Program Course Information:
|
|
- Aubrey Preston
- 8 years ago
- Views:
Transcription
1 1 Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 702 SECTION 001 COURSE TITLE: Introduction to Strengths-Based School Counseling, Summer I -2014, 3 semester hours DAY, TIME, LOCATION: Mondays-Fridays 9:00-11:50am, CCEE (5/27-6/13) INSTRUCTOR NAME and CONTACT INFORMATION: Patrick Akos pakos@ .unc.edu Office Hours: By appointment DATE SYLLABUS REVISED: April 2014 COURSE DESCRIPTION: This course covers an introduction to counseling with a specific focus on Strengths-Based School Counseling (Galassi & Akos, 2007). Professional issues in school counseling are discussed, including counselor s roles, ethical and legal issues, licensure and credentialing, and accreditation. REQUIRED TEXTS/READINGS: Stone, C. (2009). School counseling principles: Ethics and law, 2 nd ed. Alexandria, VA: American School Counselor Association. *American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author. *Galassi, J., & Akos, P. (2007). Strengths-Based School Counseling: Promoting Student Development and Achievement. Mahwah, MJ: Lawrence Erlbaum Associates. * both required for the program and used in multiple classes; listed in the student handbook Supplemental readings or websites will be provided. The course Sakai page is located at: Recommended Resource American Psychological Association. (2009). Publication Manual of the American Psychological Association, 6 th ed. Washington D.C.: Author. METHODS OF INSTRUCTION Course will include a variety of instructional methods including, but not limited to, lecture, cooperative learning groups, role-play, case studies, guest speakers, class discussion, and panel debates. UNC-CH School of Education Conceptual Framework: Preparing Leaders in Education The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. Candidates accept their professional responsibilities and focus their expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a meaningful involvement in activities within schools and in partnership with parents and the community. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty and peers. All of these elements work together to build a solid foundation for exemplary practice in education, creating educational practitioners who are prepared to better serve children, families and schools, as well as business and agencies of government within North Carolina, across the nation and throughout the world. For Equity and Excellence Preparation of educational leaders for today's society is based in values of equity and excellence that assure our candidates' and their students' future success. Attending to the challenge of promoting both equity and excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest possible levels of accomplishment. Equity and excellence must be pursued concurrently to
2 assure that all students are well served and that all are encouraged to perform at their highest level. 2 Within the School of Education, equity is seen as the state, quality, or ideal of social justice and fairness. It begins with the recognition that there is individual and cultural achievement among all social groups and that this achievement benefits all students and educators. Equity acknowledges that ignorance of the richness of diversity limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners have access to high quality education in order to release the excellence of culture and character which can be utilized by all citizens of a democratic society. Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver and creator of knowledge. Excellence entails a commitment to fully developing candidates, not only academically but also in moral and political senses. In a Democratic Society The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is best accomplished through preparation for a democratic society. Democracy around the globe is an ideal, one with the potential to meet the needs, recognize the interests and establish the rights of all citizens. Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all. School of Education Conceptual Framework Principles The School of Education is committed to diverse, equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to support the development and education of all students. The School of Education uses the following unit principles, applicable at all program levels, to identify the knowledge and skills that are central to preparation of candidates. It is the School of Education 19s goal that candidates will become leaders supporting and promoting the development, teaching and learning of all students in multiple contexts. 1. Candidates possess the necessary content knowledge to support and enhance student development and learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts. Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 4. Candidates view and conduct themselves as professionals, providing leadership in their chosen field, including effective communication and collaboration with students and stakeholders. SOE Conceptual Framework Dispositions Certain dispositions are essential to prepare leaders who support equity and excellence in education within a democratic society. Dispositions are beliefs that foster commitments, leading to actions within educational environments with students, colleagues, families, and communities. Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions connect to and exemplify unit principles, facilitating their enactment in particular programs. 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn,
