HUNTER COLLEGE DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS COUNS 722: SCHOOL-BASED CONSULTATION
|
|
- Stephanie Smith
- 8 years ago
- Views:
Transcription
1 1 HUNTER COLLEGE DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS COUNS 722: SCHOOL-BASED CONSULTATION COURSE DESCRIPTION This course provides counselors with the knowledge and skills necessary to engage in consultation, collaborative problem solving, and systems level interventions in school settings. Theories, models, and processes of consultation and change with administrators, teachers, parents, community and mental health agencies, and students will be examined. Consultation within a cross-cultural and ethical framework will be emphasized. Particular attention is given to students with learning and behavioral problems. The majority of this course will be devoted to instruction in skills and strategies required to conduct collaborative consultative services through lecture, applied case work, group work, student presentations, role play, self appraisal, and class discussion. PRE-REQUISITES COCO 700,701,702, 706, 718, 719,725 & COUNS 717 CO-REQUISITES COCO 726 COURSE OBJECTIVES 1. Students will learn strategies to promote, develop, and enhance effective teamwork within the school and larger community. 2. Students will learn theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate. 3. Students will learn strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children. 4. Students will learn knowledge and skills to assess, develop and conduct programs that are designed to enhance students academic, social, emotional, career, and other developmental needs. 5. Students will be able to identify system-wide changes needed to more effectively assess and develop strategies to address the educational needs of all students, and in particular, to facilitate life adjustment of children and youth with disabilities. 6. Students will gain an understanding of the impact of culture and language as related to consultation and advocacy. 7. Students will gain an understanding of the ethical and legal considerations of consultations in the school setting. METHODS OF INSTRUCTION Weekly sessions will center on lectures and there will be group discussions related to reading material and course assignments.
2 2 REQUIRED READING Brown, D., Pryzwansky, W., & Schulte, A. (2001). Psychological Consultation and Collaboration (6 th ed). Boston: Pearson. Cobia, D.C. & Henderon, D.A. (2007). Developing an effective and accountable school counseling program (2 nd ed). New Jersey: Pearson- Merrill/Prentice Hall. Ethics for the American School Counselor Association Gibbs, J.T., & Huang, L.N. (Eds). (2003). Children of color: Psychological interventions with culturally diverse youth (2 nd ed). San Francisco: Jossey-Bass. Kampwirth, T.J. (2006). Collaborative consultations in the schools. (3 rd ed). Columbus, Ohio: Pearson-Merrill Prentice Hall. RECOMMENDED READINGS Additional readings will be distributed at the discretion of the professor COURSE REQUIREMENTS 1. Attendance and Class Participation This is an applied course for which attendance and participation are mandatory. Students who miss more than two classes may have their grade lowered by one-half a grade and may be asked to repeat the course. If you are ill or have an emergency, please notify the Professor before class, when possible. Repeated tardiness will also impact your grade. Consultation Projects (60%): a. Assignment 1: An interview with the School Psychologist, Speech Pathologists and Special Education Instructor i. Purpose: To develop contacts and professional relationships within schools to understand individual perceptions of collaboration and consultation. ii. Requirement: You are required to interview the school Psychologist, Speech Pathologies and Special Education Instructor. After completing the interviews, write a complete summary of the information. 1. Sample Questions: Additional interview questions will be developed in class via lectures and readings a. Based on your experiences within schools, what has been the best collaborative consultative experience you had?
