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PORTLAND STATE UNIVERSITY GRADUATE SCHOOL OF EDUCATION Preparing professionals to meet our diverse communitys lifelong educational needs

COUN 596: Foundations of School Counseling

Instructor: Lisa Aasheim, Ph.D., NCC, ACS Office: 506Q Phone: 503.725.4253 e-mail: aasheim@pdx.edu (email preferred) PROGRAM POLICY STATEMENT

Term: Winter 2010 Location: SH 239 Time: 4-6:30 pm Office hours: By appointment

The counseling profession requires a high level of personal integrity, self-awareness, and personal maturity. Demonstrating professionalism in classroom behavior, as well as being present and engaged in classroom activities, is expected at all times as a graduate student in Counselor Education. Students are expected to attend all class meetings; however, one absence is not considered excessive. Students whose beliefs, religious practices, or lifestyles may conflict with class attendance from time to time should discuss such issues with the course instructor at the beginning of the term. If possible, arrangements should be made to make up missed attendance-related assignments and experiences. It is up to the student and instructor to negotiate a satisfactory solution with respect to absences. Students and faculty are expected to maintain an atmosphere in which controversial issues, germane to the subject matter, can be examined and discussed. In exercising this freedom of expression, faculty and students are expected to exercise appropriate restraint and show respect for the opinion of others. The Counselor Education program seeks to balance providing care and support, high expectations, and opportunities for participation in meaningful activities. All students are expected to participate in constructing a respectful learning environment in the classroom. Arrive to class on time, stay for the entire class, come back from breaks on time, turn off cell phones, etc. Be mindful of what might detract from the learning experience of students and faculty alike (e.g., talking to fellow students during lecture). All students in the program must demonstrate behavior that is consistent with the Ethical Standards put forth in 2005 by the American Counseling Association: http://www.counseling.org/resources/ethics.htm Failure to do so can result in termination from the program. Demonstrating effective ethical and professional conduct is extremely important and will be monitored and reviewed by the faculty throughout your time in the program in order to assess your development as a professional counselor. Formal occasions for feedback in this regard occur following First Year Student Reviews (May of each year) and during Practicum and Internship. Concerns and deficiencies will be brought to your attention and used by faculty in assessing your overall academic/ professional progress in the Program.

Deficiencies which are not corrected will be cause for disciplinary action which may include termination from the program.

Course Description: This is a foundational course for students pursuing graduate study in school counseling. Oriented toward students with an interest in the special and unique field of school counseling. Intended to provide a broad overview of the school counseling profession with an emphasis on both theoretical and practical aspects of comprehensive school counseling programs as well as a specific emphasis on the Oregon framework. Accommodation: Students needing an accommodation should immediately inform the course instructor. Students are referred to Disability Student Services (725-4155) to document their disability and to provide support services when appropriate. Discuss any district policies and procedures relating to any needed accommodation with our on-site supervisor. Required Text & Readings American Psychological Association. (2001). Publication manual of the American psychological association (5th ed.). Washington, DC: Author.* Oregon Department of Education. (2003). Oregons framework for comprehensive guidance and counseling programs, pre-kindergarten through twelfth grade. Salem, OR: Author. Available on line at: http://www.ode.state.or.us/search/results/?id=132 American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author.* Additional readings will be provided in class. Recommended Text & Readings American School Counselor Association. (2004). The ASCA National Model Workbook. Alexandria, VA: Author.* Remley, T. P., Hermann, M.A., Huey, W. C. (2003). Ethical and legal issues in school counseling (2nd ed.). Alexandria, VA: American Counseling Association. *Required in other core Counselor Education courses. TSPC practices and competencies addressed in this course School counselors are expected to: ! Develop and implement plans which promote social and emotional development growth ! Establish programs appropriate for group, individual, and family counseling ! Demonstrate interpersonal skills, working with others and communicating with community members ! Practice and promote group process, crisis resolution, anger management and violence prevention ! Demonstrate ethical standards and legal framework unique to counseling ! Collaborate with social service agencies providing services to students and families ! Support school to work transition and career planning ! Assist with curriculum coordination as it relates to guidance activities ! Support and develop plans which respect difference and promote communication among diverse groups ! Collaborate with school staff, families, and community members to meet individual student needs ! Assist staff to understand the needs of all students ! Collaborate with colleagues, staff, parents, and the public to enhance the student's performance

