SYLLABUS

MIDDLE SCHOOL COUNSELING

Boise State University - CD-529

Instructor:             Mary L. Ensley, L.P.C., GPC.

Office:                    Nampa School District #131

                                619 S. Canyon, Nampa, ID   83686                                   208-459-9726 (home)                                                                       Phone:  208-468-4600  ext. 1062  (office)                      208-965-7538 (business cell)

                                            e-mail:  mensley@nsd131.org

Office Hours:        By appointment

Required Reading Materials:

National Middle School Association.  (2003). This we believe: Successful schools for young adolescents.  Westerville, OH: Author.

Perlstein, L.  (2003).  Not much just chillin’.  New York, NY: Ballantine Books

Book list (choice of 2)

Course Description:

                Students will explore the uniqueness of middle schools from four perspectives:  (1) significant foundational issues in the organization of middle schools, (2) educational practices in a middle school, (3) the development of a school counseling practice in a middle school setting, and (4) the middle school adolescent as a client.  The counseling practice is interpreted and applied to the unique needs, stresses and developmental concerns of middle school youth.  Contemporary issues commonly encountered in a middle school practice will be addressed.  Parameters for counseling program components interface with the ASCA National Standards for School Counseling Programs. 

Course Outcomes:

1.             The student will develop a working knowledge of the following components of a comprehensive, developmental middle/junior high school counseling program:

a.                   Organization and orientation of middle school program design.

b.                   Developmental issues surrounding the middle/junior high school child.

c.                    Translating student needs into program design.

d.                   Involving families as partners in the counseling process.

e.                    External and internal stressors that affect middle school youth behavior.

f.                     Topical issues middle school counselors must be prepared to address.

g.                    Applicable resources and community partnerships.

2.             Through specific papers and assignments, the student will demonstrate an understanding of basic counseling principles and practices in a middle school setting, as defined by research and “best practice” concepts.

Course Requirements:

1.           Read and prepare the Pre-assignment, given in the box below, including summative paper.

2.             Select one book from each of the following reading lists, and prepare a reflection paper which includes

the following information:  (a) bibliographical information; (2) primary thesis which is being presented

by the author(s); (3) ideas which can inform an effective middle school counseling practice; and (4) a

brief comparison of the author’s position and that of either text for this course.  (Due Dec 5, 2008.)

3                       Visit a middle/junior high school, and complete the observation form (attached.)

4                        

COURSE OUTLINE BY SESSIONS

Session 1  (September 19,  5-8 p.m.)             

·         Class expectations and requirements per syllabus; student in-put on desired course outcomes.

·         Review the class project format and expectations.

·         Discussion of materials from web sites (see pre-assignment)

·         Working with the adolescent population:  characteristics and developmental considerations.

·         Guest speaker:  Practicing middle school counselor (pending)

Session 2  (September 20, 8:30 – noon)

·         What is a “middle/junior high school?”  (from the view point of educators and from students).

·         What works best in adults’ efforts to help youth?

·         Use of resiliency, assets, and risk/protective factor research  in middle school students

Session 3  (September 20, 1:00 – 4:30 p.m.)

·         Counseling Adolescents: What the research says about what works 

·         Using disaggregated data to address targeted problems of youth

·         Critical issues of adolescents

Session 4  (December 5, 5-8 p.m.)

·         Guest speaker:  practicing middle school counselor (pending)

·         Key elements of a middle school counseling program.  (based on text:  “This We Believe”)

·         Faculty Team Building.

·         Unwritten rules and protocols.

Session 5 (December 6, 8:30 a.m. – noon)

·         Book reviews, List A

·         Involving parents; developing networks; program expansion.

·         Creativity in Programming for the Middle School Student (Situation-based Response Activity).

·         Using Commercially prepared materials and resources.

Session 6 (December 6, 1:00 p.m. – 4:30 p.m.)

·         Keeping abreast of “hidden” needs of middle school students  (reference: ‘Nothin’ much just chillin’)

·         Book reviews, List B

·         Making big use of small moments for counseling 

·         Evaluations required by BSU.

BIBLIOGRAPHY

Davis, M.E. (2002).  Standards-based counseling in the middle school.  1^st Books Library: Author.

Galassi, J. P., Gulledge, S. a., & Cox, N. D.  (1998).  Advisory: Definitions, descriptions, decisions, directions.

                Westerville, OH: National Middle School Association.

Geldard, K. & Geldard, D.  (2004).  Counseling adolescents  (2^nd ed.).  Thousand Oaks, CA;  Sage Publications.

Gerler, E. R., Hogan, C. C., & O’Rourke, K.  eds.) (1990).  The challenge of counseling in middle schools.  Alexandria, VA: The American School Counselor Assoc.

Gregory, G. H., & Chapman, C.  (2002).  Differentiated instructional strategies: One size doesn’t fit all. Thousand

Oaks, CA:  Corwin Press, Inc.

Murphy, J. J.  (1997).  Solution-focused counseling in middle and high schools.  Alexandria, VA:  American School Counseling Association.

Parsons, R. D.  (2007).  Counseling strategies that work!  Boston, MA: Pearson Education, Inc.

Stone, C. B., & Dahir, C. A.  (2007). School counselor accountability: A measure of student success.  Upper Saddle River, NJ: Pearson Merrill prentice Hall.                                                     

-2-

READING LISTS*

Read and write a reflection paper for one book from each of the following lists:

* All titles are available at amazon.com, or check your local library.

-3-

-4-

Format for Summative Paper – On-line Articles

Title, source and main thesis of each articles:

Discuss the main applications from this set of articles to a middle school counseling practice:  (Include common themes, differences, and your view of their application.)

-5-

Middle/Junior High School Observation Form:

Name of School:__________________________________  District_______________________________

Name of Counselor:­­________________________________Date of Visit:­­­­­­­­­­­­­­­­­­­____________________

Grades in the School:­­­­­­­­­­­­­­­­­­­­­­­______________________  Time of Visit:__________________________

Activities Observed:­­­­­­­­­­­­­­­­­_________________________________________________________________

Interview with Counselor:  (What does s/he find most enjoyable and what does she find most challenging about practicing as a middle school counselor?)

Using “This We Believe” text as a guide, what characteristics of a middle school (as stressed by the author), did you see in evidence during your visit?  Explain.

Using “Not Much Just Chilin’ ” as a guide, what characteristics of the students (as pointed out by the author) did you observe?  Explain/describe.

From your observation, what do you feel most prepared to do as a middle school counselor?  What do you feel least prepared to do?

-56