INSTRUCTIONS FOR ASSEMBLING PORTFOLIO

Transcription

1 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 Drive or you may down load it from the Guidance and Counseling Homepage at: 1. Purchase the "Portfolio Binder" from Thompson's Bookstore on University Drive. Note the Binder comes with a cover and spine insert. 2. Purchase tab divider sets to separate sections in the portfolio. 3. Assemble materials. INSTRUCTIONS FOR INSERTING TABS The tabs will need to be inserted by the student in the proper place in the portfolio. The following instructions will insure portfolio uniformity: Place the indicated tab just before the indicated page. Tab Label Section 1.. Prior to page 13 Section 2.. Prior to page 15 Section 3.. Prior to page 18 Section 4.. Prior to page 20 Section 5.. Prior to page 23 Appendix A. Prior to page 26 If you have any questions please contact a member of the faculty. This page may be discarded from the assembled portfolio.

2 UNIVERSITY OF CENTRAL OKLAHOMA GUIDELINES FOR GUIDANCE AND COUNSELING PORTFOLIO SPONSORED BY CHI SIGMA IOTA DEDICATED TO EXCELLENCE IN COUNSELING 2

3 GUIDANCE AND COUNSELING PERSONAL PORTFOLIO OF Date Portfolio Started: 3

4 Table of Contents Portfolio Announcement.Page 4 Mission Statements...Page 5 Portfolio Requirements.Page 12 Section I..Page 13 Section II. Page 15 Section III....Page 18 Section IV Page 20 Section V...Page 23 Appendix A - Portfolio Criteria Guidance and Counseling Summary Page 26 Appendix B - Guidance and Counseling Program Outcomes and Indicators....Page 29 Appendix C - Guidance & Counseling Curriculum And Associated Outcomes And Indicators.....Page 35 Appendix D Oklahoma Competencies For Licensure And Certification: School Counselor.....Page 43 3

5 Attention UCO Guidance and Counseling Majors Portfolio Requirement Announcement The Oklahoma Commission For Teacher Preparation in 1997 through the Oklahoma NCATE State Partnership has mandated that institutions shall require all initial and advanced certification program(s) students to develop a portfolio. 1 The Guidance and Counseling Personal Portfolio shall follow the guidelines presented in the Portfolio Guide. The portfolio is a documented profile of your accomplishments, growth, learning and strengths related to the competencies, outcomes and indicators as determined by the Commission, the State Department of Education, The Council for Accreditation of Counseling and Related Programs (CACREP), The American School Counselors Association and this institution. This announcement applies to all students graduating after August If you will graduate after August, 1998 you should immediately purchase the Portfolio Guide. This is a 2- inch notebook, which includes all requirements for the Guidance and Counseling Personal Portfolio. If you have any questions about this process please consult with a member of the Counselor Education faculty. 1 Oklahoma NCATE State Partnership Application May 1997 p.258 4

6 UNIVERSITY OF CENTRAL OKLAHOMA Mission Statement UCO exists to provide excellent undergraduate, graduate and continuing education to enable students to achieve their intellectual, professional, personal and creative potential. UCO must also contribute to the intellectual, cultural, economic and social advancement of the communities and individuals it serves. College of Education Mission Statement To provide excellent programs which dynamically meet the needs of a changing society and prepare individuals to be outstanding professionals in the various teaching and non-teaching disciplines in the College. Department of Advanced Professional Services Mission Statement The mission of the Department of Advanced Professional Services is to prepare students through sequential course work and experiences to become effective teachers, counselors and administrators. Guidance and Counseling Program Mission Statement Our primary mission for the University of Central Oklahoma s Guidance and Counseling Program is to prepare Professional Counselors Who Specialize in the School Environment. This follows as a natural extension of the mission of the university, the college and the department. In order to promote professionalism students are encouraged to actively participate in our professional organizations. One way the University of Central Oklahoma s Guidance and Counseling Program promotes excellence and professionalism is by sponsoring the Upsilon Chi Omega Chapter of Chi Sigma Iota Academic and Professional Honor Society. We also encourage candidates to actively join the Oklahoma Counseling Association. Many graduates of the UCO Guidance and Counseling program have assumed leadership roles in the Oklahoma Counseling Association. This includes Kelly Collins who not only served as association president but was selected as the National Secondary Counselor of the Year by the American School Counselors Association. 5

