work is needed to perform appropriately and at a professional level

D 69%-60% 600-699 Limited understanding, significant work is needed to perform appropriately and at a professional level

F < 60 Below-600 Measured performance indicates material was not adequately understood

Standard # School Counseling Standard & Assessment Measures Assignment/Assessment SC-A-1 Foundations - Knowledge Knows history, philosophy, and trends in school counseling and

educational systems Lecture/discussion/class

activities, discussion board, group presentations

SC-A-2 Foundations – Knowledge Understands ethical and legal considerations specifically related to the practice of school counseling


group presentations SC-A-3 Foundations – Knowledge Knows roles, functions, settings and professional identity of the

school counselor in relation to the roles of other professional and support personnel in the school

Comprehensive School Counseling Program Proposal;

Administrator/Teacher Interview

SC-A-4 Foundations - Knowledge Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling


SC-A-5 Foundations – Knowledge Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program

Lecture/discussion/class activities, discussion board, journal article review, group

presentations SC-B-2 Foundations– Skills and

Practices Demonstrates the ability to articulate, model and advocate for an appropriate school counselor identity and program

Comprehensive School Counseling Program Proposal

Graded via rubric SC-C-1 Counseling, Prevention

and Intervention – Knowledge

Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students


Program Audit/SWOT analysis SC-C-2 Counseling, Prevention

and Intervention – Knowledge

Knows how to design, implement, manage and evaluate programs to enhance the academic, career and personal/social development of students.

Lecture/discussion/class activities; Comprehensive

School Counseling Program proposal

SC-G-3 Assessment – Knowledge Identifies various forms of needs assessments for academic, career and personal/social development



SC-I-1 Research and Evaluation – Knowledge

Understands how to critically evaluate research Lecture/discussion/class activities; Journal article

review SC-I-2 Research and Evaluation

– Knowledge Knows models of program evaluation for school counseling programs



SC-I-3 Research and Evaluation – Knowledge

Knows basic strategies for evaluating counseling outcomes in school counseling (program evaluation)

Lecture/discussion/class activities; Introduction to

MEASURE, Comprehensive School Counseling Program

proposal SC-I-4 Research and Evaluation

– Knowledge Knows current methods of using data to inform decision-making and accountability (e.g. school improvement plans, school report card)

Lecture/discussion/class activities; Introduction to

MEASURE, Comprehensive School Counseling Program

proposal SC-I-5 Research and Evaluation

– Knowledge Understands the outcome research data and best practices identified in school counseling research literature.

Lecture/discussion/class activities, journal article

review, Discussion Board SC-J-1 Research and Evaluation

– Skills and Practice Applies relevant research findings to inform the practice of school counseling

Comprehensive School Counseling Program proposal,

Counseling workshop presentation

Graded via rubric SC-K-1 Academic Development –

Knowledge Understands the relationship of the school counseling program to the academic mission of the school

Lecture/discussion/class activities;

Administrator/Teacher Interview; Comprehensive


SC-K_2 Academic Development – Knowledge

Understands the concepts, principles, strategies, programs and practices designed to close the achievement gap, promote academic success, and prevent students from dropping out of school

Lecture/discussion/class activities, Comprehensive


SC-M-1 Collaboration and Consultation – Knowledge

Understands the ways in which student development, well-being and learning are enhanced by family-school-community collaboration

Lecture/discussion/class activities; Discussion Board

SC-M-2

Collaboration and Consultation – Knowledge

Knows strategies to promote, develop and enhance effective teamwork within the school and larger community



Knows how to build effective working teams of school staff, parents and community members to promote the academic, career and personal/social development of students



Understands the various peer programming interventions (e.g. peer mediation, peer tutoring, peer mentoring) and hot to coordinate them



SC-O-1 Leadership – Knowledge Knows the qualities, principles, skills and styles of effective leadership