3 and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. 3 UNC-CH School Counseling Program Conceptual Framework: Preparing School Counselors The M.Ed. program in School Counseling at the University of North Carolina is predicated on the Strengths-Based School Counseling (SBSC) model that asserts that the school counselor s primary role is to promote and advocate for positive youth development for all students and for the environments that enhance and sustain that development. The SBSC approach characterizes positive youth development as nurturing and enhancing empirically identified student strengths or competencies rather than focusing on student weaknesses and problem areas. SBSC provides a framework to guide the practice of school counseling in the 21st century that is both compatible with and operationalizes many of the features of the ASCA National Model for School Counseling Programs. Strengths-based school counselors employ a variety of direct (e.g., counseling, classroom guidance) and systemic (e.g., consultation, advocacy) level interventions to promote culturally relevant student development in the academic, personal/social, and career domains. The strengths-based perspective identifies the counselor as a school leader who works with students, teachers, administrators, parents, and other members of the community and promotes strengths-enhancing environments for all students. SBSC is guided by six principles listed below. The Six Guiding Principles of Strengths-Based School Counseling Promote Context-Based Development for All Students Contemporary developmental theorists and researchers emphasize the influential and interactive role that context (e.g., culture) and environment play in human development. Thus, school counselors should acknowledge and seek to incorporate contextual factors in their efforts to facilitate positive development for all students. Promote Individual Student Strengths Strengths-Based School Counseling focuses on helping students build on or further enhance their current culturally relevant strengths and competencies as well as develop additional ones that have been shown to be associated with positive development. Promote Strengths-Enhancing Environments Strengths-enhancing environments are associated with positive youth development; therefore, an important function of the school counselor is to actively promote these types of environments through leadership, collaboration, advocacy and other system-level interventions. Emphasize Strengths Promotion over Problem Reduction and Problem Prevention Rather than placing the school counselor in a reactive mode of functioning by focusing on problem prevention and remediation, Strength-Based School Counseling focuses on promoting positive development which allows the school counselor to assume a more proactive role and serve a much larger number of students. Emphasize Evidence-Based Interventions and Practice Adhering to the premise that research knowledge provides the most reliable source of guidance in determining appropriate and effective interventions, the strengths-oriented school counselor is committed to evidence-based practice. Emphasize Promotion-Oriented Developmental Advocacy at the School Level In Strengths-Based School Counseling, school counselor s advocacy efforts will focus primarily on lobbying for system policies and environments that enhance development for all students and secondarily on identifying and removing barriers. The school counselor s advocacy is concerned with assuring access, equity, and educational justice for all students.
4 Course Standards & Objectives: Learning Opportunities: (Relevant 2009 CACREP Standards) 1. Students will understand history and philosophy of the counseling profession. (CACREP IIG1a) 2. Students will understand professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications. (CACREP IIG1b) 3. Students will understand professional organizations, including membership benefits, activities, services to members, and current issues. (CACREP IIG1f) 4. Students will understand professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues. (CACREP IIG1g) 5. Students will understand the role and process of the professional counselor advocating on behalf of the profession. (CACREP IIG1h) 6. Students will understand advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients. (CACREP IIG 1i) 7. Students will understand ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. (CACREP IIG1j) 8. Students will understand history, philosophy, and trends in school counseling and educational systems. (CACREP School A1) 9. Students will understand ethical and legal considerations specifically related to the practice of school counseling (CACREP School A2). 10. Students will understand roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. (CACREP School A3) 11. Students will understand professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling (CACREP School A4) 12. Students will understand current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program (CACREP School A5). 13. Students will understand the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events. (CACREP School A7) 14. Students will demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program. (CACREP School B2) 15. Students will demonstrate the ability to apply and adhere to ethical and legal standards in school counseling. (CACREP School B1) 16. Students will demonstrate the ability to use procedures for assessing and managing suicide risk (CACREP School D4) 1. Presentation (May 29 th and May 30 st ; everyone should be prepared on May 29 st ) The presentation should answer the question: Why school counseling? (Each student will have a maximum of 5 minutes) The presentation should provide a concise summary about: o Why you desire to help students, parents, and school staff in K-12 schools (please explain your preference for level of school counseling - elementary, middle, or high school); o A hypothesis about what strengths and weaknesses as a helper you possess at this point, and; o How faculty and your peer cohort can help you achieve your professional goals. The presentation can be in any format powerpoint, prezi, other; and alternative type of presentations are welcomed (e.g., a prepared video, narrated photo montage, etc.) 4 CACREP Standard: CACREP IIG1b, CACREP School A3 2. Professionalism and ASCA National Model Quiz (June 4 th ) A quiz on professional organizations and related concepts (e.g., certification) and the ASCA National Model as referenced in readings, websites, and our associated class lecture and discussion. Questions will be formatted in a variety of ways including, but not limited to, T/F, multiple choice, fill-in-the-blank and short answer.
