1 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 PSY 6250 Internship PSY 6260 Career Development PSY 6290 Diversity Issues in Treatment and Assessment PSY 6330 Principles of Psychological Measurement and Test Theory PSY 6340 Consultation in the Schools PSY 6350 Introduction to Theories of Intervention in Psychology PSY 6370 Practicum in School Counseling PSY 6390 Program Evaluation in the Schools: Models and Guidelines PSY 6420 Group Counseling in the Schools PSY 6460 Ethical, Legal & Professional Issues in School Counseling PSY 6530 Developmental Psychology: Lifespan PSY 6610 College and Career Readiness for School Counselors PSY 6700 Grant Writing for School Counselors Table Key: Ob = Program Learning Objective 1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY Professional School Counselors are licensed in school counseling and have unique qualifications and skills to address the academic, personal/social and career development needs of all students. Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities. (American School Counselor Association, Ethical Standards for School Counselors, adopted June 26, 2004) PSY 6460 Ethical, Legal & Professional Issues in School Counseling Ob 1.1 History and philosophy of the counseling profession including significant factors and events. Ob 1.2 Professional roles, functions and relationships with other human service providers. Ob 1.3 Technological competence and computer literacy Ob 1.4 Professional organizations, their divisions, branches, and affiliates; membership benefits, activities, services to members and current emphases of the following organizations: American Counseling Association (ACA), Association for Career and Technical Education (ACTE), and American School Counselor Association (ASCA).
2 Ob 1.5 Professional credentialing, including certification, licensure and accreditation practices and standards, and the effects of public policy on these issues. Ob 1.6 Public and private policy processes, including the role of the professional school counselor in advocating on behalf of the profession and program. Ob 1.7 Advocacy processes needed to address institutional and social barriers including, but not limited to, socio-economic status, ethnicity, gender, culture, diversity, etc. that impede quality, access, equity, and success for students. Ob 1.8 Ethical standards of American Counseling Association (ACA), Association for Career and Technical Education (ACTE), and American School Counselor Association (ASCA), and related entities, and applications of ethical and legal considerations in professional school counseling 2. SOCIAL AND CULTURAL DIVERSITY Studies that provide an understanding of the cultural context of relationships, issues, and trends in a multi-cultural 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 PSY 6290 Diversity Issues in Treatment and Assessment Ob 2.1 Awareness of one s own culture and its impact on counseling activities. Ob 2.2 Multi-cultural and pluralistic trends, including factors that characterize groups and differences within groups nationally and internationally. Ob 2.3 Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities. Ob 2.4 Evaluation of the socio-cultural climate of the school setting in which counselors work and an understanding of individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups. Ob 2.5 Counselors engaging in social justice, advocacy and conflict resolution, and the potential impact on counseling activities to remedy 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. Ob 2.6 Theories of multi-cultural counseling, theories of identity development, and multicultural competencies. Ob 2.7 Ethical and legal considerations PSY 6610 College and Career Readiness for School Counselors Ob 2.2 Multi-cultural and pluralistic trends, including factors that characterize groups and differences within groups nationally and internationally. Ob 2.3 Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities. Ob 2.4 Evaluation of the socio-cultural climate of the school setting in which counselors work and an understanding of individual, couple, family, group, and community strategies for
3 working with diverse populations and ethnic groups. Ob 2.5 Counselors engaging in social justice, advocacy and conflict resolution, and the potential impact on counseling activities to remedy 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. Ob 2.6 Theories of multi-cultural counseling, theories of identity development, and multicultural competencies. 3. HUMAN GROWTH AND DEVELOPMENT Studies that provide an understanding of the nature and needs of individuals at all development levels PSY 6530 Developmental Psychology: Lifespan Ob 3.1 Theories of individual and family development and the skills for successful transitions across the active life-span. Ob 3.2 Theories of learning and personality development. Ob 3.3 Different learning styles and associated strategies for student success. Ob 3.4 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. Ob 3.5 Strategies for facilitating optimum personal, career and academic development over the lifespan Ob 3.6 Ethical and legal considerations. 4. CAREER DEVELOPMENT Studies that provide an understanding of career development and related life factors PSY 6260 Career Development Ob 4.1 Career development theories and decision-making models. Ob 4.2 Career, vocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems. Ob 4.3 An understanding of the relationship between economic and labor market factors and career development. Ob 4.4 Career development program planning, curriculum development, organization, implementation, administration, and evaluation. Ob 4.5 Interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development. Ob 4.6 Career and educational planning, placement, follow-up, and evaluation. Ob 4.7 Assessment instruments and techniques that are relevant to career planning and decision-making.
