techniques of school counseling 2

Perera/Summer 08/CNS 679 1 of 7

Department of Counseling, Administration, Supervision & Adult Learning

College of Education

CNS 679 – Techniques in School Counseling

3 Semester Credit Hours

Summer, 2008 - Monday/Wednesday - 4:30pm - 8:15pm

Room - RW 313 – CSU Main Campus

Instructor Information: Instructor: Dilani Perera-Diltz, Ph.D., PCC-s, LICDC, LPSC

E-mail: [email protected] (best method to contact me)

Office Number: RT 1412

Phone: 216-523-7117

Office Hours: By appointment only

Program knowledge base for school counselors:

This course follows the NCATE model of the counselor as a facilitator of human development

and as a professional program manager. As such, human development will provide the context

in which the counseling skills are applied.

Course Description:

This course promotes the use of management analysis and school-based information to design a

comprehensive developmental school counseling program. The school counseling program will

include individual, group, and classroom guidance approaches that will facilitate students’

success in academic, career, and personal/social perspectives. Prerequisites: CNS 678.

Course Rationale: There are many challenges facing our society currently, including the

unstable economic climate, the effects of advanced technology, the changing family structure,

and the growing pluralism, giving rise to an expanded definition of populations-at-risk. As a

response to meeting these challenges, educators are asked to change the way they conceptualize

education and educate children. One of these educational reforms involves a re-conceptualization

of school counseling from an ancillary, crisis-oriented service to a comprehensive developmental

program, firmly grounded in the principles of human growth and development. This course is

designed to help school counselors-in-training become effective decision-makers in the planning,

designing, implementing, and evaluating of a comprehensive developmental school counseling

program.

Course Goals/Objectives: (These course objectives meet the CACREP Standards found in the

2001 CACREP Accreditation Standards and Procedures Manual.)

At the end of this course, students will be able to:

• Design, implement, monitor, and evaluate a comprehensive developmental school

counseling program with an awareness of the various systems that affect students at

school and home (C.1.b; C.1.c)

o Discuss the latest issues and trends in the field of school counseling (A.1)

Techniques of School Counseling 2


o Discuss the social forces that influence people’s behavior and thus school

counseling practices

o Discuss socioeconomic status and its influence on personal, educational, and

career development

o Discuss statewide legislation that impacts the school counselor (A.6)

o Identify student academic, career, and personal/social competencies and the

implementation of processes and activities to assist students in developing these

competencies (C.1.d)

o Use, manage, analyze, and present data from school-based information, surveys,

interviews, focus groups, and needs assessments to improve student outcomes

(C.1.a.)

o Integrate the needs of various diverse groups when meeting the needs of students

o Integrate conflict resolution strategies in meeting the needs of students

o Use technology in the design, implementation, monitoring, and evaluation of a

comprehensive school counseling program (C.1.g)

o Seek and secure alternative funding for program for program design,

implementation, evaluation, and expansion (C.1.f)

o Publicize the benefits and value of a comprehensive developmental school

counseling program to the school board and community members (B.6)

Required Text

Loesch, L., & Ritchie, M. (2005). The accountable school counselor. Austin, TX: Pro-Ed.

Perusse, R., & Goodnough, G. E. (2004). Leadership, advocacy, and direct service

strategies for professional school counselors. Belmont, CA: Brooks/Cole.

Recommended Texts

American Psychological Association (2001). Publication manual of the American

Psychological Association (5th ed). Washington, D.C.: Author.

American Psychiatric Association (2000). Diagnostic and statistical manual of mental

disorders (4th ed. text revision). Washington, DC: Author.

Methods of Instruction

Instruction will include lecture, small group discussion, experiential activities, and written

assignments.

Grade Scale A = 100-95; A- = 94-90; B+ = 89-87; B = 86-83; B- = 82-80; C = 79-70; F = Below 70

Course Assignment

Format & Guidelines for Assignments

Assignments will be evaluated on your ability to demonstrate a grasp of the subject matter and an

ability to synthesize and apply the information presented in readings, lectures, class discussions,

and activities. Your projects will be evaluated and graded according to the following criteria:



• Due date: In fairness to students who meet the deadlines, papers turned in late will

receive a reduced grade. A late assignment will not receive an A.

• Form: All assignments should follow APA style (5th ed.). They should be typed,

doubled-spaced, 1-inch margins, 12 pt., Times Roman font, and stapled. NO plastic

sleeves, folders, or paper clips. On the first page, put your name, course number and date

submitted and then begin your paper. It is recommended that you keep copies of all

assignments. One point will be deducted if your paper is not compliant with the above

requirements (No Exceptions).

