UNIVERSITY OF LA VERNE School Counselor Preparation Program

Transcription

1 UNIVERSITY OF LA VERNE School Counselor Preparation Program Instructor: Janet Trotter, M.Ed., M.S. Assistant Professor (preferred) Voic x 5435 Education 549 School Counseling Theories 3 units (Graduate Credit Only) Prerequisites: Education 546, 571 California Commission on Teacher Credentialing Standards for Pupil Personnel Services Credential This course meets or partially meets Standard 25 - Individual Counseling, Standard 26 - Group Counseling and Facilitation, and Standard 32 Determination of Candidate Competence. Course Description: This course presents and examines various theories of counseling that form the foundation for the work of the school counselor. The major theories are studied from both a historical and current application viewpoint. New theories are also covered as well as ethical and diversity issues. Evidence of Learning Outcomes: Candidates will gain an understanding in each of the 3 categories listed below. Examples in each category are provided. These categories are the same Candidates will find in their field work requirements. Personal /Social: 1. Develop a critical knowledge of the conceptual foundations and different tenets of various views of counseling intervention and change. 2. Become informed about current counseling theories and their shared and divergent precepts. Theories included are psychodynamic, behavioral, humanistic, cognitive and family systems. Academic: 1. Understand how each theory's ideas of "therapeutic intervention" is rooted in its view of "personality development" -- maturation, stability, change and pathology. 2. Recognize the advantages (and limitations) of each theoretical system, explanatory power (for health and pathology), applicability (across sex, age, culture and time), and practicality (usefulness in schools and counseling centers; individual, couple, family and group work). 3. Become knowledgeable about the influence of earlier versions of these systems and theories on current issues.

2 Advocacy, Ethics, and Mandates: 1. Understand the ethical and legal issues related to school counseling programs. NOTE: Since the demographics of California public schools are continually changing, it is the policy of the School Counselor Preparation Program that socio-cultural competence be appropriately addressed in all courses. Socio-cultural competence is defined as involving counselor trainees in the continual development of attitude/beliefs, knowledge, and skills related to: (a) awareness of one s own assumptions, values, and biases; (b) understanding the worldview of the culturally different client; (c) culturally appropriate intervention strategies and techniques; and (d) sociopolitical influences that impinge upon the life of racial/ethnic minorities [based on Sue (2001)]. Modifications of the syllabus may be made at any time at the professor s discretion. Activities of Participants Students will: 1. Actively listen to lectures and demonstrations by instructor and visiting lecturers. 2. Actively participate in small group discussions, presentations, and role-playing exercises. 3. View videotapes. 4. Complete assigned readings, papers, projects. Assessment Plan 1. Checks for Understanding and/or quizzes each class session. These may not be made up. Attendance is extremely important. (10 points) 2. Paper on children with special concerns and needs. Rubric and instructions under separate cover. (15 points) 3. Personal Case Study. Rubric and instructions under separate cover. (25 points) 4. Presentation. Rubric and instructions under separate cover. (15 points) 5. Examinations: Two Midterm exams. (10 points each). Final exam. (10 points) 6. Evidence of Meeting Learning Outcomes (EMLO) - Part of the evaluation in the course shall include the EMLO written assignment to be turned in to the instructor after the conclusion of the course. The EMLO specifics are as follows: a. A minimum of one paragraph for each Learning Objective, specifically addressing the questions stated in the EMLO assignment. b. A minimum of one paragraph containing a self-reflection on expectations/needs for future growth with regards to the learning outcomes in the course. c. After being critiqued by the instructor, this written assignment needs to be signed, dated, and returned to the Candidate in order that they can be placed in the Candidate s Professional Growth Portfolio for School Counseling Candidates or if the Faculty and Candidate are trained, these documents need to be uploaded and evaluated in the Task Stream program. d. The EMLOs constitute 5% of the School Counseling Candidate s total grade for the course and need to be graded on a credit/no credit basis depending if the Candidate met the minimal requirement score stated in the EMLO rubric.

3 e. Professional School Counseling Candidates need to submit their EMLOs within one week of the last day of the course. Grading Scale: Total 100 points A = points A- = points B+ = points B = points B- = points C+ = points C = points C- = points Please note: Any assignment turned in late will receive a 10% reduction for each day that it is late. Text, Materials and Resources. Thompson, Rudolph, & Henderson, Counseling Children, latest edition. Pacific Grove, CA:Brooks/Cole Publishers. Metcalf, Linda, Counseling Towards Solutions, latest edition, The Center for Applied Research in Education, NY. Suggested Text: Perrin, Robert. Pocket Guide to APA Style, latest ed. Boston: Houghton Mifflin. Suggested Reading List 1. Journal of Counseling and Development 2. The Counseling Psychologist 3. Counselor Education and Supervision Journal of Counseling Psychology 4. Journal of Multicultural Counseling and Development 5. Professional School Counseling (formerly Elementary School Guidance & Counseling and The School Counselor Internet Resources

