Introduction to Counseling

SC 601

This is an introductory course providing a conceptual overview and orientation to the practice of school counseling. It is a foundational course in the school counseling curriculum that analyzes traditional approaches to practice and explores perspectives and practices for school counseling in the 21st century. This course will address the following school counseling topics: perspectives and practices for school counseling in the 21st century, multicultural and diversity issues impacting school counseling, and an overview of counseling theory as applied to the child and adolescent in a school setting. Adlerian, Cognitive Behavioral, Reality/Choice, Person-Centered, and Solution-Focused theories will be addressed in this course. Initial introduction to counseling skill development will include the development of specific skills in verbal and nonverbal communication, human relations, identification of client issues, and proposing appropriate counseling strategies. In addition, students will learn fundamental skills in listening, responding, expressing empathy, and focusing as well as more advanced skills in the areas of finding meaning, reframing, effective challenging, leading and action planning. Self-exploration activities and projects will be used to help students develop and practice these skills.

Objectives:

• The student will develop a definition of counseling as an intervention strategy employed by school counselors.

• The student will compile a history of counseling from its early roots in Greece to the current view of the counseling profession.

• The student will discuss counseling services for children, adolescences and adults.

• The student will analyze the stages of the counseling process.

• The student will compare and contrast social and emotional development.

• The student will evaluate challenges for the school counselor at different periods of the student’s lifespan.

• The student will discuss issues that may be encountered when counseling children and adolescents.

• The student will assess mistaken assumptions in counseling

• The student will compare and contrast current counseling theories to use in the school counseling program.

• The student will discuss how various popular counseling theories developed.

• The student will explain how counseling theories can be applied to the school counseling program.

• The student will examine the characteristics of an effective school counselor.

• The student will assess the relationship between the counselor and the student.

• The student will plan and test the stages in the counseling process.

• The student will evaluate personal issues affecting the school counselor.

• The student will evaluate different types of groups used in the school counseling program.

• The student will explain skills of effective group leaders.

• The student will analyze strategies and interventions to use when problems occur in the group situation.

• The student will compare and contrast tests and inventories for assessing students.

• The student will review and develop interviews to use in assessing students.

• The student will analyze the process of making diagnosis and referrals as appropriate.

• The student will develop crisis interventions in the school setting.

• The student will analyze cultural issues of school counseling.

• The student will discuss the impact of cultural diversity on a school counseling program.

• The student will introduce models of consultation.

• The student will develop a plan for implementing a consultation model into a school counseling program.

• The student will examine the issues in counseling substance abuse.

• The student will describe the major ethical principles of school counselors.

• The student will analyze problems of the ethical guidelines.

• The student will develop strategies necessary for enforcing the code of ethics.

• The student will describe the purpose and process of program accreditation.

• The student will identify and apply the legal issues of privileged communication and confidentiality.

• The student will analyze the major legal issues confronting school counselors.

• The student will examine the diverse functions of a school counselor.

• The student will compare and contrast the commonalities and differences of school counseling programs.

• The student will develop a plan for school counseling based on the grade level for program delivery.

• The student will devise strategies for growth of a school counseling career.

• The student will explain and apply strategies for the prevention of burnout as a school counselor.

• The student will describe specific strategies for career advancement.

• The student will formulate a hypothesis of a personal approach to counseling and will explain the dimensions of an effective counseling relationship.

• The student will evaluate the nature of the counseling process.

• The student will practice basic counseling, communication and listening skills.

• The student will demonstrate counselor behavior that leads to the establishment of an effective counseling relationship.

Objectives-CACREP 2009 Standards

• Investigate the history and current issues in the practice of school counseling, including professional credentialing. (CACREP A.1, A.3., A.4., B.2., D.4., E.1., F.1.)

• Identify and assess traditional and modern models for the school counselor's role, function, and practice. (CACREP A.3, D.4, F.2., F.3., I.5., O.1., O.4.,)

• Describe and evaluate evidence-based approaches to practice that relies on outcome research to inform decision-making. (CACREP A.5., B.2., C.2., E.2., C.1., I.1, C.1.,)

• Demonstrate how school counseling practice can align with educational reform to promote quality education and socio-emotional development of all children. (CACREP A.6., C.1., D.3., E.2., F.2., F.3., G.1., G.3., H.2., H.5., I.4., K.1., L.3.,)

• Explain the different methods a school; counselor can use a variety of approaches to accomplish guidance program objectives. (CACREP A.5., B.2., C.1., C.3., D.2., E.3., F.3., G.1., H.2., J.3., M.4., O.2., O.4.)

• Demonstrate how school counseling services can be planned, organized, delivered, and evaluated. (CACREP B.2., C.2., O.3.,)

• Identify and explain the legal, ethical, and professional issues that impact practice. (CACREP A. 2., B.1., D.1., E.1., E.4., F.1.,.H.1., H.3., I.1., )

• Explore and discuss how school counselors can function as advocates for students and systemic change agents.(CACREP O. 4.,A.3., E.1.,)

• Explain an understanding of counseling theories as applied to the school setting including Solution-focused, Person Centered, Cognitive-Behavioral, Reality/Choice, Adlerian. (CACREP B.2., C.1., D.2,)

• Define and promote normal development and adjustment of Pre-k-12 school students. (CACREP A.6., C.3., D.3., F.2., G.1., K.2.)