• Grammar: Proofread your paper for spelling, syntax, sentence construction and typing.

Points will be deducted for papers that are not grammatically correct and have excessive

mistakes. If writing problems continue, you maybe asked to submit your assignments

through the writing center.

• Quality: Papers must reflect quality writing skills, creativity, clarity, and depth of

thinking.

• Plagiarism: If you copy something or rephrase someone’s ideas, you must cite your

source to give the author credit. If you are using someone’s words as your own, you are

committing plagiarism and may receive a failing grade (see CSU graduate handbook).

Assignment #1: Class attendance and Participation (20 points) Attendance will be taken in

each class session. Prompt (i.e. “on time”) arrival to every class is required. Participation

includes (a) being prepared for class so that you are able to discuss the assigned readings with

insight, (b) engaging in class activities in positive ways that focus on the task of the class and

contribute to the learning of the class members, (c) being open to personal reflection and

learning, and (d) demonstrating mastery of course materials. Students will receive points for

actively and appropriately participating in the entire class each class session. You are permitted

one absence without penalty. If you are late by one half hour or leave one half hour early, that

day will be counted as half an absence. Please note that if you miss a class, it is your

responsibility to obtain missed notes and handouts from your fellow students.

Assignment #2: Website Evaluation (10 points) - Locate and list 6 Web sites that provide useful

topic specific information on children with mental conditions. Please provide these Web sites in

the form of a handout to your classmates. For one of the websites listed by you, prepare a 1-2

page paper to be submitted to your instructor with a copy of the listed Web sites.

Rubric: a. a brief description of the webpage (topic) = 1 point; b. strengths = 2 points; c.

limitations = 2 points; d. competencies addressed = 2 points; e. usefulness to the school

counseling program = 2 points; and f. handout to classmates = 1 point. Website should be related

to one of the following topics: depression, loss, grief, suicide, bullying, alcohol and drug abuse,

mental disorders specific to school age children, and sexual harassment.

Assignment #3: Presentation (20 points) – Provide a psycho-educational or skill-building

workshop for parents and/or teachers (NOT STUDENTS) on a topic that is appropriate for

school counselors to deliver. Handouts to fellow classmates and instructor and a Power Point

presentation are required. This presentation should be 30 minutes in length. Each presentation

must contain an introduction with objectives of your presentation, National Standard(s) you are

addressing, body of information, a conclusion, and 5-8 references as a Word document. Topics

must relate to the topic of the day listed on your tentative class schedule.



Rubric: a. Introduction = 1; b, Body of information = 5; c. Conclusion = 1 point; d. Time

management = 3 point; e. Appropriateness of content for audience = 2 points; f. 5-8 APA format

references = 2 point; g. Handout to classmates = 2 points; and Presentation: eye contact, clear

voice, smooth delivery, professionalism = 4 points. You should not read your power point slides.

Assignment #4: Collaborative Comprehensive School Counseling Program Project (50 points)

This is a group project and will include 3-4 students per group who will be assigned during first

class. Your group will develop an original comprehensive school counseling program designed

to address a priority need for any grade, K-12. This proposal will follow the ASCA National

Model and/or OSCA Model. The processes for developing this project and the requirements are

specified in the outline at the end of this syllabus. Please check insert on last page. There are 8

drafts that are due (see Course Outline). The comprehensive school counseling program must be

saved to a CD, or DVD to be submitted with your hard copy of the school counseling program.

This means some of your material may have to be scanned in. Scanners are available in the

library.

Classroom Policies

Communication

Students will receive a response within 24 hours with the exception of weekends. Emails will

have quicker responses than phone. Students must have a working “CSU” email address. It is

assumed that you check your CSU assigned email. If you use a different email, please direct your

CSU email to that account. You can forward your CSU email to your personal email through

CampusNet.

Electronic Devices

Please place your cell phones on vibrate if you are on-call for any reason. Students are not

permitted to engage in any form of electronic communication (email, text messaging, etc.) during

class time. If you engage in such behavior, you will loose one letter grade of your earned grade

and maybe requested to drop or withdraw from the class.

Disability Statement

CSU aims to provide equal opportunity to all of its students. Services are available to those who

might need some extra help because of a physical disability, communication impairment, or

learning disability. Interested students should contact call (216) 687-2015. For inquiries, contact:

Michael Zuccaro, Coordinator Persons with Disabilities at (216) 687-2015 or email

[email protected]. It is your responsibility to inform the instructor of your

accommodations by providing a written document from CSU. Accommodations are only

effective from the date you provide such documentation.