5 CACREP Standard: CACREP IIG1j, CACREP School A2, CACREP School A Strengths-Based School Counselor Paper and Presentation (draft due June 6 th, presentations & final paper due June 13 th ) The paper should explain what the strength-based school counselor is and why it is the ideal role. (Maximum of 13 pages including title page, abstract, and references) The paper should be written in APA (6 th edition) format. Papers that exceed page limits will be returned un-graded. All papers should be fastened with a staple (no binders please). The paper should synthesize major professional knowledge in school counseling. The paper should be based on class readings, class discussion, and outside research in academic journals such as Professional School Counseling and the Journal of Counseling and Development (Journal of Positive Psychology, etc). It is expected that papers will include at minimum 5 refereed journal references ( ). Authoritative books may also be used as references The paper should culminate in a convincing argument for the strengths-based school counselor within the ASCA National Model. The paper should not be an outline or reiteration of school counseling models/theories (e.g., ASCA model, SBSC text), but research, innovation and integration of strength-oriented concepts into the role of the school counselor. It is not possible to be fully comprehensive in scope, but it should be clear and compelling. Several drafts are recommended and necessary for concise and articulate writing. Students will also lead/contribute to a minute structured group presentation to the class. In groups by level (elementary, middle, and high school), students will analyze ideas in the group and share themes addressed in their papers. Groups will identify and present a group consensus to the class (a one page handout for each group is required for the presentations). It is expected that outside class time will be needed to plan and prepare this presentation. A format and structure for each of the presentations will be provided for you on June 7 th CACREP Standard: CACREP IIG1b, CACREP IIG1h, CACREP IIG1i, CACREP School A3, CACREP School B2 4. Final Legal/Ethics Case Response and Exam (June 14 th ) During the last class session, you will complete an exam concerning legal and ethical issues in school counseling. Additionally, you will be given hypothetical legal/ethical issues to which you will prepare a case response. CACREP Standard: CACREP IIG1j, CACREP School A2 Requirements: Attendance and Course Participation Attendance is essential. Absences greatly interfere with your learning and participation is necessary and part of your final grade. Student Performance Evaluation Criteria and Procedures Attendance and Course Participation = 5pts Presentation (Why school counseling) = 10pts Quiz (ASCA National Model) = 15pts Paper (strengths-based school counselor) = 30pts + 5pts for group presentation Final exam = 35pts ( is an H, is a P, is an L, below 80 is an F or incomplete) Schedule: To be fully prepared, assigned readings should be completed prior to class. Class Date Topic Assignment May 27 You as a Professional Helper History & philosophy of counseling -History & philosophy of school counseling -Professional preparation, licensure, credentials -Course syllabus -Professional organizations, related professions -Student course goals -Review UNC SC website, handbook **CACREP IIG1f, CACREP School A4
6 **CACREP IIG1f, CACREP School A4 6 May 28 May 29 May 30 June 2 June 3 June 4 June 5 The School Counselor Role -Comprehensive developmental guidance programs -Ed Trust Transforming school counseling initiative -Results based guidance -Research skills - APA style *MIDDLE SCHOOL PANEL-11am *Program Orientation: 6-8pm **CACREP IIG1a, CACREP IIG1g, CACREP School A1, CACREP School A4 The School Counselor Role - The ASCA National Model part I -Accountability and research in school counseling *Why school counseling presentations - Part I (5 min) *ELEMENTARY SCHOOL PANEL-11am **CACREP IIG1b, CACREP IIG1h, CACREP IIG 1i, CACREP School A3 The School Counselor Role - The ASCA National Model part II -NC DPI guidelines and Common Core -Strengths-Based School Counseling part I *Why school counseling presentations Part II (5 min) *HIGH SCHOOL PANEL-9am **CACREP IIG1b, CACREP IIG1h, CACREP IIG 1i, CACREP School A3 *ASCA National Model Quiz The School Counselor Role -Strengths-Based School Counseling part II -Contemporary Trends (NSCOA, etc.) **CACREP IIG1b, CACREP IIG1h, CACREP IIG 1i, CACREP School A3, CACREP School A5 Legal/Ethics Introduction -ASCA ethical standards -Ethical decision making **CACREP IIG1b, CACREP IIG1h, CACREP IIG 1i, CACREP School A3 Legal/Ethics Confidentiality **ASCA Ethical Standards: A1, A3, A8, B1, D1, D2, E1, F1, F2, G *Role Draft Due Legal/Ethics Privileged Communication & Courts Role paper discussion -Group presentation format assignments **ASCA Ethical Standards: A7 Legal/Ethics preamble -Handouts and Sakai - Cohort picture ENERGY WED J Section A 1-5 -ASCA National Model book & website -Handouts and Sakai Section A ASCA National Model book & website -Handouts and Sakai - Submit level choice Section B & C Section D,E,F,G -Ethics 1 ENERGY WED J -Ethics some of 4, 5 -Ethics 3, 6
