COUNSELING 8620 SURVEY ISSUES IN SECONDARY SCHOOL COUNSELING SUMMER, 2014

I.5.b COUNSELING 8620 SURVEY ISSUES IN SECONDARY SCHOOL COUNSELING SUMMER, 2014 Ann Luther, Ed. D. Office ph. (402) 554-3742 Email: aluther@unomaha.edu Monday Friday 1:00 4:00 July 7-18 Roskens Hall New CACREP Standardized Course Outline -- Pilot

Standardized Course Outline COUN 8620/ Survey Issues in Secondary School Counseling Course Information: This course is designed to provide school counselors with information on topics that are current and relevant to secondary school settings. It will allow candidates and practicing counselors the opportunity to study and evaluate what activities school counselors are currently engaged in and consideration of strategies to deal with students and families. Course Description: 1.1 This course is designed to provide school counselors with information on topics that are current and relevant to secondary school settings. It will allow candidates and practicing counselors the opportunity to study and evaluate what activities school counselors are currently engaged in and consideration of strategies to deal with students and families. 1.2 This course is required for all graduate students in the PK-12 school counseling master degree program. 1.3 Pre-requisites: Admission to counseling program Rationale for Course: The K-12 school counseling degree requires experience across the K-12 spectrum. This course provides the school counselor candidate focused exposure to issues facing secondary students/families and the role and resources available to school counselors. Course Goals: The candidates are to be involved in knowledge acquisition and skill building across a wide spectrum of secondary school counseling issues in the academic, career, and personal/social domains. 2.1 School counselor candidates develop and improve counseling and helping skills to work with students, staff, and families in a secondary school setting. 2.2 School counselor candidates practice collaboration, consultation, and self-reflection skills as they integrate ethics and theoretical practice in a school setting. Course Objectives: These course objectives relate to the College of Education s mission to prepare exemplary professionals as dedicated practitioners, reflective scholars, and responsible citizens who make a positive difference in diverse communities. 3.1 Candidates will demonstrate their knowledge about various secondary school counseling issues such as abuse and write a self-reflection paper and role of the school counselor in addressing this issue. 3.2 Candidates will demonstrate their knowledge about various secondary school counseling issues such as teen pregnancy and write a self-reflection paper and role of the school counselor in addressing this issue. 3.3 Candidates will demonstrate their knowledge about various secondary school counseling issues such as abuse and write a self-reflection paper and role of the school counselor in addressing this issue. 3.4 Candidates will demonstrate their knowledge about various secondary school counseling issues such as LGTBQ and write a self-reflection paper and role of the school counselor in addressing this issue.

3.5 Candidates will demonstrate their knowledge about various secondary school counseling issues such as advanced education and write a self-reflection paper and role of the school counselor in addressing this issue. 3.6 Candidates will demonstrate their knowledge about various secondary school counseling issues such as suicide and write a self-reflection paper and role of the school counselor in addressing this issue. 3.7 Candidates will demonstrate their knowledge about various secondary school counseling issues such as drug and alcohol abuse and write a self-reflection paper and role of the school counselor in addressing this issue. 3.8 Candidates will demonstrate their knowledge of barriers or assets that influence student success in our community and environment. 3.9 Candidates will demonstrate their knowledge of professional ethics as related to counseling issues presented and discussed in this course. 3.10 Candidates will demonstrate their knowledge about how the delivery of an effective school counseling program, as an integral part of the educational process, addresses current educational issues and supports a positive school climate. CACREP Statement: This course is designed to develop competence identified by and in compliance with the CACREP for Masters level standards relevant to this course. Additional standards addressed in COUN 8620 are included in the Standards Chart at the end of this course outline. SECTION III: PROFESSIONAL PRACTICE F. Students must complete all course requirements during the semester course. Each student s professional practice includes all of the following: 1. At least 30 clock hours of class instruction and interaction that contributes to the development of small group counseling and enrichment program skills. 2. Complete research on a topic developed from class discussion and present to the class. 3. Complete an individual self-reflection on each topic covered in the course and submit a required number for course instructor review. 4. Complete additional assignments that are included in the course outline. 5. Demonstrate an of all ethical practices required of school counselors in the ASCA codes of ethics for secondary school counseling. Required Texts: None Required Reading: Materials provided by program faculty Recommended Readings: The ASCA Model, Third Edition Suggested Readings: The ASCA Model, Second Edition Internet Resources: www.schoolcounselor.org Additional sites provided by program faculty and school counselor candidates throughout the practicum course.

