EDU PAES 876, Winter 08
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THE OHIO STATE UNIVERSITY
College of Education and Human Ecology
School of Physical Activity and Educational Services
COUNSELOR EDUCATION PROGRAM
EDU PAES # 876
Winter 2008
Thursday, 7:00 to 9:18 p.m., PAES Bldg room 103
Class: EDU PAES #876, Organization and Administration of Guidance Services, 3 credits
Catalog Description: The selection, organization, and presentation of guidance materials, including analysis of types of organization, methods of initiating a guidance program, and types of in-service programs.
Instructor: Dr. Colette T. Dollarhide, NCC, ACS, LPC (SC), Visiting Assistant Professor, Counselor Education. Office Location: PAES Building, room 446. Phone: 614-688-5938. Email: , or . (Please note that I do not always check my emails on the weekends.) Office hours will be announced once supervision schedules are determined.
Required Texts:
1. American School Counselor Association. (2003). The ASCA National Model: A framework for school
counseling programs. Alexandria, VA: Author.
2. Dollarhide, C.T., & Saginak, K. A. (2007). Comprehensive school counseling programs: K-12 delivery
systems in action. Boston: Pearson/Allyn & Bacon.
3. Class Reader: Available from Uniprint. Please use their on-line ordering process to order your course
Packet at http://uniprint.osu.edu/coursepackets/. They will have the packet ready for you within 24 hours.
HIGHLY RECOMMENDED RESOURCES:
McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2007). At-risk youth:
A comprehensive response for counselors, teachers, psychologists, and human service
professionals (4th ed.). Belmont, CA: Thomson.
WEBSITES TO CONSULT:
http://www2.edtrust.org/edtrust/
http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/main
www.schoolcounselor.org
Course Philosophy: A professional school counselor is a counselor who works in the schools – not a registrar, not a testing coordinator. Today’s school counselors must be change agents, creative collaborators, and active advocates for students’ healthy academic, career, and personal choices. In addition, professional school counselors must understand the school milieu in order to provide outcomes-based interventions at a whole-building level. The ASCA National Model and the Transforming School Counseling Initiative (TSCI) of the Ed Trust will inform a new vision of school counselors who work to improve students’ lives through empowerment and achievement, and who work to improve schools through systemic leadership.
Learning Objectives:
The objectives of the course are to examine:
1. The history, philosophy and trends in school counseling (CACREP 2001 School Counseling (SC) A1), including the relationship of school counseling to the academic and student services program of the school (CACREP 2001 SC A2) through identification of academic, career, and personal/social competencies and the implementation of processes and activities to assist students to achieve these competencies (CACREP SC C1d) vis-a-vis the role/function of the school counselor coordinated with those of other school professionals (CACREP SC A3, B2; TSCI);
2. The school setting and environment, and pre-K-12 curriculum (CACREP SC A6; TSCI), including the three developmental foundations of academic development, personal/social development, and career development as articulated in the ASCA National Model, integrating the program into the total curriculum, and providing support, information, and training to assist students in maximizing their total development (CACREP SC B3). This is reflected in action planning and time management that are structured on professionally relevant priorities (CACREP SC C1e);
3. The current policies, laws, legislation, ethical and legal issues relevant to school counseling (CACREP SC A7, A11), including the need for continuous professional development and reflection (TSCI);
4. The role of diversity in terms of equity and access issues, development, and learning in schools (CACREP SC A8; TSCI);
5. Community, environmental, and institutional opportunities and barriers that influence student success and development (CACREP SC A9; TSCI), methods of prevention and crisis intervention strategies that create a safe, healthy school climate (CACREP SC B7; TSCI), and referral and advocacy for all children and adolescents (CACREP SC B1; TSCI);
6. Prevention and intervention strategies, consisting of individual and group counseling and classroom developmental curriculum, to address developmental assets, transitions, and negative issues that may effect student development in order to foster school success through holistic development for students (CACREP SC C2a, C2b, C2c, C2d, C2e; TSCI). This includes systems approaches to partnering with persons within the school (teachers, administrators, etc) and with persons outside the school (parents, guardians, community) in order to promote academic success for ALL students (CACREP SC C2f, C2g, C2h; TSCI);
7. Methods of planning, developing, implementing, monitoring, and evaluating a comprehensive school counseling program utilizing technology and holding a systemic view of students (CACREP SC B6; TSCI), to implement and evaluate specific strategies designed to meet program goals and objectives (CACREP SC C1c) in terms of student competencies, and implementation of activities/processes to assist students in the achievement of those competencies (CACREP SC C1d);
8. Leadership and advocacy practices that result in improved overall school environment for students, including the use of research, needs assessments, student data, technology, and institutional assessments for improving comprehensive school counseling programs, recommending systemic changes that will improve learning and development for all students (CACREP SC A4, A10, B2, B4, B10, C1a, C1b, C1g; TSCI);
9. Leadership and advocacy for counseling, students, families, and schools, in collaboration and teaming with teachers, parents, support personnel, and community, to support school counseling and student development (CACREP SC A4, B1; TSCI); planning, presenting, and promoting counseling / educational programs for students, administrators, parents, teachers and the community (CACREP SC B4, B5), including strategies for exploring alternative funding (CACREP SC C1f).
