Sommers-Flanagan, John

English

University of Montana

University of MontanaScholarWorks at University of MontanaSyllabi Course Syllabi9-2003COUN 565.01: School Counseling ProgramDevelopmentJohn Sommers-FlanaganUniversity of Montana - Missoula, john.sf@mso.umt.eduLet us know how access to this document benefits you.Follow this and additional works at: https://scholarworks.umt.edu/syllabiThis Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted forinclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contactscholarworks@mso.umt.edu.Recommended CitationSommers-Flanagan, John, "COUN 565.01: School Counseling Program Development" (2003). Syllabi. 1322.https://scholarworks.umt.edu/syllabi/1322THE UNIVERSITY OF MONTANACOUN 5 6 5  -  COURSE SYLLABUS  SCHOOL COUNSELING PROGRAM DEVELOPMENTINSTRUCTOR J o h n  S o m m e r s - F l a n a g a n ,  Ph.D.INFORMATION: Office: Educat ion Building Room 206  Office Hours:T e le p h o n e :  2 4 3 - 5 8 2 0  (office) 7 2 1 - 6 3 6 7  (h o m e )  Email: j o h n . s f .m s o . u m t . e d u  TEACHING ASST: D an  W i lc o x ,  M.Ed.Office: Hellgate  High School Office Hours: 7 : 4 0 a m  -  1 1 : 4 5 a m  T e le p h o n e :  7 2 8 - 2 4 0 0  X6053 Email: d w i l c o x @ m c p s .k l2 .m t .u sSCHEDULED CLASS MEETINGS: Class will m e e t  on Mondays  f rom 4 : 1 0 p m  to7 : 0 0 p m ,  beginning Monday,  S e p t e m b e r  8,2003 .  Finals w e e k  is Dec 15-19 .COURSE DESCRIPTION: This c o u r se  is an  overv iew  of c o n te m p o r a ry  school  counse l ing  issues ,  with a special  e m p h a s i s  on d e v e lo p m e n t ,  ad m in is t ra t ion ,  and  eva lua t ion  of c o m p r e h e n s iv e  school counse l ing  p r o g ra m s  for s t u d e n t s  K-12.PURPOSE AND OBJECTIVES: The  overall  p u rp o se  of this  c o u r se  is to in t roduce  you to t h e  m ain  issues ,  d e m a n d s ,  and  o p p o r tu n i t ie s  a s so c ia te d  with being a profess ional  school  counse lor .  In par t icular ,  w e  will exp lo re  and  d iscuss  t h e  eve r -  t ran s fo rm in g  role and  function of school  c o u n se lo rs  within t h e  K-12 school se t t ing .  Pr imary  c o u r se  ob jec t ives  and  the i r  co r re sp o n d in g  CACREP S t a n d a r d s  a r e  listed below:• To acqu i re  an  overall  v iew of historical,  c o n te m p o r a ry ,  and  fu tu re  p e r sp ec t iv e s  regard ing  t h e  n a tu r e  and  im p lem e n ta t io n  of a c o m p r e h e n s iv e  school  counsel ing  p ro g ra m ,  including an  u n d e r s t a n d in g  of t h e  American  School  Counsel ing Associat ion National m odel  a s  well a s  m o d e ls  pract iced by local and  regional  school  distr icts.  C lb .• To gain a w a r e n e s s  of t h e  s t r u c tu r e  and  n a tu r e  of school  e n v i ro n m e n ts ,  including, bu t  no t  l imited to t h e  wide r a n g e  of pe rso n n e l  and  roles a s s ig n ed  to individuals within a school  s y s t e m .  A4.• To obta in  know ledge  and  skills n e c e s s a r y  for des ign ing ,  im p lem en t ing ,  and  eva lua t ing  a c o m p r e h e n s iv e  school counse l ing  p ro g ram  within e l e m e n ta r y ,  middle ,  and  high school  s e t t ings .  B6, C l a ,  C l b ,  C lc .• To u n d e r s t a n d  and  identify s t r a t e g i e s  for in tegra ting  a c o m p r e h e n s iv e  school counse l ing  p ro g ra m  into t h e  to tal  school  curr iculum. B3, B5.2• To b e c o m e  a w a r e  of and  m a n a g e  t h e  t im e  s p e n t ,  a s  a profess ional  school  counse lo r ,  del ivering re sp o n s iv e ,  individual,  s y s t e m ,  and  curr iculum c o m p o n e n t s  of a c o m p r e h e n s iv e  school  counse l ing  p ro g ram .• To be ab le  to identify and  r e sp o n d  profess ional ly  to c o m m o n  ethical and  legal i s sues  facing c o n te m p o r a r y  school counse lo rs .  A7, A l l .