Edps 501 introduction to school by domainlawyer


									EDPS 501: Introduction to School Counseling

Jean Sunde

Peterson, Ph.D Fall, 2005; 4:30-7:20, Wednesday, BRNG B255 Contact Info: 494-9742 (O); 463-2110 (H); jeanp@purdue.edu
Office Hours: by appointment TEXTS th Baker, S. B., & Gerler, Jr., E. R. (2004). School counseling for the twenty-first century (4 ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Peterson, J. S. (1993). Talk with teens about self and stress: 50 guided discussions for school and counseling groups. Minneapolis: Free Spirit. Peterson, J. S. (1995). Talk with teens about feelings, family, relationships, and the future: 50 guided discussions for school and counseling groups. Minneapolis: Free Spirit. Littrell, J. M., & Peterson, J. S. (2005). Portrait and Model of a School Counselor. Boston: Lahaska Press/Houghton Mifflin. SUPPLEMENTAL MATERIAL Missouri comprehensive guidance model for program development, implementation, and evaluation. Missouri Dept. of Elementary and Secondary Education. Campbell & Dahir. (1997). The national standards for school counseling programs. (1997). Alexandria, VA: American School Counselor Association. OBJECTIVES This course is designed to acquaint school-counseling students, individuals exploring school counseling as a career, and individuals in related professions with fundamentals of counseling, school counseling practices and trends, affective concerns of children and adolescents, legal and ethical and multicultural concerns related to school counseling, and possibilities for collaborative, creative, and supportive work in the schools. An additional purpose is to enhance these individuals’ interpersonal skills through attention to affective concerns, including paired and small-group activities. Yet another is to raise awareness of possibilities regarding infusing attention to affective concerns into curriculum and school life in general. Learning objectives are as follows:  Students will be able to articulate fundamentals of counseling in general and school counseling in particular.  Students will be able to articulate basic history and current trends in school counseling.  Students will be able to conceptualize a comprehensive, developmental guidance program for a particular school level, including individual, small-group, and large-group interventions, collaborative partnerships within the school and with the community, and both proactive and responsive student assistance.  Students will be able to articulate ways in which school counselors can serve as change agents in the school culture and school climate.  Students will be able to incorporate multicultural understanding into their conceptualizations of school counseling and school counseling programs.  Students will be able to articulate social and emotional concerns of children and adolescents.  Students will be able to demonstrate understanding of legal and ethical concerns and guidelines for work in the schools. MODEL FOR PROFESSIONAL PREPARATION At the core of professional preparation at Purdue are research and best practice. At the graduate level, attention is focused on six competencies. Students in this course will be prepared to  Think critically and reflectively  Synthesize knowledge  Create knowledge  Communicate knowledge  Engage in professional development  Participate actively in their profession