3 3 b. What qualities are important in a good consultant based on your experience? What has not been helpful? c. How do you collaborative with other professional within your school community? d. What leadership styles do you find work best work in various settings i.e. groups, team meetings, consultations e. What challenges have you encountered? f. What ethical considerations do you face? Paper should be 6-8 pages in length. b. Assignment 2: Interview with Teacher and Student File Review i. Purpose: To interview a regular or special education teacher about a specific student who may be dealing with a behavioral challenge and review the student s file. ii. Requirement: 1. Ask your supervisor to identify a teacher/ student who may need a consultation. Parental permission has to be provided in order to discuss the student and review the files. 2. After completing the teacher interview and review of files, write a complete summary of the information. The following questions must be asked in the teacher interview: a. How long have you known the student? b. What background information do you have about the student? Strengths and weaknesses? c. What are the primary concerns? Describe the behavior? d. When and where does the behavior occur? How many times per day? What is the impact of the behavior? What happens before the behavior is exhibited? e. What interventions have been attempted? How long were the interventions implemented? What worked? What hasn t worked? f. How does the student work with peers? g. Are there any family stressors that may impact behavior? What are the family strengths and resources? What type of outcome do you envision for this student? 3. Student File Review: When reviewing the student file, look for the following information: a. Student s primary language b. Family of origin s primary language
4 4 c. ELL (English Language Learner) testing/information d. Cultural Background e. Educational History i. School attendance ii. Previous schools f. Illnesses/disabilities g. Vision/ hearing test results h. Progress/report cards and previous teacher comments i. Behavior reports i.e. Suspensions/incidents j. Reports of abuse or neglect k. If the student is a special education student, include their current identified disability i. How does the disability impact their current functioning Paper should be 6-8 pages in length. c. Assignment 3: Classroom Observation: i. Purpose: To observe the identified student across different school settings. ii. Requirements: Ask the teacher for the best times to observe the student, 1 hour structured and 1 hour free-structured time. The observations may be broken into half-hour segments, if the ultimate goal is to collect specific data on frequency of behavior. The observations should occur on different days. Record your behavioral observations according to the behavioral checklists used at the school. The ultimate goal of the observation is to provide objective and non-bias information and how the student interacts within the classroom environment. Present the information gleaned form the observation in a written format that utilizes required forms and a brief summary. The following information should be included: a. Name of student/ date of birth/ description b. Grade/ Date of observation/ Time c. Teacher d. # of students in classroom e. Description of referring behaviors f. Description of setting and instructional period g. Where is the student situated in the room? h. How is the student interacting with the instructional materials? i. How does the student interact with peers/teacher?
5 5 j. If recoding frequency of a specific behavior, if possible refer to the number of occurrences within a specific amount of time. Paper should be 4-6 pages in length. 2. Case Presentation (20%): The class will be divided into teams to present the cases developed from compiling data from the individual assignments. Students are encouraged to be CREATIVE in presenting the cases. Power point presentation, printed media, role play, audio/visual aids add to the presentation. The presentation should address the stages of consultation and collaboration. All team members will receive the same grade for the presentation. The presentation must include a role-play of the consultant presenting the information gleaned from Assignments 1, 2, & 3 and an intervention to the student, teacher, administrator and parents. The following will be evaluated: a. Presentation planning b. Outline of presentation format c. Description of case d. Description of problem e. Description of resources available f. Description of limitations of the systems in which problems are embedded g. Description of activities and key interventions h. Ability to disseminate information in consultation and in presentation i. Feasibility of solutions j. Ethical considerations and issues k. Ability to empower and encourage advocacy l. Recommended reading list and parent resources m. Overall presentation of the case in class 3. Final Exam (10%): A comprehensive final examination will be administered at the end of the course. It will be comprised of multiple choice, short answer, and essay questions. The test will assess comprehension and application, text and lecture materials. 4. Special topic papers/ Process logs (5%): (CACREP Standards met: A1-10-, B1-7, K1b, K1c) Throughout the course students will be required to attend/participate in and write reaction papers processing their experiences in the following school based meetings/ consultations: a. IEP Meetings b. Student/Parent/Teacher Meetings c. Suspension/Detention Meetings d. Parent Teacher Association Meetings (PTA) Grading Procedure Paper should be 2-3 pages in length.
