Psychology 6240: Comprehensive School Counseling Programs Spring Semester 2015 Thur. 4:30-7:00 PM Instructor: Kris Hart, M.ED Office: Mountain Crest High School (435) 245-6096 FAX: (435) 245-3670 Home: (435) 245-2692 Email: kris.hart@ccsdut.org Teaching Assistant: Angela Wood Email: Angela.Wood@ccsdut.org Teaching Assistant: Beverly Gerratt Email: Beverly.Gerratt@ccsdut.org Required Texts Gysbers, Norman C. and Henderson, Patricia (2006). Developing and Managing Your School Guidance Program (4th Ed.) Alexandria, VA: American Counseling Association. We Can t Teach What We Don t Know: White Teachers, Multiracial Schools by Gary R. Howard, (2006) Course Description This course serves as an introduction to the role and function of school counselors. The course will involve an overview of the history of school counseling and guidance and the role of school counselors in a comprehensive counseling and guidance program model. Students will examine the role of the professional school counselor and attain the skills necessary to establish an effective school counseling program using the framework of the National & Utah Comprehensive Counseling Models. Key Course Objectives - Overall: Before class begins rate yourself on a scale of 1-10 (1 = No knowledge/skill 10 = Extremely knowledgeable/skilled) in the Pre column. Throughout the class you will have the opportunity to observe your growth and give a final rating at the end of the semester. Pre I. Basic Cognitive Background Post Gain factual knowledge (terminology, methods, and trends) about Comprehensive Counseling Models. Learn fundamental principles about a comprehensive counseling program. II. Application of Learning Learn to apply course material. Develop special skills, competencies, points of view needed by professionals needed in this field. III. Expressiveness Develop creative capacities (writing, inventing, and designing) as a professional school counselor. Develop skills in expressing oneself orally or in writing as a professional school counselor. IV. Intellectual Development Gain a broader understanding and appreciation of intellectual-cultural activity (literature). Specifically related to the American Indian/Alaskan Native training for school counselors. Learn to analyze and critically evaluate ideas, arguments and points of view as a professional school counselor. V. Lifelong Learning Learn how to find resources for answering questions or solving problems as a professional school counselor. Acquire an interest in learning more by asking questions and seeking answers as a professional school counselor. VI. Team Skills Acquire skills in working with others as a member of an educational team. Page 1 of 5
Course Objectives - Knowledge & Skill Outcomes: 1. Design, implementation, management, evaluation, and enhancement of a comprehensive, developmental school guidance program. 2. Development and implementation of individual planning that supports the planning for College and Career Readiness (CCR) at the secondary level, with students, parents, and professional personnel. 3. Design and implementation of prevention and developmental strategies and organized systems for delivering responsive services (e.g. Myrick s or RtI model for large group, small group, and individual counseling; peer assistance; coordination and collaboration). 4. Planning and presenting guidance curriculum that involves students, school personnel, and parents. 5. Collaborative and system support activities of comprehensive guidance such as program management, placement and follow-up, public relations, and community outreach. 6. Knowledge of the history, philosophy, and current trends in school counseling and educational systems. 7. Knowledge of the relationship of the school counseling program to the academic and student services program in the school. 8. Strategies of leadership designed to enhance the organization, administration, and learning environment of schools. 9. Knowledge and application of current technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, personal/social and global citizenship choices. 10. Integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-k-12 students in maximizing their academic, career, personal/social development and global citizenship choices. 11. Promotion of the use of counseling and guidance activities and program by the total school community to enhance a positive school climate. 12. Methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community and skills in making appropriate modifications for diverse populations. 13. Methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs and skills in making appropriate modification for diverse populations. 11. Individual, group, and classroom guidance approaches systematically designed to assist all students in academic, career, and personal/social development and global citizenship choices. 15. Preparation of Program Improvement Projects and school counseling calendar that reflect appropriate time commitments and priorities in the Utah Comprehensive Guidance Program. 16. Legal and ethical considerations. Page 2 of 5