Blackboard Learning System: Utilized for course announcements and course materials throughout the practicum session. Course s: The following assignments are utilized throughout the course to demonstrate mastery of CACREP standards included in this course outline: Reflection Papers linked to CACREP standards for self-evaluation and reflection of counseling skill development and practice as related to each topic and defined in the reflection rubric. Life Inventory / Self-Assessment linked to CACREP standards for self-evaluation and reflection of counseling skill development and practice as related to each topic and defined in the reflection rubric. Group Presentation / Group Materials linked to standards demonstrating school counselor growth, professional skills, and collaboration as students share information and school counselor role for assigned issue for secondary school settings as defined in the presentation rubric and assignment grid. Class Discussion linked to standards demonstration school counselor growth, professional skills, and selfreflection for the topics presented in the course. Examination: Final assignment demonstrating mastery of CACREP standards C.2 and O.3 following assignment grid. Grading Criteria: Final Grade is based upon: Daily reflections on topics covered in class (reflection rubric) 40 points total 20% Life Inventory/Self-Assessment (provided in course requirements) 20 points each 20% Small group topic materials (CACREP assignment rubric) 50 points 25% Small group topic presentation (CACREP presentation rubric) 20 points 10% Final Course Assessment (assignment grid provided) 30 points 15% Class and Individual/Triadic Participation 20 points 10% Constructive Feedback for Peers Preparation for Class Attendance and Punctuality Review of Professional Literature assignments Note: Counselor candidates who are absent for more than 20% of scheduled meetings (class meetings and/or individual/triadic meetings with program supervisor) will be given a failing grade for the semester and will need to repeat the course.

Grading Scale: A+ = 98% and above A = 95-97% A- = 90-94% B+ = 88-89% B = 82-87% B- = 80-81% C = 75-79% D = 70-74% F = Any candidate who believes that it would be impossible to complete requirements to pass this course should see the instructor at the end of the first session. Instructional Methods: 5.1 Lecture, group facilitation, discussion, guest speakers, community agency visits. 5.2 Candidates will engage in library research, class participation, self-reflection and analysis, and development of group presentation. Course Policies: Statement Attached Bibliography: Akos, P. & Walendin, M. (2009). School counselor assignment in secondary schools. Professional School Counselor, 13(1), 23-29. Dimmitt, C. & Carey, J. (2007). Using the ASCA national model to facilitate school transitions. Professional School Counselor, 10(3), 227-232. Erickson, A. & Abel N.R. (2013). A high school counselor s leadership in providing school-wide screenings for depression and enhancing suicide awareness. Professional School Counselor, 16(5), 283-289. Gonzalez, L.M., Borders, D., Hines, E.M., Villalba, J.A., Henderson, A. (2013). Parental involvement in children s education: Considerations for working with Latino immigrant families. Professional School Counselor, 16(3), 185-193. Holcomb-McCoy, C. (2010). Involving low-income parents and parents of color in college readiness activities: An exploratory study. Professional School Counselor, 14(1), 115-124. Kayler, H. & Sherman, J. (2009). At-risk ninth-grade students: a psychoeducational group approach to increase study skills and grade point averages. Professional School Counselor, 12(6), 434-439.

