EPSY 502 Professional School Counseling. Instructor: Brett Zyromski, Ph.D Class: My Office: WHAM 222N Phone:

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1 1 EPSY 502 Professional School Counseling Instructor: Brett Zyromski, Ph.D Class: My Office: WHAM 222N Phone: My Office Hours: Purpose: To provide an introduction to the profession, contextual dimensions, and developmental program models of school counseling. Objectives: FOUNDATIONS 1. Students will demonstrate knowledge of history, philosophy, and current trends in school counseling and educational systems. (Item A1 in CACREP Standards for School Counseling Programs) 2. Students will demonstrate knowledge of role, function, and professional identity of school counselors and be able to articulate and model this identity. (Items A2 & B2) 3. Students will demonstrate (a) an understanding and (b) an ability to apply ethical standards (ASCA and ACA) and currant legal precedents that relate specifically to school counseling. (A4) 4. Students will demonstrate the ability to apply ethical standards and legal precedents to specific counseling situations. (B1) COUNSELING, PREVENTION AND INTERVENTIONS 5. Students will demonstrate self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. (D1 of the CACREP Standards for School Counseling Programs) DIVERSITY AND ADVOCACY 6. Students will demonstrate understanding of educational policy and reform in schools and demonstrate knowledge of the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. (E1 of the CACREP Standards for School Counseling Programs) 7. Students will identify community, environmental, and institutional opportunities that enhance, as well as barriers that impede the academic, career and personal /social development of all PK- 12 students. (E2) 8. Students will demonstrate an understanding of the ways in which educational policies, programs and practices can be developed, adapted and modified to be culturally congruent with the needs of students and their families. (E3)

2 2 9. Students will demonstrate advocating for school policies, programs and services that are equitable and responsive to the ethnic, cultural, and socioeconomic differences of all students. (F4) 10. Students will demonstrate promoting that use of counseling and guidance activities and programs by the total school community to enhance a positive school climate. (F5) 11. Students will plan how to engage parents, guardians, and families as necessary to promote the academic, career and personal/social development of all PK-12 students. (F6) ASSESSMENT 12. Students will demonstrate DESIGNING, IMPLEMENTING, MANAGEING AND EVALUATING a systemic and comprehensive counseling and guidance program (e.g., ASCA National Model). (Items H 3 & P1 of the CACREP Standards for School Counseling Programs) 13. Students will demonstrate an understanding of the importance of the school counselor as a systems change agent. (H4) 14. Students will demonstrate familiarity with the integration of technology in the school counselor's role and program management functions, and how this technology can be used for assessment of a school s effectiveness. Textbooks: Cobia, D. C. & Henderson, D. A. (2007). Developing an Effective and Accountable School Counseling Program (2 nd ed.). Upper Saddle River, NJ: Pearson. American School Counselor Association. (2005). The ASCA National Model: A framework for school counseling programs (2 nd ed.). Alexandria, VA: Author. American School Counselor Association. (2004). ASCA National Model Workbook: A companion guide for implementing a comprehensive school counseling program. Alexandria, VA: Author. Selections Available on-line: Gysbers, N., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, VA: American Counseling Association. Notice: Students with learning disabilities or special instructional needs should inform Dr. Zyromski immediately.