7 The theme of the College of Education is: Preparing outstanding professionals who are reflective, responsive, and resourceful throughout their professional careers. This theme exemplifies the type of Professional School Counselor who is needed to assist students in problem solving and coping with the myriad of issues impacting them. The Guidance and Counseling Program at UCO prepares students for both proactive and reactive roles in the counseling profession. The American School Counselor Association s (ASCA) The Role of the Professional School Counselor" position paper (approved April, 1999) states that Professional School counselors: are specialists in human behavior and relationships who provide assistance to students through four primary interventions: counseling (individual and group); large group guidance; consultation; and coordination. Consistent with the themes of UCO's College of Education, these four interventions are exemplified in the following manner: Reflection: Reflective counselors are in a continual process of self-examination, coordinating personal experience with that reported by others, for the purpose of personal growth and fostering the growth of others. Regardless of theoretical orientation, our counseling students are expected to practice reflection and to become skillful facilitators of reflection in others. Responsive: Empathy, genuineness, and respect; the core conditions of any counseling relationship; exemplify the quality of responsiveness. Counseling students must learn to utilize these qualities in their role as consultant, coordinator, guidance teacher, or counselor. Whether one chooses to rely solely on these core conditions for facilitating growth, or to augment these conditions with more directed approaches, it is assumed that the counselor will be, first and foremost, responsive. Resourceful: The Professional School Counselor displays resourcefulness on a daily basis, demonstrating a sound knowledge base in their counseling field, and applying that knowledge to the many roles of the school counselor. Counselors are expected to utilize personal, school, and community resources to intervene in problem situations and to anticipate and prepare for future problems in their work environments. By anticipating and teaching communication and problem-solving skills, and by working collaboratively with others, counselors make effective use of personal, social, and environmental resources. To succeed in this role the school counselor must integrate this Reflective, Responsiveness, and Resourcefulness into a pragmatic model of helping. Based on the efficacy research in counseling the Cognitive-Behavioral Modification theory of counseling is emphasized (Beck et. al., 1990; Beck et. al., 1993; Chambliss & Gillis, 1993; Kendall, 1994). This is also a short-term, problem solving approach that is compatible with the time demands placed on the Professional School Counselor. In this model the Professional School Counselor teaches the reflective process to the client to enable them to evaluate the effects of their choices and actions. The counselor demonstrates Responsiveness and teaches effective communication to the student. Finally the Resourceful counselor teaches the client to use this whole process to anticipate and solve problems in the future. A Solution-Focused approach that complements the Cognitive-Behavioral model is also utilized. Solution-Focused approaches have been found to be particularly relevant for the school environment (Metcalf, 1995; Murphy, 1997; Murphy, 1997). This approach is useful for consultation with teachers and parents, as well as individual and group counseling. The focus on solutions and strengths rather than weakness and insight is 6

8 particularly compatible with the ASCA role statement for Professional School Counselors. The Guidance and Counseling Program is administratively housed in the Department Advanced Professional Services along with the School Administration Program and the Instructional Media Program. This focus of this department is ancilliary professional student services. The Guidance and Counseling Program has historically enjoyed a strong support from the University and College of Education administration. This is evidenced by the fact that faculty were invited to work closely with the architects when designing the counseling clinic in the new education building. As a result we have the best practicum facility in the state and in fact have had visitors from out of state visit our clinic. Program Objectives Seventeen broad outcome objectives were established to meet the mission of the Guidance and Counseling Program and the standards of the various professional and certifying organizations. We also relied on The Professional Counselor: Competencies, Performance Guidelines and Assessment (2 nd ed.) published by the American Association for Counseling and Development (now American Counseling Association) and the Oklahoma State Department of Education s Competencies for Licensure and Certification. Each outcome is specified as either knowledge based (K) or skill based (S). For each outcome a number of outcome indicators were established. Upon successful completion of the M.Ed. in Guidance and Counseling the student should demonstrate competency in the following: 1.00, Outcome, K. DEMONSTRATE UNDERSTANDING OF THE NATURE OF HUMAN GROWTH AND DEVELOPMENT 1.01, Indicator, K. Life-span theories of human development. 1.02, Indicator, K. Major theories of personality development and historical influencing factors. 1.03, Indicator, K. Major learning theories and historical influencing factors. 1.04, Indicator, K. Cognitive-structural developmental theories concerned with moral, intellectual, and ethical development. 2.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF THE SOCIAL AND CULTURAL FOUNDATIONS OF GUIDANCE 2.01, Indicator, K, Socioeconomic trends and changes in society including sources of conflict, methods of conflict resolution, and responses to change. 2.02, Indicator, K, Trends and changes in human roles including traditional and nontraditional male and female roles and factors influencing role development and change. 2.03, Indicator, K, Multicultural and pluralistic trends including characteristics and concerns of subgroups, subgroup and societal interaction patterns, and methods of conflict resolution. 2.04, Indicator, K, Major societal concerns including stress, person abuse, substance abuse, discrimination on the basis of human characteristics such as age, race, religious preference, ethnicity, or gender, and methods of alleviating these concerns. 3.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF THE KNOWLEDGE BASES WHICH SUPPORT DEVELOPMENT OF HELPING RELATIONSHIPS 3.01, Indicator, K, Counselor characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.02, Indicator, K, Client characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.03, Indicator, K, Factors, other than participants, that influence helping processes including environmental and social factors, relationships external to the helping process, and commitment to change. 3.04, Indicator, K, Major counseling theories including research and factors considered in applications. 3.05, Indicator, K, Helping skills including philosophic and theoretical bases, research, and factors considered in applications. 7