Marsico, M. & Getch, Y. (2009). Transitioning Hispanic seniors from high school to college. Professional School Counselor, 12(6), 458-462. McKillip, M. Rawls, A. & Barry, C. (2012). Improving college access: A review of research on the role of high school counselors. Professional School Counselor, 16(1), 49-58. Miller, G.D. (2006). How collaboration and research can affect school counseling practices: The Minnesota story. Professional School Counselor, 9(3), 238-244. Ohrt, J., Lambie, G. & Ieva, K. (2009). Supporting Latino and African-American students in advanced placement courses: A school counseling program s approach. Professional School Counselor, 13(1), 59-63. Pyne, J.R. (2011). Comprehensive school counseling programs, job satisfaction, and the ASCA National Model. Professional School Counselor, 15(2), 88-97. Walker, J., Shenker, S., Hoover-Dempsey, K. (2010). Why do parents become involved in their children s education? Implications for school counselors. Professional School Counselor, 14(1), 27-39. Statement of Professional Integrity: The maintenance of academic honesty and integrity is a vital concern of the University community. Any student found guilty of academic dishonesty shall be subject to both academic and disciplinary sanctions. Academic dishonesty includes plagiarism presenting the work of another as one s own (i.e. without proper acknowledgment of the source) and submitting examinations, theses, reports, speeches, drawings, laboratory notes or other academic work in whole or in part as one s own when such work has been prepared by another person or copies from another person. (Online Graduate Catalogue, 2004-2005) Accommodations are provided for students who are registered with UNO Disability Services and make their request sufficiently in advance. For more information, contact Disability Services (EAB 117, Phone: 402-554- 2827, TTY: 402-554-3799, or visit the website at http://www.unomaha.edu/disability.

Course Calendar: Day 1 Topic s 1 Welcome and course overview including life inventory and self-assessment. (CACREP 1.d) July 7 ASCA Model review and high school implementation challenges discussion (CACREP A.2) Presentations: The Change Process/Changing Attitudes and Strengths-based Counseling in Safe Respectful Schools. (O.4 and C.3) Use the CACREP standards lists to determine the topics available for group presentations. 2 July 8 3 Class discussion on reflection of Day 1 topics Complete a presentation sign up for group projects on secondary issues. Review Presentation Rubric (A.5, E.2, G.1, M.2, N.2) Introductory discussion on school counselor advocacy role (E.1 and E.4). Presentation: Power and Privilege (2.e, 2.f, E.1, E.3 and E.4) Discussion to connect topics of the day. Time to meet with small groups for initial planning. as a guide. Select articles from the bibliography to read. Consider topics of interest from the list developed during class. as a guide. Begin research on small group topic with attention paid to elements noted on the Presentation Rubric. Begin work on life inventory and self-assessment. (1.d) Gatekeeper Training (CACREP 5.g and D.4) as a guide. July 9 Read article from bibliography on suicide found at www.schoolcounselor.org publications (Professional School Counseling Journal) 4 July 10 5 July 11 Class discussion on reflection of Day 2 and 3 topics. (1.b, A.2, E.1, G.1) Community Presentation Topic: Teen Pregnancy (M.2, G.1, E.4) Community Presentation Topic: First Generation College Students (4.e, E.2, E.4) Meet with small group to discuss research progress. Incorporate Presentation Rubric in planning. (A.5, E.2, G.1, M.2, N.2). Class discussion on reflection of Day 4 topics. (1.b, A.2, E.1, G.1) Discuss challenges and opportunities in delivering classroom guidance at secondary level. Share examples of relevant lessons. (K.3) Class discussion of Community Mapping as related to group project. (E.2) Discuss relevant areas of the ASCA Code of Ethics related to the group topics and presentations of the week. (A.2) Meet with small group to discuss presentation progress. Incorporate Presentation Rubric in planning. (A.5, E.2, G.1, M.2, N.2). Find examples of secondary guidance lessons that incorporate group topic into the ASCA standards. (K.3) as a guide. Read article from bibliography on high school to college transition found at www.schoolcounselor.org publications (Professional School Counseling Journal) Review ASCA Code of Ethics looking for areas that relate to your group topic. (A.2) Continue work on Group project and life inventory / self-assessment assignments. Read assigned article for professional article jigsaw activity on Monday. Distill the five key things you learned from the topic and three to four action steps that school counselors can take. (2.a, 2.b, 2.c, 2.d, K.2, M.6, O.5) It is a busy weekend.