7 7 June 6 June 9 June 10 June 11 June 12 June 13 **ASCA Ethical Standards: A7 Legal/Ethics Child Abuse, FERPA -ES case sample **ASCA Ethical Standards: A2, A6, A8, B2 Legal/Ethics Suicide/Violence -Suicide assessment practice -HS case sample -School safety legislation/crisis planning **ASCA Ethical Standards: Legal/Ethics Sexual Harassment, GLBTQ issues -MS case sample -School counselor role draft revisions back **ASCA Ethical Standards: Counselor vs. Educator Legal/Ethics Special Education, IDEA, 504, Test/Assess, Dual Relationships, Referrals, Multicultural, Consultation, Reporting, SBSC in practice **ASCA Ethical Standards: A4, A5, C1, C2, E2 Professional role presentations/discussion (MS) 20 min. Professional role presentations/discussion (ES) 20 min. Professional role presentations/discussion (HS) 20 min. -Legal/Ethics Review -Time in class for course evaluations Legal/Ethics Exam & Case Response Pick up role papers, exams, & final grades (Peabody Hall mailboxes, Monday June 17 th, 5pm) -Ethics 2 -Ethics 4, 10 -Ethics 8, 9, 11 ENERGY WED J -Ethics 7, 12 Role papers due Disability Services Information: Honor Code Information: If you have medical conditions and/or disabilities that may affect participation or require reasonable accommodation to ensure equal access to this course, please notify the instructor if you wish to have special accommodations in instruction or evaluation considered. The Department of Disability Services provide accommodations and services which may include, but are not limited to, note-takers, alternative testing, accessible class materials, and interpreters. They may be contacted at: , disabilityservices@unc.edu, or Your full participation and observance of the honor code is expected in this class and all others at the University. Honor Code violations will be handled seriously. Students are urged to become familiar with its terms. If you have questions about your responsibility under the honor code, please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. If you require further information on the definition of plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or additional information on the Honor Code at UNC, please visit Additional Reading & Coleman, H. L. K. & Yeh, C. J. Handbook of School Counseling. New York: Routledge, 2008.
8 Reference Material: Dollarhide, C. T. & Saginak, K. A. (2011). Comprehensive school counseling programs: K-12 delivery systems in action. Englewood Cliffs, NJ: Prentice Hall. 8 Erford, B. (2009). Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations. Upper Saddle River, NJ: Merrill. Erford, B. (2010). Professional school counseling: A handbook of theories, programs, and practices. Austin, TX: Pro-Ed. Hermann, M. A., Remley, T. P., & Huey, W. C. (2010). Ethical & legal issues in school counseling. Alexandria, VA: American School Counselor Association. Sabella, R. A., (2005). School counseling principles: foundations and basics. Alexandria, VA: American School Counselor Association. Sink, C. (2005). Contemporary school counseling: Theory, research, and practice. New York: Lahaska Press.
Program Course Information:
Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 702 SECTION 001 COURSE TITLE: Professional School Counseling DAY, TIME, LOCATION: Mondays-Fridays 9:00-11:50am, CCEE (5/26-6/12) INSTRUCTOR
More informationDATE SYLLABUS REVISED: April 2014
Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 702 SECTION 001 COURSE TITLE: Introduction to Strengths- Based School Counseling, Summer I - 2014, 3 sem hours DAY, TIME, LOCATION:
More informationProgram Course Information:
EDUC 706/Leadership and Collaboration in School Counseling Summer 2013 Syllabus Online and CCEE 100 June 20, 2013 July 23, 2013 Tuesdays and Thursdays 6:00-8:50 Program Course Information: PROGRAM: School
More informationDATE SYLLABUS REVISED: April 2014
Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 705 Summer SECTION ALL SECTIONS COURSE TITLE: Internship in School Counseling, Summer 2014, 3 semester hours DAY, TIME, LOCATION: Wednesdays
More informationEDUC 469: Middle School Teaching Skills Lab
EDUC 469: Middle School Teaching Skills Lab Description: Program Course Information: UNC-CH School of Education Conceptual Framework: EDUC 469 is a required course in the Middle Grades Program professional
More informationTEXTBOOK. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
PROFESSIONAL COUNSELING PROGRAM Middle Tennessee State University 1301 East Main Street Murfreesboro, TN 37132 http://www.mtsu.edu/edu_leadership/professional_counseling/ COUN 6230 LEGAL AND ETHICS ISSUES
More informationProgram Course Information:
Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 704 SECTION 001 COURSE TITLE: Promoting College and Career Readiness, 3 semester hours DAY, TIME, LOCATION: Wednesdays 1-3:50pm CCEE