9 3.06, Indicator, K, Computer based individual counseling systems. 4.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF GROUP DYNAMICS AND DEVELOPMENT 4.01, Indicator, K, Principles of group dynamics including group process components, developmental stage theories, and group members' roles and behavior. 4.02, Indicator, K, Group leadership styles and approaches including characteristics of various types of group leaders and leadership styles. 4.03, Indicator, K, Theories of group counseling including commonalties, distinguishing characteristics, and pertinent research and literature. 4.04, Indicator, K, Group counseling methods including group counselor orientations and behaviors, ethical considerations, appropriate selection criteria and methods, and methods of evaluation of effectiveness. 4.05, Indicator, K, Other types of small group approaches, theories and methods. 5.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF LIFESTYLE AND CAREER DEVELOPMENT 5.01, Indicator, K, Major career and lifestyle development theories. 5.02, Indicator, K, Career, avocational, and educational information systems including local and national sources, print media, computer-assisted career guidance, and computer based career information. 5.03, Indicator, K, Major career and lifestyle counseling, guidance and education theories, and implementation models. 5.04, Indicator, K, Life-span career development and career counseling program planning. 5.05, Indicator, K, Changing roles of women and men as related to career development and career counseling. 5.06, Indicator, K, Interrelationships among work, family, and leisure. 5.07, Indicator, K, Career development and lifestyle needs and career counseling resources and techniques applicable to special populations. 5.08, Indicator, K, Career and educational placement, follow-up, and evaluation. 5.09, Indicator, K, Career and educational decision-making theory 5.10, Indicator, K, Assessment instruments relevant to career planning and decision-making. 6.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF STUDENT APPRAISAL 6.01, Indicator, K, Types of educational and psychological appraisal. 6.02, Indicator, K, Theoretical bases for appraisal techniques and methods of interpretation of appraisal data and information. 6.03, Indicator, K, Validity including methods of establishing content, construction, and empirical validity. 6.04, Indicator, K, Reliability including methods of establishing stability, internal and equivalence reliability. 6.05, Indicator, K, Major appraisal methods including environmental assessment, individual test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods. 6.06, Indicator, K, Psychometric statistics including types of test scores, measures of central tendency, indices of variability, standard errors, and correlations. 6.07, Indicator, K, Principles of appraisal data and information interpretations in helping processes. 6.08, Indicator, K, Ethical and legal considerations in the use of appraisal data and information in helping processes. 7.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF RESEARCH AND EVALUATION 7.01, Indicator, K, Basic types of research. 7.02, Indicator, K, Basic statistics. 7.03, Indicator, K, Principles of research proposal and report development and evaluation. 7.04, Indicator, K, Principles of needs assessment. 7.05, Indicator, K, Principles of program evaluation. 7.06, Indicator, K, Ethical and legal considerations in research. 7.07, Indicator, K, Uses of computers for data management and analysis. 8.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF PROFESSIONAL ORIENTATION 8.01, Indicator, K, Professional roles and functions including similarities and differences with other types of professionals. 8

10 8.02, Indicator, K, Professional organizations including membership benefits, activities, services to members, and current emphases. 8.03, Indicator, K, History of the helping professions including significant factors and events. 8.04, Indicator, K, Ethical and legal standards, their evolution, methods of change, applications to various professional activities. 8.05, Indicator, K, Professional preparation standards, their evolution and current applications. 8.06, Indicator, K, Professional credentialing including certification and licensure, and accreditation including practices and standards. 9.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF THE SCHOOL SETTING 9.01, Indicator, K, History. 9.02, Indicator, K, Philosophy. 9.03, Indicator, K, Trends. 9.04, Indicator, K, Purpose and objectives. 9.05, Indicator, K, Ethics. 9.06, Indicator, K, Legal aspects. 9.07, Indicator, K, Standards. 9.08, Indicator, K, Roles , Outcome, S, MANAGE THE GUIDANCE PROGRAM 10.01, Indicator, S, Conduct needs assessments of students, community resources, teachers, and parents to determining goals, priorities and outcomes for the guidance program , Indicator, S, Plan the school guidance program based on needs assessment , Indicator, S, Develop a program budget , Indicator, S, Develop evaluation instruments to measure student outcomes related to the guidance program , Indicator, S, Conduct guidance program evaluation and follow-up studies and share results with school personnel, parents, and students , Indicator, S, Use results of program evaluation and follow-up studies to improve the guidance program , Indicator, S, Inform administrators, teachers, students and parents about the service delivery and comprehensive nature of the guidance program , Outcome, S, DESIGN AND IMPLEMENT A DEVELOPMENTAL GUIDANCE PROGRAM 11.01, Indicator, S, Understand the psychological, emotional, and physiological development of children or adolescents and adults , Indicator, S, Stay familiar with national and state models for comprehensive developmental guidance programs, e.g., National Occupational Information Coordinating Committee (NOICC) Standards, Alaska Model, Idaho Model, Missouri Model, Wisconsin Model , Indicator, S, Adapt/devise, implement, and coordinate a comprehensive developmental guidance curriculum that covers the major areas of developmental needs-personal, social, academic, and career , Indicator, S, Adapt the institution's comprehensive developmental guidance model to accommodate specific needs of all student populations, e.g., at-risk, gifted, handicapped, and minorities , Indicator, S, Develop and coordinate a collaborative team approach to program implementation that involves all members of the guidance team, e.g., students, counselors, parents, teachers, administrators, and community resource persons , Indicator, S, Plan and conduct classroom guidance activities , Indicator, S, Assist classroom teachers in implementing guidance activities , Indicator, S, Assist students in transitions between grades or educational levels , Indicator, S, Inform students, parents, teachers, and administrators about the developmental guidance program and available services , Indicator, S, Make students and teachers aware of computer assisted instruction with developmental guidance content , Outcome, S, PROVIDE INDIVIDUAL AND GROUP COUNSELING 12.01, Indicator, S, Counsel individual students in order to meet remedial, preventive, and developmental needs , Indicator, S, Counsel small groups of students in order to meet remedial, preventive, and developmental needs. 9