IPSB Standards The following IPSB standards are addressed in EDPS 501 (see attached document for the standards): School Services Professionals: School Counseling: Developmental: 1.P. 4-5 1.K.2-6 1.D.1-6 l.P.4-5 1.K.2-6 1.D. 1-6 Early Childhood: 3,4,6,7 2.P.1-2 2.K.1,3 2.P.1-2 2.K.1,3 Middle Childhood: 5,8 3.P.1-5 3.K.2, 4, 6 3.D.1,2,4 3.P.1-5 3.K.2,4,5,6 3.D.1, 2, 4 Early Adolescence: 2-5,7-9 4.K.1, 4-6 4.K.1,4,5,6 Adolescence/YAdult: 1-7 5.K.6 5.D.1-4 5.K.6 5.D.1-4 6.K.1-4 6.D.1-3 6.K.1-4 6.D.1-3 7.K.1-2,4 7.P.1-3 7.K.1, 2,4 PORTFOLIO-BUILDING Students in the school counseling program will begin to accumulate artifacts which demonstrate skills and dispositions, understanding of school-counseling tenets and models, and professional development. This portfolio will be a work in progress throughout the student’s professional training and will be valuable both as a process in itself and as a supplement to application materials when eventually seeking a position as a school counselor. Appropriate for this portfolio are course products such as job description, philosophy of school counseling, ethical-dilemma papers, and final project/final exam. These should be saved electronically. Beginning in July, 2006, a portfolio will be part of a post-degree induction period in Indiana, and these materials will likely be helpful for that. More details about this new requirement will be forthcoming. OPTIONS FOR BOOK REVIEW Raising Cain: Protecting the Emotional Life of Boys (Kindlon & Thompson) Lost Boys: Why Our Sons Turn Violent Teenage Boys: Surviving and Enjoying These Extraordinary Years (Beausay) Meeting the Guidance and Counseling Needs of Boys (Beymer) Real Boys: Rescuing Our Sons from the Myths of Boyhood (Pollack) The Wonder of Boys (Gurian) A Fine Young Man (Gurian) Strong Mothers, Strong Sons: Raising the Next Generation of Men (Caron) Boys Will Be Boys: Breaking the link between Masculinity and Violence (Miedzian) Raising Boys (Biddulph) Give the Boy a Gun (Strasser) Raising Children in a Socially Toxic Environment (Garbarino) The Plight of the Parentified Child The Roller-Coaster Years (Giannetti & Sagarese)—(middle school) Reviving Ophelia: Saving the Selves of Adolescent Girls (Pipher) The Shelter of Each Other: Rebuilding Our Families (Pipher) School Girls (Orenstein) Resilient Adults: Overcoming a Cruel Past (Higgins) Childhood Bullying and Teasing (Ross) Queen Bees and Wannabees: Helping Your Daughter Survive, Cliques, Gossip, Boyfriends, and Other Realities of Adolescence (Wiseman) Odd Girl Out: The Hidden Culture of Aggression in Girls (Simmons) Please Stop Laughing at Me (Blanco) Fast Girls: Teenage Tribes and the Myth of the Slut (White) Smart Girls, Gifted Women (Kerr) Smart Girls II (Kerr) Perfect Parenting and Other Myths (Main) Could Do Better (Mandel & Marcus) FINAL PROJECT: Students who are from Educational Administration or who are not planning to apply for entry into the Purdue School Counseling Program may do either a “Final Project” or a “Final Exam.” A final project should reflect a collaboration between a principal and a school counselor. The “Exam” Portion: Write up to two paragraphs for each of these topics below: #1, #2, #3, #8, #12 The Project Itself (focus may be on students; teachers and students; parents; teachers): General Description of Content (some sort of overview, providing a sense of content) Needs Assessment (preferably a parent, or student, or teacher survey or other datagathering instrument, based on Internet, Department of Education, or other

information) Rationale (must include reference to theory, literature, and/or data from needs assessment) Strategies for Organization and Delivery of Services Strategies for Time Management (including a timeline for the project) Specific Details for One Component (Activity, Session, Meeting, etc.) Letters to Teachers, Parents, School Board explaining the project (Include a cover. Binder is optional. Project must be typed. Proofread all self-written materials. Pay attention to format—i.e., the project should look unified and be user-friendly) FINAL EXAM: For students already in, or planning to apply to, the Purdue School Counseling Program (this project will become a portfolio artifact) Include the following at the outset: Job Description (altered, based on earlier feedback and new awareness) Philosophy of School Guidance and Counseling (altered, based on earlier feedback and new awareness) Time Line for One Year: Guidance and Counseling in a School (specify grade level/levels) Include the earlier, graded versions of Job Description, Philosophy, and Timeline at the end of your project for possible comparison with the final versions. Create a document of no more than 20 pages, with appropriate sections (approximately 4) and proper headings, suitable for a portfolio. Include the following, not in any particular order or in any particular form. Simply be sure that you have addressed these areas adequately somewhere in the document. Use information from your textbooks, class discussion, lectures, class activities, readings, the Internet, national counseling associations, and state and national standards. Explanation of, and thoughts about, a comprehensive, developmental guidance model (including explanation of what “comprehensive” and “developmental” mean) 2) How the comprehensive, developmental guidance model fits into the history of school counseling (how is it different from how school counseling was conceptualized in earlier decades) 3) What “proactive” and “preventive” mean in regard to school counseling programs 2) What an appropriate “posture” (counselor attitude, strategies, relational concerns) is regarding working with school administrators, teachers, staff, and parents; what are appropriate roles for the school counselor in the school 3) What appropriate approaches to individual counseling in the schools are 4) What appropriate approaches to small-group counseling in the schools are 5) What appropriate approaches to large-group interventions in the schools are 6) What kinds of duties are appropriate, and what kinds of duties are not, for a school counselor, and suggestions for dealing effectively with inappropriate duties 7) Beliefs about needs assessments, program evaluations, and accountability in general for school counselors 8) What an appropriate posture is regarding working with the community, including relationship with various community resources 9) What the most important ethical concerns (separate from ethical principles) are as related to work in the schools (i.e., how does one behave ethically, what does one always keep in mind, what guides the counselor’s actions) 10) What an appropriate posture is regarding making referrals 11) What consulting means in the work of a school counselor 12) What advocacy and leadership mean in the work of a school counselor EVALUATION The grades for all assignments will be lowered at a rate of ½ letter grade per day late. Job Description 10% Philosophy of School Counseling 10% Attendance is very important in this Final Project or Exam 25% course, since simulations, Reaction Papers, Article Summaries, presentations, discussions, Portrait responses, Boundary paper 10% demonstrations and sharing of materials Quiz over ethical code 10% comprise so much of class time. Timeline for School Counseling 5% Ethical dilemmas—2 papers 20% (10%, 10%) Attendance 5% (An “A” in this part will mean no absences.) Participation 5% 1)

