1
EPSY 521
Consultation in Schools and Organizational Systems
Summer 2008; 06/23/2008 – 07/30/2008
Instructors: Brett Zyromski, PhD
Class:
My Office: WHAM 222N Phone: 453-6918
My Office Hours: By AppointmentE-mail:
Purpose: Students will learn about the basic provisions needed to establish and sustain effective collaboration in schools, including working with the differences and diversity in roles, abilities, and cultures that make up our school systems. Students will show evidence of the ability to conceptualize the collaboration needed to implement school-based mental health programs.
Objectives:
FOUNDATIONS
1. Students will demonstrate an understanding of professional codes of ethics (e.g., ASCA and ACA) and current legal mandates, and the range of legal issues related specifically to the practice of school counseling and consultation. (Item A4 in CACREP Standards for School Counseling Programs)
2. Students will designand implement prevention and intervention/plans for student problems that demonstrate an understanding of the effects of (a) atypical growth and development, (b) health, (c) language, (d) ability level, (e) culture, (f) diversity, (g) socioeconomic status, and (h) factors of resiliency on student learning and development. (Item A3 & Item B3 in CACREP Standards for School Counseling Programs)
COUNSELING, PREVENTION, AND INTERVENTIONS
3. Students will demonstrate how to design, implement, manage, and evaluate programs to enhance the academic, career and personal/social development of all PK-12 students. (Item C2 in CACREP Standards for School Counseling Programs)
4. Students will provide classroom guidance to promote the academic, career and personal/social development of all PK-12 students. (1/3 of Item D2 in CACREP Standards for School Counseling Programs)
5. Students will demonstrate the ability to assess and interpret students’ needs and barriers to academic, career, and personal/social development of all students, recognizing uniqueness in culture, languages, values, backgrounds and abilities. (Items H1& H5 in CACREP Standards for School Counseling Programs)
6. Selects that appropriate assessment strategies that can be used to evaluate the academic, career and personal /social development of all PK-12 students. (Item H4 in CACREP Standards for School Counseling Programs)
COLLABORATION AND CONSULTATION
7. Students will demonstrate an understanding of ways in which student development, well being, and learning are enhanced by family-school collaboration. (Item M1 in CACREP Standards for School Counseling Programs)
8. Students will demonstrate an understanding of systems theories and models and processes of consultation. (Item M4 in CACREP Standards for School Counseling Programs)
9. Students will demonstrate an awareness of common consultation issues associated with different professional team members, and how to build effective teams of school staff, parents and community members to promote the academic, career and personal/social development of all PK-12 students. (Item M3 in CACREP Standards for School Counseling Programs)
10. Students will demonstrate competence using consultation and collaborative skills in the context of assessment and providing strategies for case management.
11. Students will demonstrate an understanding of the functional differences between organizational, group, and individual consultation.
12. Students will demonstrate competence conducting a collaborative interview with a school professional.
13. Students will demonstrate an understanding of various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them. (Item M6 in CACREP Standards for School Counseling Programs)
ACADEMIC DEVELOPMENT
14. Students will demonstrate an awareness of common classroom management issues and how they may present solutions to those issues to other school professionals.
15. Students will demonstrate an understanding of multiple factors on student achievement and conduct programs that are designed to do so. (Item G1& L1 in CACREP Standards for School Counseling Programs)
16. Students will demonstrate knowledge of pedagogy and differential instruction as well as student services. (Item K2 in CACREP Standards for School Counseling Programs)
17. Students will demonstrate an understanding of the concepts, principles, strategies, programs and practices for helping students to experience academic success. (Item K3 in CACREP Standards for School Counseling Programs)
18. Students will demonstrate an understanding of curriculum design, lesson plan development, classroom management strategies and instructional strategies for teaching counseling and guidance related material. (Item K4 in CACREP Standards for School Counseling Programs)
19. Students will demonstrate an understanding of the development of crisis response, peer counseling/mentoring, and violence prevention programs.
20. Students will demonstrate an understanding of interventions used to help students dealing with issues related to substance abuse in childhood, adolescence, and family systems.
LEADERSHIP
21. Students will demonstrate knowledge of the qualities, principles, skills and styles of effective leadership. (Item O, 1 in CACREP Standards for School Counseling Programs)
22. Students will demonstrate a practical knowledge of strategies of leadership to enhance the learning environment of schools. (Item O, 2 in CACREP Standards for School Counseling Programs)
23. Students will plan and present guidance-related educational programs for parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for children.) (Item P2 in CACREP Standards for School Counseling Programs)
Required Texts:
Kampwirth, T. (2006). Collaborative consultation in the schools (3rd ed.). Upper Saddle
River, NJ: Merril.
Stone, C. (2005). School counseling principles: Ethics and law. Alexandria, VA: American
School Counselor Association.
Suggested Text:
Charles, C.M. (2008). Today’s best classroom management strategies: Paths to positive
discipline. New York: Pearson Education.
Additional required readings:Additional readings are posted on the Blackboard course site.
Notice: Students with learning disabilities or special instructional needs should inform Dr. Zyromski immediately.
