Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership

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1 1 Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership Instructor: Phone Office Mailbox Location - Office hours: Prerequisites: Matriculation in counseling program or approval of department chair. Purpose and Content Areas: A foundations course designed to increase students knowledge base of the profession of school counseling including the history of the profession, current issues, and future trends. Students will learn about professional organizations and ethical guidelines and will focus on the role of school counselors in becoming advocates for students and leaders in the school environment. Methods of Instruction: The course is taught in a combination of interactive dialogue, lecture, group work, thematic assignments, and online blackboard work. The learning environment is meant to be a dynamic, evolving environment in which students with a variety of learning styles will find ample support to increase their knowledge and show evidence of their progress. Knowledge and Skill Outcomes: PROFESSIONAL IDENTITY CACREP SECTION II G.1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE a. history and philosophy of the counseling profession (G.1.a); b. professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications (G.1.b); d. self-care strategies appropriate to the counselor role (G.1.d); f. professional organizations, including membership benefits, activities, services to members, and current issues (G.1.f); g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues (G.1.g); h. the role and process of the professional counselor advocating on behalf of the profession (G.1.h); i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients (G.1.i);

2 2 G.5. HELPING RELATIONSHIPS a. an orientation to wellness and prevention as desired counseling goals (G.5.a); SCHOOL COUNSELING PROGRAM CACREP SECTION III FOUNDATIONS A. Knowledge 1. Knows history, philosophy, and trends in school counseling and educational systems. (Item A1 of the CACREP Standards for School Counseling Programs) 3. Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. (Item A3) 4. Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. (A4) 5. Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. (A5) B. Skills and Practices 1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. (B1) 2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. (B2) COUNSELING, PREVENTION AND INTERVENTIONS C. Knowledge 2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. (Item C2 of the CACREP Standards for School Counseling Programs.) 3. Knows strategies for helping students identify strengths and cope with environmental and developmental problems. (C3) D. Skills and Practices 1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. (D1)

3 3 DIVERSITY AND ADVOCACY E. Knowledge 1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. (E1 of the CACREP Standards for School Counseling Programs) 2. Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impede the academic, career, and personal/social development of students. (E2) 3. Understand the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families. (E3) 4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement. (E4) F. Skills and Practices 1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. (F1) ASSESSMENT G. Knowledge 3. Identifies various forms of needs assessments for academic, career, and personal/social development. (Items H 3 of the CACREP Standards for School Counseling Programs) H. Skills and Practices 5. Assesses barriers that impede students academic, career, and personal/social development. (H5) RESEARCH AND EVALUATION I. Knowledge 1. Understands how to critically evaluate research relevant to the practice of school counseling. (I1) 2. Knows models of program evaluation for school counseling programs. (I2) 3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). (I3) 4. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). (I4) 5. Understand the outcome research data best practices identified in the school counseling research literature. (I5)

4 4 J. Skills and Practices 1. Applies relevant research findings to inform the practice of school counseling. (J1) 2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. (J2) 3. Analyzes and uses data to enhance school counseling programs. (J3) ACADEMIC DEVELOPMENT K. Knowledge 1. Understand the relationship of the school counseling program to the academic mission of the school. (K1) 2. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. (K2) 3. Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling-and guidance- related material. (K3) L. Skills and Practices 1. Conducts programs designed to enhance student academic development. (L1) 2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. (L2) LEADERSHIP O. Knowledge 1. Knows the qualities, principles, skills, and styles of effective leadership. (O1) 2. Knows strategies of leadership designed to enhance the learning environment of schools. (O2) 3. Knows how to design, implement, manage, and evaluate a comprehensive school counseling program. (O3) 4. Understands the important role of the school counselor as a system change agent. (O4) 5. Understands the school counselor s role in student assistance programs, school leadership, curriculum, and advisory meetings. (O5) P. Skills and Practices 1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. (P1)

5 5 2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). (P2) Required Texts: American School Counselor Association. (2005). The ASCA National Model: A framework for school counseling programs (2 nd ed.). Alexandria, VA: Author. American School Counselor Association. (2004). ASCA National Model Workbook: A companion guide for implementing a comprehensive school counseling program. Alexandria, VA: Author. Cobia, D. C. & Henderson, D. A. (2007). Developing an Effective and Accountable School Counseling Program (2 nd ed.). Upper Saddle River, NJ: Pearson. Stone, C. (2010). School counseling principles: Ethics and Law (2 nd ed.). Alexandria, VA: American School Counseling Association. Stone, C.B., & Dahir, C.A. (2007). School counselor accountability: A measure of student success (2 nd ed.). Upper Saddle River, NJ: Pearson. (RECOMMENDED) Galassi, J.P., & Akos, P. (2007). Strengths-based school counseling: Promoting student development and achievement. Mahwah, NJ: Lawrence Erlbaum Associates. Gysbers, N.C., & Henderson, P. (2006). Developing and manageing your school guidance and counseling program (4 th ed.). Alexandria, VA: American Counseling Association. Selections Available on-line: Gysbers, N., & Henderson, P. (2006). Developing and managing your school guidance program (4th ed.). Alexandria, VA: American Counseling Association. Notice: Students with disabilities who require accommodations (Academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Suite 101 or call for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations.