6 July 14 7 July 15 8 July 16 9 July 17 10 July 18 Class discussion regarding the presentation rubric to cover any questions. (A.5, E.2, G.1, M.2, N.2). Presentation: Gay Straight Alliance and advocacy (1.i, 2.b, 2.e, E.1, E.2, E.4) Professional article jigsaw activity following the assignment grid. (2.a, 2.b, 2.c, 2.d, K.2, M.6, O.5) Class discussion on reflection of Day 6 topics. (1.b, A.2, E.1, G.1) Presentation on Homelessness and Poverty Impacts on Youth (G.1 and E.4) Presentation on Eating Disorders and Body Image (G.1 and E.4) Meet with small group to finalize presentation progress. Incorporate Presentation Rubric in planning. (A.5, E.2, G.1, M.2, N.2). Class discussion on reflection of Day 7 topics. (1.b, A.2, E.1, G.1) Student presentations including all elements of the Presentation Rubric and assignment grid. (A.5, E.2, G.1, M.2, N.2). Class discussion of presentation topics to incorporate ASCA Code of Ethics (A.2, E.1) Class discussion on reflection of Day 8 topics. (1.b, A.2, E.1, G.1) Student presentations including all elements of the Presentation Rubric and assignment grid. (A.5, E.2, G.1, M.2, N.2). Class discussion of presentation topics to incorporate ASCA Code of Ethics (A.2, E.1) Class discussion on reflection of Day 9 topics. (1.b, A.2, E.1, G.1) Class discussion on Nice Counselor Syndrome and school counselor advocacy. (1.h and 1.i) Final activity Putting the Threads Together. (C.2 and O.3) Course Evaluation as a guide. Continue work on Group project and life inventory / self-assessment assignments. Reminder: Life Inventory and Self-Assessment due on July 16 or 17 as a guide. Groups assigned to present on July 16 need to be prepared and have adequate copies of materials for all class members and instructor. Life Inventory and Self-Assessment Due July 16 for students not presenting. as a guide. Groups assigned to present on July 17 need to be prepared and have adequate copies of materials for all class members and instructor. Life Inventory and Self-Assessment Due July 17 for students not presenting. as a guide. Organize materials from class in preparation for final assignment to demonstrate CACREP standards C.2 and O.3. This will be an in class activity on Friday. ENJOY a few weeks before the beginning of another school year. It has been a pleasure working with you all. CACREP Standards Chart: SECTION II: PROFESSIONAL IDENTITY Common core curricular experiences and demonstrated knowledge in each of the eight common core curricular areas are required of all students in the program. Incorporate into reflection assignments following community speakers and community visit. Professional Orientation and Ethical Practice 1.b Professional roles, functions, and relationships with other human service providers, including strategies for

Complete the Life Inventory and Self-Assessment activity Class discussion using the Nice Counselor Syndrome and effective secondary school counseling advocacy materials provided. Class discussion using the Nice Counselor Syndrome and effective secondary school counseling advocacy materials provided. Read articles provided on multicultural issues and be prepared to debrief assigned article in jigsaw format. Class discussion and reflection upon materials presented during the Reflection on GSA presentation. Read articles provided on multicultural issues at the secondary level and be prepared to debrief assigned article in jigsaw format. Read articles provided on multicultural issues at the secondary level and be prepared to debrief assigned article in jigsaw format. Participation in class presentation on power/privilege and reflection Presentation on GSA. Participation in class presentation on power/privilege and reflection Reflection on the speaker presentation from Education Quest and Nebraska Career Link. interagency/interorganization collaboration and communications. 1.d Self-care strategies appropriate to the counselor role 1.h The role and process of the professional counselor advocating on behalf of the profession. 1.i Advocacy processes needed to address institutional an social barriers that impede access, equity, and success for clients. Social and Cultural Diversity 2.a Multicultural and pluralistic trends including characteristics and concerns within and among diverse groups nationally and internationally. 2.b Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students understanding of self and culturally diverse clients. 2.c Theories of multicultural counseling, identity development, and social justice. 2.d Individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies. 2.e Counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body. 2.f Counselors roles in eliminating biases, prejudices, and process of intentional and unintentional oppression and discrimination. Career Development 4.e Career and educational planning, placement, follow up and evaluation. Inventory and self-assessment documents. Responsible for debrief of one of the articles in a jigsaw class discussion format. Responsible for debrief of one of the articles in a jigsaw class discussion format. Responsible for debrief of one of the articles in a jigsaw class discussion format. Reviewed by course instructor and points awarded based on assignment grid.