More informationWESTERN KENTUCKY UNIVERSITY Department of Counseling & Student Affairs INTRODUCTION TO COUNSELING -- CNS 550
WESTERN KENTUCKY UNIVERSITY Department of Counseling & Student Affairs INTRODUCTION TO COUNSELING -- CNS 550 Instructor: Vernon Lee Sheeley, Ph.D. Gary A. Ransdell Hall, 2018, E-mail: vernon.sheeley@wku.edu
More informationRequired Text: Thompson, R. A. (2012). Professional school counseling: best practices for working in the schools (3 rd edition). New York: Routledge
Exhibit I.5.b.1 ED 585 ED 585-71 Introduction to School Counseling Fall 2012 - Mondays from 4:30-6:50 Location: Westside Classroom Building, Room 338 Dr. Gabriel I. Lomas Office: WS 515 - Phone: (203)
More informationSYLLABUS 2015-2016. Course and Instructor
1 SYLLABUS 2015-2016 Course and Instructor Course Number: COUN 533 Course Title: Introduction to School Counseling Course Dates/Times: Tuesdays--4:30-7:15 p.m. August 25-December 8, 2015 Course Location
More informationNorthern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership
1 Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership Instructor: Phone Office E-mail Mailbox Location -
More informationStandards for School Counseling
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
More informationDEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP, AND COUNSELING COURSE NUMBER: CNS 617 CREDIT HOURS: 3
Murray State University COURSE SYLLABUS Revised Fall 2011 DEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP, AND COUNSELING COURSE NUMBER: CNS 617 CREDIT HOURS: 3 I. TITLE: CNS 617 Introduction to School Counseling
More informationSYLLABUS Counseling 749 School Guidance and Counseling Summer 2012
SYLLABUS Counseling 749 School Guidance and Counseling Summer 2012 Donna A. Henderson A115 Tribble Hall Textbooks: Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school
More informationPORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse community s lifelong educational needs
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
More informationCarson-Newman University COUN-665: School Counseling Internship Spring 2015 Course Syllabus
Course Instructor: Carson-Newman University COUN-665: School Counseling Internship Spring 2015 Course Syllabus Credit: Three (3) semester hours graduate per course Required Texts: Studer, J. R. and Diambra,
More informationThe residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
More informationCED 713 Introduction to School Counseling Counselor Education Program University of Nevada, Las Vegas FALL 2014
CED 713 Introduction to School Counseling Counselor Education Program University of Nevada, Las Vegas FALL 2014 Instructor Dr. Randy Astramovich, Ph.D., NCC, NCSC Associate Professor National Certified
More informationPreK 12 Practicum and Internship. School Counseling. Overview
PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the
More informationAdler Graduate School 1550 East 78th Street Richfield, MN 55423
Adler Graduate School 1550 East 78th Street Richfield, MN 55423 Course Syllabus AGS Course 521.1 Values, Ethics & Legalities in School Counseling 1. Course Designation and Identifier 1.1 Adler Graduate
More informationTHE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES
THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or
More informationTEXAS SOUTHERN UNIVERSITY COLLEGE OF EDUCATION Department of Counseling
1 Fall, 2013 COUN 539 School Counseling (Online) Joyce P. Finch, Ed.D. drjoycefinch@gmail.com or finchjg@tsu.edu Office: 713-313-7625 Cell: 281-731-2099 Office: 307 A TEXAS SOUTHERN UNIVERSITY COLLEGE
More informationCounselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
More informationCounselor Education Program Mission and Objectives
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
More informationUTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
More information*Performance Expectations, Elements and Indicators
C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900
More informationRubric for Evaluating Colorado s Specialized Service Professionals: School Nurses
Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are properly
More information... and. Uses data to help schools identify needs for prevention and intervention programs.
Rubric for Evaluating North Carolina s School Psychologists Standard 1: School psychologists demonstrate leadership. School psychologists demonstrate leadership by promoting and enhancing the overall academic
More information1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
More informationEducation and Counseling (M.A.Ed.)
III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading
More informationFAYETTE COUNTY BOARD OF EDUCATION Fayetteville, West Virginia. Board Policy: COMPREHENSIVE SCHOOL COUNSELING PROGRAM 1. PURPOSE.
Page 1 FAYETTE COUNTY BOARD OF EDUCATION Fayetteville, West Virginia Board Policy: COMPREHENSIVE SCHOOL COUNSELING PROGRAM Adopted: July 21, 2003 Revised: September 4, 2007 [Month, date], 2014 1. PURPOSE.
