SYLLABUS

 

 

Course and Instructor

 

Course Number:        COUN 520

 

Course Title:              SECONDARY SCHOOL COUNSELING

 

Course Time:              Friday, March 7th 4:00 PM to 10:00PM

                                    Saturday, March 8th 8:00AM to 5:00PM

                                    Friday, April 18th 4:00 PM to 10:00PM

                                    Saturday, April 19th 8:00AM to 5:00PM

 

Course Location:        E636, Boise High School

 

Semester:                   SPRING 2008         

 

Credits:                       2 credits          

 

Instructor:                  Beverly Glouser, MA, LPC, NCC, NCSC

                                    (208) 854-4287

                                    beverly.glouser@boiseschools.org

                       

                                    David Chehey, MA, LPC

                                    (208) 854-4285

                                    david.chehey@boiseschools.org

                                                                       

Course Objectives Accreditation and Technology

 

CACREP Standards Addressed in the Course

K.1.a

PROFESSIONAL IDENTITY – history and philosophy of the counseling profession, including significant factors and events.

K.1.b

PROFESSIONAL IDENTITY – professional roles, functions, and relationships with other human service providers.

K.1.c

PROFESSIONAL IDENTITY – technological competence and computer literacy.

K.1.d

PROFESSIONAL IDENTITY – professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases.

K.1.e

PROFESSIONAL IDENTITY – professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

K.1.f

PROFESSIONAL IDENTITY – public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession.

K.1.g

PROFESSIONAL IDENTITY – advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.

K.1.h

PROFESSIONAL IDENTITY – ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

K.2.c

SOCIAL AND CULTURAL DIVERSITY – individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups.

K.2.d

SOCIAL AND CULTURAL DIVERSITY – counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body.

K.3.a

HUMAN GROWTH AND DEVELOPMENT – theories of individual and family development and transitions across the life span.

K.3.b

HUMAN GROWTH AND DEVELOPMENT – theories of learning and personality development.

K.3.c

HUMAN GROWTH AND DEVELOPMENT – human behavior, including and understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior.

K.3.d

HUMAN GROWTH AND DEVELOPMENT – strategies for facilitating optimum development over the life span.

K.3.e

HUMAN GROWTH AND DEVELOPMENT – ethical and legal considerations.

K.4.c

CAREER DEVELOPMENT – career development program planning, organization, implementation, administration, and evaluation.

K.4.e

CAREER DEVELOPMENT – career and educational planning, placement, follow-up, evaluation.

K.4.g

CAREER DEVELOPMENT – technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world wide web sites.

K.5.f

HELPING RELATIONSHIPS - integration of technological strategies and applications within counseling and consultation processes.

K.7.f

ASSESSMENT – age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals, groups, and specific populations.

K.7.i

ASSESSMENT – ethical and legal considerations.

K.8.c

RESEARCH AND PROGRAM EVALUATION – use of technology and statistical methods in conducting research and program evaluation, assuming basic computer literacy.

K.8.d

RESEARCH AND PROGRAM EVALUATION – principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications.

K.8.e

RESEARCH AND PROGRAM EVALUATION – use of research to improve counseling effectiveness.

K.8.f

RESEARCH AND PROGRAM EVALUATION – ethical and legal considerations.
Technology Skills Addressed in the Course

 

Instructor Application

Student Application

Check computer system and preview CD-ROM software

 

 

Word process, including APA formatting

 

X

Use a spreadsheet and a statistical package

 

 

Acquire graphics from the web, digital camera, or scanner and insert them into a poster or presentation

 

 

Create and deliver a power point presentation

X

X

Find material on the Web and review Web sites

 

X

Be able to use e-mail, including document attachments

 

X

Be able to sign in and participate in listservs

 

 

Be familiar with computerized testing

 

 

Be able to use audio visual equipment and playback units

 

 
       

 

Course Description

 

Explore the evolving roles and responsibilities of high school counselors including curriculum development, parent and teacher consultation, developmentally appropriate interventions for diverse populations, emergency procedures, ethical and legal considerations, documentation, referral, job/school partnerships, and lifespan planning.  Analyze the organization and implementation of the “Idaho Comprehensive School Counseling Program Model” while observing in a secondary school setting.

 

Course Objectives

 

Upon completion of this course, the student will be able to

 


 

 

Text and Required Reading

           

Required Readings:

 

Stone, C. B., & Dahir, C. A.  (2006).  The Transformed School Counselor.  Lahaska Press, PA:

            Houghton Mifflin Company.

 

Relevant Readings:

 

American School Counselor Association.  (2005). The ASCA National Model: A framework for

School counseling programs. (2nd ed.).  Alexandria, VA:  Author.

Idaho State Board of Education.  (February, 2000).  The Idaho Comprehensive School

Counseling Program Model:  A guide for K-12 program development (2nd ed.).  Boise,

ID:  Author.

