CED 713 Introduction to School Counseling Counselor Education Program University of Nevada, Las Vegas FALL 2014

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1 CED 713 Introduction to School Counseling Counselor Education Program University of Nevada, Las Vegas FALL 2014 Instructor Dr. Randy Astramovich, Ph.D., NCC, NCSC Associate Professor National Certified Counselor National Certified School Counselor Office: CEB Phone: Office Hours During Fall 2014 my office hours are by appointment on Tuesdays and Wednesdays. Please be sure to me in advance to arrange a specific appointment time. Course Meetings & Times This course will combine both traditional classroom meetings and distance-based learning in order to accommodate the busy schedules of 21 st century graduate students. Refer to the Course Calendar for the schedule of face-to-face (F2F) and distance (DE) course meetings. 1. COURSE DESCRIPTION Introductory course designed to provide students with understanding of the basic roles and functions of the school counselor at the elementary, middle, and high school levels as well as history and current trends in the profession. This course meets CACREP core standards for school counseling programs (SC A ; SC B.1.2) 2. COURSE OBJECTIVES & CACREP STANDARDS ADDRESSED Objectives for this course were developed to meet the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) core standards for school counseling programs. Page 1 of 11

2 Upon completion of this course, new school counselors will understand: 1. History, philosophy, and trends in school counseling and educational systems (CACREP SC A.1); 2. Ethical and legal considerations specifically related to the practice of school counseling (CACREP SC A.2, SC B.1); 3. Roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school (CACREP SC A.3, SC B.2); 4. Professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling (CACREP SC A.4); 5. Current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program (CACREP SC A.5); 6. 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 (CACREP SC A.6); and, 7. Operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events (CACREP SC A.7). 3. TEXTS, READINGS, & WEB-BASED COURSE CONTENT Textbook Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2 nd ed.). Upper Saddle River, NJ: Pearson. Readings Additional course readings will be made available on WebCampus. WebCampus Students are responsible for activating and accessing WebCampus for this course. Please be sure to access/login to WebCampus regularly I will send announcements to the class via WebCampus. You may access WebCampus at: https://webcampus.unlv.edu/ Page 2 of 11

3 For technical difficulties or troubleshooting in the use of WebCampus please contact the UNLV IT Help Desk at or online at: https://oit.unlv.edu/help/it-help-desk 4. COURSE ASSIGNMENTS, OUTCOMES & GRADES 1. Module Critical Thinking Discussions (25 points each, 2 per module (modules 1-4) = 200 points) Please refer to the Critical Thinking Discussion Expectations and Rubric at the end of the course syllabus. 2. School Counseling Practice Model Project (150 points) Please refer to the School Counseling Practice Model Project Expectations and Rubric at the end of the course syllabus. 3. School Counseling Critical Incident Project (150 points) Please refer to the School Counseling Critical Incidents Project Expectations and Rubric at the end of the course syllabus. Final course grades will be assigned based on the following point distribution: A B C F ADDITIONAL UNIVERSITY POLICIES Academic Misconduct Academic integrity is a legitimate concern for every member of the campus community; all share in upholding the fundamental values of honesty, trust, respect, fairness, responsibility and professionalism. By choosing to join the UNLV community, students accept the expectations of the Academic Misconduct Policy and are encouraged when faced with choices to always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in a manner compatible with UNLV s function as an educational institution. An example of academic misconduct is plagiarism. Plagiarism is using the words or ideas of another, from the Internet or any source, without proper citation of the sources. See the Student Academic Misconduct Policy (approved December 9, 2005) located at: Copyright The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The university will neither protect nor defend you nor Page 3 of 11