Student Outcomes:
Candidates preparing to work as professional counselors must know and demonstrate the content, pedagogical and professional knowledge, skills, and dispositions necessary to help all students learn. This course seeks to provide competencies for professional school counselor practice as outlined above, and knowledge and skills will be demonstrated through the following:
LEARNING OBJECTIVE / ASSIGNMENTPhilosophies, attitudes, leadership, activities of school counselors to address student needs / Evaluation of school counselor
Systemic issues, role of diversity, barriers to learning, collaboration / Evaluation of school environment
Systemic collaboration, student needs, program planning, leadership, advocacy / Program Brochure
Technology, needs assessment, programmatic intervention, outcomes assessment, advocacy, educating teachers, professional development, systemic issues, legal and ethical issues, barriers to learning, prevention and intervention / Research on School Counseling Issue
Leadership, evaluation of programs, planning of programs, use of data, assessments, program planning, systemic issues / Evaluation of school Counseling Program
Technology / Carmen, powerpoint, word documents, emails, and internet researching tools
COURSE SCHEDULE
The following schedule is to be viewed as flexible. I reserve the right to alter this schedule as needed to provide time to explore topics of class-related interest. COURSE PACKET READINGS ON THE NEXT PAGE.
Week/Date / Readings Due that Night
Text ASCA / Topic of Discussion / Homework Due that Night
1
1/3 / 1, 2, 14 / Intro, 1 / Syllabus, History, Philosophy of School Counseling
2
1/10 / 2, 15, 16 / Appendix / Schools as Systems, Emerging Issues & Problems in schools, Ethics
3
1/17 / 3, 4 / Holistic, Systemic, Balanced, Proactive, Integrated, Reflective / Topic for rsch paper
Option 2, 3, or 4
4
1/24 * / WORK ON RSCH PAPER
5
1/31 / 5, 6 / 2, 3 / ASCA National Model, TSCI, DAP model
6
2/7 / 7 / 4 / Counseling / Rsch paper, 1-6
7
2/14 * / 8 / 5 / Educating; classroom management / Rsch paper, 7-13
8
2/21 / 9 / 6 / Consulting
9
2/28 / 10 / Leadership, program evaluation / Program Eval, 1-6
10
3/6 / 11, 12, 13 / Elem, Middle and Secondary School Counseling; Course Evals / Program Eval, 7-13
COURSE PACKET READINGS: TABLE OF CONTENTS
CLASS 1: Class notes, Myers, Sweeney, & Witmer
CLASS 2: Class notes
Professional Comprehensive School Counseling
Glosoff & Pate
ASCA Professional Position Papers
Stadler
Professional Identity, Brott & Myers
Keys, Bemak, & Lockhart
Adelman & Taylor
CLASS 3: Primary Partners are students
Snyder, Feldman & Rand
Woblin
Systemic View of Students (various graphs)
Bilynsky & Vernaglia
Giles
Caffery, Erdman & Cook
Flaherty, Garison, Waxman
40 Developmental Assets
Foster, Young, & Hermann
CLASS 6: Ray, Perkins, & Oden
Pryor & Tollerud
Lambie
Overview of Effective Violence Prevention Programs, Dollarhide
When Victims Turn Aggressors, Hazler & Carney
Wylie
Roberts & Coursol
Expelage, Bosworth, & Simon
Mayer & Leone
Sandhu
Warning Signs of Student Suicide, Notes
How you can Educate Others, Nelson
About School
CLASS 7: Reflective Judgment, King & Kitchener
Carmond
Akos, Cockman & Strickland
CLASS 8: Fitch, Newby, Ballestero, & Marshall
Walsh, Howard & Buckley
Crisis Plan, Elmwood School
CLASS 9: Why Leadership?
School Counselor Leadership, Dollarhide
Exemplary Principals: Dollarhide, Smith, & Lemberger
Scruggs, Wasielewski, & Ash
CLASS 10: Levels of Schools/School Counseling
Starkman, Scales, & Roberts
“Good teachers”, P. Palmer
ASSIGNMENTS and COURSE REQUIREMENTS:
1. Attendance and participation in all class sessions is expected and will be weighted into the final grade. (S/U, 10 pts). Note: Announcements about assignments will be discussed at the beginning of class; please do not be late to class! If you must miss class, be sure to obtain notes from someone in the class.