11 12.03, Indicator, S, Develop and use effective ways to inform students, staff, and parents about procedures for obtaining individual or group counseling services , Indicator, S, Respond to students, staff, and parents in crisis , Indicator, S, Recognize indicators of student problems including stress, person abuse, substance abuse and other at-risk behaviors , Indicator, S, Provide counseling in problem areas that may affect students in schools, such as depression and suicide, attention-deficit hyperactivity disorder, eating disorders, and being at risk of failure , Indicator, S, Recognize discrimination on the basis of human characteristics such as age, race, religious preference, ethnicity, gender or exceptionality and develop interventions to alleviate these concerns , Outcome, S, CONSULT WITH STUDENTS, TEACHERS, PARENTS AND ADMINISTRATORS AND OTHER INTERESTED INDIVIDUALS , Indicator, S, Consult with students and parents concerning family situations that affect school attitude and performance , Indicator, S, Consult with teachers concerning classroom situations that affect school attitude and performance -- emphasizing classroom management strategies and the developmental needs of students , Indicator, S, Consult with teachers, administrators, and staff to meet individual student needs in such areas as attendance, progress, and motivation , Indicator, S, Be an advocate for all students , Indicator, S, Conduct parent education groups and individual conferences on specific problems/issues related to normal developmental concerns , Indicator, S, Assist teachers in developing curriculum in areas related to counseling, such as career development and psycho-social development , Indicator, S, Conduct staff development on problem areas that may affect students in schools, such as depression and suicide, attention-deficit hyperactivity disorder, eating disorders, and being at risk of failure , Outcome, S, COORDINATE SERVICES AVAILABLE TO STUDENTS, THEIR FAMILIES, TEACHERS AND SCHOOL-RELATED PERSONNEL 14.01, Indicator, S, Encourage cooperative relationships among and between the school, businesses, and members of the local community , Indicator, S, Develop an effective referral process for assisting students and school personnel to obtain services of specialized individuals within the school system and other agencies , Indicator, S, Assist special program personnel with student referrals, e.g., Special Education, Chapter Programs, Special Projects , Outcome, S, FACILITATE THE EDUCATIONAL AND CAREER DEVELOPMENT OF ALL STUDENTS , Indicator, S, Assist students as well as school personnel to increase their knowledge and understanding of the interrelationship between academic subjects, career development and the world of work , Indicator, S, Collaborate in identifying, obtaining, and disseminating appropriate educational and career development resources , Indicator, S, Adapt educational and career resources for dissemination to students through infusion in all aspects of the curriculum , Indicator, S, Encourage teachers to integrate career development activities throughout the curriculum , Indicator, S, Conduct sessions with students to promote career awareness , Indicator, S, Provide career and educational opportunity information to students including computer based systems , Indicator, S, Help students explore post-secondary school education and training opportunities , Indicator, S, Encourage parents to participate in student planning and decision making , Indicator, S, Help students develop decision-making skills , Indicator, S, Facilitate student near-term and long-term educational and career planning and decision making , Indicator, S, Assist students in achieving successful educational and career placement based on interests, aptitudes, abilities and achievement. 10

12 16.00, Outcome, S, COORDINATE A STUDENT ASSESSMENT 16.01, Indicator, S, Coordinate the organization, accumulation, and maintenance of student records , Indicator, S, Assist in the coordination of individual and group testing , Indicator, S, Administer assessment batteries to assist students in understanding personal interests, abilities, and aptitudes to facilitate making educational, social, and career plans and choices , Indicator, S. Interpret student information and assessment scores to students, parents, teachers, and administrators , Indicator, S. Use appraisal data to assist with decisions on appropriate student placement , Indicator, S. Identify students who have special needs , Indicator, S. Coordinate interviewing and assessing new students and parents prior to enrollment, including a preliminary diagnostic appraisal , Indicator, S. Review student progress and make reports to parents, teachers, and administrators about student development, adjustment, and achievement , Outcome, S. DEMONSTRATE REGARD FOR PROFESSIONAL DEVELOPMENT AND ETHICAL STANDARDS , Indicator, S. Obtain state and national professional credentials , Indicator, S. Maintain active membership in local, state, and national organizations, such as the American Counseling Association, the American School Counselors Association, and state and local divisions of the ACA and ASCA , Indicator, S. Abide by established laws and ethical and professional standards , Indicator, S. Adhere to school board and individual school policies , Indicator, S. Participate in professional developmental opportunities on a continuing basis , Indicator, S. Continue to follow current and innovative strategies and theories in the fields of guidance and counseling , Indicator, S. Respect the cultural differences and values of all ethnic groups , Indicator, S. Demonstrate positive human relations skills by showing respect for the worth and dignity of all students. Each objective will be covered in at least one course. Each course syllabus will reference the number of the objectives for that course. 11