4 assume any responsibility for employee or student violations of fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary action under University policies. Additional information can be found at: Disability Resource Center (DRC) The UNLV Disability Resource Center (SSC-A 143, ) provides resources for students with disabilities. If you feel that you have a disability, please make an appointment with a Disabilities Specialist at the DRC to discuss what options may be available to you. If you are registered with the UNLV Disability Resource Center, bring your Academic Accommodation Plan from the DRC to me during office hours so that we may work together to develop strategies for implementing the accommodations to meet both your needs and the requirements of the course. Any information you provide is private and will be treated as such. To maintain the confidentiality of your request, please do not approach me before or after class to discuss your accommodation needs. Religious Holidays Policy Any student missing class quizzes, examinations, or any other class or lab work because of observance of religious holidays shall be given an opportunity during that semester to make up missed work. The make-up will apply to the religious holiday absence only. It shall be the responsibility of the student to notify the instructor no later than the end of the first two weeks of classes, September 6, of his or her intention to participate in religious holidays which do not fall on state holidays or periods of class recess. This policy shall not apply in the event that administering the test or examination at an alternate time would impose an undue hardship on the instructor or the university that could not reasonably been avoided. For additional information, please visit: Incomplete Grades - The grade of I Incomplete can be granted when a student has satisfactorily completed all course work up to the withdrawal date of that semester/session but for reason(s) beyond the student s control, and acceptable to the instructor, cannot complete the last part of the course, and the instructor believes that the student can finish the course without repeating it. A student who receives an I is responsible for making up whatever work was lacking at the end of the semester. If course requirements are not completed within the time indicated, a grade of F will be recorded and the GPA will be adjusted accordingly. Students who are fulfilling an Incomplete do not register for the course but make individual arrangements with the instructor who assigned the I grade. Tutoring The Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex (SSC). Students may learn more about tutoring services by calling (702) or visiting the tutoring web site at: UNLV Writing Center One-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling The student s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: Rebelmail By policy, faculty and staff should students Rebelmail accounts only. Rebelmail is UNLV s official system for students. It is one of the primary ways students receive official university communication such as information about deadlines, major campus events, and announcements. All UNLV students receive a Rebelmail account after they have been admitted to the university. Students e- mail prefixes are listed on class rosters. The suffix is Page 4 of 11

5 CED 713 Introduction to School Counseling Dr. Randy Astramovich University of Nevada, Las Vegas Dates Topics Assignments Monday 8/25/14 4 p.m. 6:45 p.m. [In Class Meeting] Course Overview School Counseling in the 21 st Century: Challenges & Opportunities Discuss Preparation of SC Practice Model Project (CACREP SC A.3, B.2) MODULE ONE The Profession of School Counseling Weeks of: 9/1/14 09/8/14 History of School Counseling Professional School Counselor Identity (CACREP SC A.1, B.1) Read: Text Chapters 1 and 2 View: Dr. Randy s Module 1 Presentation Discuss: Module 1 Discussions Collaborate: SC Practice Model Project [Distance Education] MODULE TWO Organizing School Counseling Programs Week of: 09/15/14 [Distance Education] Monday 9/22/14 4 p.m. 6:45 p.m. [In Class Meeting] MODULE THREE School Counseling Services Week of 9/29/14 [Distance Education] MODULE FOUR Evaluation & Advocacy Week of 10/6/14 [Distance Education] Monday 10/13/14 4 p.m. 6:45 p.m. [In Class Meeting] Comprehensive School Counseling Programs The ASCA National Model Models of Delivery Systems (CACREP SC A.3, A.4, A.5) Putting School Counseling Models into Practice SC Practice Model Project Presentations Discuss Preparation of Critical Incidents Project (CACREP SC A.5, A.6) Counseling Guidance Curriculum Collaboration and Consultation Legal & Ethical Issues in School Counseling (CACREP SC A.2, A.5, A.6, A.7) Accountability, Action Research, and Data-Driven Outcomes Leadership, Advocacy, and Coordination (CACREP SC A.5, A.6) Critical Incidents in School Counseling Presentations and Discussion Future Trends in School Counseling (CACREP SC A.6, A.7) Read: Text Chapters 4, 5, and 6 View: Dr. Randy s Module 2 Presentation Discuss: Module 2 Discussions Collaborate: SC Practice Model Project Due: SC Practice Model Presentations Read: Text Chapters 8,9, and 3 View: Dr. Randy s Module 3 Presentation Discuss: Module 3 Discussions Collaborate: Critical Incidents Project Read: Text Chapters 7, 10, and 11 View: Dr. Randy s Module 4 Presentation Discuss: Module 4 Discussions Collaborate: Critical Incidents Project Due: Critical Incident Presentations Page 5 of 11