4 Ob 4.8 Technology-based career development applications and strategies, including statesponsored Career Information Delivery Systems and appropriate world-wide web sites. Ob 4.9 Ethical and legal considerations PSY 6610 College and Career Readiness for School Counselors Ob 4.5 Interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development. Ob 4.6 Career and educational planning, placement, follow-up, and evaluation. Ob 4.7 Assessment instruments and techniques that are relevant to career planning and decision-making. Ob 4.9 Ethical and legal considerations 5. HELPING RELATIONSHIPS Studies that provide both theoretical and experiential understandings of professional helping relationships PSY 6350 Introduction to Theories of Intervention in Psychology Ob 5.1 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; Ob 5.2 An understanding of essential interviewing and counseling skills so that the counselor candidate is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, collect and evaluate data regarding student outcome, and successfully terminate the counselor-student relationship. Studies will also facilitate student self-awareness so that the counselor-student relationship is therapeutic and the counselor maintains appropriate professional boundaries; Ob 5.3 Counseling theories that provide the counselor candidate with consistent models to conceptualize client presentation and select appropriate counseling interventions. 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. Counselor candidates 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; Ob 5.4 A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Counselor candidates will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling Ob 5.6 Integration of technological strategies and applications within counseling and consultation processes. Ob 5.7 Knowledge of ethical and legal considerations which should include but are not limited to students at risk, confidentiality, awareness of transference issues, self-governance, and professional boundaries.
5 Ob 5.8 Studies should include a component of practice and development of counseling language and communication skills. The counselor candidate should demonstrate interpersonal skill development including proactively seeking and responding effectively to feedback. PSY 6340 Consultation in the Schools Ob 5.5 A general framework for understanding and practicing consultation. 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. Counselor candidate will begin to develop a personal model of consultation. Ob 5.6 Integration of technological strategies and applications within counseling and consultation processes. 6. GROUP WORK Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches PSY 6420 Group Counseling in the Schools Ob 6.1 Principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work. Ob 6.2 Group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles. Ob 6.3 Theories of group counseling, including commonalities distinguishing characteristics and pertinent research literature. Ob 6.4 Developmentally appropriate group counseling orientation and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness, including use of data; Ob 6.5 Approaches used for other school-related group work, including task groups, psychoeducational groups, and therapy groups; Ob 6.6 Understanding ethical and legal considerations for engaging elementary and secondary students in group work. 7. ASSESSMENT Studies that provide an understanding of individual and group approaches to assessment and evaluation PSY 6330 Principles of Psychological Measurement and Test Theory Ob 7.1 Historical perspectives concerning the nature and meaning of assessment. Ob 7.2 Basic concepts of standardized and non-standardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment,
6 environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computerassisted methods. Ob 7.3 Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; Ob 7.4 Reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information); Ob 7.5 Validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity; Ob 7.6 Age, gender, socio-economic status, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations; Ob7.7 Strategies for selecting administering, and interpreting assessment and evaluation instruments and techniques in counseling; Ob 7.8 An understanding of general principles and methods of assessment for identification of strengths and/or mental and emotional well-being and strategies for appropriate referral. Ob 7.9 Strategies for data gathering and analysis including the disaggregation of data with regard to gender, ethnicity, socio-economic status, or other factors which may affect academic performance. PSY 6390 Program Evaluation in the Schools: Models and Guidelines Ob 7.10 Strategies for data-gathering and dissemination for improving instructional programs or modifying educational strategies needed to enhance the academic performance of students. Ob 7.11 Procedures for data-gathering,, analysis, and presentation which can serve to promote, develop and support elements of counseling and guidance programs. Ob 7.12 Ability to conduct assessments that consider multiple sources of information (e.g. personal, family, social and cultural). Ob 7.13 Ethical and legal considerations. 8. RESEARCH AND PROGRAM EVALUATION A program of study that provides an understanding of research methods, statistical analysis, needs assessment, and program evaluation PSY 6390 Program Evaluation in the Schools: Models and Guidelines Ob 8.1 An understanding of the importance of research in the counseling profession, particularly the need to inform administrators and policymakers of research to advocate for students and programs. Ob 8.2 Research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research. Ob 8.3 Understanding how technology and statistical methods are used in conducting research and program evaluation.