6 6 Attendance, Class Participation, Dispositions: (5%) Consultation Projects: (60%) a. Assignment 1: (20%) b. Assignment 2: (20%) c. Assignment 3: (20%) Case Presentation: (20%) Final Examination (10%) Reaction Papers (5%) 100% Graduate Grades Scale: A % A % A % B % B % B % C % C % F 69.9% and below
7 7 COURSE CONTENTS Session Topic Readings Author-Ch Assignment due 1 Intro to course and consultation 2 Overview of School Based Consultation DPS 1 K-1 3 Models of Consultation DPS-2,3,4 K -2 4 Communication, Leadership, and Interpersonal Skills DPS-7 K-3 5 Ethics and Advocacy DPS-12,13 K-4 ASCA code 6 Consultation Stages and Processes DPS-6,9 K-5 Assignment 1 Standards met K1b, K1f, A1, A2, A4, A5, B1, C2a, K1b, K1f, A1, A2, A4, A5, B1, C2a, K1b, K1f, A1, A2, A4, A5, B1, C2a, A10, K1h, K2f K1b, K1f, A1, A2, A4, A5, B1, C2a, 7 Students w/ Emotional and K-6 Assignment 2 K3a-e Behavioral Disorders 8 Students w/academic K-7 K3a-e Learning Disabilities 9 Consultations with parents &/or caregivers DPS-10 K5a-g, A2, A4, A5, B1-6, 10 Systems-level consultations DPS-5 K5a-g, A2, A4, A5, B1-6, 11 Program Evaluation/ CH 4,5 Assignment 3 K3b,K3c,K4a-I, K8a-f, Development/Impleme A2, A5, B2-6, ntation C1a-g, C2d, C3ad 12 Impact of Culture and GH selected Presentations K2a-f, A7, B1, C3a-d Language ch. 13 Data-based decision making DPS-11 Presentations K8d,K8e,K7a-i 14 Community Building and Advocacy 15 Final Examination K-8 Presentations K1bm K6b, K6e, K6g, A2, A4, A5, A8, B2-6, C2a-b, Expectations for Written Proficiency Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic
8 8 levels. For more information, see In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops. Integrity and Plagiarism. Hunter College has subscribed to the online company, Turnitin.com. Turnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized. In this course, Turnitin.com is used to deter students from plagiarizing material. Please be aware that student papers will be examined from time to time. Students who plagiarize will be punished. Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures. Statement of Reasonable Accomodation. In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations. For further information and assistance please call ( )/TTY ( ). CACREP STANDARDS MET BY THIS COURSE K.1.b. professional roles, functions, and relationships with other human service providers; c. technological competence and computer literacy; K.1.f. public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession; K.1.h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. 2. SOCIAL AND CULTURAL DIVERSITY - 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 including all of the following: K.2.a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally; K.2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities;
9 9 K.2.c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups; K.2.d. 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; K.2.e. theories of multicultural counseling, theories of identity development, and multicultural competencies; and K.2.f. ethical and legal considerations. K.3.a. theories of individual and family development and transitions across the life span; K.3.b. theories of learning and personality development; K.3.c. 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; K.3.d. strategies for facilitating optimum development over the life span; and K.3.e. ethical and legal considerations. K.4.a. career development theories and decision-making models; K.4.b. career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems; K.4.c. career development program planning, organization, implementation, administration, and evaluation; K.4.d. interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development; K.4.e. career and educational planning, placement, follow-up, and evaluation; K.4.f. assessment instruments and techniques that are relevant to career planning and decision making; K.4.g. technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world wide web sites;
10 10 K.4.h. career counseling processes, techniques, and resources, including those applicable to specific populations; K.4.i. and ethical and legal considerations. K.5.a. 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; K.5.b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries; K.5.c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling; K.5.d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling; K.5.e. a general framework for understanding and practicing consultation. Student experiences should include an examination of the historical development of consultation, an exploration of the stages of consultation and the major models of consultation, and an opportunity to apply the theoretical material to case presentations. Students will begin to develop a personal model of consultation; K.5.f. integration of technological strategies and applications within counseling and consultation processes; and K.5.g. ethical and legal considerations. K.6.b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles; c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature; K.6.e. approaches used for other types of group work, including task groups,
11 11 psychoeducational groups, and therapy groups; K.6.g. ethical and legal considerations. K.7.a. historical perspectives concerning the nature and meaning of assessment; K.7.b. 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 methods, behavioral observations, and computer-managed and computerassisted methods; K.7.c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; K.7.d. reliability (i.e., theory of measurement errbr, models of reliability, and the use of reliability information); K.7.e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity); K.7.f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations; K.7.g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling; K.7.h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and K.7.i. ethical and legal considerations. K.8.a. the importance of research and opportunities and difficulties in conducting research in the counseling profession; K.8.b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research; K.8.c. use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy; K.8.d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications; K.8.e. use of research to improve counseling effectiveness; and
12 12 K.8.f. ethical and legal considerations. A.1. history, philosophy, and current trends in school counseling and educational systems; A.2. relationship of the school counseling program to the academic and student services program in the school; A.4. strategies of leadership designed to enhance the learning environment of schools; A.5. knowledge of the school setting, environment, and pre-k-12 curriculum; B.1. advocacy for all students and for effective school counseling programs; B.2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students; B.3. integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-k-12 students in maximizing their academic, career, and personal/social development; B.4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; B.5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community; B.6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs; and C.1.a. use, management, analysis, and presentation of data from school- based information (e.g., standardized testing, grades, enrollment, attendance, retention, placement), surveys, interviews, focus groups, and needs assessments to improve student outcomes; C.1.b. design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) including an awareness of various systems that affect students, school, and home; C.1.c. implementation and evaluation of specific strategies that meet program goals and objectives; C.1.d. identification of student academic, career, and personal/social competencies and
13 13 the implementation of processes and activities to assist students in achieving these competencies; C.1.e. preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school counseling program; C.1.f. strategies for seeking and securing alternative funding for program expansion; and C.1.g. use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program. C.2.a. individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all; C.2.d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression, and suicide) C.2.e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options); C.2.f. constructive partnerships with parents, guardians, families, and communities in order to promote each student's academic, career, and personal/social success; C.2.g. systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system; and C.2.h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. C.3.a. strategies to promote, develop, and enhance effective teamwork within the school and larger community; C.3.b. theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate; C.3.c. strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children; and C.3.d. knowledge and skills in conducting programs that are designed to enhance students' academic, social, emotional, career, and other developmental needs.