Lecture/discussion/class activities, discussion boards,

Program Audit/SWOT analysis SC-O-2 Leadership – Knowledge Knows strategies of leadership designed to enhance the learning

environment of schools Lecture/discussion/class

activities; discussion boards, Program Audit/SWOT analysis

SC-O-3 Leadership – Knowledge Knows how to design, implement, manage and evaluate a comprehensive school counseling program

Lecture/discussion/class activities, Comprehensive


SC-O-4 Leadership – Knowledge Understands the important role of the school counselor as a system change agent

Lecture/discussion/class activities; discussion board,

Program Audit/SWOT analysis SC-O-5 Leadership – Knowledge Understands the school counselor’s role in student assistance

programs, school leadership, curriculum and advisory meetings Lecture/discussion/class

activities, Administrator/Teacher

Interview, Program Audit/SWOT analysis

SC-P-1 Leadership – Skills and Practice

Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

Comprehensive School Counseling Program proposal

Graded via rubric SC-P-2 Leadership – Skills and

Practice Plans and presents a school counseling-related program for use with parents and teachers

Counseling Workshop Graded via rubric

Assignments

1. Class Attendance and Participation

I. Participation A. Attendance and active classroom participation: Students are expected to attend all face-to-face class

sessions and actively participate in class discussions and activities. Please consult with me if you have an extenuating circumstance that requires you to miss a class. Students are expected to have completed readings and assignments prior to class. Active participation in class discussions and activities is expected. A reading guide will be shared during the first class meeting.(40 points)

B. Online participation: In between each class meeting there will be an online discussion thread/topic. For each discussion topic, you are expected to contribute to the online discussion by (1) posting at least one response to the initial thread; (2) posting at least two responses to two different peer posts. Posts/comments need to be evidenced based---not just your personal opinion. Posts should include references either from texts used in course readings or from peer reviewed journals. Online discussion

rubric will be given out at the first class meeting. There will be 4 online discussion boards; each one is worth 40 points. (160 points)

Postings that simply agree with a previous posting, offer no additional information or thoughts, and demonstrate

no in depth understanding of the information will receive no points.

2. Assessments

A. Administrator/Teacher Interviews: You will conduct two in-depth interviews (one with a teacher and one with a school level administrator). Specific questions and guidelines will be provided in the first class meeting. You will turn in a written paper for each interview (approximately 5-6 pages per interview, APA format). You will present an oral report of approximately 10 minutes to the class on your findings including the main perspectives and themes you found from your interviews. (100 points) DUE DATE: Date

B. School Counseling Program Audit and SWOT analysis: Using the ASCA Program Audit you will interview a practicing counselor to determine where their comprehensive counseling program is in terms of alignment to the ASCA Model. Once the audit is completed, you will use the Strengths/Weaknesses/Opportunities/Threat (SWOT) model to analyze the counseling program. Prepare a 10 minute presentation to share with the class. (100 points) DUE DATE: Date

C. Journal Article Review: Select a research article from a peer-reviewed, school counseling related journal. You will use the evaluation checklist provided during the first class meeting to complete this assignment. Be prepared to discuss your research article in class. (100 points) DUE DATE: Date

D. Comprehensive School Counseling Program: Develop a proposal for a school level comprehensive school counseling program. Specific guidelines will be provided in the first class meeting. Students will work in teams of 3-4 persons to complete this project. You will make a 30 minutes presentation to the class. (300 points) DUE DATE: Date

E. Counselor Workshop for Parents/Teachers: Students will work in teams of 3-4 persons to develop a workshop for parents and/or teachers. The topic should be aligned to the school improvement plans and needs assessment data. Your team will need to develop a lesson plan for the presentation. Additionally, your team should design an organizational “product” which supports the workshop topic. Examples would include a flyer/brochure announcing the workshop; a counseling newsletter for parents or students; an online webpage/website for teachers, students and/or parents; a list of key local community resources for counselors and/or teachers as it relates to the workshop topic. A copy of the lesson plan and product should be shared with classmates. The team will deliver a 30 minute presentation of a portion of the workshop. Your presentation will also need to include specific details on how your team developed the workshop, connection to school improvement plan/goals, and relevant written and internet resources related to the service. Ideas for workshop topics and rubric will be discussed during the first class meeting. (200 points) DUE DATE: Date