Participation in Gatekeeper training Helping Relationships 5.g Crisis intervention and suicide prevention models, including the use of psychological first aid strategies. Reflection submitted and participation in training. SECTION III: PROFESSIONAL PRACTICE SCHOOL COUNSELING Review ethical standards related to each presentation topic using the ASCA Code of Ethics Include in group presentation packet examples of how this topic could be integrated into various elements of the ASCA model. End of course assignment using the ASCA model and information gained in class. Developmental Assets and Lagging Skills document and class discussion as part of Strengths based counseling. Participation in Gatekeeper training Participate in class interaction with community speakers and peer presentation. Incorporate appropriate elements of this standard in group presentations on secondary student issues. GSA presentation Foundations A.2 Understands ethical and legal considerations specifically related to the practice of school counseling. A.5 Understands current models of school counseling programs (e.g. American School Counselor Association [ASCA] National Model) and their integral relationship to the total education program. Counseling, Prevention, and Interventions C.2 Knows how to design, implement, manage and evaluate programs to enhance academic, career, and personal/social development of students. C.3 Knows strategies for helping students identify strengths and cope with environmental and developmental problems. D.4 Demonstrates the ability to use procedures for assessing and managing suicide risk. Diversity and Advocacy E.1 Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. E.2 Identifies community, environmental, and institutional opportunities that enhance as well as barriers that impeded the academic, career, and personal/social development of students. The review of ethical standards included as part of the reflection requirement for each presentation. Document provided to class participants at the time of group topic presentation. completed using the expectation grid provided. Reflection submitted on documents and class discussion and application to meet student needs. Reflection submitted and participation in training. Resources provided and incorporation into the group presentation along with class discussion during other presentations. Reviewed by course the Presentation Rubric. Points earned based on assignment grid, Reviewed by course the Presentation Rubric.

Participation in class presentation on power/privilege and reflection GSA presentation. Class participation and reflection on topics presented by community speakers. Incorporate appropriate elements of this standard in group presentation. Read articles provided on closing the achievement gap at the secondary level and be prepared to debrief assigned article in jigsaw format. Find samples of counseling program secondary guidance lessons. Incorporate into the group presentation topic. Read articles provided on closing the achievement gap at the secondary level and be prepared to debrief assigned article in jigsaw format Incorporate into the group presentation topic. End of course assignment using the ASCA model and information gained in class. Participation in class presentation on Systemic Change Agent and the school counselor role. Read articles provided on closing the achievement gap at the secondary level and be E.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. Assessment G.1 Understands the influence of multiple factors (i.e. abuse, violence, eating disorders, childhood depression) that may affect the personal, social, and academic functioning of students. Academic Development K.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. K.3 Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling and guidance related material. Collaboration and Consultation M.2 Knows strategies to promote, develop, and enhance effective teamwork within the school and larger community. M.6 Understands the various peer programming interventions (e.g. peer mediation, peer mentoring, peer tutoring) and how to coordinate them. N.2 Locates resources in the community that can be used in the school to improve student achievement and success. Leadership O.3 Knows how to design, implement, manage, and evaluate a comprehensive counseling program. O.4 Understands the important role of the school counselor as a system change agent. O.5 Understands the school counselor s role in student assistance programs, school Responsible for debrief of one of the articles in a jigsaw class discussion format. Participation in class activity to discuss each element of this CACREP standard. Document provided to class participants at the time of group topic presentation. Responsible for debrief of one of the articles in a jigsaw class discussion format. Document provided to class participants at the time of group topic presentation. completed using the expectation grid provided. Responsible for debrief of one of the articles in a jigsaw class discussion format. Reviewed by course the Presentation Rubric. Reviewed by course the Presentation Rubric. Points earned based on the assignment grid.

prepared to debrief assigned article in jigsaw format leadership, curriculum, and advisory meetings.

University of Nebraska at Omaha Counseling Department Course Title and Number: COUN 8330 K-12 School Counseling Practicum Title of : Instructor: Student Certification of Authorship I certify that I am the author of this paper and any assistance I received in its preparation is fully acknowledged and disclosed in the paper. In addition, any sources from which I used ideas or words, either quoted directly or paraphrased, have been cited in the paper. I also certify that this paper was prepared by me specifically for use in this course and was not used in another course and will not be used in any future courses I take at the University of Nebraska at Omaha. Signature Date