Course Requirements Attendance: Students are required to attend class regularly, complete required assignments before each class meeting, and submit assignments, the project and the exam on designated dates. LATE ASSIGNMENTS WILL NOT BE ACCEPTED. Please notify the instructor by e-mail or phone prior to missing class. Accommodations: If you have a need that I should be made aware of (i.e. hearing, vision, physical mobility, learning disability, etc.) please let me know so that I can work with you to accommodate your needs. Academic Dishonesty: 1. I deal with plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one s own in any academic exercise or activity without full and clear acknowledgment. It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials. USU Academic Honesty Policy Definition and cheating: (1) using or attempting to use or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity, including working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done individually ; (2) depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; (3) substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work; (4) acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission; (5) continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity; (6) submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or (7) engaging in any form of research fraud. USU Academic Honesty Policy Definition the following ways: 1) the student will receive an F grade for the course; and 2) the Vice President for Student Services will receive a letter from me outlining the details of the infraction. Writing Assignments a. Expectations 1. Papers will be two pages in length, double spaced, 1 margins, free of grammatical and proofreading errors to receive full credit. 2. Reports will be submitted on Canvas no later than 4:00 pm on the due date listed on the course calendar. 3. The paper is NOT to be a summary of the reading but of what you b. Questions to be answered in the paper 1. What did I learn or relearn? What did I discover? REMEMBER THIS IS NOT A SUMMARY but rather your thoughts about what you read. 2. What can you consider, wonder about, question or speculate after reading the chapters? Reflect on what am I left considering?. Page 3 of 5
Evaluation Criteria Informal Papers (Gysbers Chapters & We Can t Teach What We Don t Know) 19 papers worth 10 pts. each = 190 pts. American Indian/Alaskan Native 7 questions worth 10 pts. each = 70 pts. Mock Review Assurance + 10 Standards worth 20 pts. each = 220 pts. Final Exam 200 pts. Possible Total = 680 points possible Grading: The following percentages will be used to determine grades. A = 95-100% B = 83-86% C = 73-76% D = 60-66% A- = 90-94% B - = 80-82% C- = 70-72% F = 0-59% B+ = 87-89% C+ = 77-79% D+ = 67-69% Page 4 of 5
Outline of Class Meetings & Assignments Date Class Discussion Reading Due Standard & Script Due Jan. 8 th Intro to Utah State CCGP Jan. 15 th Gysbers Ch. 1 Intro to Utah State CCGP Can t Teach Ch. 1 Jan. 22 nd Gysbers Ch. 2 Intro to Utah State CCGP Can t Teach Ch. 2 Jan. 29 th Gysbers Ch. 3 Can t Teach Ch. 3 Feb. 5 th Gysbers Ch. 4 Can t Teach Ch. 4 Feb. 12 th CCGP Standard 2 Gysbers Ch. 5 Can t Teach Ch. 5 Feb. 19 th Gysbers Ch. 6 CCGP Standard 2 Can t Teach Ch. 6 Feb. 26 th CCGP Standard 3 Gysbers Ch. 7 Can t Teach Ch. 7 CCGP Standard 2 Mar. 5 th CCGP Standard 3 Gysbers Ch. 8 Can t Teach Ch. 8 Mar. 12 th SPRING BREAK Mar. 19 th CCGP Standard 4 Gysbers Ch. 9 CCGP Standard 3 Mar. 26 th CCGP Standard 5 Gysbers Ch. 10 CCGP Standard 4 AI/AN Paper April 2 nd CCGP Standard 6 Gysbers Ch. 11 CCGP Standard 5 April 9 th CCGP Standard 7, 8, 9 CCGP Standard 6 April 16 th CCGP Standard 10 & 1 CCGP Standard 7, 8, 9 April 23 rd Mock Review CCGP Standard 10, 1 April 30 th Comprehensive Final Page 5 of 5