6 6 Student Performance Criteria: Grades are based upon the following point totals: Class Participation School Counseling Interview and ASCA Audit Evaluation Needs Assessments and School Counselor Umbrellas Chapter One School Calendar Professional Identity Paper Comprehensive School Counseling Program Comprehensive Program Group Presentation Possible Total Points: 150 pts 150 pts 50 pts 50 pts 50 pts 100 pts 350 pts 100 pts 1000 pts Letter grades will be based upon the following point totals: A A A B B B C C C or below Fail Attendance and Class Participation (150 pts): Attendance is expected. Effective class participation includes: respectful and non-dominating involvement in class discussions, preparing informative presentations, leading classroom brainstorms, and showing initiative and investment in classroom activities. Participation in online discussion threads and completion of a weekly personal journal, used for processing each class session, are also included in your participation grade. (See Objectives G.1.a; G.1.f; G.1.f; G.1.g; A1; A2; A3; A4; A5; E1; E2; E3; I2; I3; I4; I5; O3.) School Counselor Interview and Audit Evaluation (150 pts): In assigned groups, students will interview a local school counselor. Each group will find and interview a school counselor, first submitting the school counselor s information to the instructor. Once approved by the instructor, student groups will interview the school counselor and assess the existing school counseling program at that school using the ASCA Program Audit. A detailed two part report will then be created. The first part of the report will communicate the content of the interview, as well as the personal school counselor vision for their comprehensive school counseling program. The second part of the report will include an ASCA Audit of the school s comprehensive program, as well as a synopsis section and a section detailing the plan for creating a comprehensive school counseling program fulfilling the school counselor s vision. The Interview and Audit will be evaluated according to if it has (a) effectively communicated the content and vision from the school counselor interview, (b) contains a thorough audit of the

7 7 existing school counseling program, and (c) a clear, detailed plan for creating a comprehensive school counseling program fulfilling the school counselor s vision. (See Objectives G.1.b; J3; O3; O4; P1) School Counseling Needs Assessments and Umbrellas (50 pts): Once the groups have the ASCA Audit and interview content, the group needs to create, implement and analyze needs assessments at their school for students and teachers. Once the data has been analyzed, the groups must create umbrellas illustrating the ideal school counseling program to fulfill the vision of their school counselor. Chapter One (50 pts): Groups will submit Chapter One, following the outline provided in Appendix C. School Calendar (50 pts): Groups will submit a calendar of all school counseling curriculum in the school counseling program. Professional Identity Paper (100 pts): You will create a two-page paper clearly presenting a conceptualization of your professional identity as a school counselor. The paper should have a clear organization, focus solely on your professional identity, and conclude with an implications section for your professional practice as a school counselor. Grading rubric for class papers is contained in Appendix A. (See Objectives G.1.b; G.1.i; G.5.a; B1; O4) Comprehensive School Counseling Program (350 pts): With your classmates, you will develop a comprehensive developmental program proposal based on the previous class interview assignment and matrix evaluation of a local school counseling program. Projects will be scored according to how well you have: 1) integrated developmental theory into your model, 2) utilized critical components identified in class, 3) established a rationale for the design from your school counseling interview, and 4) developed an effective program evaluation plan addressing each issue identified in the earlier matrix assessment assignment. The program should be created according to APA standards whenever possible. Since your project will be utilized by local counselors, you should pay special attention to organization, structure, and grammatical issues. Visits to the sites of the school counselors you are collaborating with are required. You will be asked to present your program to the class, and possibly to Higher Education students as well. An evaluation component will be given to the school counselors you work with to evaluate your ability to collaborate with them on this important project. (See Objectives G.1.b; G.1.h; G.1.i; C2; F1; F2; F3; F4; G3; I2; I3; I4; J1; J2; J3; K1; K3; P1) Comprehensive School Counseling Program Presentation (100 pts): The groups will create a presentation illustrating their comprehensive school counseling program. The professional presentation will utilize PowerPoint, handouts, and some activity. Presentations should detail how the program fulfills the vision from the school counselor interview and matrix evaluation conducted earlier. The grading rubric for the Group Presentation can be found in Appendix B.

8 8 Course Outline: Week 1 (August 25 th ): Introduction to Professional School Counseling Introduction and review of course expectations Overview of professional school counseling History of the profession Week 2 (September1 st ): Professional Issues and Identity Role and Responsibilities ASCA's National Standards State and Proposed National Models Week 3 (September 8 th ): Professional Issues and Identity Advocating for change in schools Supporting your profession ASCA Week 4 (September 15 th ): Using Developmental Theories Common developmental models Working with children and adolescents Group & individual approaches Common Transition Issues Kegan's Impulsive Era (1st Order), Kegan's Imperial Era (2nd Order), Kegan's Interpersonal Era (3rd Order) Assignments Due: None JOURNAL DUE EACH WEEK STARTING WEEK 2 Assignments Due: Gysbers & Henderson Chapter 1, Chapter 3, and Appendix A, Online on Blackboard Dahir article Cobia, D.C. & Henderson, D.A. Chapter 1 Assignments Due: School Counselor Interview and Matrix Evaluation House and Hayes article content.cfm?l1=1000&l2=69 Cobia, D.C. & Henderson, D.A. Chapter 2 & 3 Assignments Due: Needs Assessment Results and Umbrellas Due Duys & Hobson article Paisley article Cobia, D.C. & Henderson, D.A. Chapter 6 Stone & Dahir, Chapters 1 & 2 Week 5 (September 22): Comprehensive Program Foundations Comprehensive School Counseling Programs Consultation and Program development Collaborating on objectives with staff, parents, Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 4 Stone & Dahir, Chapters 3, 4 & 5