7 Ob 8.3 Understanding how technology and statistical methods are used in conducting research and program evaluation Ob 8.4 Principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications through organization of data to demonstrate the impact of the school counseling program on students; and procedures for datagathering and analysis which can serve to promote, develop and support elements of counseling and guidance programs. Ob 8.5 Ability to draw upon research to improve counseling effectiveness including: (1) effectively locating and summarizing research literature, (2) ability to conceptualize program planning outcomes in measurable terms, (3) ability to collect data directed on program improvement, and (4) ability to present data to policymakers and administrators to advocate for students and programs. Ob 8.6 Ethical and Legal Considerations. Ob 7.9 Strategies for data-gathering and dissemination for improving instructional programs or modifying educational strategies needed to enhance the academic performance of students. Ob Use of technology in the designing, implementing, monitoring, evaluating, and enhancing the impact of the Utah Comprehensive Guidance program., 9. COMPREHENSIVE COUNSELING AND GUIDANCE PROGRAM MANAGEMENT Studies that provide both theoretical and experiential understandings of comprehensive counseling and guidance programs PSY 6240 Comprehensive School Counseling Programs Ob 9.1 The process of designing, implementing, managing, evaluating, and enhancing a comprehensive, developmental school guidance program. Ob 9.2 The development and implementation of individual student planning that supports the Student Education and Occupation Plan(SEOP) and process at the secondary level, and the Student Education Plan (SEP) and process at the elementary level, with students, parents, and professional personnel. Ob 9.3 Design and implementation of preventative and developmental strategies and organized systems for delivering responsive services (e.g. Myrick s model for large group, small group and individual counseling; peer assistance; coordination and collaboration); Ob 9.4 Planning and presenting guidance curriculum that involves students, school personnel, and parents. Ob 9.5 Collaborative and system support activities of comprehensive guidance such as program management, placement and follow-up, public relations, and community outreach. Ob 9.6 Ethical and legal considerations
8 10. FOUNDATIONS OF SCHOOL COUNSELING Studies that provide an understanding of school counseling as it exists in the contexts of social, legislative and technological systems. PSY 6240 Comprehensive School Counseling Programs Ob 10.1History, philosophy, and current trends in school counseling and educational systems; Ob 10.2 Relationship of the school counseling program to the academic and student services program in the school; Ob 10.3 Role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school; Ob 10.4 Strategies of leadership designed to enhance the organization, administration, and learning environment of schools Ob 10.9 Knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices. PSY 6460 Ethical, Legal & Professional Issues in School Counseling Ob 10.5 Knowledge of the school setting environment, and pre K-12 curriculum. Ob 10.6 Current issues, policies, laws, and legislation relevant to school counseling. Ob Ethical and legal considerations related specifically to the practice of school counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors). PSY 6290 Diversity Issues in Treatment and Assessment Ob.10.7 The role of racial, ethnic & cultural heritage, nationality, socio-economic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. PSY 6530 Developmental Psychology: Lifespan Ob 10.8 Knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development. PSY 6610 College and Career Readiness for School Counselors Ob.10.7 The role of racial, ethnic & cultural heritage, nationality, socio-economic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. Ob 10.8 Knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development. Ob 10.9 Knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices.