4 1. Proquest Direct and EBSCO Host (Downloadable professional journal articles, many in full text) 2. ERIC (Clearinghouse on Counseling and Student Services) available at: 3. School counseling resources on the web. NOTE: It is mandatory for students to have access to the Internet in this course. Academic Honesty (The following is directly from the online University Catalog) Each student is responsible for performing academic tasks in such a way that honesty is not in question. Unless an exception is specifically defined by an instructor, students are expected to maintain the following standards of integrity: 1. All tests, term papers, oral and written assignments, recitations, and all other academic efforts are to be the work of the student presenting the material. 2. Any use of wording, ideas, or findings of other persons, writers, or researchers requires the explicit citation of the source; use of the exact wording requires a "quotation" format. 3. Deliberately supplying material to a student for purposes of plagiarism is also culpable.

5 COURSE OUTLINE DATE TOPIC DUE Course Introduction and Overview Thompson & Henderson (T&H) Introduction to a Child s World chapter Introduction to Theories Psychoanalytic Theory T&H chapter Psychoanalytic Theory, cont. Object Relations Metcalf chapters 1, 2 DUE: Proposals (2) Individual Psychology T&H chapter 11 Metcalf chapter Person-Centered Theory MIDTERM #1 T&H chapter Reality Theory DUE: Research Case Study T&H chapter 6 Metcalf chapter 4 Progress Discussion Spring Break, No Class Gestalt Theory DUE: Outline Case Study T&H chapter 7 Metcalf chapter Rational Emotive Theory T&H chapters 8, 9, 10 Cognitive Cognitive Behavioral Theory Transactual Analysis Family Systems MIDTERM #2 T&H chapter 12 Metcalf chapter Legal/Ethical Issues DUE: Draft Case Study T&H chapter 20 Metcalf chapter Play Therapy T&H chapter 14 Metcalf chapter Solution Focused Brief Therapy Metcalf chapter 9 Group Discussion Solution Focused Brief Therapy DUE: Final Case Study Paper Metcalf chapter Children with special concerns and needs Presentations Children with special concerns and needs T&H chapters 18, 19 DUE: Paper Children with special concerns and needs

6 Presentations Final Exam DUE: EMLO via Taskstream Research Paper, Case Study Objective: To be able to apply a theory in order to better understand that theory, and to gain more knowledge about the client (you). You may select any theory covered in this course. Overview of case study 1. Give a summary of the client to include a. Identification (limit to a few sentences) i. Name ii. Gender iii. Age iv. Living arrangements v. Occupation vi. Outstanding characteristics b. Presenting problems (use client s own words, if possible) i. Problem areas the client identifies. Background to problems. ii. Problem areas that are less pressing. c. Current living situation i. Relationships with family, friends, work and school ii. Satisfactions, conflicts, stresses 2. Lay out the theory in an organized way. This should include: a. View of human nature b. Major concepts c. View of pathology d. Goals of therapy e. Techniques and therapeutic interventions 3. Weave the case study into the information on the theory. The heart of the assignment is to explore how a therapist using the theory selected would view and treat this client (you). 4. References materials must include a minimum of three sources in addition to the text. Wikipedia may NOT be used as a source. 5. APA format must be used. Step One: Proposal. Due in class Step Two: Research due. Journal articles must be accessed through ULV Wilson Library database. Due as attachments to instructor. Step Three: Outline due. Due

7 Step Four: Draft: Due via Blackboard Must be run through safe assign on blackboard and submitted through Blackboard. Step Five: Final paper: Due via Blackboard. Children with special concerns and needs Paper and presentation Objective: To gain knowledge and skills in counseling children with special concerns and needs. Your research will provide the foundation for your presentation. Each individual is responsible to research and write a paper on the topic selected. Topics will be combined for a group presentation (3-4 topics per group). Select a topic: Review chapters 18 and 19 in the text. Select a population of students that you will research. Research: Minimum requirement includes four references: two scholarly journals, one worthy website, the text. Scholarly journals must be accessed through ULV Wilson Library Database. Provide direct link for website(s). Written 3-5 page paper: Introduction: Introduce the topic Describe the need and importance for school counselors Review of literature: Synthesize the research Conclusion: Implications for school counselors Presentation: (3-4 topics will be combined) A minute group presentation to the class. Your presentation will follow the format of your research papers and the rubric provided. You may utilize power point, visuals, and/or technology in your presentation. Power point presentations are preferred. You may also utilize video clips. A handout for each member of the class that outlines the main points of your presentation. Include a copy of your reference page. Due Dates: Proposal Progress discussion with instructor