9 9 and community leaders Assessing needs Developing a vision for your program Week 6 (September 29): Comprehensive Program Foundations Ethics in professional school counseling Kentucky School Code Week 7 (October 6 th ): Comprehensive Program Design Developing specialized programs & individual Planning Week 8 (October13 th ): Comprehensive Program Design Response Services Transitioning to a comprehensive guidance Program Assignments Due: Sealander article Gysbers & Henderson appendix B (online on Blackboard) Cobia, D.C. & Henderson, D.A. Chapter 12 Assignment Due: Chapter One Due Cobia, D.C. & Henderson, D.A. Chapter 7 & 8 Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 9 & 10 Week 9 (October 20 th ): Comprehensive Program Delivery & Management Time management Coordinating resources and team members Using data management software, web pages, and pda's Week 10 (October 27 th ): Comprehensive Program Delivery & Management Comprehensive program evaluation Week 11 (November 3 rd ): Comprehensive Program Delivery & Management Assignment Due: Cobia, D.C. & Henderson, D.A. Chapter 11 Sabella & Booker article Van Horn & Myrick article Assignment Due: School Calendars Due Gysbers & Henderson Chapter 10 & appendices M, N, O, P, Q Cobia & Henderson, Ch. 5 Assignment Due: None Use this time to work on creating comprehensive programs Class Time to work on comprehensive programs

10 10 Week 12 (November 10 th ): Comprehensive Program Delivery & Management Assignment Due: Professional Identity Papers Class Time to work on comprehensive program Week 13 (November 17 th ): Program Presentations Week 14 (November 24 th ): Assignment Due: None Comprehensive program proposals Thanksgiving Break No Class Week 15 (December 1 st ): Program Presentations Assignment Due: Comprehensive program proposals Course evaluation Current Course Syllabus revised from previous syllabus designed by Gail G. Mieling, Ph. D., LCPC, Illinois Certified School Counselor All students: Review for a brief overview of plagiarism and the benefit of accurate citations within your work. For Assistance with APA Format: Course Evaluation Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Starting Spring semester 2011, the students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the

11 11 evaluation) should expect to incur a two-week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to Click on "student login" and use the same USERNAME and PASSWORD as used on campus. *Eight-week classes will be given one week before classes end to complete evaluations. In addition, you should be aware of: Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not. Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful. Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor s department chairperson. Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments. Bibliography American School Counselor Association. (1999). Role statement: The school counselor. Alexandria, VA: Author. CACREP Standards for 2008 (Proposed). Standards for school counseling programs: Evidence-Based standards. Mieling, G. (2006). Sylabus for EPSY 502, Professional School Counseling. Winnicott, D.W. (1965). The maturational process and the facilitating environment: Studies in the theory of emotional development. London: Hogarth Press.

12 12 Criteria APPENDIX A Rubric for Papers Points APA Form (e.g., margins, headings, title page, font size & style, references, running head, citations) Use of the English Language (e.g., grammar, spelling, sentence structure, punctuation) Organization and Clarity (e.g., visual & content organization, transitional sentences, clarity of the paper's theme) Content (ability to synthesize & evaluate relevant literature; effective use of references; creativity; meeting project objectives) Total Points General Comments

13 13 APPENDIX B Protocol for Evaluating Class Presentation Criteria Points Physical Aspects of Presentation (e.g., eye contact; volume, inflection, pronunciation; enthusiasm for topic; proper attire, disruptions) Knowledge of Topic (e.g., information beyond textbook s treatment, research base) Organization and Clarity (e.g., introduction, body, conclusion) Content (e.g., ability to apply to real-life situations ; focus, clarity, clear applications) Delivery Tools (e.g., use of handouts, PowerPoint, visual aids, etc.) Total Points General Comments

14 14 Appendix C Outline for Chapter One Chapter One: FOUNDATION Mission Statement School Vision Statement School Counseling Program Mission Statement Beliefs and Philosophy The counseling program at School believes: School s Counseling Program should include: All counselors at School will: Counselor Time Distribution Table 1: Appropriate and Inappropriate School Counselor Duties ASCA National Standards and Competencies Demographics Needs Assessments and Advisory Team Outline of Comprehensive School Counseling Program

15 Figure 2: MEASURE Cycle Christopher High School 15

16 16 Figure 3: Umbrella MEASURE Figure 4: Umbrella MEASURE