• To be ab le  to identify and  a s s i s t  special s t u d e n t  popula t ions ,  including s tu d e n t s  who a r e  gifted and  t a l e n te d ,  s t u d e n t s  who qualify for special  ed u ca t io n ,  and  s tu d e n t s  who suffer  f rom em ot iona l  and  behaviora l  p rob lem s.  C l d ,  C2d,  C2e,  C2h,  C3d.• To be ab le  to provide  se rv ices  to culturally  d ive rse  s tu d e n t s .  A8• To obta in  skills for consult ing with t e a c h e r s ,  a d m in is t r a to r s ,  s tu d e n t s ,  p a r e n t s ,  and  t h e  c o m m u n i ty  rega rd ing  a c a d e m ic ,  social,  and  em ot iona l  concerns .  B5, C2f, C2g,  C3b, C3c.• To provide  a school-wide  c a r e e r  and  p o s t - s e c o n d a ry  g u id an c e  p ro g ra m ,  including t h e  u se  of an  MCIS labora tory .  A10,  B2, B3, B4, B6, C lg .• To b e c o m e  a w a r e  of counsel ing  and  g u id an ce  a p p r o a c h e s  t h a t  can  be im p lem en te d  a s  a p a r t  of a c o m p r e h e n s iv e  school  counse l ing  p ro g ram .• To obta in  skills n e c e s s a r y  for providing large g roup  c la s s ro o m  g u idance ,  including t h e  writing of lesson  p lans  and  develop ing  or ass is t ing  with c la s s ro o m  m a n a g e m e n t  s t r a teg ie s .  B3.• To obta in  skills n e e d e d  to provide  p reven t ion ,  risk a s s e s s m e n t  serv ices ,  in te rven t ions ,  and  school-w ide  r e s p o n s e s  for a b u s e ,  h a r a s s m e n t ,  suicide,  v io lence,  s u b s t a n c e  u se ,  and  o th e r  potent ia l  crisis s i tua t ions .  B7, C2d,  C2h.• To be ab le  to im p le m e n t  and  o v e r s e e  p e e r  m ed ia t io n /co u n se l in g  and  c o m m u n i ty  building activities.  B3, B4, C2c, C3a.• To be ab le  to o rgan ize ,  im p le m en t ,  and  provide  t e a c h e r  in-serv ice  tra in ings .  A4, B4, B5.• To be ab le  to provide  a c a d e m ic  and  vocat ional  advising to s tu d e n t s  and  p a r e n t s ,  including o v e r s ig h t  of p o s t - s e c o n d a ry  and  vocat ional  adm iss ion  p ro ce d u re s .  A10, C2e.• To obta in  know ledge  and  skills for eva lua t ing  p ro g ra m  e f fec t iveness  of a c o m p r e h e n s iv e  school  counse l ing  p ro g ram .  B6, C l a ,  C l b ,  C lc .TEACHING METHODS:1. L e c tu re s /c la ss  d e m o n s t r a t io n s .2. G u e s t  l e c tu re s /  s t u d e n t  p r e se n ta t io n s .3. Class  activities.4. Video p re se n ta t io n s .5. Class  d iscuss ions .TEXTBOOKErford, B. T. (2 0 0 3 ) .  T rans fo rm ing  t h e  school counse l ing  profess ion.  Upper  S add le  River,  NJ: Merrill Prentice  Hall.3SUPPLEMENTARY TEXTBOOKSBaker,  S. B., & Ger ler ,  E. R. (2 0 0 4 ) .  School  counsel ing  for t h e  2 1 st c e n tu ry  (4 th ed . ) .  U pper  S ad d le  River,  NJ: Merrill Prentice  Hall.Cobia, D. C. & H en d e r so n ,  D. A. (2 0 0 3 ) .  H an d b o o k  of school  counsel ing .  Upper  S ad d le  River,  NJ: Merrill P rentice  Hall.Dollarhide, C. T. & S ag inak ,  K. A. ( 2 0 0 3 ) .  School  counsel ing  in t h e  s e c o n d a ry  school: A c o m p r e h e n s iv e  p ro c e ss  and  p ro g ram .  Boston: Allyn & Bacon.G re e n b e rg ,  K. R. (2 0 0 3 ) .  Group counse l ing  in K-12 schools :  A h a n d b o o k  for school counse lo rs .  Boston:  Allyn & Bacon.H en d e r so n ,  P. & G ysbe rs ,  N. C. (1 9 9 8 ) .  Leading and  m a n a g in g  v o u r  school  g u id a n c e  p ro g ram  staff.  Alexandria ,  VA: Am erican  Counsel ing Associat ion.Holmgren ,  V. S. (1 9 9 5 ) .  E le m e n ta ry  school counse l ing :  An ex p an d in g  role. Boston:  Allyn & Bacon.Myrick, R. (2 0 0 3 ) .  D ev e lo p m en ta l  g u id a n c e  and  counse l ing :  A practical  a p p ro ac h  (4 th ed . ) .  Educational  Media Corporat ion .ADDITIONAL READINGS: Additional r ead in g s  will be s e lec ted  f rom th e  s u p p le m e n t a r y  t e x tb o o k s  and  a s s ig n e d  on an  occas ional  basis .  