9 11. CONTEXTUAL DIMENSIONS OF SCHOOL COUNSELING Studies that provide an understanding of the coordination of counseling program components as they relate to the total school community PSY 6460 Ethical, Legal & Professional Issues in School Counseling Ob 11.1 Advocate for all students and for effective school counseling programs supported by data collection, analysis and presentation. PSY 6290 Diversity Issues in Treatment and Assessment Ob 11.2 Understanding factors that promote stratification of students and strategies to advocate for elimination of achievement gaps. Ob 11.9 Knowledge of and ability to use ethical judgment and legal guidelines in regard to issues of advocacy, social and cultural diversity, and data collection for advocacy. PSY 6370 Practicum in School Counseling Ob 11.3 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, including students from socially and culturally diverse backgrounds. Ob 11.8 Knowledge of prevention and crisis intervention strategies. Ob 11.9 Knowledge of and ability to use ethical judgment and legal guidelines in regard to issues of advocacy, social and cultural diversity, and data collection for advocacy. PSY 6240 Comprehensive School Counseling Programs Ob 11.4 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; Ob 11.5 Promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; Ob 11.6 Methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community and skills in making appropriate modifications for diverse populations; Ob 11.7 Methods of planning, developing, implementing, monitoring, evaluating, and enhancing comprehensive developmental counseling programs and skills in making appropriate modifications for diverse populations. PSY 6390 Program Evaluation in the Schools: Models and Guidelines Ob 11.9 Knowledge of and ability to use ethical judgment and legal guidelines in regard to issues of advocacy, social and cultural diversity, and data collection for advocacy.
10 ADDITIONAL KNOWLEDGE AND SKILL REQUIREMENTS Studies of additional pragmatic or emerging skill sets that are not fully described by the previous standards PSY 6390 Program Evaluation in the Schools: Models and Guidelines Ob 12.1 Program development, implementation, and evaluation Ob Use management, analysis, and presentation of data from school-based sources (e.g., standardized testing, grades, enrollment, attendance, retention, placement surveys, interviews, focus groups and needs assessment) and other needs data to improve student achievement and measurable indicators of student success. Ob Design, implement, monitor, evaluate, and enhance comprehensive developmental school counseling programs (e.g., the Utah Model for Comprehensive Counseling and Guidance: K-12 Programs, and the ASCA National Model for School Counseling Programs) including an awareness of various systems that affect students, school, and home. Ob Use of technology in the designing, implementing, monitoring, evaluating, and enhancing the impact of the Utah Comprehensive Guidance Program. PSY 6260 Career Development Ob Identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies. Ob Individual and small-group counseling approaches that promote school success through academic, career, and personal/social development for all. PSY 6240 Comprehensive School Counseling Programs Ob Preparation of an action plan and school counseling calendar that reflect appropriate time commitments and priorities in the Utah comprehensive guidance program. PSY 6370 Practicum in School Counseling Ob Individual, group, and classroom guidance approaches systematically designed to assist all students in academic, career and personal/social development Ob Ability to help teachers and other staff develop an understanding and appreciation of the comprehensive guidance program through the development of in-service and other training presentations. PSY 6130 Evidence-Based Practice: School Intervention Ob Approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs. Ob Understanding special needs that impact the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide). Ob Approaches to recognizing, and assisting children and adolescents who may use alcohol or other drugs or who may reside in homes where substance abuse occurs and the ability to coordinate a drug prevention program for students.
11 PSY 6340 Consultation in the Schools Ob Constructive partnerships with parents, guardians, families, and communities to promote each student s academic, career, and personal/social success. Ob Ability to use system theories and relationships among community, family, and school systems and to positively impact those systems to contribute to student success. Ob Strategies to promote, develop, and enhance effective consultation within the school and larger community; Ob Ability to effectively implement models and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate; and Ob Use of strategies and methods of working with parents, guardians, families, and communities to help them become empowered to act on behalf of their children. PSY 6700 Grant Writing for School Counselors Ob Awareness for seeking and securing enhancement funding for program expansion; Ob Strategies for identifying and utilizing corporate, individual and community resources to provide support for student achievement (i.e. mentoring, tutoring, materials) PSY 6250 Internship Ob For the School Counseling Program, the 600 clock hour internship occurs in a school counseling setting, under the supervision of a site supervisor as defined by Administrative Code R Ob If the counselor candidate has not had experience as a teacher, the internship should address the need for school counselors to have skills with instructional and classroom management strategies. Ob The program must clearly define and measure the outcomes expected of interns, using appropriate professional resources that address all standards. NOTE: The document for the USU School Counselor Education Program is the USU Professional School Guidance Counselor Internship Student Evaluation Form. PSY 6530 Developmental Psychology: Lifespan Ob Developmental approaches to assist all students and parents at points of educational transition.
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
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
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
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
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
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
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
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
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
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
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
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
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,
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
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
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,
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
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
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.
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
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.