BRIEF FIELD EXPERIENCE Students with no prior teaching experience will be expected to arrange, sometime during fall semester, a total of 25 hours of involvement in one or two classrooms, with one or two teachers, in any school and at any level. Suggestions for involvement include classroom observation and assistance, presentation of a lesson/unit, lunchroom supervision/interaction, or assisting an activity advisor, with the focus on what a teacher (not a counselor) does in the school. The 25 hours can all be done during one week or split among several weeks during the semester, but at least one day should include the total hours of the classroom teacher. Ideally, the experience will include some degree of curricular presentation to the whole classroom. The purpose of this course component is to provide an experience in a school that is different from the student experience, that will increase sensitivity to teacher and classroom concerns, and that will offer insights into classroom management. The experience may enhance credibility when arranging practicum, internship, or later employment. Students will keep a narrative log (of observations and experiences related to self and environment), to be summarized and turned in (approximately 2 paragraph per hour). This summary will not be graded, but will simply meet a pre-practicum requirement. This requirement, for students not yet admitted to the School Counseling Program, may be completed during the first semester after admittance. FALL SEMESTER: INDIANA SCHOOL COUNSELING ASSOCIATION CONFERENCE Students already in the School Counseling program are required to attend one full day of the Indiana School Counseling Association conference in Indianapolis in November. Details will be forthcoming. USE OF BAKER/GERLER TEXTBOOK AND OTHER MATERIALS Because of the number of hands-on activities and discussions (intended to deepen understanding of concepts) and presentations, there will be almost no lectures on the Baker/Gerler textbook. It is highly recommended that you stay current with assigned readings, since information from them is useful and often crucial for various assignments throughout the course. Each time you come to class, bring three (written) points from each of the assigned readings—points which may be interesting, new, unsettling, important. A brief essay quiz on one of the points is always a possibility, and they may also be used to generate class discussion. REACTION PAPERS When reaction papers are assigned, limit your response to two “solid” paragraphs. Just react—i.e., what was interesting, thought-provoking, uncomfortable, discouraging, new (etc.)? COURSE SCHEDULE August 24: Introductions; Course Overview—Constructivistic Approach; Distribution of syllabus and code worksheet; Group simulation; Who we will counsel; Trade books as resources; Sharing perceptions of the field; Introduction to “boundaries” concept as applied to counseling Assignment: Chapter 1, Baker/Gerler (Historical Overview) Read National Standards (Campbell & Dahir) Paper on boundaries (2-3 paragraphs re: own personal boundaries) Boundaries paper due; Small-group simulations; Defining counseling; Boundaries; Sharing perceptions of the field; Discussion—School counselors without teaching background; Historical Overview; Current trends; Education Trust thrust Assignment: Chapter 2, Baker/Gerler (Balanced Approach) Read ACA ethical code (Appendix C in Baker); Do code worksheet. Read Introduction to either Talk with Teens book. Quiz over ACA and ASCA ethical codes. Legal Issues; Ethical dilemmas; application of Kitchener principles; Discussion of TWT introduction; Listening skills (staff-development idea); Assignment: Chapter 3, Baker/Gerler (Legal and Ethical) Ethical paper #1 (3-4 pages) Read “Key Points from ACA Pre-Convention Workshop.” Read Kitchener article. Ethical dilemma paper #1 due. Brief counseling presentation/demonstration; Video of MCGM Assignment: Parts I and II of Portrait and Model of a School Counselor (write brief responses to activities on pages 32, 34, 36, 37 (Ed Admin students should respond from the perspective of administration) Chapter 4, Baker/Gerler (Prevention)