More informationEastern Kentucky University. Department of Counseling and Educational Psychology. Department (CEP)
Eastern Kentucky University Department of Counseling and Educational Psychology Department (CEP) Syllabus for COU 814: Organizational and Administration of Guidance (3 credit hours), Fall 2010 Catalogue
More informationUNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience
UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience The culminating experience for the Masters of Education degree with
More informationUniversity of North Texas at Dallas Fall 2015 SYLLABUS
University of North Texas at Dallas Fall 2015 SYLLABUS COUN 5710 Counseling Theories 3Hrs Department of Counseling Division of Education and Human Services Instructor Name: Dr. Jennifer Baggerly Office
More informationSW 629 School Social Worker Interventions
SW 629 School Social Worker Interventions Spring/Summer 2015 Beth Sherman, MSW Assistant Clinical Faculty Office: 3784 School of Social Work Office Hours: Mondays 5-6pm and Tuesdays 5-6pm Contact: shermanb@umich.edu
More informationINSTRUCTOR Amber Bolden Greer, M.Ed. Phone: Provided in class E-mail: amber.bolden@gmail.com; abolden@luc.edu Office Hours: By appointment only
Loyola University Chicago School of Education CPSY 431: Advanced School Counseling and Consultation Spring 2015 Tuesday 4:15 6:45 p.m. Corboy Law Center, Room 203 INSTRUCTOR Amber Bolden Greer, M.Ed. Phone:
More informationStandards for the School Counselor [23.110]
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
More informationEDUC 660. Organization and Administration of School Counseling Programs
EDUC 0 Organization and Administration of School Counseling Programs *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may
More informationCACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the
CACREP STANDARDS: CLINICAL MENTAL HEALTH COUNSELING Students who are preparing to work as clinical mental health counselors will demonstrate the professional knowledge, skills, and practices necessary
More informationEPSY 502 Professional School Counseling. Instructor: Brett Zyromski, Ph.D Class: My Office: WHAM 222N Phone: 453-6918
1 EPSY 502 Professional School Counseling Instructor: Brett Zyromski, Ph.D Class: My Office: WHAM 222N Phone: 453-6918 My Office Hours: E-mail: zyromski@siu.edu Purpose: To provide an introduction to the
More informationStephen F. Austin State University
Stephen F. Austin State University Department of Human Services School Counselor Education Program Information Packet Revised January 2016 1 THE DEPARTMENT OF HUMAN SERVICES Stephen F. Austin State University,
More informationThe University of Mississippi School of Education
The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table
More informationSTANDARDS FOR GUIDANCE COUNSELING PROGRAMS
STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are
More informationJames Madison University Clinical Mental Health Counseling PSYC 630 Sample Syllabus
James Madison University Clinical Mental Health Counseling PSYC 630 Sample Syllabus This is the duty of our generation as we enter the twenty-first century -- solidarity with the weak, the persecuted,
More informationElementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
More informationCharles A. Szuberla, Jr.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
More informationBarbour County Schools COMPREHENSIVE SCHOOL COUNSELING PROGRAM
Barbour County Policy: Barbour County Schools COMPREHENSIVE SCHOOL COUNSELING PROGRAM 1.0 Purpose In accordance with West Virginia Board of Education Policy 2315, Barbour County Schools recognizes the
More informationCOURSE SYLLABUS EDUC 660 PRINCIPLES OF SCHOOL COUNSELING
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
More informationGlossary for the Arizona Professional School Counselor Evaluation
Glossary for the Arizona Professional School Counselor Evaluation Accountability: Responsibility for one s actions, particularly for objectives, procedures and results of one s work and program; involves
More informationCOUN 514 1. Instructor: Sam Bore, Ph.D., LPC Telephone: 903-886-5595 Office: Binnion 212 Sam.Bore@tamuc.edu Office Hours: Tuesday Thursday Thursday
COUN 514 1 Texas A&M University Commerce COLLEGE of EDUCATION Department of Psychology, Counseling, and Special Education Counselor Education Program COUN 514: School Counseling and Development Fall, 2015
More informationEDP 504 ADVANCED EDUCATIONAL PSYCHOLOGY
EDP 504 1 EDP 504 ADVANCED EDUCATIONAL PSYCHOLOGY Fall 2012 Tues. 4:10 6:55 pm, 312 Poe Hall 3 credit hours Graduate standing requirement Instructor Information: Name: John Nietfeld, Ph.D. Email: john_nietfeld@ncsu.edu
More information[PROFESSIONAL DEVELOPMENT] [TECHNOLOGY] [BUDGETING]
Master s in School Administration (MSA) Program EDUC 731.961 Problems in Educational Administration II 45 semester hours (3 graduate credits) Problems in Educational Administration II Course Description
More informationSYLLABUS. Course and Instructor
SYLLABUS Course and Instructor Course Number: Coun 501 Course Title: Course Time: Foundations of Counseling Monday, 6:00 p.m. 9:00 p.m. Course Location: Education Building Room 106 Semester: Fall 2009
More informationCOUN 500: FOUNDATIONS OF MENTAL HEALTH COUNSELING