13 Requirements for the UCO Guidance and Counseling Portfolio The UCO Guidance and Counseling Portfolio is a selected collection of the counselor candidates' evidence of professional growth and development while progressing through the guidance and counseling program. The culmination of the portfolio process is an integration of learning from all courses. This is evidenced by the accumulation of artifacts to demonstrate competency in the seventeen broad outcome objectives of the guidance and counseling program and their respective indicators. Each portfolio must be contained in the standard 2-inch loose-leaf notebook purchased for the Guidance and Counseling Portfolio. Section 1-5: Each section covers one or more of the guidance and counseling outcomes and associated indicators. A Brief Reaction Form will be completed for each section. Appendix A lists the required artifacts for each section, the course in which the artifact should be completed and provides a space for the Instructor to initial indicating the verification of that artifact. Appendix A will be turned in prior to the completion of your Internship and will be placed in your permanent file. The student is responsible for maintenance of the portfolio. The portfolio will be reviewed by faculty during application for internship and prior to the completion of the internship. Section 6: - Reflective Writing: The reflective writing will be completed at various points throughout the program. Part I, Philosophical Motivation, is to be completed in GUID 5953 Internship. Part II, Professional Development, should be compiled as you progress through the program and participate in professional development activities related to the role of the Professional Counselor. Part III, Personal Growth, should be completed during GUID 5953 Internship. 12

14 SECTION I #3: DEMONSTRATE UNDERSTANDING OF THE KNOWLEDGE BASES WHICH SUPPORT DEVELOPMENT OF HELPING RELATIONSHIPS What is the purpose of Section I? You should present evidence that you have mastered the following Outcome and Indicators. 3.00, Outcome, K, Demonstrate understanding of the knowledge bases which support development of helping relationships. 3.01, Indicator, K, Counselor or consultant characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.02, Indicator, K, Client or consultee characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.03, Indicator, K, Factors, other than participants, that influence helping processes including environmental and social factors, relationships external to the helping process, and commitment to change. 3.04, Indicator, K, Major counseling and consultation theories including research and factors considered in applications. 3.05, Indicator, K, Helping skills including philosophic and theoretical bases, research, and factors considered in applications. 3.06, Indicator, K, Computer based individual counseling systems. What should Section I include? The item of evidence and a Brief Reaction Form to show what this section represents, and how it relates to your goals and the UCO program goals. When should you start? This section is addressed throughout your program.. However, the required item of evidence will be completed in GUID 5014 Principles of Guidance and Counseling. See Appendix A (page??) for required artifact. 13

15 BRIEF REFLECTION FORM Section: I Date Created: Candidate s Name: Reviewer s Initials: Reflection Statement must be typed and at least one full paragraph per artifact in length. 1. Describe the context in which this artifact was collected and what you learned from this experience. 2. What does this item tell about your progress toward you personal goals and/or your growth as a counselor? 3. What does it demonstrate about your progress toward one or more of the Guidance and Counseling outcomes and indicators? 4. What are your plans for additional growth or improvement in this area? 14

16 SECTION II #1: DEMONSTRATE UNDERSTANDING OF THE NATURE OF HUMAN GROWTH AND DEVELOPMENT #3: DEMONSTRATE UNDERSTANDING OF THE KNOWLEDGE BASES WHICH SUPPORT DEVELOPMENT OF HELPING RELATIONSHIPS #12: DEMONSTRATE UNDERSTANDING OF THE PROVISION OF INDIVIDUAL AND GROUP COUNSELING What is the purpose of Section II? You should present evidence that you have mastered the following Outcome and Indicators. 1.00, Outcome, K. Demonstrate understanding of the nature of human growth and development. 1.01, Indicator, K. Life-span theories of human development. 1.02, Indicator, K. Major theories of personality development and historical influencing factors. 1.03, Indicator, K. The ranges of normality/abnormality that can be accommodated within institutional teaching/learning/counseling programs. 1.04, Indicator, K. Normal and abnormal human behavior including psychological and sociological factors. 1.05, Indicator, K. Major learning theories and historical influencing factors. 1.06, Indicator, K. Cognitive-structural developmental theories concerned with moral, intellectual, and ethical development. 3.00, Outcome, K, Demonstrate understanding of the knowledge bases which support development of helping relationships. 3.01, Indicator, K, Counselor or consultant characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.02, Indicator, K, Client or consultee characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.03, Indicator, K, Factors, other than participants, that influence helping processes including environmental and social factors, relationships external to the helping process, and commitment to change. 3.04, Indicator, K, Major counseling and consultation theories including research and factors considered in applications. 3.05, Indicator, K, Helping skills including philosophic and theoretical bases, research, and factors considered in applications. 15