STANDARDS FOR GUIDANCE COUNSELING PROGRAMS
STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are
More information1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
More informationUTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
More informationPROGRAM OBJECTIVES. To acquire a theoretical knowledge base from which individual counseling styles can be derived.
PROGRAM OBJECTIVES The Counseling and Educational Psychology Department (CEPY) offers Masters Degrees in School Counseling (SC), Mental Health Counseling (MHC), and Human Services with an emphasis in Student
More informationHUNTER COLLEGE DEPARTMENT OF EDUCATIONAL FOUNDATIONS & COUNSELING PROGRAMS COCO 715 FAMILY SYSTEMS
HUNTER COLLEGE DEPARTMENT OF EDUCATIONAL FOUNDATIONS & COUNSELING PROGRAMS COCO 75 FAMILY SYSTEMS COURSE DESCRIPTION This purpose of this course is to facilitate students understanding and application
More informationCounselor Education Program Mission and Objectives
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
More informationStandards for the School Counselor [23.110]
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
More informationEffective after October 1, 2013
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
More informationHow To Learn To Be A Counselor
Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 COUNSED 696 Special Studies 1-3 u COUNSED 718 Principles Of Counseling 3 u Principles of the roles and functions of professional
More informationEducation and Counseling (M.A.Ed.)
III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading
More informationCounselor Education Courses (COUNSED)
Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 Travel Study 1-3 u COUNSED 696 Special Studies 1-3 u COUNSED 712 Foundations of Clinical Mental Health Counseling 3 u This course
More informationPORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs
PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs Diversity & Inclusiveness to work in diverse settings to promote
More informationThe University of Toledo Department of Counselor Education and School Psychology
The University of Toledo Department of Counselor Education and School Psychology Spring 2008 N=12 Summary of Program Graduates Evaluations Dear Students and Graduates, this portion of the survey is strictly
More informationCACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the
CACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary
More informationStandards for School Counseling
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
More informationUSU Professional School Guidance Counselor Education Program PRACTICUM STUDENT EVALUATION
USU Professional School Guidance Counselor Education Program PRACTICUM STUDENT EVALUATION Student Information Name A# Practicum Site Supervisor Review Period Start date: End date: Date School District
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 23 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL PART 23 STANDARDS FOR SCHOOL SUPPORT PERSONNEL ENDORSEMENTS
More informationGoal II: To Develop a Scholar/Practitioner Identity. Understand and apply measurement and evaluation concepts within the counseling process.