COUN 500: FOUNDATIONS OF MENTAL HEALTH COUNSELING CINCINNATI CHRISTIAN UNIVERSITY DEPARTMENT OF BEHAVIORAL SCIENCES Fall 2015 3 Credit Hours Section 01 Monday, 3:20 p.m. 6:00 p.m. WM-137 Updated 08.04.2015
More informationCourse Syllabus Counselor Education CE 991 Elementary School Counseling Internship
Course Syllabus Counselor Education CE 991 Elementary School Counseling Internship Course Meetings: Tuesdays, 5-8pm in Old Main 302 Instructor: Dr. Molly Mistretta Adult and Graduate Studies Westminster
More informationPersonal/Social Development and Consultation
Please attach completed cover sheet to course syllabus. Lewis & Clark College Graduate School of Education and Counseling Course Name Personal/Social Development and Consultation Course Number SCED 505
More informationCoun 589 Action Research in Counseling Wednesdays, 4-6:30 pm, Fall Term 1 credit
Portland State University Graduate School of Education Counselor Education Preparing professionals to meet our diverse community s life-long educational needs Diversity & Inclusiveness to work in diverse
More informationDepartment website: http://www.wce.wwu.edu/depts/hs/
Case Management & Interventions Course Syllabus - HSP-345 (4 credits) Spring - 2009 Western Washington University, Woodring College of Education, Department of Human Services Instructor: Edward E. Goldenberg,
More informationHUNTER COLLEGE DEPARTMENT OF EDUCATIONAL FOUNDATIONS & COUNSELING PROGRAMS COCO 715 FAMILY SYSTEMS
HUNTER COLLEGE DEPARTMENT OF EDUCATIONAL FOUNDATIONS & COUNSELING PROGRAMS COCO 75 FAMILY SYSTEMS COURSE DESCRIPTION This purpose of this course is to facilitate students understanding and application
More informationPSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014
PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles
More informationSchool Psychologist Graduate Program: Frequently Asked Questions by Applicants
Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New
More informationM.A. Mental Health Counseling
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Foundations of School Counseling (3 cr) Course No. CP 630 Revised Spring 2012 Semester:
More informationNiagara University Graduate Counseling Program Spring 2006
Niagara University Graduate Counseling Program Spring 2006 Shannon Hodges, Ph.D. Office Phone: (716) 286-8328 shodges@niagara.edu Home Phone: (716) 745-7889 Timon # 21 Office Hours: M: 1:00-3:00 PM W:
More informationOhio Standards for School Counselors
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
More informationPLEASANTS COUNTY BOARD OF EDUCATION 1 of 6
PLEASANTS COUNTY SCHOOLS Comprehensive Developmental Guidance and Counseling Policy 7.2.4 West Virginia Board of Education (hereinafter WVBE) Policy 2315 sets forth the Comprehensive School Counseling
More informationTroy University College of Education Counseling Programs Master Syllabus CACREP 2009 Standards
Troy University College of Education Counseling Programs Master Syllabus CACREP 2009 Standards Course Number: CP 6660 Course Title: Internship: Mental Health Semester Hours: 3 Pre-requisites: Completion
More informationSOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Social and Cultural Counseling (3 cr) Course No. CP 613 Revised Spring 2012 Semester:
More informationAdler Graduate School
570: pg. 1 Adler Graduate School Richfield, Minnesota AGS Course 570 Foundations of 21 st Century School Counseling 1. Course Designation and Identifier 1.1 Adler Graduate School (AGS) 1.2 Course number
More informationIllinois Professional Teaching Standards
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
More informationCURRICULAR STANDARDS CURRICULAR EXPERIENCES EVALUATION METHODS FOUNDATIONS OF SCHOOL COUNSELING
STANDARDS FOR SCHOOL COUNSELING PROGRAMS Courses are designated that meet each of the standards. The course objectives found within each of the syllabi indicate standards being met. CURRICULAR STANDARDS
More information2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Nurses Definition of an Effective School Nurse Effective school nurses are vital members of the education team. They are
More informationIndiana Content Standards for Educators SCHOOL COUNSELOR
Indiana Content for Educators SCHOOL COUNSELOR counselors are expected to have a broad and the knowledge and skills needed for this educator license, and to use that knowledge to help students prepare
More informationMaster of Education School Counseling Degree Program
Advanced Certificate Portfolio Guidelines Master of Education School Counseling Degree Program Revised Spring 2008 Southeastern Oklahoma State University Durant, Oklahoma 1 TABLE OF CONTENTS Introduction...page
More informationM.A. Mental Health Counseling. Required
SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Foundations of Mental Health Counseling (3 cr) Course No. CP 640 Revised Spring
More informationM.A. in School Counseling / 2015 2016
M.A. in School Counseling / 2015 2016 Course of Study for the Master of Arts in School Counseling Initial License (Pre K 8 or 5 12) Candidates for the degree of Master of Arts in School Counseling are
More informationEDCD 628 001: Counseling & Social Justice (3:3:0) Spring 2015 Mondays 4:30 pm 7:10 pm Thompson Hall 1017
1 College of Education and Human Development Counseling & Development 4400 University Drive, MS 1H1, Fairfax, Virginia 22030 Phone: 703-993-2087; Fax: 703-993-5577 http://gse.gmu.edu/counseling/ EDCD 628