17 3.06, Indicator, K, Computer based individual counseling systems , Outcome, S, Provide individual and group counseling , Indicator, S, Counsel individual students in order to meet remedial, preventive, and developmental needs , Indicator, S, Counsel small groups of students in order to meet remedial, preventive, and developmental needs , Indicator, S, Develop and use effective ways to inform students, staff, and parents about procedures for obtaining individual or group counseling services , Indicator, S, Respond to students, staff, and parents in crisis , Indicator, S, Recognize indicators of student problems including stress, person abuse, substance abuse and other at-risk behaviors , Indicator, S, Provide counseling in problem areas that may affect students in schools, such as depression and suicide, attention-deficit hyperactivity disorder, eating disorders, and being at risk of failure , Indicator, S, Recognize discrimination on the basis of human characteristics such as age, race, religious preference, ethnicity, gender or exceptionality and develop interventions to alleviate these concerns. What should Section II include? The item of evidence and a Brief Reaction Form to show what this section represents, and how it relates to your goals and the UCO program goals. When should you start? Understanding of the social and cultural foundations of guidance is addressed throughout your program. However, the required item of evidence will be completed in GUID 5163 Theories and Techniques of Individual School Counseling. See Appendix A (page??) for required artifact. 16

18 BRIEF REFLECTION FORM Section: II Date Created: Candidate s Name: Reviewer s Initials: Reflection Statement must be typed and at least one full paragraph per artifact in length. 1. Describe the context in which this artifact was collected and what you learned from this experience. 2. What does this item tell about your progress toward your personal goals and/or your growth as a counselor? 3. What do it demonstrate about your progress toward one or more of the Guidance and Counseling outcomes and indicators? 4. What are your plans for additional growth or improvement in this area? 17

19 SECTION III #2: DEMONSTRATE UNDERSTANDING OF THE SOCIAL AND CULTURAL FOUNDATIONS OF GUIDANCE What is the purpose of Section III? You should present evidence that you have mastered the following Outcome and Indicators. 2.00, Outcome, K, Demonstrate understanding of the social and cultural foundations of guidance. 2.01, Indicator, K, Socioeconomic trends and changes in society including sources of conflict, methods of conflict resolution, and responses to change. 2.02, Indicator, K, Trends and changes in human roles including traditional and nontraditional male and female roles and factors influencing role development and change. 2.03, Indicator, K, Multicultural and pluralistic trends including characteristics and concerns of subgroups, subgroup and societal interaction patterns, and methods of conflict resolution. 2.04, Indicator, K, Major societal concerns including stress, person abuse, substance abuse, discrimination on the basis of human characteristics such as age, race, religious preference, ethnicity, or gender, and methods of alleviating these concerns. What should Section III include? The item of evidence and a Brief Reaction Form to show what this section represents, and how it relates to your goals and the UCO program goals. When should you start? Understanding of the social and cultural foundations of guidance is addressed throughout your program. However, the required item of evidence will be completed in GUID 5133 Multicultural Counseling. See Appendix A (page??) for required artifact. 18

20 BRIEF REFLECTION FORM Section: III Date Created: Candidate s Name: Reviewer s Initials: Reflection Statement must be typed and at least one full paragraph per artifact in length. 1. Describe the context in which this artifact was collected and what you learned from this experience. 2. What does this item of evidence tell about your progress toward you personal goals and/or your growth as a counselor? 3. What does it demonstrate about your progress toward one or more of the Guidance and Counseling outcomes and indicators? 4. What are your plans for additional growth or improvement in this area? 19

21 SECTION IV #13 DEMONSTRATE UNDERSTANDING OF CONSULTATION WITH STUDENTS, TEACHERS, PARENTS, ADMINISTRATORS AND OTHER INTERESTED INDIVIDUALS #15: DEMONSTRATE UNDERSTANDING OF FACILITATING THE EDUCATIONAL AND CAREER DEVELOPMENT OF ALL STUDENTS What is the purpose of Section IV? You should present evidence that you have mastered the following Outcome and Indicators , Outcome, S, Consult with students, teachers, parents, administrators and other interested individuals , Indicator, S, Consult with students and parents concerning family situations that affect school attitude and performance , Indicator, S, Consult with teachers concerning classroom situations that affect school attitude and performance -- emphasizing classroom management strategies and the developmental needs of students , Indicator, S, Consult with teachers, administrators, and staff to meet individual student needs in such areas as attendance, progress, and motivation , Indicator, S, Be an advocate for all students , Indicator, S, Conduct parent education groups and individual conferences on specific problems/issues related to normal developmental concerns , Indicator, S, Assist teachers in developing curriculum in areas related to counseling, such as career development and psycho-social development , Indicator, S, Conduct staff development on problem areas that may affect students in schools, such as depression and suicide, attention-deficit hyperactivity disorder, eating disorders, and being at risk of failure , Outcome, S, Facilitate the educational and career development of all students , Indicator, S, Assist students as well as school personnel to increase their knowledge and understanding of the interrelationship between academic subjects, career development and the world of work , Indicator, S, Collaborate in identifying, obtaining, and disseminating appropriate educational and career development resources , Indicator, S, Adapt educational and career resources for dissemination to 20

22 students through infusion in all aspects of the curriculum , Indicator, S, Encourage teachers to integrate career development activities throughout the curriculum , Indicator, S, Conduct sessions with students to promote career awareness , Indicator, S, Provide career and educational opportunity information to students including computer based systems , Indicator, S, Help students explore post-secondary school education and training opportunities , Indicator, S, Encourage parents to participate in student planning and decision making , Indicator, S, Help students develop decision-making skills , Indicator, S, Facilitate student near-term and long-term educational and career planning and decision making , Indicator, S, Assist students in achieving successful educational and career placement based on interests, aptitudes, abilities and achievement. What should Section IV include? The item of evidence and a Brief Reaction Form to show what this section represents, and how it relates to your goals and the UCO program goals. When should you start? This section is addressed throughout your program. However, the required item of evidence will be completed in GUID 5953 Internship. See Appendix A (page 34) for required artifact. 21