6 Critical Thinking Discussion Post Expectations & Rubric For each course module you will complete two critical thinking discussions based on material covered in the lectures and readings. Each discussion is designed to help you synthesize and evaluate the concepts you are learning. The following criteria must be met in your discussion responses: Responses to each discussion must be a minimum of 350 words. Please note that the 350 word minimum response for each discussion does not include the original question wording or the APA references provided at the end of each discussion. Your response word count is the original text that you write for the discussion. Also, you may not use any direct quotes of references in your responses (use of direct quotes will result in no credit being given for the discussion). For each discussion you will include the citation of at least one academic journal article from an American Counseling Association (ACA) academic journal. Some of the ACA journals you may reference include: Journal of Counseling and Development, Journal of Mental Health Counseling, Professional School Counseling, Measurement and Evaluation in Counseling, and Counselor Education and Supervision. It is your responsibility to verify that the journal article comes from an actual ACA division journal. Note that Counseling Today is not an ACA peer-reviewed journal. Once you have utilized a reference in a module discussion, it then becomes retired and you may not use it again as a reference in other discussions for the remainder of the class. In other words, for each discussion you will locate a new reference and it may not be used again in other discussions for the current module or for discussions in other modules. Page 6 of 11

7 Discussion responses will be evaluated with the following rubric: Unsatisfactory (0-17 points) Satisfactory/Good (18-22 points) Excellent (23-25 points) Discussion Response Discussion response fails to appropriately address the question. Response fails cite at least one ACA journal article, citing within the text of the answer and listed in the reference list at the end of the discussion. Or question response is not least 350 words. Discussion response appropriately addresses the question. Response cites at least one ACA journal article, citing it within the text of the answer and listed in the reference list at the end of the discussion. Question response is at least 350 words. Discussion response demonstrates a high level of critical thinking and analysis of the question. Response cites at least one ACA journal article, citing it within the text of the answer and listed in the reference list at the end of the discussion. Question response is at least 350 words. Page 7 of 11

8 School Counseling Practice Model Project Objectives: 1. Increase your breadth of knowledge about models of school counseling and roles of the school counselor in 21 st century schools. 2. Apply knowledge of school counseling models to a specific school, based on an evaluation of school demographics and data. 3. Identify an appropriate school counselor led plan and intervention(s) to address an area of concern in a school. 4. Identify appropriate outcome measures to assess success of the plan and intervention(s). Procedure: With your assigned group you are to develop a 30 minute presentation that: 1. Highlights a specific school (Elementary, Middle, or High). 2. Overviews and analyses the school demographics. 3. Identifies a specific area of need or of concern based on a review of available school data. 4. Develops a specific plan and intervention(s) to help the school counselor address the need or concern. 5. Demonstrates how the plan and intervention(s) fit into a Comprehensive School Counseling Program (citing specific school counseling models, e.g. ASCA National Model). 6. Identifies potential barriers to the success of the plan or intervention(s) and ways the school counselor might address these. 7. Identifies potential ways the school counselor might evaluate the outcomes of the plan or intervention(s). 8. Provides the class with meaningful references/suggested readings. 9. Poses three questions of the class for discussion. During our in-class meeting, each group will have approximately 30 minutes for their presentation and class discussion. The PowerPoint for your presentation should therefore be limited to slides. Page 8 of 11