More informationSchool Counselor Preparation: A Guide for On- Site Supervisors
LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2015 Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY
More informationOhio Standards for the School Counseling Profession
Ohio Standards for the School Counseling Profession School counselor performance standards align with the American School Counseling Association (ASCA) National Model and contain the basic standards of
More informationDewar College of Education and Human Services Valdosta State University Department of Psychology and Counseling
Valdosta State University 1 Dewar College of Education and Human Services Valdosta State University Department of Psychology and Counseling SCHC 7830 Consultation and Advocacy 3 SEMESTER HOURS Guiding
More informationCell : FAX: (Attn: ) (preferred) by appointment
SYLLABUS COUN 6885 - PLAY THERAPY: THEORY AND PRACTICE Season Instructor Class time Office: Class in: Phone: Email: Office hours: Cell : FAX: (Attn: ) (preferred) by appointment REQUIRED TEXTS: Axline,
More informationMAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961
Summer I, 2011 MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961 Course description: Participants will examine the theories
More informationB.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook
B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program
More informationDewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities
More informationCTA 1114 MASS COMMUNICATION COURSE SYLLABUS
CTA 1114 MASS COMMUNICATION COURSE SYLLABUS INSTRUCTOR: Dr. Ray Gamache, Associate Professor of Communication, Room 4409 Tower Hall. Phone: 733-2298 E-Mail: RGamache@css.edu OFFICE HOURS: M-W: 11 a.m.-12:30
More informationLoyola University Chicago. Dr. Michelle Schlack, LPC Work: 847-626-2171 micsch@d219.org Office hours: Before class or by appointment
Loyola University Chicago CPSY 440-001 (3206) School Counseling Practicum Corboy Law Center and Room 525 Mondays 7:00 9:30PM 1/12/15 4/20/2015 Dr. Michelle Schlack, LPC Work: 847-626-2171 micsch@d219.org
More informationPROGRAM OBJECTIVES. To acquire a theoretical knowledge base from which individual counseling styles can be derived.
PROGRAM OBJECTIVES The Counseling and Educational Psychology Department (CEPY) offers Masters Degrees in School Counseling (SC), Mental Health Counseling (MHC), and Human Services with an emphasis in Student
More informationRubric for Evaluating North Carolina s School counselors
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
More informationDRAFT For use in 2012-13 validation process only Rubric for Evaluating North Carolina s School counselors
Rubric for Evaluating North Carolina s School counselors Rubric for Evaluating North Carolina s School Counselors Standard 1: school counselors demonstrate leadership, advocacy, and collaboration. Professional
More informationMISSISSIPPI STATE UNIVERSITY DEPARTMENT OF COUNSELING AND EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS
MISSISSIPPI STATE UNIVERSITY DEPARTMENT OF COUNSELING AND EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS Instructor Rebecca M. Goldberg, Ph.D., LPC, NCC, GC-C Assistant Professor of Counselor Education E-Mail:
More informationCOURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling
COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Please attach completed cover sheet to course syllabus. Course Number SCED 512 Course Name Special-Needs Populations
More informationCollege of Education and Human Development Division of Special Education and disability Research
College of Education and Human Development Division of Special Education and disability Research EDSE 744-6E7: Current Issues in Special Education CRN: 80901, 3 - Credit(s) Fall 2012 Instructor: Dr. Teresa
More informationEDFS 201 Introduction to Education and permission of the program.
EDFS 330 CLASSROOM and BEHAVIOR MANAGEMENT Spring 2015 3 credit hours Instructor: Class Hours: Office: Michael Skinner, Ph.D. Monday and Wednesday: 9:00 10:15 a.m. 213 ECTR #221 86 Wentworth 843-953-8044
More informationCALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
More informationThe Professional Identity of a School Counselor. Allison Craig. Northern Kentucky University
Running head: SCHOOL COUNSELOR VS. GUIDANCE COUNSELOR 1 The Professional Identity of a School Counselor Allison Craig Northern Kentucky University SCHOOL COUNSELOR VS. GUIDANCE COUNSELOR 2 The Professional
More informationProgram Outcomes and STRIVE: Expectations for Reflective, Principled Educators at California Lutheran University
Program Outcomes and STRIVE: Expectations for Reflective, Principled Educators at California Lutheran University Each of the programs at California Lutheran University is guided a specific set of expectations
More informationPSYC 3200-C Child Psychology 3 SEMESTER HOURS
PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from
More informationCompetencies for School Counselor, Grades K-12 FIRST TIME STANDARD LICENSURE
In addition to the Arkansas Teaching Standards, School Counselors in grades K-12 shall demonstrate knowledge and competencies in the following areas: 1. Knowledge CACREP: A1, A2, A3, A4, A5, A6, A7, C1,
More informationGranselman School (Granium) Online Course
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
More information