23 BRIEF REFLECTION FORM Section: IV Date Created: Candidate s Name: Reviewer s Initials: Reflection Statement must be typed and at least one full paragraph per artifact in length. 1. Describe the context in which this artifact was collected and what you learned from this experience. 2. What does this item of evidence tell about your progress toward you personal goals and/or your growth as a counselor? 3. What does it demonstrate about your progress toward one or more of the Guidance and Counseling outcomes and indicators? 4. What are your plans for additional growth or improvement in this area? 22

24 SECTION V #9: DEMONSTRATE UNDERSTANDING OF THE SCHOOL SETTING #10: DEMONSTRATE UNDERSTANDING OF MANAGING THE GUIDANCE PROGRAM #11: DEMONSTRATE UNDERSTANDING OF DESIGN AND IMPLEMENT A DEVELOPMENTAL GUIDANCE PROGRAM What is the purpose of Section V? You should present evidence that you have mastered the following Outcome and Indicators. 9.00, Outcome, K, Demonstrate understanding of the school setting. 9.01, Indicator, K, History. 9.02, Indicator, K, Philosophy. 9.03, Indicator, K, Trends. 9.04, Indicator, K, Purpose and objectives. 9.05, Indicator, K, Ethics. 9.06, Indicator, K, Legal aspects. 9.07, Indicator, K, Standards. 9.08, Indicator, K, Roles , Outcome, S, Manage the guidance program , Indicator, S, Conduct needs assessments of students, community resources, teachers, and parents to determining goals, priorities and outcomes for the guidance program , Indicator, S, Plan the school guidance program based on needs assessment , Indicator, S, Develop a program budget , Indicator, S, Develop evaluation instruments to measure student outcomes related to the guidance program , Indicator, S, Conduct guidance program evaluation and follow-up studies and share results with school personnel, parents, and students , Indicator, S, Use results of program evaluation and follow-up studies to improve the guidance program , Outcome, S, design and implement a developmental guidance program , Indicator, S, Understand the psychological, emotional, and physiological development of children or adolescents and adults , Indicator, S, Stay familiar with national and state models for comprehensive developmental guidance programs, e.g., National Occupational 23

25 Information Coordinating Committee (NOICC) Standards, Alaska Model, Idaho Model, Missouri Model, Wisconsin Model , Indicator, S, Adapt/devise, implement, and coordinate a comprehensive developmental guidance curriculum that covers the major areas of developmental needs-personal, social, academic, and career , Indicator, S, Adapt the institution's comprehensive developmental guidance model to accommodate specific needs of all student populations, e.g., at-risk, gifted, handicapped, and minorities , Indicator, S, Develop and coordinate a collaborative team approach to program implementation that involves all members of the guidance team, e.g., students, counselors, parents, teachers, administrators, and community resource persons , Indicator, S, Plan and conduct classroom guidance activities , Indicator, S, Assist classroom teachers in implementing guidance activities , Indicator, S, Assist students in transitions between grades or educational levels , Indicator, S, Inform students, parents, teachers, and administrators about the developmental guidance program and available services , Indicator, S, Make students and teachers aware of computer assisted instruction with developmental guidance content. What should Section V include? The item of evidence and a Brief Reaction Form to show what this section represents, why each item was included and how it relates to your goals and the UCO program goals. When should you start? This section is addressed throughout your program. However, the required item of evidence will be completed in GUID 5253 Developmental Guidance. See Appendix A (page 34) for required artifact. 24

26 BRIEF REFLECTION FORM Section: V Date Created: Candidate s Name: Reviewer s Initials: Reflection Statement must be typed and at least one full paragraph per artifact in length. 1. Describe the context in which this artifact was collected and what you learned from this experience. 2. What does this item of evidence tell about your progress toward you personal goals and/or your growth as a counselor? 3. What does it demonstrate about your progress toward one or more of the Guidance and Counseling outcomes and indicators? 4. What are your plans for additional growth or improvement in this area? 25

27 APPENDIX A Portfolio Criteria Guidance and Counseling Name: Advisor: Instructions: Under each section required artifacts are listed along with space for additional items if you should desire. By each artifact there is a place for the class or project instructor to put her/his initials. The Guidance and Counseling Program Coordinator must also sign this document after completion of all other requirements. The finished document will be turned into the Program Coordinator to be placed in your permanent file. You will also need a copy to take to the College of Education Certification Officer in order to obtain your school counselor certification. It is suggested that you make a copy of this document for your records. Each numbered item represents a major outcome competency of the Guidance and Counseling Program. They are grouped together in sections based on their associated portfolio artifact. Section I #3. Demonstrate Understanding of the Knowledge Bases Which Support Development of Helping Relationships Section II Artifact Reflective, Responsive or Resourceful Course Instructor Initials/Date Faculty Evaluation of GUID 5013 Responsive Helping Relationships Form Principles of Guidance & Counseling Brief Reflection Form Yes No Reflective #1. Demonstrate Understanding of the Nature of Human Growth and Development #3. Demonstrate Understanding of the Knowledge Bases Which Support Development of Helping Relationships #12. Demonstrate Understanding of the Provision of Individual and Group Counseling Artifact Reflective, Responsive or Resourceful Course Instructor Initials/Date Systematic Desensitization GUID 5163 Responsive Project Theories & Techniques of Individual School Counseling Brief Reflection Form Yes No Reflective 26