DEPARTMENT OF COUNSELOR EDUCATION STUDENT HANDBOOK 2012-2013 DEPARTMENT OF COUNSELOR EDUCATION The mission of the Department of Counselor Education is to prepare and mentor scholar practitioners, with
More informationSECTION I THE LEARNING ENVIRONMENT: STRUCTURE AND EVALUATION
INTRODUCTION When a program applies for CACREP accreditation, it is evidence of an attitude and philosophy that program excellence is a fundamental goal. Accreditation entails assessing a program s quality
More informationM.A. in School Counseling / 2015 2016
M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are
More informationCURRICULAR STANDARDS CURRICULAR EXPERIENCES EVALUATION METHODS FOUNDATIONS OF SCHOOL COUNSELING
STANDARDS FOR SCHOOL COUNSELING PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CURRICULAR STANDARDS
More informationMaster of Arts, Counseling Psychology Course Descriptions
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
More informationeportfolio Guide Missouri State University
School Counselor eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned
More informationMaster of Science in Education Counseling
Program Director Matthew Paylo 3312 Beeghly Hall (330) 941-3264 mpaylo@ysu.edu Program Description Master of Science in Education Counseling The counseling program prepares individuals as professional
More informationHow To Become A College Counselor
DEPARTMENT OF COUNSELOR EDUCATION STUDENT HANDBOOK 2011-2012 DEPARTMENT OF COUNSELOR EDUCATION The mission of the Department of Counselor Education is to prepare and mentor scholar practitioners, with
More informationThe Framework for Elementary and Secondary School Counselor Preparation Program Guidelines
The Framework for Elementary and Secondary School Counselor Preparation Program Guidelines November/2013 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333
More informationSOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Social and Cultural Counseling (3 cr) Course No. CP 613 Revised Spring 2012 Semester:
More informationCompetencies for School Counselor, Grades K-12 FIRST TIME STANDARD LICENSURE
In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,
More informationCompetencies for School Guidance and Counselor, Grades K-12 ADD-ON LICENSURE
In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,
More informationTHE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or
More informationReynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide
More informationThe Framework for Elementary and Secondary School Counselor Preparation Program Guidelines
The Framework for Elementary and Secondary School Counselor Preparation Program Guidelines March 2014 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us
More informationCounselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
More informationSTUDENT HANDBOOK. Valdosta State University School Counseling Program M.Ed/Ed.S www.valdosta.edu/schc 2012-2013
STUDENT HANDBOOK Valdosta State University School Counseling Program M.Ed/Ed.S www.valdosta.edu/schc 2012-2013 Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 The Official
More informationIAC 12/10/14 Professional Licensure[645] Ch 31, p.1
IAC 12/10/14 Professional Licensure[645] Ch 31, p.1 BEHAVIORAL SCIENTISTS CHAPTER 31 CHAPTER 32 CHAPTER 33 LICENSURE OF MARITAL AND FAMILY THERAPISTS AND MENTAL HEALTH COUNSELORS CONTINUING EDUCATION FOR
More informationEDC 685 Internship in School Counseling
EDC 685 Internship in School Counseling : Internship Common Course Standards Content Standards for the Preparation of School Counselors: 1.1 To understand the philosophy, principles, and practices of school
More informationILLINOIS STATE BOARD OF EDUCATION. Illinois Content-Area Standards
ILLINOIS STATE BOARD OF EDUCATION Draft Illinois Content-Area Standards for School Counselor School Nurse School Psychologist School Social Worker Director of Special Education Division of Professional
More informationGraduate Counseling Programs
Graduate Counseling Programs 2013-14 Student Handbook Department of Psychology Table of Contents 2 4 Mission Statement & Objectives 4 CACREP Standards 4 Common Core Curricular Areas 7 Clinical Mental Health
More informationDEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT
DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The
More informationCOURSE SYLLABUS COUN 504 MULTICULTURAL COUNSELING
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
More informationSCHOOL COUNSELING MISSION STATEMENT
SCHOOL COUNSELING MISSION STATEMENT The mission of the counselors at Dexter High School is to provide high quality, comprehensive school counseling services to all students. Our program, as guided by the
More informationOnline CMHC Program Course Descriptions
Online CMHC Program Course Descriptions Students must meet with their advisor prior to registering for courses. If a student wishes to take a course outside the suggested schedule of study, they must first
More informationIowa Mental Health Counselor (MHC)
Iowa Mental Health Counselor (MHC) 2015 Application for Education Review This application form is interactive. Download the form to your computer to fill it out. 3 TERRACE WAY GREENSBORO, NORTH CAROLINA
More informationCOUNSELING 8620 SURVEY ISSUES IN SECONDARY SCHOOL COUNSELING SUMMER, 2014
I.5.b COUNSELING 8620 SURVEY ISSUES IN SECONDARY SCHOOL COUNSELING SUMMER, 2014 Ann Luther, Ed. D. Office ph. (402) 554-3742 Email: aluther@unomaha.edu Monday Friday 1:00 4:00 July 7-18 Roskens Hall New
More informationEducation Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008
Education Standards For Education Programs Providing Post Master s Art Therapy Master s Degrees Effective Date: January 1, 2008 MISSION STATEMENT The, Inc. (AATA) is an organization of professionals dedicated
More informationREHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION
REHABILITATION COUNSELING PROGRAM GENERAL COURSE DESCRIPTION The Master of Science degree prepares rehabilitation counselors for a wide variety of positions in public and private agencies, and private
More informationDraft #1 of the 2016 CACREP Standards. Posted September 1, 2012
Draft #1 of the 2016 CACREP Standards Posted September 1, 2012 Public Comment period ends January 15, 2013 1 SECTION I: THE LEARNING ENVIRONMENT The following Standards apply to all entry-level and doctoral
More informationCourse offerings and Descriptions CED Counseling and Educational Development Courses
Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in the
More informationMaster of Science in Mental Health Counseling Comprehensive Assessment Plan Updated Spring 2014
Master of Science in Mental Health Counseling Comprehensive Assessment Plan Updated Spring 2014 VU MSMHC Assessment Plan Table of Contents Viterbo University and the Clinical Mental Health Counseling Program...
