Required Text: Thompson, R. A. (2012). Professional school counseling: best practices for working in the schools (3 rd edition). New York: Routledge

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1 Exhibit I.5.b.1 ED 585 ED Introduction to School Counseling Fall Mondays from 4:30-6:50 Location: Westside Classroom Building, Room 338 Dr. Gabriel I. Lomas Office: WS Phone: (203) Lomasg@wcsu.edu Cellular: Given in class COURSE DESCRIPTION This course offers an introductory professional socialization to the field of counseling as it pertains to schools. The course will provide a survey of the history, philosophy, theoretical foundations, standards, work settings, and relationships between school counseling and other helping professions. In addition, this course will introduce the student to timely counseling topics such as ethics, assessment, consultation, prevention and accountability as well as the challenges facing the profession. TEXTS Required Text: Thompson, R. A. (2012). Professional school counseling: best practices for working in the schools (3 rd edition). New York: Routledge Recommended: APA Style Manual (6 th edition), published by the American Psychological Association COURSE OBJECTIVES The student will be able to identify: 1. The functional characteristics of the counseling relationship. 2. The major theory categories. 3. Ethical standards for counselors 4. Current issues influencing counseling practice 5. Professional training, qualifications, accrediting and credentialing of counselors 6. Professional settings and service delivery models COMPETENCIES Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2009 Standards Addressed: II G. 1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE studies that provide an understanding of all of the following aspects of professional functioning: a. history and philosophy of the counseling profession; 1

2 b. professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications; c. counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event; d. self-care strategies appropriate to the counselor role; e. counseling supervision models, practices, and processes; f. professional organizations, including membership benefits, activities, services to members, and current issues; g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; h. the role and process of the professional counselor advocating on behalf of the profession; i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. IIG: 5. HELPING RELATIONSHIPS studies that provide an understanding of the counseling process in a multicultural society, including all of the following: an orientation to wellness and prevention as desired counseling goals; counselor characteristics and behaviors that influence helping processes; AMERICAN WITH DISABILITIES ACT: The Education and Educational Psychology Department does not discriminate on the basis of disability or handicap as regards any program or activity covered by federal or state laws and regulations. It is each student s responsibility to inform the Disability Resource Specialist at and the instructor of any disabling condition that requires accommodation or modification. METHODS OF INSTRUCTION: This course will be held in an interactive lecture format. We will also engage in roleplays, small group activities, and whole class discussions. Additionally, we will learn by application, requiring students to have a case outside of class that is shared. Students will be expected to attend to lectures, participate in discussion, participate in role-play and other class activities. By nature of the course, a considerable amount of in-class time will be spent discussing various topics related to our reading(s). Reading(s) must be done outside of class to prepare students for course content. 2

3 ACADEMIC HONESTY POLICY: A student has an obligation to demonstrate honesty in carrying out his/her academic assignments. Students may be found guilty of violating this obligation if they plagiarize or cheat. Attendance Policy Your development as a counselor-in-training requires a commitment to learning, demonstrating and practicing the interpersonal skills required for counseling. Class attendance and participation are critical to the acquisition of these skills. Therefore, we have developed the following attendance policy: Students who miss more than three (3) classes will not receive credit for the course. Students with 2 or 3 absences can expect their grade to be reduced. Please contact your faculty by or phone if you need to be late, miss a class, or leave early. EVALUATION Final Grades for the Course will be based on the following (25% each). Grammar, spelling and punctuation are important in all written work and will be considered in grading. 1. School Counselor Shadowing, Engaging, and Interviewing Project - Due: 11/26. You will interview 1 school counselor and shadow the counselor for at least 2 hours to learn about his/her routine. You must observe a developmental guidance lesson. If possible, you will co-facilitate the developmental guidance lesson. Only students who co-facilitate will get full credit. You will write a 4 to 6 paper (APA style, typed and double spaced) summarizing your interview and reflecting on what you have learned. 2. Reflection Papers: Due: 9/24, 11/05 Find two articles from industry publications that relate to applications in school counseling. Read about these topics and reflect on them. They should have the reference, in APA style, at the top of the paper, your name and paper number (reflection 1 or 2), and a 3 to 4 page reflection. About half of the reflection should be a summary but the other half should address how this paper changed or informed your view of the topic. It should also address how the topic may be applied in schools. The top journal in the field is Professional School Counseling. 3. Research Paper Due: 12/10. An independent investigation of a topic of particular interest to you that is relevant to the course content. You must read at least five (5) journal articles and write a 7 to 12 page paper in APA writing style (typed, double-spaced excluding references and title page). Do not just summarize the articles. You will be asked to share your paper in class on 12/10. Follow APA style (refer to 6 th edition of the APA style manual), and do not duplicate papers assigned for ED 586 or other courses. 4. Quizzes: Two quizzes will be given this semester. 3