3. Resources MTSU has a variety of resources to help the student complete assignments:

• Libraries: www.mtsu.edu/libraries. • Walker Library’s Distance Learning site: http://ulibnet.mtsu.edu/distance. • University Writing Center: Peck Hall 325, 326; 904-8237; www.mtsu.edu/~uwcenter; [email protected]

The University Writing Center (UWC) offers free writing assistance for any writing assignment in any class. The UWC staff, comprised of English graduate assistants, work with students to develop the skills necessary to become a confident, competent writer by providing one-to-one consultations and helpful handouts. The Writing Center offers many online services as well, including a Grammar hotline for quick questions, a learning environment system (LES) email drop box and

http://www.mtsu.edu/libraries

http://ulibnet.mtsu.edu/distance

http://www.mtsu.edu/~uwcenter

chat room, and a website filled with helpful handouts, exercises, and resource links for individual work. The Center provides a free computer lab, located next door to the Center, which affords students the opportunity to immediately incorporate suggestions and assistance gained during their session. The Center is open Monday through Saturday, and access to online services is available 24/7. SMARTTHINKING Online Tutoring Service : SMARTHINKING is the leading provider of online tutoring. Students connect to live tutors from any computer that has Internet access. SMARTHINKING is a virtual learning assistance center. It provides online tutoring 24 hours a day, 7 days a week. To use this service at www.smarthinking.com, access the site with the Username and Password below: Username: full MTSU email address (example [email protected]) Password: MTSU 4. Reporting of Unofficial Withdrawals Federal regulations require that students who cease class attendance but do not officially withdraw from the University must be reported so that future financial aid will cease and/or the student will be required to return funds. Therefore, during the semester the instructor will be required to complete a roster indicating those students who have stopped attending class without officially withdrawing. Faculty members are not required to check attendance each day; however, project submission deadlines, exams, quizzes, advising appointments, or other methods the instructor chooses may be used to determine unofficial withdrawals. 5. Academic Honesty

It is expected that all work you complete for this course is your own. You are expected to include appropriate citations (when applicable) in all of your work for this course. The University policy for academic misconduct will be followed. Academic misconduct includes the following behaviors: plagiarism, cheating, fabrication, or facilitating any such act. The following definitions apply:

• Plagiarism – the adoption or reproduction of ideas, words, statements, images, or works of another person as one’s own without proper acknowledgement.

• Cheating – using or attempting to use unauthorized materials, information, or study aids in any academic exercise. The term academic exercise includes all forms of work submitted for credit or hours.

• Fabrication – unauthorized falsification or invention of any information or citation in an academic exercise. • Facilitation – helping or attempting to help another to violate a provision of the institutional code of academic

misconduct. 6. Confidentiality Being involved in class discussion and small groups usually entails some amount of personal self-disclosure. Because of the nature of vulnerability, trust, and openness needed to learn about counseling, it is extremely important that confidentiality be maintained. Revealing personal information others have shared is a breach of confidentiality and is unethical. If you would like to share with others regarding your experiences, please reveal only your own reactions and understandings, and avoid using names or identifying features of your classmates. It is expected that any person participating in a demonstration, role play, or group activity will have their confidentiality respected. 7. MTSU Professional Counseling Program Dispositions Students in the Professional Counseling Program are required to demonstrate program Dispositions (being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all other academic and professional endeavors. Information regarding demonstration of these dispositions may be communicated to program faculty to be used as a component of the faculty’s continuous evaluation of student progress. (See Professional Counseling Program Handbook at http://www.mtsu.edu/edu_leadership/professional_counseling/ for details).