National Standards for School Counseling Programs addressed in this course School counselors are expected to foster: ! Academic Development: The academic standards serve as a guide for the school counseling program to implement strategies and activities that support and maximize student learning. ! Career Development: Program standards for career development serve as a guide for the school counseling program to provide the foundation for acquiring the skills, attitudes, and knowledge that enable students to make a successful transition from school to the work of work. ! Personal/Social Development: Program standards for personal/social development serve as a guide for the school counseling program to provide the foundation for personal and social growth which contributes to academic and career success. CACREP Program standards addressed in this survey course. Upon graduation, school counselors are expected to know: ! Relationship of the school counseling program to the academic and student services program in the school ! Role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school ! Current issues, policies, laws, and legislation relevant to school counseling ! The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling ! An understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development ! Application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices ! How to coordinate, collaborate, refer, and team-build with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students ! How to integrate the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social development ! How to promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate ! How to create individual, group, and classroom guidance approaches systematically designed to assist all student with academic, career, and personal/social development ! Approaches to peer facilitation of students, including peer helper, peer tutor, and peer mediation programs ! Issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide) ! Developmental approaches to assist students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education, and career options) ! Facilitate constructive partnerships with parents, guardians, families, and community systems, family systems, and school systems, and how they interact to influence the students and affect each system

Approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs

Course Objectives Upon completion of the course, student will: 1. Understand the need for developing and implementing comprehensive school counseling programs which promote academic, career, and social-emotional development for all students. 2. Recognize and be able to implement Oregons Comprehensive Counseling and Guidance Framework. 3. Understand the role of school counselors in student assessment as it related to academic, career, personal/social development, and the capacity to contribute. 4. Explore the counselors role in confronting racism, sexism, and injustice. 5. Understand how technology is impacting the delivery of school counseling services. 6. Explore ethical decision making and demonstrate behaviors consistent with the ethical standards and legal framework unique to school counseling. 7. Construct a Disclosure Statement that explains your program and role as a professional school counselor to students, parents, teachers, administrators, and staff.

Class Participation and Readings


Class participation is vital in creating an open, dialogue-based learning community. To effectively participate, you need to be present for the entire length of the class. Further, our goal is to create an open, respectful community that honors multicultural differences, differences in opinion and viewpoint, and differences in professional and personal experience. The creation of this environment requires full, respectful attentiveness to the learning community and your colleagues at all times. If your phone rings in class, expect your participation grade to drop 10%. If you are late to class or need to leave early, please provide reasonable explanation to the learning community. Each tardiness or absence thereafter will reduce your participation grade an additional 10%. If your reading or written assignments are incomplete, there will be an 10% reduction in your participation score. Class Requirements & Score Class Participation Local/National Model Teaching Unit Comprehensive Guidance Program Group Proposal Comprehensive Guidance Program Presentation Professional Disclosure Statement Grading Scale: A 90-100 C 70-79 20 20 30 20 10

80-89

60-69

Professional Self-Disclosure
Using the model on develop a Disclosure Statement. Be mindful of your audience. You may do two versions: one version for students and parents and another version for administrators, teachers, and staff at your school, or you may combine this into one version. The statement should be no more than two pages long. You will be sharing your statement with other students in class. A version of your disclosure will be required as part of Internship. If you are already working as a Professional School Counselor, this should be the PDS you are using/are going to use in practice.