28 Section III #2. Demonstrate Understanding of the Social and Cultural Foundations of Guidance Artifact Reflective, Responsive or Resourceful Course Instructor Initials/Date Understanding Diversity GUID 5133 Reflective Multicultural Counseling Brief Reflection Form Yes No Reflective Section IV #9. Demonstrate Understanding of the School Setting #10. Demonstrate Understanding of Managing the Guidance Program #11. Demonstrate Understanding of Design and Implement A Developmental Guidance Program Artifact Reflective, Responsive or Resourceful Course Instructor Initial/Date Developmental Guid. Project GUID 5253 Resourceful Developmental Guidance Brief Reflection Form Yes No Reflective Section V #1. Demonstrate Understanding of the Nature of Human Growth and Development #2. Demonstrate Understanding of the Social and Cultural Foundations of Guidance #5. Demonstrate Understanding of Lifestyle and Career Development #9. Demonstrate Understanding of the School Setting #13. Demonstrate Understanding of Consultation With Students, Teachers, Parents, Administrators and Other Interested Individuals #15. Demonstrate Understanding of Facilitating the Educational and Career Development of all Students Artifact Reflective, Responsive or Resourceful Course Instructor Initial/Date Career Guid. Project GUID 5443 Resourceful Career Guidance Brief Reflection Form Yes No Reflective 27

29 Section VI #1. Demonstrate Understanding of the Nature of Human Growth and Development #3. Demonstrate Understanding of the Knowledge Bases Which Support Development of Helping Relationships #4. Demonstrate Understanding of Group Dynamics and Development #5. Demonstrate Understanding of Lifestyle and Career Development #6. Demonstrate Understanding of Student Appraisal #7. Demonstrate Understanding of Research and Evaluation #8. Demonstrate Understanding of Professional Orientation #12. Demonstrate Understanding of the Provision of Individual and Group Counseling #13. Demonstrate Understanding of Consultation With Students, Teachers, Parents, Administrators and Other Interested Individuals #14. Demonstrate Understanding of Coordinating Services Available to Students, Their Families, Teachers and School-Related Personnel #15. Demonstrate Understanding of Facilitating the Educational and Career Development of all Students #16. Demonstrate Understanding of the Coordination of a Student Assessment #17. Demonstrate Regard for Professional Development and Ethical Standards Artifact Reflective, Responsive or Resourceful Course Instructor Initial/Date Internship Evaluation GUID 5953 Resourceful Internship Brief Reflection Form Yes No Reflective Portfolio Review Checkpoints: 1. Application for Internship: Review Completed by Curriculum Committee Yes No 2. Prior to Completion of Internship: Review Completed by Internship Instructor Yes No Student Signature Date Program Coordinator Signature Date 28

30 APPENDIX B GUIDANCE AND COUNSELING PROGRAM OUTCOMES AND INDICATORS 1.00, Outcome, K. DEMONSTRATE UNDERSTANDING OF THE NATURE OF HUMAN GROWTH AND DEVELOPMENT 1.01, Indicator, K. Life-span theories of human development. 1.02, Indicator, K. Major theories of personality development and historical influencing factors. 1.03, Indicator, K. The ranges of normality/abnormality that can be accommodated within institutional teaching/learning/counseling programs. 1.04, Indicator, K. Cognitive-structural developmental theories concerned with moral, intellectual, and ethical development. 2.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF THE SOCIAL AND CULTURAL FOUNDATIONS OF GUIDANCE 2.01, Indicator, K, Socioeconomic trends and changes in society including sources of conflict, methods of conflict resolution, and responses to change. 2.02, Indicator, K, Trends and changes in human roles including traditional and nontraditional male and female roles and factors influencing role development and change. 2.03, Indicator, K, Multicultural and pluralistic trends including characteristics and concerns of subgroups, subgroup and societal interaction patterns, and methods of conflict resolution. 2.04, Indicator, K, Major societal concerns including stress, person abuse, substance abuse, discrimination on the basis of human characteristics such as age, race, religious preference, ethnicity, or gender, and methods of alleviating these concerns. 3.00, Outcome, K, DEMONSTRATE UNDERSTANDING OF THE KNOWLEDGE BASES WHICH SUPPORT DEVELOPMENT OF HELPING RELATIONSHIPS 3.01, Indicator, K, Counselor or consultant characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.02, Indicator, K, Client or consultee characteristics and behaviors that influence helping processes including gender and ethnic differences, verbal and nonverbal behaviors, personal characteristics, orientations, and skills. 3.03, Indicator, K, Factors, other than participants, that influence helping processes including environmental and social factors, relationships external to the helping process, and commitment to change. 3.04, Indicator, K, Major counseling and consultation theories including research and factors considered in applications. 3.05, Indicator, K, Helping skills including philosophic and theoretical bases, research, and factors considered in applications. 29