If you have a disability that may require assistance or accommodations, or if you have any questions related to any accommodation for testing, note taking, reading, etc., please speak with me as soon as possible. You may also contact the Office of Disabled Services (615.898.2783) with any questions about such services. NOTE: The content of this syllabus is subject to change at the discretion of the instructor.

Course Calendar

Date Reading Assignments: The Transformed School Counselor (Dahir & Stone)

Journal Articles/ Supplemental Reading

(all journal articles are available through MTSU’s online journal database)

Week of Date Chapters 1 & 7 Read and have access to the TN Model for Comprehensive School Counseling for class date.

Week of Date Chapter 2 Gysbers, N. (2004) Comprehensive guidance and counseling programs: the evolution of accountability. Professional School Counseling Journal

Week of Date Chapters 3 & 4 Gysbers, N. (2005) Closing the Implementation Gap (www.schoolcounselor.org) Stevens, H., Wilkerson, K. (2010) The developmental assets and ASCA’s National Standards. Professional School Counseling Journal

Week of Date Chapter 8 Dahir, C., Stone, C. (2009) School counselor accountability: The path to social justice and systemic change. Journal of Counseling and Development

Week of Date Chapter 14 Cline, Z., Bissell, J. Hafner, A., Katz, M. (2007). Closing the college readiness gap. Leadership Journal

Week of Date Chapter 6 Lazovsky, R. (2008) Maintaining confidentiality with minors. Professional School Counseling Journal

Week of Date Chapters 9 & 10 Fein, A., Carlisle, C., Isacson, N. (2008) School shootings and counselor leadership….Professional School Counseling Journal Limberg, D., Lambie, G. (2011). Third culture kids: Implications for Professional School Counseling. Professional School Counseling Journal

Week of Date Chapter 11 Preble, B., Taylor, L. (2008/2009) School climate through students’ eyes. Journal of Association for Supervision and Curriculum Development.

Week of Date Chapter 5 Stone, C., Zirkel, P. (2010). School Counselor Advocacy: When law and ethics may collide. Professional School Counseling Journal

Week of Date Chapter 12 Baker, S., Dietrich, V., Robichaud, T., Schreck, R., Wells, S. (2009) School counselor consultation: a pathway to advocacy, collaboration, and leadership. Professional School Counseling Journal

Week of Date Chapter 13 Dahir, C., Burnham, J., Stone, C., Cobb, N. (2010) Principals as partners: Counselors as collaborators. NASSP Bulletin

Week of Date Chapter 15

Class Meetings Topics Assignments Due Date • Overview of Syllabus

• Historical Perspectives on School Counseling

• Philosophy of School Counseling

• ASCA/TN Model/CACREP • Planning & Designing a

Comprehensive Program

Review and have access to the TN Model for Comprehensive School Counseling http://www.tn.gov/education/ci/counsel/

Date • Preparing students to be college and career ready

• Program Implementation, counseling practice,

• Individual, small group, and large group counseling

• Evaluation of journal/research articles

• Evaluation of CSCP’s

Administrator and Teacher Interviews Written Report and Class Presentation School Counseling Program Audit and SWOT Analysis Audit, SWOT Template and Class Presentation

Date • Special Populations (SPED, GLSEN)

• School Safety • Legal and Ethical Issues • Suicide Prevention

Journal Article Review Written Report Comprehensive School Counseling Program Proposal Class Presentation

Date • Working with At-Risk Students • Collaboration/Consultation • Advocacy

School Counselor Workshop for Parent/Teachers Written report and Class Presentation

http://www.tn.gov/education/ci/counsel/

Documents

PROFESSIONAL COUNSELING PROGRAM Middle · PDF fileprofessional school counselor, ... ACA, & TCA), its divisions, ... professional counseling. Lecture/discussion/class