Our  plan is to h av e  r egu la r  1 5 -2 0  m in u te  d iscuss ions  of s u p p le m e n t a r y  read ings .  During t h e s e  d iscuss ions ,  you will be e x p e c te d  to show  r e a s o n a b le  recall of t h e  r ead in g s  and  the i r  historical and  pract ical implications. Your class  par t ic ipation g r a d e  will be par t ly  d e p e n d e n t  on y o u r  p e r fo rm a n c e  during t h e s e  d iscuss ion  periods.GRADING PROCEDURES AND COURSE ASSIGNMENTS: G ra d e s  will be b ased  on com ple t ion  of c lass  a s s i g n m e n t s ,  m id te rm  and  final ex am in a t io n  sco re s ,  and  c lass  p a r t i c ip a t io n /a t t e n d a n c e .  If individual s t u d e n t s  h a v e  specific c o n c e rn s  a b o u t  t h e  grad ing  p r o c e d u re s  or requ ire  special  a s s i s t a n c e  d u e  to a disabili ty,  p lea se  m e e t  with t h e  ins t ruc to rs  within a w e e k  of t h e  initial c lass  per iod.  Course  a s s i g n m e n t s  include: (1) Book Review/Cri t ique Oral Repor t  (25 po in ts) ;  (2) School  C ounse lo r  S h a d o w / In te rv ie w  Oral Repor t /Video  (25 po in ts ) ;  (3)  S t u d e n t  In te rv iew  Reflection P aper  (25 points )  (4) Serv ice  Learning Reflection Oral Repor t  (25 po in ts ) ;  (5) Midterm Examinat ion  (50  po in ts) ;  (5)  Final Oral Examinat ion  (50  po in ts ) ;  (6) Te rm  P aper  (75 poin ts) ,  and  (7) A t t e n d a n c e  and  Relevan t  Par tic ipat ion (25 poin ts ) .T h e re  is a to ta l  of 3 0 0  poin ts  avai lab le  to e a rn  dur ing t h e  s e m e s t e r .  G ra d e s  will be a s s ig n e d  on a p e r c e n t a g e  bas is  (with s o m e  modification or  curving d ep e n d in g  upon  overall  c lass  p e r fo rm an ce ) .A = 9 3 - 1 0 0 %  B = 8 5 - 9 2 %  C = 7 7 - 8 4 %  D = 6 9 - 7 6 %  F = Below 6 8 %APPR(DXIMATE WEEKLY SCHEDULE OF CLASS TOPICS A ND ASSIGNM ENTSW eek Date AssignedReadingIn-C lass  Topic A s s ig n m en ts  Due1 9 /8 Orien ta t ion  and  syl labus  dis tr ibution.  Exploring school  e n v i ro n m e n ts .2 9 /1 5 Erford Ch. 1-3Overview and  his tory. Legal and  ethical  issues .3 9 /2 2 Erford Ch. 4C o m p re h e n s iv e  school counsel ing  m o d e ls  and  del ivery  s y s t e m  t im e  a l lo tm ent .F o rm er  s tu d e n t  in terview reflection p a p e r  (25 pts) .4 9 /2 9 Holmgren Ch. 2 and  Dollarhide & S a g in a k  Ch. 2E lem en ta ry ,  middle ,  and  high school  counsel ing .5 1 0 /6 Erford Ch. 5Large g roup  d e v e lo p m e n ta l  gu idance .Book review r ep o r t s  begin (25 pts) .6 1 0 /1 3 Erford Ch. 6,  15C a re e r  p lanning ,  p o s t - s e c o n d a ry  gu id an ce ,  and  a s s e s s m e n t .7 1 0 /2 0 Erford Ch. 7 -8Consul ta t ion ,  co l laborat ion ,  and  p a ren ta l  invo lvem ent .School counse lo r  in terview rep o r ts  begin  (25 pts) .8 1 0 /2 7 Erford Ch. 9 -1 0Individual and  g roup  counsel ing  in te rven t ion  options.9 11 /3 Review all r ead ings  to d a te .Midterm exam in a t io n . Midterm e x a m  (50 pts) .10 1 1 /1 0 Erford Ch. 1 1 -12C o m m o n  s t u d e n t  p rob lem s. Serv ice  learning reflection r ep o r ts  begin  (25 pts) .11 1 1 /1 7 Erford Ch. 16Disabilities.12 1 1 /2 4 Erford Ch. 1 3 -14Peer  m ed ia t ion ,  p e e r  counse l ing ,  d ivers i ty  i s sues ,  and  c o m m u n i ty  building.13 12/1 Erford Ch. 17Advocacy and  t e a c h e r  tra in ing. Te rm  p a p e r  (75 pts) .Deb E. P re se n t s14 1 2 /8 Erford Ch. 18Accountabil i ty  and  o u tc o m e s .15 1 2 /1 5 Review all read ings .Final exam in a t io n . Final oral e x a m  (50 pts) .

COUN 565.01: School Counseling Program Development

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COUN 565.01: School Counseling Program Development

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