Academic Misconduct

The University Policy on Academic Misconduct exists to resolve problems such as plagiarism,

cheating on examinations, papers completed by someone other than the registered student, theft,

mutilation of library materials, etc. The Policy details procedures for resolution of matters of

conflict, channels of appeal, and penalties imposed, and can be found in the Cleveland State

University Student Handbook. Copies are available from the Department of Student Life,

University Center, Room 102. All students are expected to engage in class in a professional



manner that is within the code of ethics for school and community agency counseling and

within university policy.

Tentative Schedule

Date Topic Reading Assignment

June 30 Introduction Brown, D., & Trusty, J. (2005).

Trusty, J (2005).

www.schoolcounselor.org

www.counseling.org

July 2 Accountability Loesch, & Ritchie, M. (2007).

Chapter 1 & 2

·Presentation 1

·Draft of

mission and

philosophy


Chapter 3 & 4

Milsom, A., & Bryant, J. (2006). School

counseling departmental websites: What

messages do we send? Professional School

Counseling, 10, 210-216.

www.unl.edu/buros/

www.ets.org/

www.testpublishers.org

www.proedinc.com

www.pearsonassessments.com

·Presentation 2

·Draft of school

demographics

July 9 Regular and

Special

Education &

Consultation

Chapters 1, & 2

Murphy, J. J. (1999).

Peterson, J. S. (2006).

www.agsnet.com/

www.ideapractices.org

www.ed.gov/nclb/landing.jhtml?src=fb

http://nces.ed.gov/nationsreportcard

·Presentation 3

·Draft of

community

demographics

July 14 School and

Career

Chapter 3, 4, & 5

Milsom, A., & Bryant, J. (2006).

www.collegeboard.com/

www.asvabprogram.com/index.cfm?

·Presentation 4

·Presentation 5

·Draft of

recognizing and

addressing gaps

July 16 Diverse

Students

Chapter 5 & 6

Lee, C. (2001).

Lee, C. (2005).

·Presentation 6



www.tolerance.org

July 21 Sexuality &

Sexual

harassment

Chapter 7 & 12

Callahan, C. J. (2001).

Chen-Hayes, S. F. (2001).

Miceli, M. (2005).

Robinson, K. E. (1994).

www.glsen.org

www.colage.org

www.tolerance.org

www.safeschoolscoalition.org

·Presentation 7

·Draft of student

learning goals

July 23 Violence

Prevention and

Conflict

Resolution

Chapter 8

Lee, V. V., & Throckmorton, A. (2007).

McAdams, C. R., III, & Schmidt, C. D. (2007).

Bernes, K. B., & Bardick, A. D. (2007).

Stevenson, F., & Zimmerman, M. A. (2005)

http://www.ohiocommunitymediation.net/links

.html

·Presentation 8

·Draft of lesson

plans

July 28 Transition,

Loss and Grief

Chapter 9

King, P. M. (1994).

Lambie, G. (2005). National Association for

School Psychologists. Helping Children Cope

With Loss,

Death, and Grief Tips for Teachers and Parents

Retrieved June 11, 2008 from

http://www.nasponline.org/resources/crisis_saf

ety/griefwar.pdf

·Presentation 9

·Draft of

management

plan

July 30 Alcohol and

Drug Abuse

Chapter 10

Coker, J.K. (2001). Four-fold prevention:

Strategies to

Lambie, G., & Rokutani, L (2002).

Lambie, G. W., & Sias, S. M. (2005).

www.sassi.com/sassi/index.shtml

·Presentation 10

·Draft of

accountability

plan

August

4

Students with

Mental and

Emotional

Disorders

Kaffenberger, C. J., & Seligman, L. (2007).

Bardick, A. D., Bernes, K. B., McCulloch, A.

R. M., Witko, K. D., Spriddle, J. W., & Roest,

A. R. (2004).

Costin, A., Drouhard, N., & Kress, V. E. W.

(2006).

Web sites Due

·Presentation 11

·Presentation 12



Evans, J.R., Van Velsor, P., & Schumacher,

J.E. (2002).

Froeschle, J., & Moyer, M. (2004).

King, K. A. (2000).

www.nimh.nih.gov

August

6

Trauma &

Stress

Management

Chapter 11

U. S. Department of Education (2005). Tips on

helping students recover from traumatic

events. Retrieved June 11, 2008 from

http://www.ed.gov/parents/academic/help/reco

vering/recovering.pdf

Bronfman, E. T., Campis, L. B., & Koocher,

G. P. (1998).

·Presentation 13

·Presentation 14

·School

Counseling

Program Due

This syllabus is subject to change with ample notification by the instructor.

