Counseling Adolescents in Schools SC 606

Course Description

Counseling Adolescents in Schools is a graduate level course designed to provide an overview of counseling interventions used in schools and common concerns of school-age adolescent students. Emphasis will be placed on the school counselor’s role as a facilitator of normal developmental processes to promote academic success and special interventions for students with special needs. The course is designed to help students specializing in school counseling to focus on the knowledge base, skills, theories, research, models, and critical issues of contemporary school counseling with adolescents. Current issues facing youth in the contemporary world will also be explored. The course will provide opportunities for students to practice applying counseling theories and designing interventions.

Objectives-CACREP 2009 standards

1. Explore and analyze the history, philosophy and current trends in school counseling with adolescents. (CACREP A.1. C.1. M.4.)

2. Develop awareness for and apply the policies, laws, and legislation relevant to school counseling the adolescent in the school setting. (CACREP A.2. A.3. B.1. C.1. D. 4.)

3. Identify and apply the methods of planning, organizing and implementing developmental school counseling programs that adhere to counseling theory and align with ASCA National Standards (CACREP A.4. A.5. B.2. C.2. D.3.)

4. Identify the developmental needs, problems, and issues of adolescent students. (CACREP A.6. C.3. D.1. D.2. C.3. E.3. F.2. F.3. G.2. J.2. K.2.)

5. Identify, develop, and practice the six basic school counselor interventions: a) individual counseling, b) small group counseling, c) large group guidance, d) peer facilitator training, e) consultation, and f) coordination of services. (CACREP C.3. C.5. D.1. D.2. K.2. K.3. M.1. M.4. M.7. M.8. n.1. N.3. N.4. N.5.)

6. Explain and apply counseling theories and interventions

appropriate for use with adolescents in schools in our multicultural society.(CACREP A.6. C.1. C.4.D.3. E.1. E.3. E.4. F.1. F. 2. F.3. H.1. )

7. Acquire the skills necessary to conduct counseling sessions with adolescents utilizing a variety of techniques and interventions. (CACREP C.2. C.3. D.1. D.2. D.3. L.1. L.2. L.3.)

8. Develop and apply skills and techniques to conduct consultations with parents, teachers, and other helping professionals concerning students as well as to make appropriate referrals for specialized help when necessary. (CACREP M.1. M.3. M.7. N.1. N.2. P.2.)

9. Explore and analyze the multitude of issues and stressors as well as the variety of cultural, socioeconomic, and lifestyle considerations facing adolescents in today’s world. (CACREP E.1. E.2. E.3, E.4. G.1,)

10. Identify and address ethical, legal, and diversity issues related to school counseling. (CACREP A.1. A.2. A.5. B.1. B.2. D.4.)

11. Identify and apply an understanding of the community, environmental, and institutional barriers that impede and enhance student academic success and overall development. (CACREP G.1. G.2. G.3. H.1.H.4. I.1. I.3.J.1. K.1.K.2. K.3. L.3.)

12. Explore and explain the counselor’s role as an educational leader in the school. (CACREP A.3. A.4. B.2. C.6. D.4. F.4. I.4. J.1. J.3. L.3.N.2.O.1, O.4. P.1.)

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 relationship between the role of the counselor and the development of appropriate skills for working with adolescents in the school setting. 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:

Counseling and Psychotherapy with Children and Adolescents: Theory and Practice for School and Clinical Settings (2007) by H. Thompson Prout and Douglas T. Brown:

Adolescent Portraits: Identity, Relationships and Challenges (2008), by Andrew Garrod, Lisa Smulyan, Sally I. Powers. and Robert Kilkenny: and, The Adolescent Brain: Reaching for Autonomy (2007), by Robert Sylwester.

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:

Students 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.

Session Outline

Module 1: Historical Trends and Effective Perspectives of Counseling Adolescents

Objectives:

The student will investigate an overview of psychological treatment of adolescents.
The student will examine developmental factors involved in working with adolescents in a school setting.
The student will explain the effectiveness of therapeutic approaches with adolescents.
The student will explore the role of adolescence in out contemporary society.

Module 2: Legal and Ethical Issues of Counseling Adolescents

Objectives:

The student will explore the values and ideology of adolescent identity.
The student will formulate a plan for special ethical considerations for counseling adolescents in the school setting.
The student will research current legal issues concerning counseling adolescents in the school setting.
The student will investigate different school-based intervention programs appropriate for use in the school setting.

Module 3: Understand the Adolescent Brain

Objectives:

The student will identify brain organization and development that influences the adolescent in the school setting.
The student will explain the role of sexuality and bonding in the adolescent development.
The student will understand the basic concepts of the development of moral and ethical behavior.
The student will explain biological stress and the effects of technological and drug support.
The student will create a plan for infusing arts and humanities into the development of school-based interventions for the adolescent.