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
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
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
Guidance and Counseling PK 12 Section 18 1 Knowledge of counseling 1. Demonstrate knowledge of major counseling theories. 2. Recognize the relationships of cultural identity, personality, learning, and
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
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...
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
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
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
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
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
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
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: firstname.lastname@example.org
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
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:
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.
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
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
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
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
1 REVISOR 8710.6400 8710.6400 SCHOOL COUNSELOR. Subpart 1. Scope of practice. A school counselor is authorized to provide to kindergarten through grade 12 students school counseling services that focus
IAC 12/10/14 Professional Licensure 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
University of North Georgia Site Supervisor Practicum & Internship Handbook Clinical Mental Health Counseling 82 College Circle 221 Barnes Hall Dahlonega, GA 30597 (706) 864-1444 Northgeorgia.edu/counseling
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
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
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
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
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
Saybrook University School of Clinical Psychology LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions PSYCHOLOGY COUNSELING COURSES RES 1026L Information Competency and Library Use This
Master's Degree Programs in Clinical Mental Health Counseling and School Counseling Program Student Learning Assessment Plan Program Learning Outcomes Performance Indicators Assessment Measures Assessment
Stephen F. Austin State University Department of Human Services Clinical Mental Health Counselor Education Program Information Packet Revised January 2016 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin
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
Universidad del Turabo Graduate Psychology Program Course Descriptions The following course descriptions are of all graduate (Masters in Counseling Psychology, Masters in School Psychology and Doctorate
School Counselor (501) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES
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
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
Page 1 of 8 Career Counseling Competencies Revised Version, 1997 Introduction to Career Counseling Competency Statements Minimum Competencies Professional Preparation Ethical Responsibilities Career Counseling
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation
I.5.b COUNSELING 8620 SURVEY ISSUES IN SECONDARY SCHOOL COUNSELING SUMMER, 2014 Ann Luther, Ed. D. Office ph. (402) 554-3742 Email: email@example.com Monday Friday 1:00 4:00 July 7-18 Roskens Hall New
Quick Guide For Administrators Based on TIP 52 Clinical Supervision and Professional Development of the Substance Abuse Counselor Contents Why a Quick Guide?...2 What Is a TIP?...3 Benefits and Rationale...4
Illinois Licensure Testing System FIELD 182: SCHOOL NURSE February 2004 Subarea Range of Objectives I. Foundations of Knowledge 01 04 II. The Coordinated School Health Program 05 09 III. Professional Roles
Stephen F. Austin State University Department of Human Services School Counselor Education Program Information Packet Revised January 2016 1 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin State University,
DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The
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
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
As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following
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
Program of Study: Bachelor of Science in with an Emphasis in Addiction, Dependency, and Substance Abuse Program Description The Bachelor of Science in with an Emphasis in Addiction, Dependency, and Substance
Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of
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
Page 1 FAYETTE COUNTY BOARD OF EDUCATION Fayetteville, West Virginia Board Policy: COMPREHENSIVE SCHOOL COUNSELING PROGRAM Adopted: July 21, 2003 Revised: September 4, 2007 [Month, date], 2014 1. PURPOSE.
510R SCHOOL COUNSELING (REGULATIONS) ROLE DESCRIPTION SCHOOL COUNSELOR 1. Major Responsibility: To assist the school with the implementation of counselling services. 2. Reporting Relationship: The counsellor
` University of Wisconsin-Stout Master of Science In Clinical Mental Health Counseling Student Handbook 1 INTRODUCTION This handbook is designed to provide students in the UW-Stout M.S. Clinical Mental
School Psychology Internship Program Applicant- Previous Coursework Evaluation Form Applicant Name: Instructions: Please complete this matrix to the best of your ability based upon your previous graduate
COUNSELOR, SOCIAL WORKER, LICENSED MENTAL HEALTH COUNSELOR (LMHC) STANDARD POSITION DESCRIPTION Classification: Certificated Reports to: Principal Location: Assigned School(s) FLSA Status: Exempt Bargaining
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
The University of Alabama Rehabilitation Counselor Education Information for Prospective Students Thank you for your interest in the Rehabilitation Counselor Education (RCE) program at The University of
Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated
IWU Substantive Change Report 1 Substantive Change Report: Transitioning the Onsite School Counseling Program To a Blended Format Division of Graduate Counseling Indiana Wesleyan University Marion, Indiana
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...