9 School Counseling Practice Model Projects will be evaluated using the following rubric: Objective/Criteria School Counseling Practice Model Performance Indicators Unsatisfactory Satisfactory/Good Excellent 0-7 points 8-9 points 10 points School Demographics & Needs School demographics are not identified or needs based on demographic analysis is absent. School demographics are identified but not in depth or needs based on demographic analysis are unclear. Full school demographics are reviewed and clear needs are identified based on data from the demographics analysis. School Counselor Intervention Plan & Models Utilized identify a specific intervention plan and school counseling models used as a guide in the decision making process. Project adequately identifies a specific intervention plan and school counseling models used as a guide in the decision making process. Project identifies a detailed and specific intervention plan including school counseling models used as a guide in the decision making process. Also provides a clear justification or rationale tied to the school needs. Identification of Barriers & Solutions identify potential barriers to the intervention plan or how the school counselor will address them. Project adequately identifies potential barriers to the intervention plan and how the school counselor will address them. Project provides a detailed review of potential barriers to the intervention plan and how the school counselor will address them. Outcomes Assessments identify ways the school counselor could assess the outcomes of the proposed interventions. Project adequately identifies ways the school counselor could assess the outcomes of the proposed interventions. Project provides a detailed review of ways the school counselor could assess the outcomes of the proposed interventions. References & Readings provide references or suggested readings (fewer than 3) points Project provides 3-4 references or suggested readings points Project provides 5 or more references or suggested readings. 20 points Class Discussion Questions Project fails to provide adequate discussion questions to facilitate class Project provided adequate discussion questions that helped facilitate class Project provided high-level discussion questions that helped facilitate critical thinking in the class Note that an individual group member s grade may be adjusted based on feedback from peers regarding collaboration efforts on the project. Page 9 of 11

10 School Counseling Critical Incident Project Objectives: 1. Increase your understanding about the provision of direct counseling services in schools. 2. Apply knowledge of individual, group, and crisis counseling to a specific school incident. 3. Identify an appropriate school counselor led plan and intervention(s) to address a school critical incident. 4. Identify and address potential school counselor ethical and legal issues involved in response to a critical school incident. 5. Identify appropriate outcome measures and follow-up to assess success of the plan and intervention(s). Procedure: With your assigned group you are to develop a 30 minute presentation that: 1. Provides an overview of facts surrounding the identified critical incident 2. Provides a minute role-play demonstration of a school counselor working with a student (or students) regarding a particular concern that has arisen the critical incident 3. Identifies a specific plan and intervention(s) to help the school counselor address the critical incident 4. Identifies and responds to potential school counselor ethical and legal issues involved in response to the critical incident, citing appropriate ethical codes (e.g. ASCA, ACA) 5. Identifies potential ways the school counselor might evaluate the outcomes of the plan or intervention(s) 6. Provides the class with meaningful references/suggested readings 7. Poses three questions of the class for discussion During our F2F class meeting each group will have approximately 30 minutes for their presentation and class discussion. Page 10 of 11

11 School Counseling Critical Incident Projects will be evaluated using the following rubric: Objective/Criteria School Counseling Critical Incident Performance Indicators Unsatisfactory Satisfactory/Good Excellent Description of Critical Incident and Role-play Counseling Demonstration 0-9 points Project fails to provide adequate description of critical incident or demonstration of counseling points Project provided adequate description of critical incident and a basic demonstration of counseling. 15 points Project provided detailed description of critical incident and a realistic and strong example of counseling. Intervention Plan identify a specific intervention plan for the critical incident. Project adequately identifies a specific intervention plan for the critical incident. Project identifies a detailed and specific intervention plan for the critical incident. Ethical & Legal Issues identify ethical and legal issues. Project adequately identifies ethical and legal issues associated with the critical incident. Project provides a detailed review of ethical and legal issues associated with the critical incident and cites ACA and ASCA ethical codes. Outcomes Assessments identify ways the school counselor could assess the outcomes of the proposed interventions. Project adequately identifies ways the school counselor could assess the outcomes of the proposed interventions. Project provides a detailed review of ways the school counselor could assess the outcomes of the proposed interventions. References & Readings provide references or suggested readings (fewer than 3). 0-9 points Project provides 3-4 references or suggested readings points Project provides 5 or more references or suggested readings. 15 points Class Discussion Questions Project fails to provide adequate discussion questions to facilitate class Project provided adequate discussion questions that helped facilitate class Project provided high-level discussion questions that helped facilitate critical thinking in the class Note that an individual group member s grade may be adjusted based on feedback from peers regarding collaboration efforts on the project. Page 11 of 11

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