• Explain the four major societal and individual changes influencing the school counselor: economy, technology, family structures, and pluralism/diversity. (CACREP C.6., E.1., E.4.) Explore the use of communication technologies for the school counseling program.(CACREP A.3., B.2., C.4., E.3., F.2., H.2., I.4., J.2., J.3., L.3., P.2.,)

Time Requirements

This course will be offered over a 15-week period and is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Curriculum Design

This course will emphasize the connection between the role of the school counselor, appropriate information and skills to begin understanding the school counseling profession. Students will be involved in a variety of tasks for completion of course requirements: readings, reports on readings, exams, journal and reflection entries, projects related to real world learning environments, and development of instructional counseling strategies for specific content areas. Participants model appropriate assessment concepts to educational scenarios in each module. This is an online forty-five hour, three credit graduate level course completed over a fifteen-week period.

Course Materials

Required texts:

Introduction to the Counseling Profession by Duane Brown and David J. Srebalus AND

The Elements of Counseling ed 6^th by Scott. T. Meier and Susan R. Davis.

Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

Student will complete assigned readings, written assignments, applications/practice/direct observations in the educational setting and forum postings (as required) in each module. Students will complete tests and special projects as listed in the module content.

Grading:

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined in the Teacher Education University catalog and is subject to academic disciplinary action.

References

Online Resources

http://edrev.asu.edu/reviews/rev327.htm

http://findarticles.com/p/articles/mi_m0KOC/is_3_5/ai_83037903/pg_3

http://www.aascb.org/extras/proceedings.pdf

http://www.schoolcounselor.org/files/partners%20in%20achievement.ppt

http://www.geniusdenied.com/articles/Record.aspx?NavID=13_0&rid=11092

http://www.blackwell-synergy.com/doi/abs/10.1111/j.1475-3588.2005.00365.x?cookieSet=1&journalCode=camh

http://www.britannica.com/ebi/article-201792

http://aac.ncat.edu/documents/atsc_cmptncy.htm

http://www.rapidnet.com/~jbeard/bdm/Psychology/methods.htm

http://findarticles.com/p/articles/mi_m0KOC/is_1_6/ai_93700936

http://www.counselingceusonline.com/ethical_issues_in_school_counseling.htm

Other References:

Akos, P. (2000). Building empathic skills in elementary school children through group work. Journal for Specialists in Group Work, 25, 214-223.

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.

Baker, . B., & Gerler, Jr., E. R. (2004). School counseling for the twenty-first century (4^th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Bowers, J.L. and Hatch P.A. 2002). The national model for school counseling programs.Alexandria, VA:American School Counselor Association.

Brigman, G. and Campbell, C. (2003). Helping students improve academic achievement and school success behavior. Professional School Counseling, 7, 91-98.

Burnham, J.J. and Jackson C.M. (2000). School counselor roles: Discrepancies between actual practice and existing models. Professional School Counseling, 4, 41-49.

Dahir, C. (2001). The National Standards for School Counseling Programs: Development and implementation. Professional School Counseling, 4, 320-327.

DeVoss, J.A. & Andrews, M.F. (2006).School counselors as educational leaders.Houghton Mifflin.

Halbur, D.A. & Halbur, K.V. (2006) Developing your theoretical orientation in counseling and psychotherapy.Pearson Education.

Hayes, R.L., Nelson, J., Tabin, M., Pearson, G. and Worthy, C. (2002) Using school-wide data to advocate for student success. Professional School Counseling. 6, 86-94.

Hermann M., (2002). A study of legal issues encountered by school counselors and perceptions of their preparedness to respond to legal challenges. Professional School Counseling, 6, 12-19.

House R. and Hayes, R. (2002). School counselors: Becoming key players in school reform. Professional School Counseling, 5, 249-256.

Johnson, S. and Johnson, C.D. (2003). Results-based guidance: A systems approach to student support programs. Professional School Counseling, 6, 180-184 .

Lapan, R. T. (2001). Results-based comprehensive guidance and counseling programs: A framework for planning and evaluation. Professional School Counseling, 4, 289–299.

Littrell, J.M, and Peterson, J. (2005).Portrait and model of a school counselor.Boston ,MA: Lahaska Press.

Mitchell, C.W., Disque, J.G., and Robertson, P. (2002). What Parents want to know: Responding to parental demands for confidential information. Professional School Counseling, 6, 155-161.

Paisley, P.O. (2001). Maintaining and enhancing the developmental focus in school counseling programs. Professional School Counseling, 4, 271-277.

Paisley, P.O. and McMahon, G. (2001). School counseling for the 21st century: Challenges and opportunities. Professional School Counseling, 5, 106-115.

Perusse, R. & Goodnough, G.E. (2004). Leadership, advocacy, and direct service strategies for professional school counselors. Brooks/Cole.

Ripley, V.V. and Goodnough, G.E. (2000). Planning and implementing group counseling in a high school. Professional School Counseling, 5, 62-66.

Sink, C.A. & Stroh, H.R.(2003). Raising achievement test scores of early elementary school students through comprehensive school counseling programs. Professional School Counseling, 6, 350-364.

Stone, C.B., and Dahir, C. (2006).The transformed school counselor. Boston, MA: Lahaska Press.

Young, M. & Granello, D. (2001).Helping as a personal journey. In M.E. Young, Learning the art of helping: Building blocks and techniques (pp.1-22). New Jersey: Prentice Hall, Inc.