4 5. ACA/ASCA/CSCA Membership: All students are required to join either the state or the national professional association and submit a copy of your membership card. Grading: A A B B B C Evaluation Summary: Interview & Shadowing 1 Paper = 30 Points Reflection Papers 2 Papers = 10 Points Quizzes 2 Quizzes = 20 Points Membership 1 membership = 10 Points Research Paper 1 Paper = 30 Points TOTAL POINTS: 100 points Rubric for Interviewing and Shadowing Paper (30 points) Interview Developmental Guidance Paper 0-5 Points 6-8 Points 9-10 Points Interview was Interview was incomplete or completed, but was undeveloped lacking in depth counselor Did not observe or lead lesson Quality of writing was a concern, APA style was also a concern Observed, but did not participate in lesson; Led lesson, but did not observe counselor Paper either had APA style errors or was lacking in another way Completed thorough interview on role of Both observed and engaged in lesson Wrote an engaging paper in APA writing style 4

5 COURSE OBJECTIVES, ACTIVITIES, ASSESSMENTS, AND STANDARDS Objectives/Learning Outcomes Demonstrate an awareness of the history of the school counseling profession Activities (*indicates a field-based activity) class presentations Performance Assessment Discussion of reading, Reflection questions CACREP Standards IIG 1 a,b, g Demonstrate an awareness of the role of school counselors. lectures, case studies Reflection Questions, Group discussions IIG 1 a,b, c, f, g, h, i IIG 5b Demonstrate knowledge of the components and process of school counseling as an integral component of the educational system. lectures, discussions, in class activities Class activity and review of chapter questions IIG1 g, i, IIG 5a, b Understand characteristics of learning by examining student demographics, and educational abilities. Guest speaker, case study, readings. Role play of case studies, discussion questions IIG1 e, i IIG 5a Understand the comprehensive school counseling program as a framework for professional practice Review the comprehensive school counseling program domains of academics, personal/social, and college/career as indicators of practice Analyze the integration of different methods of delivery of a school counseling program. Utilize different methods of accountability in analyzing the effectiveness of a school counseling program. Lecture, readings, and worksheets lectures, discussions, speaker and in class activities lectures, discussions, in class activities lectures, data analysis activity Readings, review of national and state association documents, class discussions Participation in a developed lesson for the domains, question discussions, creation of a lesson plan Interviews of school counselors, research paper on identified topic of interest Lesson plan assignment, creation of surveys and analysis of a lesson plan for effectiveness IIG1 a,b,e, i IIG5b IIG1 b,c, e, IIG5b IIG1 b,c, e, f IIG1 c, e, h, i IIG5b Demonstrate knowledge of critical legal and ethical topics as related to school counseling. lectures, discussions, in class presentations Reflection questions and case scenario studies IIG1 b, c, j IIG5 a Demonstrate strategies for facilitating development of school counseling. lectures, discussions, class presentation Class discussions and reflection on assignments IIG1 a, d, c, h IIG5 a, b 5

6 COURSE OUTLINE: TOPICS AND READINGS (subject to modification) 9/10 Overview of course and course requirements How to search the library databases 9/17 Library Day, Read Chapter 1 9/24 Reflection 1 Due, Read Chapter 2 10/01 Read Chapter 3 10/08 Chapter 4 10/15 Chapter 5 10/22 Chapter 6 10/29 Chapter 7 CSCA CONFERENCE NOV 2 11/05 Chapter 8 Reflection 2 Due, Quiz 1 NYSCA CONFERENCE NOV /12 Chapter 9 Role play of a child study team scenario with case studies. 11/19 Chapter 10 11/26 Chapter 11 Shadowing and Interview Project Due 12/03 Chapter 12 12/10 Approaching Complex Problems in Schools: Chapters NOVA Model Role Play Research Paper Due 12/17 (Final Exam) Quiz 2 6