Portfolio/Reading Assignments
You will receive articles and/or handouts that need to be completed prior to the following weeks class. These handouts all pertain to one or more of the TSPC competencies for school counselors and should be included in your PPP in the relevant section(s). These handouts and reading assignments will often be the material of class discussions or group conversations so should be completed with care.

National Model/ Oregon Framework Teaching Units


Masters Students/ Licensure Only students becoming school counselors: You will provide the class with a presentation or lead a group discussion on a component of the state or national counseling frameworks. You will sign up for a topic on the second evening of class. Your presentation must be 15-20 minutes in length and must be a comprehensive discussion of your topic. You must provide the class with a min. 4 page handout of information and/or examples pertaining directly to your topic, or a research article related to your topic. If you need additional time to cover your topic, please inform your professor ahead of time so that time may be allotted. Your information packet must be posted to the class website. Your score will be based on 5 points for the handout, 10 points for the presentation, and 5 points based on peer evaluations of the usefulness and comprehensiveness of your presentation for a total of 20 possible points. You may work in dyads or on your own for this assignment. Licensure Only Students currently working in programs with a CGP curriculum in place: You may sign up for an alternative topic including (but not limited to): RAMP status, Epstein's Model for Parental Involvement, Collaborative Problem Solving or another topic of your choosing (must be cleared with your professor in advance).

Comprehensive School Counseling Program Group Project


You will work in small groups with colleagues who are interested in focusing on the same grade level as you to complete a Comprehensive School Counseling Program Proposal. You will invent a school or may model your program to address the needs at a local school. Your proposal will consist of the following sections: A. Introduction Statement: Rationale: describe why a program is needed (include information about relevant OARs, identified problems in the school, etc) Stakeholders: Describe the stakeholders associated with the school Needs: Examine and report the unique needs of your school & your student population (academically, emotionally, community-wide); utilize micro- and macro- approaches Resources: Examine and report the available resources at all levels of the micro- and macrosystem Priorities: Introduce the most relevent & immediate priorities the CGP will address B. The Comprehensive Program: C. Mission statement & counseling program philosophy Needs Assessments: Include the needs assessments and results of such assessment that help you identify the problems and needs of the school Goals and objectives for all grade levels at the school (align with local and national frameworks) A year-long curriculum that addresses ONE grade level at the school. Include examples of curriculum and relevant materials. Assessment: Include a description of how data will be collected and examined to determine change. Include relevant assessment tools when possible. Create a counseling calendar that covers the entire academic year and addresses all grades. (Note: Must incorporate staff and parents, plus other relevant stakeholders) Crosswalk state and national standards with benchmarks that are school-specific

School Board Presentation: Present your final product to your colleagues as if you are presenting to a school board. Prepare a 30 - 45 minute presentation to be given to a "school board" (your peers, instructors, and some community members who are actively involved with school counseling and school boards). The "school board" will evaluate your presentation on the basis of rationale, clarity of goals, thoroughness of your plans, and alignment to state and national models.

Learning Schedule Jan. 4 Jan. 11 Jan. 18 Jan. 25 Feb. 1 Feb. 8 Feb. 15 Feb. 22 Mar. 1 Mar. 8 Mar. 15 Foundations of School Counseling Professional Identity & Roles of the SC University Holiday honoring Dr. Martin Luther King No Class Comprehensive School Counseling Programs Discussions (National Model) Discussions (Oregon Framework); Additional Topics Service Delivery & Program Evaluation Functional Behavior Assessment/ Assessment in Schools PBS: Positive Behavioral Support School Board Presentations Final Projects School Board Presentations Final Projects

Reading Schedule: Read by this class date: Jan. 11 Jan. 18 Jan. 25 Feb. 1 Feb. 8 Feb. 15 Feb. 22 Mar. 1 Mar. 8 Mar. 15 ASCA National Model Book Pgs. 1 -38 Pgs. 38-66 67-74 & appendices National Model Workbook Review to pg. 84 Review Appendices Oregon Framework

Foreword pg. 37 Pgs. 37- 67 & appendices

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