The George Mason University Graduate School of Education

Transcription

1 The George Mason University Graduate School of Education EDCD 606 (001): Counseling Children and Adolescents Mondays 4:30 pm to 7:10 pm, Robinson A 243 Spring 2004 Instructor: Simone F. Lambert, Ph.D., LPC Office Phone: (571) or (703) Office location: 9870 Main Street, Fairfax [email protected] Office hours: By appointment only Course Description EDCD 606: Counseling Children and Adolescents. Prerequisite: EDCD 603, or permission of the instructor. Presents theories, techniques, and strategies for working with children and adolescents and their families. Explores counseling issues related to this population. Provides practice of techniques and strategies with emphasis on supervised practice sessions. Required Texts: **A list of assigned journal articles can be found on blackboard.** Vernon, A. (2003). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing Co. Recommended Texts: Carlson, J. & Lewis, J. (2002). Counseling the adolescent (4th ed). Denver, CO: Love Publishing Co. Kottman, T. (2003). Partners in play: An Adlerian approach to play therapy (2nd ed.). Alexandria, VA: American Counseling Association. McClure, F. & Teyber, E. (2003) Casebook in child and adolescent treatment: Cultural and familial contexts. Pacific Grove, CA: Thomson, Brooks/Cole. Winslade, J. & Monk, G. (1999). Narrative counseling in schools: Powerful & brief. Thousand Oaks, CA: Corwin Press, Inc. Recommended Reading: Murphy, J. J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association. Sklare, G. B. (1997). Brief counseling that works: A solution-focused approach for school counselors. Thousand Oaks, CA: Corwin Press, Inc. Course Objectives/Student Outcomes 1. Gain increased knowledge of psychology and sociological issues affecting youth. 2. Understand the interrelationship of school and clinical counseling to contemporary problems of youth. 3. Gain an understanding of interventions strategies to effectively counsel youth. 4. Attain supervised practice and critique of counseling techniques an strategies with this population. 5. Acquire an awareness of the importance and development of prevention and intervention programs to address the problems of youth. 6. Understand the application of counseling strategies and prevention program development of school and community settings.

2 EDCD Relationship to Course and Program Goals and Professional Organizations EDCD 606 provides the foundation in the knowledge base for the M.Ed. degree in Counseling and Development for students seeking that degree whether they enter the profession in a school, or community settings. This foundation is built upon with other courses culminating in an internship in an appropriate setting. EDCD 606 focuses on advanced counseling skills and techniques. It is a core course within the School Counseling program. It builds on knowledge and skills learned in EDCD 603 and emphasizes counseling and understanding youth from a multidisciplinary framework inclusive of social, political, economic, familial and psychological factors that affect counseling with this population. After taking both EDCD 603 and EDCD 606, students have studied and practiced the techniques of all of the major counseling treatment systems and their application to children and adolescents and diverse populations. They have a solid foundation for application in laboratory courses can begin to identify which theories of counseling are more suitable to their personal attributes and professional interests. EDCD 606 fulfills the requirements of the following professional organizations: o Virginia Department of Education requirement for school counseling licensure that candidates understand the knowledge, skills and processes of individual counseling. o Virginia Department of Health Professions requirement that Licensed Professional Counselor candidates complete graduate study in theories and techniques of counseling and psychotherapy. o Council for the Accreditation of Counseling and Related Educational Programs (CACREP) requirements that counselor education programs include the study of helping relationships. o American Counseling Association Code of Ethics requirement that counselors establish counselor education and training programs that integrate academic study and supervised practice. Course Structure: Basic theoretical approaches to individual counseling will be discussed, analyzed and applied in this course. Students are responsible for reading assigned material in the theories text (Vernon and/or Carlson), and other supplemental material, prior to class, and should come to class prepared to actively participate in class discussion and activities. Class activities will include lecture, skill demonstrations, role-playing, small group work, experiential exercises, videos, and the analysis of tape-recorded counseling sessions. Students will be assigned to a small group and will be responsible for sharing information within the group and making a presentation concerning a theory to the class. During the lab sessions, students will have the opportunity to practice skills that are fundamental to effective counseling. Lab activities will focus primarily on practicing skills through roleplays in dyads and triads in which students will take a role. The instructor will critique role-plays and provide verbal and/or written feedback on skill development. Course Requirements: Active Participation & Technology Competence is expected in all class and lab activities. Students are expected to attend all classes and come to class prepared having completed all reading and written assignments. Students are expected to be able to use a computer, send and retrieve , open attachments, gain access to the internet, and conduct a library search on line. All of the course documents will be available on Blackboard; students will need to log-on to Blackboard regularly. You will also need to make two significant posts per week regarding material from required, recommended, or suggested reading. [15 points] The following are the guidelines for accessing Blackboard: 1. Enter the following URL into your browser Click on the Login button.

