COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY

Transcription

1 COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department of Educational Leadership and Counseling Course No: CP-733 New: 12/13/90 Revision: Spring 2012 Title of Course: Advanced Educational Processes THE COUNSELOR AS COMPETENT PROFESSIONAL EDUCATOR I. Catalog Description and Credit Hours of Course: This course is a requirement for the Education Specialist in Counseling Education and School Psychological Examiner Certification in the elementary, middle, and secondary schools. It is designed to enhance teaching practices to facilitate learning for a diverse student population. The course will promote an understanding of student characteristics and methods of assessing and evaluating variability of students and their performance. Legal and ethical issues and the effect of cultural differences are addressed. (3) II. Prerequisite(s): Masters degree (or candidate) in Counseling or Education and permission of instructor III. Purposes or Objectives of the Course: A. The student will understand and apply best practices for teaching and counseling to the variability within the different developmental age levels from childhood through adolescence. B. The student will understand different perspectives of human development. C. The student will understand assessment and evaluation procedures including technology associated with these procedures. D. The student will become aware of legal and ethical issues surrounding assessment and evaluation. E. The student will become aware of the effects of cultural differences on student performance.

2 IV. Student Learning Outcomes A. The student will understand and apply best practices for teaching and counseling to the variability within the different developmental age levels from childhood through adolescence. This outcome will be measured by assignments in which best practices are applied and evaluated according to different developmental stages. B. The student will understand different perspectives of human development. This outcome will be measured by exams on different theories of human learning and development and applications of these theories to best practices for teaching and counseling. C. The student will understand assessment and evaluation procedures including technology associated with these procedures. This outcome will be measured by assignments involving the technology necessary to implement the assessment and evaluation procedures of learners. V. Expectations of Students: A. The student will regularly attend and participate in class sessions and read assignments. B. The student will be expected to develop a scholarly paper on an assigned topic that emphasizes best practices to facilitate learning for a diverse student. C. The student will be expected to write critiques of professional articles on appropriate topics. VI. Course Content or Outline: Class Hours A. Role and Scope of the School Psychological Examiner 6 1. History 2. Present role definition 3. Future trends B. Human Development Theories Stage theories 2. Cognitive theories 3. Humanistic theories 4. Moral development 5. Developing a holistic perspective C. Assessment, Teaching, and Evaluation 18

3 1. Procedures for assessment, teaching, facilitating and Evaluating learners. 2. Identification of special populations 3. Legal and ethical issues 4. Effects of cultural differences 5. Using technology in assessment D. Topical Issues and Research Reports, for example 9 1. Attention Deficit-Hyperactivity Disorder 2. The gifted student 3. Learning disabilities VII. Textbook(s): Snowman, J. & Biehler, R. (2000). Psychology Applied Teaching. Boston: Houghton Mifflin Co. VIII. Basis for Student Evaluation: The weight of evaluation criteria may vary at the discretion of the instructor and will be indicated at the beginning of each class. A. Written examination(s) B. Term Paper C. Written critiques of professional articles IX. Reasonable Accommodation for Students with Disabilities: If you have a diagnosed disability or believe that you have a disability that might require reasonable accommodation on the part of the instructor, please contact the Learning Enrichment Center, University Center, Room 302, or TDD As a part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation. X. Knowledge Base References:

4 Amatea, E.S., & Brown, B. E. (2000). The counselor and the family: An ecosystemic approach. In J. Wittmer (Ed.), Managing your school counseling program: K-12 developmental strategies (2 nd ed., pp ). Minneapolis, MN: Educational Media. Baker, S. B. (2000). School counseling for the twenty-first century (3 rd ed.). New York: Merril/Prentice Hall Bemak, F. (2000). Transforming the role of the counselor to provide leadership in educational reform through collaboration. Professional School Counseling, 3, Caffery, T., Erdman, P., Cook, D. (2000). Two systems/one client: Bringing families and schools together. The Family Journal, 8, Cowie, K., Quinn, K. (1997). Brief family therapy in the schools: A new perspective on the role of the rural school counseling professional. The Family Journal, 5(1), Dahir, C. A. (2001). The national standards for school counseling programs: Development and implementation. Professional School Counselor, 4, Davis, K. M. (2001). Structural-strategic family counseling: A case study in elementary school counseling. Professional School Counseling, 4, Dreikurs, R., Grunwald, B. B., & Pepper, F. C. (1998). Maintaining sanity in the classroom: Classroom Management Techniques (2 nd ed). New York: Harper & Row. Fish, M. C., & Jain, S. (1997). Using systems theory in school assessment and intervention: A structural model for school psychologists. In W. M. Walsh & G. R. Williams (Eds.), Schools and family therapy: Using systems theory and family therapy in the resolution of school problems (pp.43-57). Springfield, IL: Thomas. Green, A., &Keys, S. G. (2001). Expanding the developmental school counseling paradigm: Meeting the needs of the 21 st century student. Professional School Counseling, 5, Gysbers, N. C. & Henderson, P.G. (2000). Developing and managing your school guidance program. Alexandria, VA: American Counseling Association Gysbers, N. C., Starr, M., & Magnuson, C. (1998) Missouri comprehensive guidance: A model for program development, implementation, and evaluation. Jefferson City, MO: Missouri Department of Elementary and Secondary Education Hayes, R. L., Dagley, J. C. & Horne, A. M. (1996). Restructuring school counselor education: Work in progress. Journal of Counseling and Development, 74,

5 Jordan, K. (2002, April). Providing crisis counseling to New Yorkers after the terrorist attack on the World Trade Center. The Family Journal, 10(2), Keys, S., & Lockhart, E. J. (1999). The school counselor s role in facilitating multisystemic change. Professional School Counseling, 3, Keys, S., Bemak, F., Carpenter, S., & King-Sears, M. (1998). Collaborative consultant: A new role for counselors serving at-risk youths. Journal of Counseling and Development, 76, Lapan, R. T. (2001). Results-based comprehensive guidance and counseling programs: A framework for planning and evaluation. Professional School Counseling, 4, Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling and Development, 79, Lee, C. C. (2001). Culturally responsive school counselors and programs: Addressing the needs of all students. Professional School Counseling, 4, MohdZain, A. Z. (1999). Grief counseling for students. The Counselor Interviewer, 31(3), Nicoll, W. G. (1992). A family counseling and consultation model for school counselors. School Counselor, 39, Piaget, J. (1970). Science of education and the psychology of the child. New York: Orion Press. Rowell, L. L., & Hong, E. (2002, April). The role of school counselors in homework intervention. Professional School Counseling, 5, Rowley, W. J., Sink, C. A., & MacDonald, G. (June, 2002). An experiential and systemic approach to encourage collaboration and community building. Professional School Counseling, 5, Rowley, W. J. (2000). Expanding collaborative partnerships among school counselors and school psychologists. Professional School Counseling, 3, Taylor, L., & Adleman, H.S. (2000). Connecting schools, families, and communities. Professional School Counseling, 3, DEPARTMENTAL APPROVAL DATE 2/4/03

6 COLLEGE COUNCIL APPROVAL DATE 2/20/03 Note: Course Schedule will be added each semester by the instructor Questions, comments or requests regarding this course or program should be taken to your instructor. Unanswered questions or unresolved issues involving this class may be taken to Dr. Ruth Ann Roberts.