8 Group discussion with instructor Paper due run through safe assign and submitted via blackboard. Group presentation pr Paper: Children with special concerns and needs Rubric Areas 4 = Exceptional 3 = Competent 2 = Emerging 1 = Not present WRITINGCONVENTIONS Punctuation, paragraphing, grammar is correct. Content 3-5 pages. Includes a minimum of four work-cited references: 2 journals, 1 web site, text Several errors in punctuation, capitalization, paragraphing, or grammar occur. Content +/- 3-5 pages by 1 page. Includes three work-cited references.. Consistent errors in punctuation, capitalization, paragraphing, and grammar inhibits readability and comprehension. Content +/- 3-5 pages by more than 1 page. Includes two workcited references. Sloppy. Reader has difficulty reading due to number of errors. UNIVERSITY OF LA VERNE APA FORMAT No errors in format of title page, content page, margins, font, spacing, in text citing according to Some errors in format of title page, content page, margins, font, spacing, in text citing according to Greater than five errors in format of title page, content page, margins, font, spacing, in text citing according to APA not followed. IDEAS AND CONTENT Writing is focused and coherent, clear, analysis worthy Writing is somewhat focused, coherent and clear, analysis fair Writing not focused or clear, confusing, no analysis Poor writing. ORGANIZATION: All criteria for each section complete. All time lines met. All criteria for each section exist but are not complete. Any single time line not met. Some criteria not included. More than one time line not met. Criteria not met OVERALL QUALITY Product exhibits exceptional graduate level work in presentation and overall quality Product exhibits adequate graduate level work in presentation and overall quality Product considered poor and not graduate level work Such poor quality that work can not be considered for a passing grade SCORE COMMENTS

9 EDU 549 Personal Case Study Rubric Areas 4 = Exceptional 3 = Competent 2 = Emerging 1 = Not present WRITINGCONVENTIONS Punctuation, paragraphing, grammar is correct. Content 5-7 pages. Includes a minimum of four work-cited references: 3 sources + text Several errors in punctuation, capitalization, paragraphing, or grammar occur. Content +/- 5-7 pages by 1 page. Includes three work-cited references.. Consistent errors in punctuation, capitalization, paragraphing, and grammar inhibits readability and comprehension. Content +/- 5-7 pages by more than 1 page. Includes two workcited references. Sloppy. Reader has difficulty reading due to number of errors. UNIVERSITY OF LA VERNE APA FORMAT No errors in format of title page, content page, margins, font, spacing, in text citing according to Some errors in format of title page, content page, margins, font, spacing, in text citing according to Greater than five errors in format of title page, content page, margins, font, spacing, in text citing according to APA not followed. IDEAS AND CONTENT Writing is focused and coherent, clear, analysis worthy Writing is somewhat focused, coherent and clear, analysis fair Writing not focused or clear, confusing, no analysis Poor writing. ORGANIZATION: All criteria for each section complete. All time lines met. All criteria for each section exist but are not complete. Any single time line not met. Some criteria not included. More than one time line not met. Criteria not met OVERALL QUALITY Product exhibits exceptional graduate level work in presentation and overall quality Product exhibits adequate graduate level work in presentation and overall quality Product considered poor and not graduate level work Such poor quality that work can not be considered for a passing grade SCORE COMMENTS NAMES TOPIC

10 Education 549 Presentation Rubric Criteria 4 = Exceptional 3 = Competent 2 = Emerging Research Organization Presentation skills Audience engagement Handout Information is accurate, specific, timely and purposeful (fully explaining topic). Presentation has a clear, logical plan that is consistent and obvious. Observed minute time limit. Professional presentation skills. Professional use of technology. Audience participates and is engaged. Excellent processing. Engaging activity. Exceptionally well prepared handout. References provided. Information adequately explains topic. Presentation establishes and maintains a plan but has minor flaws. Observed time limit within 2 minutes. Competent presentation skills in speaking and audience contact. Good use of technology. Audience participated in presentation. Good processing. Interesting activity. Well prepared handout. References provided. Information inadequately explains topic (possibly inaccurate, untimely or extraneous information. Presentation establishes and maintains a plan but has major flaws. Missed time limit by 5 minutes. Presentation skills poor often reading notes. Poor quality of technology utilized. Audience is engaged but not participating. Adequate processing. Poor activity. Inadequately prepared handout. No references provided. 1 = Not Present Information is insufficient, vague or inaccurate. Presentation has little or no plan. Missed time limit by over 5 minutes. Lack of presentation skills: reading, no audience contact, rambling. No or very poor use of technology. Audience not engaged. No processing. No activity. No handout provided.