Principles of School Counseling – COSC 660

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 11/22/2021

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.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

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).

Method of Instruction: This 8 week course is delivered in a digital asynchronous format, with Canvas® as the primary instructional delivery method. Students complete one module per week over the duration of the course. 

Course Assignment

Participation in all three Discussions 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.

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.

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.

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.

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.