August 31

September 7

September 14

September 21

Panel of interns—first professional experiences; entering the school culture; Discussion of activities from Portrait and Model; videotape of underachievers Assignment: Reaction paper (to interns) Reaction paper (to video) Read 1 article related to school counseling in a school counseling journal (provided by instructor) and be prepared to summarize the article briefly and to give the titles of 2 other articles that appear to be interesting. Read Introduction in either of the two Talk with Teens books. Find a book (home or public library) which could be used for bibliotherapy. Reaction papers due. Return journals. Brief presentations (3-5 min.) of assigned journal articles; Informal Assessment of Substance Abuse, Depression, Suicide; Bibliotherapy; “Caren” Assignment: Prepare an activity from Talk with Teens (you will involve a small group in that activity for 10 minutes) Job Description (2-3 pages, narrative form: what school counselors do, ideally, at one school level—e.g., middle school) Chapter 5, Baker/Gerler (Counseling) Job Descriptions due. Discussion of job descriptions in small groups; Small-group simulations (Talk with Teens); Gregorc activity Assignment: Chapter 6, Baker/Gerler (Consulting) Read Chapters 5 and 6 in Portrait and Model EdAdmin students and teachers: Be prepared to discuss “school culture,” with references to your teaching or administrator contexts Instructor presentations on GLBT Issues, cultural values; Discussion of “school culture” Assignment: Reaction paper (on instructor presentations; 2 par. each) Chapter 7, Baker/Gerler (Referring, Coordinating) Reaction paper: 2 paragraphs each in response to GLBT and culturalvalues presentations Read “Bright, Troubled, Resilient—and not in a Gifted Program” Read “Valuing the Values” Reaction papers due; Instructor presentations on social and emotional concerns related to giftedness; affective curriculum; college-transition concerns; counseling issues related to disabilities; the relationship of special education and school counselors Assignment: Prepare philosophy of school guidance and counseling (2-3 pages) Reaction paper: 2 paragraphs in response to presentation on social/emotional concerns related to giftedness Chapter 8, Baker/Gerler (Information) Reaction paper due; Philosophy paper due; Videotape of depression intervention Sharing of philosophies Assignment: Reaction paper (to videotape) Ethical dilemma paper #2 Reaction paper: Videotape of depression intervention (2 par.) Read Chapters 7, 8, 9 in Portrait and Model and write brief responses to the questions on pp. 90, 103 Ethical dilemma #2 due. Speakers: Local school counselors; discussion of Portrait responses; Looking at family development Assignment: Chapter 9, Baker (School transitions) Annual Timeline for a school counselor—based on an interview of an area counselor (any school level) (1-2 pages; non-narrative) (due 12/7 ) Reaction paper (speakers—1 par. for each) No Class (Instructor presenting at National Assn. for Gifted Children convention in KY) Assignment: Prepare a brief oral book summary; outline key points from the book on one sheet, single-spaced Begin organizing Final Exam or Final Project Chapter 10, Baker/Gerler (Assessment)

September 28

October 5

October 12

October 19

October 26

November 2

November 9

November 16

Reaction paper due. Book summaries. Career development activity; discussion re: objective response to school, national crises Assignment: 1 “solid” paragraph in response to counselortalk packet (what was interesting?) looking at family development Chapter 11, Baker/Gerler (Advocacy) Read “Six Exceptional Young Women—At Risk.” Write 1-par. reaction paper Read Chapters 10, 11, 12 in Portrait and write responses to questions on pp. 153 and 158 and #3 and #4 on p. 172. No Class (Thanksgiving break) Reaction paper due. Counseling concerns and responsibilities in schools (related to counselortalk packets); Achievement-underachievement concerns (Instructor presentation); Appraisal Concerns in the Schools; Psychological reports and the DSM-IV; Intelligence testing; Screening for special programs; use of technology in designing, monitoring, evaluating programs; Discussion of Portrait responses. Assignment: Chapter 12, 13, 14 Baker/Gerler (Leadership; Collaboration; Accountability; Career) Timeline for School Counseling Program (for full academic year; any school level) (requires interviewing a school counselor) Read Dual Relationship article (write 2-3-paragraph reaction paper) Timeline due. Reaction to dual relationship article due. Instructor presentations on a family-systems perspective on underachievement; Assignment: Read Parts IV and V in Portrait and write a response to #1 on p. 177. (Meet in #3119 BRNG) Demonstration/Presentation of component of Final Project; Final Project/Exam Due ; Advocacy Activity; Discussion of “professionalism,” professional commitment, professional involvement in organizations, professional development; professional credentialing and related public and private policy processes; advocacy for the profession; advocacy for students and their families regarding barriers that impede access, equity, and success; alternative counseling schedules for accommodating families; counseling services in after-school programs

November 23 November 30

December 7

December 14

(Note for Program students: Plan of Study draft due by January 9)

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