Module 4: Multicultural Counseling with Adolescents

Objectives:

The student will research and identify concepts and terminology that apply in counseling diverse populations.
The student will evaluate self for awareness of their own cultural background, cultural heritage and development of current value systems.
The student will identify the basic assumptions and therapeutic approaches to multicultural counseling.
The student will develop and implement practical applications of multicultural counseling for the adolescent in the school setting.

Module 5: Psychodynamic and Adlerian Approaches to Counseling Adolescents

Objectives:

The student will identify the terms of cognition, emotions, and interpersonal relationships as applied to adolescents in using the psychodynamic theory.
The student will list the reasons why the psychodynamic approach may not be appropriate in the school setting.
The student will develop a pragmatic approach to intervention and general therapeutic goals in applying the Adlerian Approach with adolescents.
The student will describe the application of the Adlerian Approach to adolescents in the school setting.

Module 6:.Person-Centered approaches and Cognitive-Behavioral and Behavioral Approaches to Counseling Adolescents

Objectives:

The student will describe the ‘evolution’ of Person-Centered Therapy.
The student will identify the general therapeutic goals and techniques of Person-Centered and Cognitive-Behavioral Therapies.
The student will develop a plan for applying these theories to interventions with adolescents in the school setting including an assessment plan, treatment plan and parental involvement.

Module 7: Rational Emotive Behavioral and Reality Therapy Approaches to Counseling Adolescents

Objectives:

The student will describe the changes in REBT over the last 40 years.
The student will identify the general therapeutic goals and techniques of REBT and Reality Therapy.
The student will develop a plan for applying these theories to interventions with adolescents in the school setting including an assessment plan, treatment plan and parental involvement.

Module 8: Family Therapy as a Counseling Approach for Adolescents

Objectives:

The student will explain the term ‘systemic approach” as it applies to the school setting.
The student will identify the general therapeutic goals and techniques of the Family Therapy approach.
The student will develop a plan for applying this theory to interventions with adolescents in the school setting including an assessment plan, treatment plan and parental involvement.

Module 9: Implications and Interventions for Working with Adolescents with Special Needs

Objectives:

The student will compare and contrast the fundamental needs of non-disabled and disabled adolescents and the application of the psychoeducational approach to counseling.
The student will choose appropriate modifications to counseling interventions depending on the specific disability exhibited by the adolescent.
The student will know the federal and state laws that apply to students with special needs and how to apply these laws in the school setting supporting the adolescent.
The student will design and implement educational and counseling interventions based on the individual needs of the adolescent.

Module 10: Developing Personal Plan for Effectively Working with Adolescents in the School Setting

Objectives:

The student will develop a personal approach to applying appropriate counseling approaches to both non-disabled and disabled adolescents in the school setting.
The student will explain the use of peer-counseling, consultation, classroom interventions, individual and group counseling and academic interventions when applying personal approach to counseling adolescents in the school setting.
The student will research the most current trends for involving students, families, school staff and local community in the interventions used in the school setting.
The student will apply the ASCA National model in developing their personal model.
The student will research legal and ethical implications of implementing their personal counseling approach with adolescents in the school setting.
The student will develop a system to implement, manage and evaluate their personal approach to counseling.

Module 11 Submitting Personal Plan for Effectively Working with Adolescents in the School Setting

Objectives:

The student will submit research on their personal plan for effectively working with adolescents in the school setting to the professor.
The student will successfully pass the course exam.

Student Requirements

1. Students will complete weekly written assignments. 25% of grade

2. Students will complete weekly application to educational setting. 25% of grade.

3. Students will complete forum postings and responses. 10% of grade

4. Students will complete special projects and or exams. 40% of grade.

Grading:

100-93	A
92-85	B
84-77	C
76-69
69-

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://www.schoolcounselor.org (ASCA)

http://www.counseling.org (ACA)

http://www.responsiveclassroom.org

http://www.edtrust.org

http://www.sbac.edu (links to schools, calendars, resources for college)

http://www.cyberguidance.net/ (Bob Turba’s homepage-many resources for high guidance and counseling)

http://stats.bls.gov/k12/html/edu_over.htm (Careers for Kids)

http://www.itrc.ucf.edu/sunsations/ (Florida Sunshine State Standards)

http://jtc.colstate.edu/ (Journal of Technology in Counseling)

http://www.firn.edu/doe/sas/sasshome.htm (Student Assessment and

Performance)

http://www.ed.gov/nclb/landing.jhtml (No Child Left Behind Act)

http://www.tolerance.org/ (Teaching Tolerance)

http://www.character.org/ (Character Education)

http://www.flacounseling.org/ (Florida Counseling Association)

http://info.doe.state.fl.us/fsir/ ( Florida School Indicators-data to use on schools

and characteristics-helpful in planning counseling programs)

http://www.actsofkindness.org/ (Random Acts of Kindness materials-lesson

plans)

http://www.ed.gov/teachers/how/read/edpicks.jhtml?src=fp (Improving Student

Performance)

http://www.florida.echoices.com/eChoices/eChoices.nsf/frmlogin?OpenForm

( Florida e-choices, a computer-assisted education/career program)

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