PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs

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1 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 inclusive and therapeutic environments Research-Based Practices & Professional Standards to critically analyze and implement research-based practices to demonstrate appropriate professional values, knowledge, and skills Impact on Learning and Development / Personal and Professional Growth to ensure students and clients succeed to influence policy and provide leadership for organizations Evidence-Informed Decision Making to use evidence to solve problems of practice and enhance therapeutic decisions COUN 596: Foundations of School Counseling Instructor: Lisa Aasheim, Ph.D., NCC, ACS Term: Winter 2008 Office: 506Q Location: ED 502 Phone: Time: 4-6:30 pm ( preferred) Office hours: By appointment PROGRAM POLICY STATEMENT The counseling profession requires a high level of personal integrity, self-awareness, and personal maturity. Demonstrating professionalism in classroom behavior, as well as being present and engaged in classroom activities, is expected at all times as a graduate student in Counselor Education. Students are expected to attend all class meetings; however, one absence is not considered excessive. Students whose beliefs, religious practices, or lifestyles may conflict with class attendance from time to time should discuss such issues with the course instructor at the beginning of the term. If possible, arrangements should be made to make up missed attendance-related assignments and experiences. It is up to the student and instructor to negotiate a satisfactory solution with respect to absences. Students and faculty are expected to maintain an atmosphere in which controversial issues, germane to the subject matter, can be examined and discussed. In exercising this freedom of expression, faculty and students are expected to exercise appropriate restraint and show respect for the opinion of others. The Counselor Education program seeks to balance providing care and support, high expectations, and opportunities for participation in meaningful activities. All students are expected to participate in constructing a respectful learning environment in the classroom. Arrive to class on time, stay for the entire class, come back from breaks on time, turn off cell phones, etc. Be mindful of what might detract from the learning experience of students and faculty alike (e.g., talking to fellow students during lecture). All students in the program must demonstrate behavior that is consistent with the Ethical Standards put forth in 2005 by the American Counseling Association: Failure to do so can result in termination from the program. Demonstrating effective ethical and professional conduct is extremely important and will be monitored and reviewed by the faculty throughout your time in the program in order to assess your development as a professional counselor. Formal occasions for feedback in this regard occur following First Year Student Reviews (May of each year) and during Practicum and Internship. Concerns and deficiencies will be brought to your attention and used by faculty in assessing your overall academic/ professional progress in the Program. Deficiencies which are not corrected will be cause for disciplinary action which may include termination from the program.

2 Course Description Introductory course for students pursuing graduate study in school counseling. Oriented toward students with an interest in the special and unique field of school counseling. Intended to provide a broad overview of the school counseling profession with an emphasis on both theoretical and practical aspects of comprehensive school counseling programs. Accommodation: Students needing an accommodation should immediately inform the course instructor. Students are referred to Disability Student Services ( ) to document their disability and to provide support services when appropriate. Discuss any district policies and procedures relating to any needed accommodation with our on-site supervisor. Required Text & Readings American Psychological Association. (2001). Publication manual of the American psychological association (5 th ed.). Washington, DC: Author.* Cobia, D., & Henderson, D. A. (2007). Developing an effective and accountable school counseling program (2 nd ed.) Upper Saddle River, NJ: Merrill Prentice-Hall. Oregon Department of Education. (2003). Oregon s framework for comprehensive guidance and counseling programs, pre-kindergarten through twelfth grade. Salem, OR: Author. Available on line at: American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author.* Additional readings will be provided in class. Recommended Text & Readings American School Counselor Association. (2004). The ASCA National Model Workbook. Alexandria, VA: Author.* Remley, T. P., Hermann, M.A., Huey, W. C. (2003). Ethical and legal issues in school counseling (2 nd ed.). Alexandria, VA: American Counseling Association. *Required in other core Counselor Education courses. TSPC practices and competencies addressed in this course School counselors are expected to: Develop and implement plans which promote social and emotional development growth Establish programs appropriate for group, individual, and family counseling Demonstrate interpersonal skills, working with others and communicating with community members Practice and promote group process, crisis resolution, anger management and violence prevention Demonstrate ethical standards and legal framework unique to counseling Collaborate with social service agencies providing services to students and families Support school to work transition and career planning Assist with curriculum coordination as it relates to guidance activities Support and develop plans which respect difference and promote communication among diverse groups Collaborate with school staff, families, and community members to meet individual student needs Assist staff to understand the needs of all students Collaborate with colleagues, staff, parents, and the public to enhance the student's performance