More informationM.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling
College of Education M.Ed. COUNSELING AND GUIDANCE School Counseling and Community Counseling The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations and
More informationCSL 502 Legal, Ethical, and Professional Issues. CSL 503 Human Relations Methods and Skills
CSL 501 Evaluation and Assessment This course is designed to provide students with an understanding of individual, couple, family, group and environmental/community approaches to assessment and evaluation.
More informationPROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 041: SCHOOL COUNSELOR
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Human Growth and Development Counseling, Consultation, and Group Work Career Development and Educational Planning Appraisal
More informationThe Ohio State University. Addiction Counseling 3 credit hours
L. Rae Page 1 The Ohio State University Addiction Counseling 3 credit hours Lexie Rae, PC/CR 418 PAES Building (513) 543-9207 Email: alexis.m.rae@gmail.com or rae.7@osu.edu Office hours: by appointment
More informationHuman Development Counseling
University of Illinois Springfield 1 Human Development Counseling Master of Arts www.uis.edu/hdc/ Email: hdc@uis.edu Office Phone: (217) 206-6504 Office Location: BRK 332 The Master s Degree The Department
More informationAGENDA 9:00 A.M. B. Legislative and Rulemaking Matters Discussion and Consideration
Wisconsin Department of Safety and Professional Services Division of Policy Development 1400 E. Washington Ave PO Box 8366 Madison WI 53708-8366 Phone: 608-266-2112 Web: http://dsps.wi.gov Email: dsps@wisconsin.gov
More informationCollege of Counseling Program Assessment Report
College of Counseling Program Assessment Report Master of Arts in Counseling Assessment Cycle Year #1 2014 2015 Assessment Team Members: Mark Bolte, Leah Herod, Larry Wagner, Cathy Warn Date of Report:
More informationCollege of Education. Rehabilitation Counseling
* 515 MEDICAL AND PSYCHOSOCIAL ASPECTS OF DISABILITIES I. (3) This course is designed to prepare rehabilitation and mental health counselors, social works and students in related fields with a working
More informationSYLLABUS 2015-2016. Course and Instructor
1 SYLLABUS 2015-2016 Course and Instructor Course Number: COUN 533 Course Title: Introduction to School Counseling Course Dates/Times: Tuesdays--4:30-7:15 p.m. August 25-December 8, 2015 Course Location
More information051 School Counselor. Effective after October 1, 2013 MI-SG-FLD051-01
051 School Counselor Effective after October 1, 2013 MI-SG-FLD051-01 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact
More informationINSTRUCTIONS FOR ASSEMBLING PORTFOLIO
INSTRUCTIONS FOR ASSEMBLING PORTFOLIO Purchase the printed portfolio materials from Kopy Kat located at 401 N. University Dr. (Edmond). It is located next to the 7-11 on the corner of Ayers and University
More informationM.A. Mental Health Counseling
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Foundations of School Counseling (3 cr) Course No. CP 630 Revised Spring 2012 Semester:
More informationVision, Mission, and Process
The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,
More informationHow To Get A Teaching License In Wisconsin
Wisconsin Requirements for School Social Workers In order to work in Wisconsin public schools as a school social worker, it is necessary for the individual to be certified as a school social worker by
More informationTulsa Public Schools District Secondary School Counseling Program
Tulsa Public Schools District Secondary School Counseling Program Excellence and High Expectations with a Commitment to All Tulsa School Counseling Program A school counseling program is comprehensive
More informationApplied Psychology. Course Descriptions
Applied Psychology s AP 6001 PRACTICUM SEMINAR I 1 CREDIT AP 6002 PRACTICUM SEMINAR II 3 CREDITS Prerequisites: AP 6001: Successful completion of core courses. Approval of practicum site by program coordinator.