Grades: Grades are based upon the following point totals:
Class Participation 100 points
Research Paper 75 points
Exam I 50 points
Theory Integration Paper50 points
Area Resources Guide 75 points
Group Intervention Project100 points
Group Presentation 50 points
Total Points Possible 500 points
Letter grades will be based upon the following point totals:
A = 450 to 500 points
B = 400 to 450 points
C = 350 to 400 points
Attendance and Class Participation:
Attendance and participation is expected. Since this is a hybrid course, attendance includes participation in both physical classroom and online classroom environments. Effective class participation includes: respectful and non-dominating involvement in class discussions, consultation role-plays, equal participation in group work,and initiative and investment in course activities.In addition, participation will include leading class discussions both online and in the physical classroom. (Objectives 4,5,6,7, 8, 14,15,16,17)
Research Paper:(Due 7/02) Utilize the readings from 6/23, 6/25, and 6/30, and additional readings, to create a research paper reviewing the development of school-community collaboration; including origins, evolution to a service connection model, and concluding with school-based mental health implications. (SeeObjectives 2, 3, 7, 9 and Appendix A)
Exam: (7/09)
This examination will cover chapters 1 through 5 in the text, and all class lecture material from June 23rd through July7th. The exam will be a combination of "short answer", essay, and multiple choice questions. (Included are Objective 1,6, 11, 13, 14, 17 & 19)
Area Resource Guide and Interview: (Due 7/16)
Students will develop a resource packet, for the county of their choice, of community resources to utilize as a school counselor. These community resources should then be utilized as part of the school-based collaboration program you envision for a school of your choice. You will facilitate an interview with a professional employed by one of the community resources to discern what steps would have to happen to deliver their services on the school campus. The report will be scored according to three things: (a) The thoroughness and detail of your community resource list, (b) the first two pages of your interview, which should give a brief synopsis of what you did and did not find and how you plan to incorporate those community resources into a school-based collaboration program, and (c) your ability to adequately consult with the interviewee about the steps needed to coordinate the delivery of their services on the school campus. The community resource list should be in list format, the interview and synopsis should be in APA manuscript format.(Objectives 2, 3, 9, 11, 21, 22)
Theory Integration Paper: (Due 7/23) (See Objectives 5, 7, 8, & 9, and include one of the following: 17, 13, 19, 20 to illustrate your theory.) (See Appendix C)
Group Intervention Project and Presentation: (Due 7/28)
You will work in teams to identify a competency domain, a developmental issue, transition issue, or a special needs issue for students. Teams will create a program unit to address the issue/problem. Each member of the team will present a component of the unit design. Projects will demonstrate an integrated understanding of course content and issues explored during the second half of the semester, as well as demonstrating competent classroom instruction.A program evaluation should be included. (Objectives 3, 14, 16, 19, 20, & 21 and see Appendix B)
Course Outline:
Week 1: Introduction to Consultation for School Counselors6/23/2008
Monday
On-Campus / Introduction and review of course expectations Overview of hybrid format of course and short online training
School-Based Consultation
Role and Process of school counselors
within collaborative programs / Assignments Due: None
Readings Due:
Lambie, Sias, Davis, Lawson & Akos, (2008)
6/25/2008
Wednesday
On-Campus / Overview of school-based consultation
Impact and issues
Consultation theory and models
Behavioral model
Mental health model
Team building models
Integrating consultation theory / Assignments Due: None
Readings Due:
Kampwirth (2006) Chapters 1 & 2
Keys, Bemak, Carpenter, & King-Sears (1998)
Taylor & Adelman (2000)
Week 2: Formal Collaborative Roles and Skills and Consultation Process
6/30/2008
Monday
Blackboard / School-based mental health programs
Role of school counselor within school-based mental health models
Development of school-based programs
Participation in Discussion Threads / Assignments Due: None
Readings Due:
Adelman & Taylor, 2002
Anderson-Butcher & Ashton, 2004
Bryan & Holcomb-McCoy, 2007
Bryan & Holcomb-McCoy, 2004
Jennings, Pearson, & Harris, 2000
Mitchell & Bryan, 2007
Porter, Ebb, & Bryan, 2000
7/02/2008
Wednesday
Blackboard / Consultation process
Assessment
Intervention
Formal and informal consultation activities
Multicultural issues & ethics in collaborative efforts
Communication Skills
Consultation as RelationshipBuilding
Participation in Discussion Threads / Assignments Due:
Research Paper and
Group Intervention Proposal Ideas
Readings Due:
Kampwirth (2006) Chapters 3, 4 & 5
Jackson & Hayes, 1993
Week 3: Collaborating in the School Environment
7/07/08
Monday
Blackboard / The school culture
Understanding schools as political
systems
Working with teachers
Working with parents
Working with students
Working with administrators
Working with other professionals
Referral to outside services and specialized professionals
Participation in Discussion Threads / Assignments Due: None
Readings Due:
Dinkmeyer & Carlson (2006), Ch. 5
Davis & Garrett (1998)
Mullis & Edwards (2001)
Rowley (2000)
Ponec & Brock (2000)
7/09/08
Wednesday
Blackboard / EXAM / Assignments Due: None
Readings Due: None
Week 4: Organizational and Systemic Consultation
7/14/08
Monday
Blackboard / Understanding common behavior problems
Classroom management
Students dealing with substance abuse and
substance dependent family systems
Crisis response programs
Peer counseling/mentoring programs
Violence prevention programs
Participation in Discussion Threads / Assignments Due: None
Readings Due:
Kampwirth (2006) Chapters 6,7, & 9
7/16/08
Wednesday
On-Campus / Organizational Consultation
Moving towards Systemic Change / Assignments Due: Area Resource Guide and Interview
Readings Due:
Kampwirth (2006), Ch. 8
Dougherty (2009), Ch. 8
Week 5: Ethics and School Counseling Collaborations
7/21/08
Monday
On-Campus / Ethical Standards and Dilemmas / Assignments Due:
Readings Due:
Dougherty, (2009), Ch. 7
Stone, (2005), pgs. 11-14
Koch, (2008, Feb.), 25-31
Roaten, (2008, Feb.), 33-39
Download ACA Code of Ethics from and bring to class.