3 National Standards for School Counseling Programs addressed in this course School counselors are expected to foster: Academic Development: The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. Career Development: Program standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the work of work. Personal/Social Development: Program standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth which contributes to academic and career success. CACREP Program standards addressed in this survey course. Upon graduation, school counselors are expected to know: Relationship of the school counseling program to the academic and student services program in the school Role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school Current issues, policies, laws, and legislation relevant to school counseling The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling An 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 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 How to coordinate, collaborate, refer, and team-build with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students How to integrate 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 How to promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate How to create individual, group, and classroom guidance approaches systematically designed to assist all student with academic, career, and personal/social development Approaches to peer facilitation of students, including peer helper, peer tutor, and peer mediation programs Issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide) Developmental approaches to assist 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) Facilitate constructive partnerships with parents, guardians, families, and community systems, family systems, and school systems, and how they interact to influence the students and affect each system

4 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 Course Objectives Upon completion of the course, student will: 1. Understand the need for developing and implementing comprehensive school counseling programs which promote academic, career, and social-emotional development for all students. 2. Recognize and be able to implement Oregon s Comprehensive Counseling and Guidance Framework. 3. Understand the role of school counselors in student assessment as it related to academic, career, personal/social development, and the capacity to contribute. 4. Explore the counselor s role in confronting racism, sexism, and injustice. 5. Understand how technology is impacting the delivery of school counseling services. 6. Explore ethical decision making and demonstrate behaviors consistent with the ethical standards and legal framework unique to school counseling. 7. Develop an initial Professional Practice Portfolio for documenting knowledge and competency in the TSPC objectives for the Initial School Counselor License. 8. Construct a Disclosure Statement that explains your program and role as a professional school counselor to students, parents, teachers, administrators, and staff. Class Participation and Readings Class participation is vital in creating an open, dialogue-based learning community. To effectively participate, you need to be present for the entire length of the class. Further, our goal is to create an open, respectful community that honors multicultural differences, differences in opinion and viewpoint, and differences in professional and personal experience. The creation of this environment requires full, respectful attentiveness to the learning community and your colleagues at all times. If your phone rings in class, expect your participation grade to drop 10%. If you are late to class or need to leave early, please provide reasonable explanation to the learning community. Each tardiness or absence thereafter will reduce your participation grade an additional 10%. If your reading or written assignments are incomplete, there will be an 10% reduction in your reading assignments score per assignment. Class Requirements & Score Class Participation 20 Portfolio/Reading Assignments 40 Class Presentation & Info Packet 30 Personal Disclosure Statement 10 Grading Scale:

5 A C B D Professional Self-Disclosure Using the model on pages in Cobia & Henderson, develop a Disclosure Statement. Be mindful of your audience. Do two versions: one version for students and parents and another version for administrators, teachers, and staff at your school. If you are not working in a school, develop a disclosure statement directed toward students as audience that can be rewritten and aligned for your internship. The statement should be no more than two pages long. You will be sharing your statement with other students in class. A version of your disclosure will be required as part of Internship. Portfolio/Reading Assignments You will receive articles and/or handouts that need to be completed prior to the following week s class. These handouts all pertain to one or more of the TSPC competencies for school counselors and should be included in your PPP in the relevant section(s). These handouts and reading assignments will often be the material of class discussions or group conversations so should be completed with care. Class Presentation & Information Packet You will provide the class with a presentation on a component of the state or national counseling frameworks. You will sign up for a topic on the second evening of class. Your presentation must be minutes in length and must be a comprehensive discussion of your topic. You must provide the class with a min. 4 page handout of information and/or examples pertaining directly to your topic. If you need additional time to cover your topic, please inform your professor ahead of time so that time may be allotted. Your information packet must be posted to the class website. Your score will be based on 10 points for the handout, 10 points for the presentation, and 10 points based on peer evaluations of the usefulness and comprehensiveness of your presentation for a total of 30 possible points. Class Schedule Text Reading Jan. 10 Foundations of SC Ch. 1 & 2 Jan. 17 Professional Identity & Roles of the SC Ch. 3 & 4 Jan. 24 Comprehensive Programs Ch. 6 & 7 Jan. 31 Domains/Activities/Partners Model Ch. 8, 9, & 10 Feb. 7 Services & Service Delivery Ch. 5

6 Feb. 14 Program Evaluation/ Consultation & Collaboration Ch. 11 & 12 Feb. 21 Feb. 28 Mar. 6 Mar. 13 Mar. 20 Presentations (Nat l Model) Presentations (Nat l Model) Presentations (State Framework) Presentations (State Framework) PPP Workshop

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