More informationPRINTED NAME WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS:
WESTERN ILLINOIS UNIVERSITY - DEPARTMENT OF COUNSELOR EDUCATION - CN 597 INTERNSHIP SCHOOL COUNSELING STUDENTS ONLY TO STUDENTS: Students are responsible for the completion of all activities on this form.
More informationCounselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2
136 / Graduate Catalog 2015-2016 Chapter 2 Counselor Education http://epse.ehs.siu.edu/ COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Asner-Self, Kimberly K., Associate Professor, Ed.D., George
More informationDraft #2 of the 2016 CACREP Standards
Draft #2 of the 2016 CACREP Standards 1 SECTION I: THE LEARNING ENVIRONMENT The following Standards apply to all entry-level and doctoral level programs for which accreditation is being sought unless otherwise
More informationGraduate Catalog School Counseling
Page 1 of 6 Graduate Catalog School Counseling Introduction Professional school counselors support teachers, other professional personnel, and parents in addressing the needs of students related to academic
More informationThe Wisconsin Comprehensive School Counseling Model Student Content Standards. Student Content Standards
The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine
More informationCounseling Student Handbook
Counseling Student Handbook Auburn Montgomery School of Education Department of Counselor, Leadership and Special Education September 16, 2014 TABLE OF CONTENTS Area Description... 3 Master of Education
More informationSYLLABUS. Course and Instructor
SYLLABUS Course and Instructor Course Number: Coun 501 Course Title: Course Time: Foundations of Counseling Monday, 6:00 p.m. 9:00 p.m. Course Location: Education Building Room 106 Semester: Fall 2009
More informationSYLLABUS Counseling 749 School Guidance and Counseling Summer 2012
SYLLABUS Counseling 749 School Guidance and Counseling Summer 2012 Donna A. Henderson A115 Tribble Hall Textbooks: Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school
More informationLoyola University Chicago. Dr. Michelle Schlack, LPC Work: 847-626-2171 micsch@d219.org Office hours: Before class or by appointment
Loyola University Chicago CPSY 440-001 (3206) School Counseling Practicum Corboy Law Center and Room 525 Mondays 7:00 9:30PM 1/12/15 4/20/2015 Dr. Michelle Schlack, LPC Work: 847-626-2171 micsch@d219.org
More informationThe Pros and Cons of School Counseling Compartments
Louisiana School Counseling Performance Evaluation Rubric The Louisiana School Counseling Performance Evaluation Rubric Guided by the input of practitioners from around the state and the framework provided
More informationEXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies
EXHIBIT 4.1 Curriculum Components & Experiences that Address Diversity Proficiencies Course # & Title MUSIC ED 191A Introduction to Music Education MUSIC ED 323 Elementary Classroom Music Course Description
More informationWestern Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions
Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate
More informationMaster of Science in Mental Health Counseling Advanced Certificate in Mental Health Counseling
Advanced Certificate in Mental Health Counseling Program Overview The program at St. John Fisher College educates students to provide therapeutic mental health interventions in the community. This program
More informationVIRGINIA DEPARTMENT OF EDUCATION PROGRAM STATUS MATRIX 2007 SCHOOL COUNSELOR PREK-12 8VAC 20-542-560
1 VIRGINIA DEPARTMENT OF EDUCATION PROGRAM STATUS MATRIX 2007 SCHOOL COUNSELOR PREK-12 8VAC 20-542-560 INSTITUTION: James Madison University Endorsement Competencies Courses and Experiences* The school
More informationCLINICAL REHABILITATION COUNSELING
CLINICAL REHABILITATION COUNSELING Students who are preparing to work as rehabilitation counselors will demonstrate the professional knowledge, skills, and practices necessary to address a wide variety
More informationCSPY 573 SCHOOL BASED CONSULTATION
Lewis and Clark College, Spring Semester 2006 CSPY 573 SCHOOL BASED CONSULTATION Instructor: Cynthia Velasquez Bogert School Psychologist Email: Cynthia_Bogert@reynolds.k12.or.us Meeting Place and Time:?