SELECT ONE OF THE FOLLOWING THREE ASSIGNMENTS:
2. Describe the most recent school counselor you knew as a student (not using any names). What did that school counselor do and how would you evaluate that person’s work? Which philosophy of school counseling do you see evidence of? As a professional school counselor, what will you do differently and what will you do similarly to what you saw that person do? (APA, 3 pages maximum, 20 pts).
3. Evaluate your current school setting (or most recent school environment if you are not currently employed in a school) in terms of whether the degree to which each of the following communicated RESPECT for students: People, Places, Procedures, and Programs. You will evaluate each in terms of the extent to which 3-5 elements of each area are inviting (respectful) or disinviting (disrespectful) to the people in the school in terms of diversity. Address in a chart format. (APA, 3 pages max, 20 pts)
4. Brochure of Programs. You will design a brochure FOR ADULTS (parents, teachers, administrators) describing your comprehensive school counseling program, with a section for what your program offers for each of the following: students, families, colleagues in the schools, colleagues in the community. You must provide evidence of the 6 QUALITIES OF A CSCP. In a summary paper, outline where each of the six qualities is evident in your brochure. (APA, 4 pages max, 20 pts)
EVERYONE WILL COMPLETE BOTH OF THE FOLLOWING ASSIGNMENTS; DUE DATES WILL BE STAGGERED.
5. Research Synopsis of An Educational Issue: Select a problem or issue that you believe is important in today’s schools relative to STUDENTS. You will provide that topic to the instructor for approval before you begin your research. Examples might include Child Abuse, Depression, Conflict Resolution, Bullying, Drug abuse, Suicide, ADHD, School failure. You will read 3 articles from professional, peer-reviewed literature (from The Professional School Counselor, Journal of Counseling & Development, other ACA or APA journals, or journals from education), then:
a) Summarize each article (1/2 page each),
USING ALL RESOURCES AND ADDITIONAL RESOURCES AS NEEDED:
b) Discuss how you would conduct a student needs assessment for that topic (1/2 page),
c) Present one prevention activity and one intervention activity you would recommend, and outline how you would conduct an outcomes assessment for each of the activities you just identified (1 page),
d) Discuss the school-wide implications, including presenting a school-wide advocacy plan and a plan for a teacher in-service (1/2 page each)
e) Evaluate the legal and ethical issues of that topic (1/2 page),
f) Discuss the insights you have gained in terms of systemic issues relative to that topic (in terms of families, schools, & communities) (1 page).
(APA, 6-7 pages maximum; 35 pts)
6. Evaluation Plan (7-9 pages): You will interview a school counselor to learn about the comprehensive school counseling program for that school – YOU DO NOT NEED TO IDENTIFY THE SCHOOL IN YOUR REPORT. (APA, 7-9 pages, 35 pts)
a. Summarize the context of the school in terms of all of the following: grade levels, # of students, # of counselors, SES of students. Which students do well there and which students do not do well in that school? What are the state test scores at the school? What are the academic, career, and personal/social issues of the students? (paragraph form, 2 pages).
b. Conduct an ABBREVIATED Program Audit from the National Model in which you will evaluate each of the major headings (NOT the Criteria) in your report. Based on your observations of that school and what has been discussed in this class, identify way(s) to improve the program in each major heading (chart format; Use headings: Major Category, Status of Existing Program; Improvement Needed).
c. In your conclusions, imagine you are hired at this school. Outline a 1-year plan using systemic strategies for change to address the top 3 tasks you identify from your chart in part B.
General Grading Rubric: See attached Rubric. As a standard, A papers (full points) contain ALL OF THE FOLLOWING:
· Class material and/or lecture and/or outside reading is referenced in each part of question.
· Thoughtful, reflective; clear evidence of contemplation of question or assignment.
· On time.
· Correct grammar, punctuation, spelling.
· APA format is used correctly.
· All parts of all questions are addressed completely.
Grading:
A = 94+ S = 83-100%
A- = 90-93% U = Less than 82%
B+ = 87-89%
B = 84-86%
B- = 80-83%
C = 70-79%
D = 60-69%
F = 59% or less
Professional Development and Identity:
As a graduate student in counselor education, you are required to develop competencies in professional skills such as writing, presenting, counseling, and conducting research. The standards for this class are compatible with professional guidelines set forth by the American Counseling Association. Therefore, you will be evaluated on these specified areas as well as other pertinent skills related to mental health or school counseling. As a graduate student at The Ohio State University, you are expected to uphold the highest level of professionalism. Your grade in this course can be negatively impacted by poor academic performance, professional judgment, and professional conduct. The instructor reserves the right to deduct points on any individual assignment and on the final course grade, based on the following: (a) poor collaboration with peers; (b) arriving late to class; (c) missing classes; (d) turning assignments in late; (e) inappropriate or unprofessional class performance; and (f) disrespecting instructors, teaching associates, peers, and/or staff.