Last day to drop without a W is 7/5/08 Last day to drop with a W is 7/29/08











Phone: 216-523-7117






Course Description:














program.













career development







(C.1.a.)









Required Text




Recommended Texts







assignments.


Course Assignment




















thinking.













































library.

Classroom Policies

Communication





CampusNet.

Electronic Devices













Academic Misconduct











Tentative Schedule



Trusty, J (2005).


www.counseling.org


Chapter 1 & 2

·Presentation 1

·Draft of

mission and

philosophy


Chapter 3 & 4

Milsom, A., & Bryant, J. (2006). School

counseling departmental websites: What

messages do we send? Professional School

Counseling, 10, 210-216.

www.unl.edu/buros/

www.ets.org/


www.proedinc.com


·Presentation 2

·Draft of school

demographics

July 9 Regular and

Special

Education &

Consultation

Chapters 1, & 2

Murphy, J. J. (1999).


www.agsnet.com/




·Presentation 3

·Draft of

community

demographics

July 14 School and

Career

Chapter 3, 4, & 5




·Presentation 4

·Presentation 5

·Draft of

recognizing and

addressing gaps

July 16 Diverse

Students

Chapter 5 & 6

Lee, C. (2001).

Lee, C. (2005).

·Presentation 6



www.tolerance.org

July 21 Sexuality &

Sexual

harassment

Chapter 7 & 12



Miceli, M. (2005).


www.glsen.org

www.colage.org

www.tolerance.org


·Presentation 7

·Draft of student

learning goals

July 23 Violence

Prevention and

Conflict

Resolution

Chapter 8






.html

·Presentation 8

·Draft of lesson

plans

July 28 Transition,

Loss and Grief

Chapter 9

King, P. M. (1994).



With Loss,




ety/griefwar.pdf

·Presentation 9

·Draft of

management

plan

July 30 Alcohol and

Drug Abuse

Chapter 10


Strategies to


Lambie, G. W., & Sias, S. M. (2005).


·Presentation 10

·Draft of

accountability

plan

August

4

Students with

Mental and

Emotional

Disorders




A. R. (2004).


(2006).

Web sites Due

·Presentation 11

·Presentation 12




J.E. (2002).


King, K. A. (2000).

www.nimh.nih.gov

August

6

Trauma &

Stress

Management

Chapter 11







G. P. (1998).

·Presentation 13

·Presentation 14

·School

Counseling

Program Due













Phone: 216-523-7117






Course Description:














program.













career development







(C.1.a.)









Required Text




Recommended Texts







assignments.


Course Assignment




















thinking.













































library.

Classroom Policies

Communication





CampusNet.

Electronic Devices













Academic Misconduct











Tentative Schedule



Trusty, J (2005).


www.counseling.org


Chapter 1 & 2

·Presentation 1

·Draft of

mission and

philosophy


Chapter 3 & 4


www.unl.edu/buros/

www.ets.org/


www.proedinc.com


·Presentation 2

·Draft of school

demographics

July 9 Regular and

Special

Education &

Consultation

Chapters 1, & 2

Murphy, J. J. (1999).


www.agsnet.com/




·Presentation 3

·Draft of

community

demographics

July 14 School and

Career

Chapter 3, 4, & 5




·Presentation 4

·Presentation 5

·Draft of

recognizing and

addressing gaps

July 16 Diverse

Students

Chapter 5 & 6

Lee, C. (2001).

Lee, C. (2005).

www.tolerance.org

·Presentation 6

July 21 Sexuality & Chapter 7 & 12 ·Presentation 7



Sexual

harassment



Miceli, M. (2005).


www.glsen.org

www.colage.org

www.tolerance.org


·Draft of student

learning goals

July 23 Violence

Prevention and

Conflict

Resolution

Chapter 8






.html

·Presentation 8

·Draft of lesson

plans

July 28 Transition,

Loss and Grief

Chapter 9

King, P. M. (1994).



With Loss,




ety/griefwar.pdf

·Presentation 9

·Draft of

management

plan

July 30 Alcohol and

Drug Abuse

Chapter 10


Strategies to


Lambie, G. W., & Sias, S. M. (2005).


·Presentation 10

·Draft of

accountability

plan

August

4

Students with

Mental and

Emotional

Disorders




A. R. (2004).


(2006).


J.E. (2002).


Web sites Due

·Presentation 11

·Presentation 12



King, K. A. (2000).

www.nimh.nih.gov

August

6

Trauma &

Stress

Management

Chapter 11







G. P. (1998).

·Presentation 13

·Presentation 14

·School

Counseling

Program Due



techniques of school counseling 2

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