More informationTHE BACHELOR OF ARTS DEGREE IN PSYCHOLOGY (PSYC)
136 / Department of Social and Behavorial Sciences THE BACHELOR OF ARTS DEGREE IN PSYCHOLOGY (PSYC) Psychology is a relevant field of study for many professions and careers in psychology as well as other
More informationREHABILITATION COUNSELING PROGRAM Lori A. Bruch, Ed.D., CRC, LPC, Program Director Associate Professor
REHABILITATION COUNSELING PROGRAM Lori A. Bruch, Ed.D., CRC, LPC, Program Director Associate Professor REHABILITATION COUNSELING MISSION The Rehabilitation Counseling Program prepares students for careers
More informationStudent Handbook For Practicum and Internship. Master of Science in Education With a Major in School Counseling
Student Handbook For Practicum and Internship Master of Science in Education With a Major in School Counseling Counselor Education Program University of Tennessee at Martin Department of Educational Studies
More informationSMHC Course Descriptions
Applied Psychology- Human Development Division 3700 Walnut Street Philadelphia, PA 19104-6216 Tel 215.898.4610 Fax 215.573.2115 www.gse.upenn.edu/aphd SMHC Course Descriptions The mission of the School
More informationPh.D. Counselor Education and Supervision 2014 2015 Program Guidebook
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
More informationLOUISIANA SCHOOL COUNSELING. Performance Evaluation Rubric
LOUISIANA SCHOOL COUNSELING Performance Evaluation Rubric Reformatted for 2013-2014 The Louisiana School Counseling Performance Evaluation Rubric Guided by the input of practitioners from around the state
More informationJob Description of the School Psychologist Reports To: Supervises: Purpose:
Reports To: Supervises: Purpose: Job Description of the School Psychologist Superintendent, Level II or Level III School Psychologists, Director, or Associate or Assistant Superintendent May supervise
More informationRequirements for Grandparented Licensure as Licensed Professional Clinical Counselors (LPCCs)
Requirements for Grandparented Licensure as Licensed Professional Clinical Counselors (LPCCs) by Mary Riemersma, Former Executive Director The Therapist November/December 2009 Revised August 2011 The following
More informationM.A. Counseling Psychology 2015 2016 Program Guidebook
M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
More informationUniversity of Massachusetts Boston School Counseling Program Intern Self-Evaluation Form Massachusetts Internships
Massachusetts Internships Name of Intern: Date Completed: for FALL or SPRING (circle one) Location of Placement: Dates of Placement: to Hours per week (approx): Total hours completed to date: Name of Field
More informationForm 201BC: Assessment Report Form for Instructional Programs 2014-2015
Form 21BC: Assessment Report Form for Instructional Programs 214-215 Program Clinical Mental Health Counseling Graduate Program Department Psychology Student Learner Outcomes List the outcome(s) being
More informationCounselor Education Courses
Counselor Education Courses COUNSED 690 Workshop 1-3 u COUNSED 696 Special Studies 1-3 u COUNSED 718 Principles Of Counseling 3 u Principles of relationship building, conducting interviews and the counseling
More informationThe Field of Counseling
Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration
More informationStandards for the School Social Worker [23.140]
Standards for the School Social Worker [23.140] STANDARD 1 - Content The competent school social worker understands the theories and skills needed to provide individual, group, and family counseling; crisis
More informationNiagara University Graduate Counseling Program Spring 2006
Niagara University Graduate Counseling Program Spring 2006 Shannon Hodges, Ph.D. Office Phone: (716) 286-8328 shodges@niagara.edu Home Phone: (716) 745-7889 Timon # 21 Office Hours: M: 1:00-3:00 PM W:
More informationDepartment of School Counseling Field Placement Manual I. INTRODUCTION
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
More informationUniversity of Connecticut Educational Psychology Department. Policy Handbook for Students and Advisors GRADUATE PROGRAM IN COUNSELING
University of Connecticut Educational Psychology Department Policy Handbook for Students and Advisors GRADUATE PROGRAM IN COUNSELING Revised 2012 MISSION STATEMENT The mission of the University of Connecticut
More informationHALEYVILLE ELEMENTARY SCHOOL GUIDANCE PLAN 2014-2015. Introduction
HALEYVILLE ELEMENTARY SCHOOL GUIDANCE PLAN 2014-2015 Introduction The Guidance Plan at Haleyville Elementary School is based on The Comprehensive Counseling and Guidance State Model for Alabama Public
More informationEd.S. PROGRAM HANDBOOK 2013-2014. Counseling Graduate Program Norfolk Campus Department of Counseling and Human Services
Ed.S. PROGRAM HANDBOOK 2013-2014 Counseling Graduate Program Norfolk Campus Department of Counseling and Human Services TABLE OF CONTENTS Topic Page Program Description 3 Scope of this Handbook 3 Mission
More information