3 3 Grades: Grades are based upon the following point totals: Class Participation School Counseling Interview and Matrix Evaluation Student Interview Paper Professional Identity Paper Comprehensive Program Assigned group presentation Possible Total Points Letter grades will be based upon the following point totals: A = B = C = Attendance and Class Participation: Attendance is expected. Effective class participation includes: respectful and non-dominating involvement in class discussions, preparing informative presentations, leading classroom brainstorms, and showing initiative and investment in classroom activities. Also under participation is a personal journal used for processing each class session, and examination of the Portfolio Components at the end of appropriate textbook chapters. School Counseling Interview and Matrix Evaluation: Under Construction Professional Identity Paper: Under Construction Student Interview Paper: You will conduct an interview with a young person who is about the same age as the students you hope to work with as a professional school counselor. The report will be evaluated according to your ability to adequately assess the young person's frame of reference using a constructivedevelopmental model explored in class. A parent/guardian consent is required. Assigned Group Presentation: You will be assigned to a team to present one component of a school guidance program. Points will be assigned for clarity and adding information beyond the textbook s treatment of the subject. Comprehensive Program Proposal: With your classmates, you will develop a comprehensive developmental program proposal for your intended school setting. Projects will be scored according to how well you have: 1) integrated developmental theory into your model, 2) utilized critical components identified in

4 4 class, 3) established a rationale for the design, and 4) developed an effective program evaluation plan. You will be asked to briefly review your program for the class, and possibly to Higher Education students as well. Course Outline: Week 1: Introduction to Professional School Counseling Introduction and review of course expectations Overview of professional school counseling History of the profession Assignments Due: Gysbers & Henderson Chapter 1, On-line through Morris library. Week 2: Professional Issues and Identity Role and Responsibilities ASCA's National Standards State and Proposed National Models Students: Be sure to brainstorm questions for Guest Speaker Lisa Heise for 6/27. Assignments Due: Dahir article & Gysbers & Henderson Chapter 3 & appendix A, Cobia, D.C. & Henderson, D.A. Chapter 1 Guest Speaker Advocating for change in schools Supporting your profession ASCA Assignments Due: House & Hayes article Cobia, D.C. & Henderson, D.A. Chapter 2 & 3 Week 3: Using Developmental Theories - Guest Speaker Common developmental models Working with children and adolescents Group & individual approaches Common Transition Issues Kegan's Impulsive Era (1st Order), Kegan's Imperial Era (2nd Order) Kegan's Interpersonal Era (3rd Order) Assignment Due: Professional Interview Paper Duys & Hobson article & Paisley article Cobia, D.C. & Henderson, D.A. Chapter 6

5 5 Week 4: Comprehensive Program Foundations Comprehensive School Counseling Programs Consultation Program development Collaborating on objectives with staff, parents, and community leaders Assessing needs Developing a vision for your program Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 4 Student Interview Paper Guest Speaker Ethics in professional school counseling Illinois School Code Assignments Due: Sealander article Gysbers & Henderson appendix B Cobia, D.C. & Henderson, D.A. Chapter 12 Week 5: Comprehensive Program Design Developing specialized programs & individual planning Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 7 & 8 Guidance Curriculum Report & Individual Planning Report - Response Services Transitioning to a comprehensive guidance program Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 9 & 10 Counselor Delivered Interventions Report & Counselor-Supported Interventions Report Week 6: Comprehensive Program Delivery & Management Time management Coordinating resources and team members Using data management software, web pages, and pda's Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 11 Sabella & Booker article Van Horn & Myrick article Systems Support Report

6 6 Comprehensive program evaluation Assignment Due: Gysbers & Henderson Chapter 10 & appendices M, N, O, P, Q Week 7: Program Presentations Comprehensive Program Presentations Assignment Due: Comprehensive program proposal Course evaluation Exam Current Course Syllabus revised by Gail G. Mieling, Ph. D., LCPC, Illinois Certified School Counselor Emergency Procedure Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT s website at Department of Safety s website (disaster drop down) and in Emergency Response Guideline pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.

7 7 Bibliography American School Counselor Association. (1999). Role statement: The school counselor. Alexandria, VA: Author. CACREP Standards for 2008 (Proposed). Standards for school counseling programs: Evidence-Based standards. Mieling, G. (2006). Sylabus for EPSY 502, Professional School Counseling. Winnicott, D.W. (1965). The maturational process and the facilitating environment: Studies in the theory of emotional development. London: Hogarth Press. All students: Review for a brief overview of plagiarism and the benefit of accurate citations within your work.

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