Principles of School Counseling – COSC 660

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course studies the specialization of professional school counseling including foundations, history and current trends, and the roles of the school counselor in pluralistic schools with a systems-focus. Students are introduced to the ASCA Model as a framework for developing comprehensive, developmental school counseling programs. Field experience required.

Prerequisites

(M.Ed. T&L:Student Svcs Cognate with a score of 5 or Education Counseling Gate 2 with a score of 5)

Rationale

This course studies the specialization of professional school counseling including foundations, history, and current trends, and the roles of the school counselor in pluralistic schools with a systems-focus. Students are introduced to the ASCA Model as a framework for developing comprehensive, developmental school counseling programs. Students are introduced to key professional associations, licensure, and contextual dimensions of school counseling such as consultation, advocacy, collaboration, and leadership. Students will gain a greater understanding of the professional, legal, and ethical issues specific to counseling minors in the schools (e.g., case notes, student records, confidentiality, informed consent, parent involvement).

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

Recall history, philosophy, and trends in school counseling and educational systems and the roles, functions, settings, and professional identity of the school counselor in relation to the roles of other personnel in the school. (CACREP – II.G.1a; SC: A.1, A.3; assessed with Discussion Board Posting #1 and #2, Quiz #1 and #2, and School Counseling Collaborative Model.)

Apply professional, legal, and ethical standards from the ACA, ASCA, and AACC related to the practice of school counseling, including assessing and managing suicide risk. (CACREP – II.G.1j; SC: A.2, B.1, D.4; assessed with Discussion Board #1, #2, and #3, Quiz #7, and School Counseling Collaborative Model.)

Demonstrate the ability to articulate, model, and advocate for an appropriate school counselor identity and program, including professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. (CACREP – II.G.1f, 1g, 1h; SC: A.4, B.2; assessed with Discussion Board #1, Quiz #1, #2, and #3, and School Counseling Collaborative Model.)

Recognize the relationship of the school counseling program to the academic mission of schools, including current models of school counseling programs such as the ASCA National Model.(CACREP – SC: A.5, K.1; assessed with Discussion Board Posting #1, Quiz #3 and #6, Parent-Teacher Presentation, and School Counseling Collaborative Model.)

Identify the cultural, ethical, economic, legal, and political issues surrounding diversity in student learning, opportunities that enhance and barriers that impede learning, and advocacy for equitable policies, programs, practices, and school climates. (CACREP – II.G.1i, 2a, 2d; SC: E.1, E.2, E.3, F.2, F.3, G.1, H.5); assessed with Discussion Board Posting #1, #2, and #3, Quiz #5 and #6, Virtual Field Experience/Multicultural Journal Entry, Parent-Teacher Presentation, and School Counseling Collaborative Model.)

Demonstrate multicultural competencies in relation to student learning and development, identity development, self-understanding, diversity, culture and acculturation, and spiritual and religious beliefs. (CACREP –SC: F.4, M.5, N.1, P.2); assessed with Discussion Board Posting #2 and #3, Quiz #5 and #6, Virtual Field Experience/Multicultural Journal Entry, and School Counseling Collaborative Model.)

Develop school-counseling-related educational programs for use with parents and teachers, engaging parents to promote personal/social, academic, and career development of students and to act on behalf of their children. (CACREP – II.G.1i, 2a, 2d; SC: E.1, E.2, E.3, F.2, F3, H.5, J.1); assessed with Discussion Board Posting #2, Quiz #6, Parent-Teacher Presentation, and School Counseling Collaborative Model.)

Design a general framework for understanding systems theories and practicing consultation and collaboration with teachers, staff, and community-based organizations to make appropriate referrals and promote student academic, career, and personal/social development. (CACREP – II.G.1b, 1f, 5f; SC: H.4, M.4, N.2, N.3, N.5); assessed with Discussion Board Posting #1, #2, and #3, Quiz #4, Parent-Teacher Presentation, and School Counseling Collaborative Model.)

Identify the qualities, principles, skills, and styles of effective leadership and the school counselor’s role as a systems change agent and in student assistance programs. (CACREP – SC: O.1, O.2, O.4, O.5); assessed with Discussion Board Posting #1, #2, and #3, Quiz #6, and School Counseling Collaborative Model.)

Identify strategies to promote, develop, and enhance effective teamwork within the school and the larger community. (CACREP – SC: M.1, M.2, M.3); assessed with Discussion Board Posting #1 and #2, Quiz #3, and School Counseling Collaborative Model.)

Course Assignment

Textbook readings, lecture presentations, and articles

Discussion Board forums (3)

Participation in all three Discussion Board forums is critical to evaluating the mastery of the learning objectives for this course; by demonstrating understanding and the ability to apply knowledge gleaned from course texts, lecture presentations, and assigned research articles. For each forum, the original thread must be at least 500 words and no more than 550. There must also be at least one reply to another student’s thread with a minimum of 250 words and a maximum of 300 words. All citations for the forums must be included in APA format.

Virtual Field Experience and Multicultural Journal

Students will receive the information required to complete the Multicultural Checklist in chapter eight of the Erford text. Students will also engage in a virtual Christian school experience using select websites. Once these activities have been completed, students will follow the rubric to complete the journal assignment to be submitted to Blackboard. The journal will have sub-headings IDENTICAL to those listed on the rubric. The journal should be no more than 4–5 pages, double-spaced with 1-inch margins, and 12-point font. This is a freestyle journal entry with no APA writing style requirements.

Parent-Teacher Presentation

Students will prepare a PowerPoint presentation with lecture notes included with each slide. The presentation needs to cover material useful to both parents and teachers in promoting academic achievement and personal-social, career, and academic development of all students.

School Counseling Collaborative Model

Student will develop a School Counseling Collaborative Model as the culminating benchmark assignment for this course that integrates learning across all course modules. This model must be submitted through the assignment link and also typed into the LiveText template.

Module Quizzes (7)

By the end of each module/week students will complete a 60-minute, open-book/open-notes quiz that covers the content of the textbook chapter(s). There are 25 multiple-choice questions per quiz. Each quiz can only be taken one time.