3 EDCD Enter your Username and Password. Your username is your GMU username. The Password will be given to you by your instructor. If you do not know your GMU Username go to any GMU computer lab for help. 4. A welcome message will appear. To the left of this page is, Tools. 5. Click on Personal Information. You can change your password and your address. 6. To access the course click on the course name in the right hand column. Professional Growth Opportunities [10 points]. You are expected to participate in a professional growth opportunity during the semester (pre-approved by professor). You will write a one-page summary of key points to share with your classmates. Here are examples of professional opportunities occurring during this semester: Virginia Counseling Graduate Student Conference College of William and Mary February 20, contact Dr. Davis at [email protected] o Summit for Clinical Excellence Savannah, GA March 11-14, o VSCA Conference Charlottesville March 18-19, 2004 contact Katie Moffett at [email protected] o ACA Conference Kansas City, MO March 31-April 4, Professional Library Assignment [15 points]. Choose one of the following assignments: o Review and consider purchasing a book for your professional library (selection must be preapproved by instructor). Select a book concerning an aspect of counseling children and adolescents to add to your professional library. Write a one-page review of the book. Include purchasing information, summary of information and format of book, identify the audience for this book, and discuss its strengths and weakness. Book reviews will be submitted in writing and on line and will be placed on Blackboard. o Review and consider purchasing a book for your professional library six books to be used with students (bibliotherapy). Select two books appropriate for children grades K-3, and two more for children grades 4-8, and two more for children in grades The following information should be submitted for each book selected: Title, author, publisher of the book and a short synopsis (4-5 sentences), including a recommended audience or recommended use of the book. A three-page annotated bibliography of all six books will be submitted in writing and on line and will be placed on Blackboard. Group Presentation [15 points]. Your triad will make a presentation on a current issue or topic related to counseling children and adolescents. The presentation will be 30 minutes in length, include Powerpoint, handouts, interactive activities, and demonstration of counseling strategies suggested to address the issue. Topics will be assigned the 2 nd night of class. Counseling Sessions [30 points]. You will conduct two counseling sessions on videotape (able to be viewed on VCR). Tapes will be returned if the image or sound quality is poor. Written consent from parents will be obtained and verbal assent from child or adolescent will be obtained. Each session should be 15 minutes in length; conducted with a youth client (preferably between the ages of 5 and 15). You will reflect on your counseling skill strengths and weaknesses. o The first session is for your own reference and should be completed by the third week of class. The session should be conducted with a student who presents you will a realistic problem related to youth. Select a five minute portion of the tape to transcribe, preferably an area that you would like feedback on