 

Resource Web Sites:

www.cec.sped.org – Council for Exceptional Children

www.ed.gov – U.S. Department of Education

www.edtrust.org - The Education Trust

www.sde.state.id.us  - Idaho State Department of Education

www.nbcc.org   (NBCC)

www.counseling.org   (ACA)

www.schoolcounselor.org   (ASCA)

www.idahocounseling.org (ICA)

http://www.idahoschoolcounselor.org  (ISCA)

http://ibol.idaho.gov/cou.htm  (LPC)

 

 

            Suggestions for Getting the Most from the Course

 

  1. Read the contents of this syllabus.  Ask necessary questions the first part of class, rather than later.

 

            Expectations and Academic Requirements

 

A.        Academic Requirements

 

250      Career Center Application

Description of how you might utilize Career Center resources in a 9-12 setting.  Select one student high school competency and indicator in the ASCA Career Development domain. Design a focused activity, lesson, or strategy to meet the standard—using materials/information/strategies from the Career Center.  Include specific resources required, grade level, & timing.

 DUE:  April 19th

 

 

250      Curriculum Unit – With a group no larger than 3

(Topic is first to come, first is served—sign up no later than March 8th)

Select one of the ASCA Personal/Social or Academic Development domain competencies and indicator for high school students.  List the standard and prepare a statement of competency and indicator(s).  Specify the targeted population, delivery methods, activities summary, materials needed, person responsible, and results-based data (student outcome measure) you would use to determine whether the competency and indicator(s) has been mastered.   Prepare a copy for class members.

DUE:  April 18th & 19th

 

150      Lesson Presentation

From the above Curriculum Unit, develop and teach a maximum 20-minute classroom guidance lesson that addresses one of the above indicators.  Incorporate the use of technology, such as PowerPoint.  Include an ice breaker/warm up.

DUE:  April 18th

 

150      Reflection Paper – to be emailed to instructor

Prepare a three page reflection that describes your strengths and weaknesses, both personal and professional.  Include a plan of self care. 

DUE:  May 19th

  

B.        Administrative Requirements

 

Class participation is expected from each student.  Absences from class need to be arranged with the instructor.  More than one absence may cause the final grade to drop.  Late assignments are discouraged and need to be discussed with the professor beforehand.

 

 

Evaluation Criteria

 

(A = 100 – 93%, B = 92 – 85%, C = 84 - 77% from 800 available points)

Assignments not submitted as due or not in the assigned format may not earn full points.  Those submitted more than three days past the due date will not be accepted.  Plagiarism is sufficient grounds for failure for the course.  See current Boise State University catalog for academic regulations and appeal procedures.

 

                                               

Disability and Academic Integrity Statements

 

Disability Statement:

If there is someone in the class who has a special need which may be the result of a disability or alternative learning style, I would appreciate hearing from you.  I am reasonably certain that we can make the appropriate arrangements if necessary to assist you.  The accommodations can take many forms, whether it be seating, testing, or the like.  Please see me after class or contact me at Boise High School.

 

 

Academic Integrity Statement:

Academic misconduct or dishonesty such as cheating and plagiarism is unacceptable and appropriate penalties will be imposed.  This includes referencing material which has not been read by you, such as secondary references.

 

Course Content and Calendar

 

Date

OUTLINE OF CONTENT

3/7

Orientation

          Introductions

          Review of syllabus and resources (including web searches)

          Student background and goals

 

Topics:

·        Idaho Code 33-210

·        Guest Speaker – Tim Standlee “Drugs and Gangs in Our High Schools”

 

3/8

Meet at Boise High School Career Center 8:00 am to 4:00 pm

·        Alphabet Soup – A Guide to Acronyms

·        History of Secondary School Counseling

·        ASCA Standards

·        Comprehensive Counseling Programs

·        Counselor Program Responsibilities

·        System Accountability

·        Advocacy and Social Justice

·        Leadership and Systemic Change

·        LGBTQ Topics

·        Public and Private Policies (NCLB)

·        Professional Organizations

·        Professional Credentialing

·        College Applications and Writing Recommendations

·        Guest Speaker – Court Hanson  “Introduction to Career Counseling and using CIS”

 

4/18

·        Graduation Requirements & C Core

·        Credit Checks & Four Year Planning

·        Threat Assessment and Crisis Plans

·        Duty to Warn & Suicide Intervention

·         Self Care

 

4/19

DUE:       Career Center Application

DUE:       Curriculum Unit

DUE:       Lesson Presentation

·        Utilizing Data to Develop a Standards Based Program

·        Ethical Standards

·        504/IEP/Transition Planning

·        Public and Private Policies (FERPA & IDEA)

·        Resources for Referrals

·        Developmental Characteristics and needs

·        National and Local Demographics

·        HCHY Survey Results

 

5/19

DUE:    Reflection Paper