7/23/08
Wednesday
On-Campus / Autonomy, Beneficence, Nonmaleficence, Justice, and Loyalty
Rights of All
“STEPS” / Assignments Due: Theory Integration Paper
Readings Due: None
Week 6: Developing Resources
7/28/08
Monday
On-Campus / Group Intervention Presentations / Assignments Due: Group Intervention Project Paper
Readings Due: None
7/30/08
Wednesday
On-Campus / Group Intervention Presentations
Course Evaluations / Assignments Due: None
Readings Due: None
Emergency Procedure
Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT’s website at Department of Safety’s website (disaster drop down) and in Emergency Response Guideline pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.
Bibliography
Duys, D. (2004). Syllabus for EPSY 521, Consultation of Schools and Organizational Systems.
Kegan, R. (1982). The evolving self.Cambridge, MA: HarvardUniversity Press.
Mieling, G. (2007). Syllabus for EPSY 521, Consultation of Schools and Organizational
Systems.
All students: Review for a brief overview of plagiarism and the benefit of accurate citations within your work.
APPENDIX A
Protocol for Evaluating Class Papers
Criteria Points
APA Form010
(e.g., margins, headings, title page, font size & style,
references, running head, citations)
comments:
Use of the English Language015
(e.g., grammar, spelling, sentence structure, punctuation)
comments:
Organization and Clarity020
(e.g., visual & content organization, transitional
sentences, clarity of the paper's theme)
comments:
Content 030
(ability to synthesize & evaluate relevant literature;
effective use of references; creativity; meeting
project objectives)
comments:
Total Points _____/75__
General Comments:
APPENDIX B
Protocol for Evaluating Class Presentations
Criteria Points
Physical Aspects of Presentation0 --- 07
(e.g., eye contact; volume, inflection, pronunciation;
enthusiasm for topic; proper attire, disruptions)
comments:
Knowledge of Topic0 ---10
(e.g., information beyond textbook’s treatment, research base)
comments:
Organization and Clarity0 ---10
(e.g., introduction, body, conclusion)
comments:
Content
(e.g., ability to apply to “real-life situations”; focus, clarity,0 ---16
clear applications)
comments:
Delivery Tools0 ---07
(e.g., use of handouts, PowerPoint, visual aids, etc.)
comments:
Total Points ______/50
General Comments
APPENDIX C
EPSY 521
Theory Integration Paper
Students will choose one of the consultation theories and models covered in class (and the readings) and write a paper applying that theory to a consultation situation. The student will need to use sources outside the textbook to write the paper. The paper needs to be in APA format. Refer to the syllabus for the grading rubric for papers. Through the paper and the application of the theory, the student must:
(a)demonstrate the ability to assess and interpret students’ needs and barriers to academic, career, and personal/social development of all students, recognizing uniqueness in culture, languages, values, backgrounds and abilities. (Items H1& H5 in CACREP Standards for School Counseling Programs)
(b)demonstrate an understanding of ways in which student development, well being, and learning are enhanced by family-school collaboration. (Item M1 in CACREP Standards for School Counseling Programs)
(c)demonstrate an understanding of systems theories and models and processes of consultation. (Item M4 in CACREP Standards for School Counseling Programs)
(d)demonstrate an awareness of common consultation issues associated with different professional team members, and how to build effective teams of school staff, parents and community members to promote the academic, career and personal/social development of all PK-12 students. (Item M3 in CACREP Standards for School Counseling Programs)
When applying their chosen theory, students need to use one of the following to illustrate their consultation situation and the practical application of their consultation theory:
- various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them. (Item M6 in CACREP Standards for School Counseling Programs)
- the concepts, principles, strategies, programs and practices for helping students to experience academic success. (Item K3 in CACREP Standards for School Counseling Programs)
- the development of crisis response, peer counseling/mentoring, and violence prevention programs.
- interventions used to help students dealing with issues related to substance abuse in childhood, adolescence, and family systems.