4 EDCD how to improve or an area that you believe went really well. This tape will provide you with a natural look at your own style of counseling prior to training in the course. A short reaction paper will be due at the fourth class meeting assessing your helping skills and abilities. You will be graded on your selfcritique, but will submit the tape and transcript along with the critique. The transcripts will be discussed in class. [10 points]. o The second videotape should be conducted after the 9 th class session. The videotape and a two-page self critique and comparison to the first tape is due on 4/19/04 [20 points]. Final to be conducted during the last class will include an essay question, a case study and short answer, multiple choice questions. The essay and case study question will be available on Blackboard on April 26 and will be due on May 3, [15 points]. Summary of Grading System & Course Requirements Attendance, Participation, Technology 15 points Book Review 15 points Counseling Assignments Self-Reflection (Tape 1) 10 points Final Project (Tape 2) 20 points Group Presentation 15 points Professional Growth Opportunity 10 points Final 15 points TOTAL: 100 points HONOR CODE To promote a stronger sense of mutual responsibility, respect, trust, and fairness among all members of George Mason University and with the desire for greater academic and personal achievement, we, the members of George Mason University, have se forth the following code of honor. Any individual who is caught in the act of cheating, attempting to cheat, plagiarizing, or stealing will be brought forth before a council of their peers. In the even that the individual is found guilty, he or she will be punished accordingly. For further information, please refer to the university Catalog or Website at ATTENDANCE Students are expected to attend all classes, to come on time and stay for the entire class. Students who miss all or part of more than two classes may not be able to complete the course. NOTE: This syllabus is subject to change based on the needs of the class. If you need course adaptations or accommodations because of a disability please inform your instructor as soon as possible so that arrangements can be made. Any questions? Call the Disability Resource Center (703) In accordance with the George Mason University Grading Policy, the following grades may be achieved: A+ 100 points A points A points B points B points C 79 points and below

5 EDCD Course Agenda DATE TOPIC ASSIGNMENT DUE 2/26/04 Orientation: Introductions Syllabus Ethics in working with minors 2/2/04 Topic: Difference between counseling children and adults (brainstorm) Developmental issues Video of skills Review of basic skills Practice in triads 2/9/04 Topic: Counseling the adolescent Overview of counseling interventions for children Practice in triads 2/16/04 Topic: Theoretical approaches for counseling children Overview, Adlerian, Reality, Behavioral Tape #1 - critique and discussion with triad 2/23/04 Guest: School Counselor Panel Topic: Counseling in schools Special education Counseling children with special needs Presentation: Professional book selection Case study analysis of transcripts 3/1/04 Topic: Theoretical approaches for counseling children & adolescents brief-solution focused, REBT, crisis-intervention Brief-solution focused counseling Case study analysis Vernon Ch.1, 2 & 8; Erdman & Lampe (1996); Liu & Clay (2002) Vernon Ch. 3; Jackson (2001) 3/8/04 SPRING BREAK RELAX Vernon Ch. 1; Carlson Ch. 1-3; Ballou (2002); White, Flynt, & Jones (1999) DUE: Tape # 1 & critique Vernon: Ch. 7, 9, 12 Winslade: Ch. 4 DUE: Professional Book Selection Vernon Ch. 5, 6; Snyder, Feldman, Shorey, & Rand (2002) 3/15/04 Topic: Play Therapy Vernon: Ch. 4; Daigneault (1999); Kottman (TBA)

6 EDCD Play therapy skills Sharing bibliotherapy selections DUE: Bibliotherapy Selections **Bring your favorite (nontherapy) board game 3/22/04 Guest: Dr. Kaffenberger Topic: Narrative Therapy Culturally responsive strategies Vernon: Ch. 8; Winslade: Ch. 1-3; Zimmerman & Beaudoin (2002) 3/29/04 Topic: Group counseling Triad Presentation: Dealing with transitional issues Conducting small group counseling 4/5/04 Topic: Counseling Children in Community Settings Common emotional disorders of children & adolescents Triad Presentation: Resiliency and mentoring Case study 4/12/04 Topic: Children and Adolescents at risk Triad Presentations: Childhood & adolescent depression & suicide Violence & bullying 4/19/04 Topic: Working with families and parents Vernon: Ch. 11; Winslade: Ch. 5; Kulic, Dagley, & Horne, (2001) Vernon: Ch. 10 Winslade: Ch. 4 Vernon: 13-14; McDonald, Billingham, Conrad, & Morgan (1997) DUE: Tape # 2 & Critique 4/26/04 Discuss professional growth experiences; Professional Growth Opportunity 5/3/04 Wrap Up Final