COUNSELNG CHILDREN AND YOUTH IN SCHOOL SETTINGS Fall 2009 Ian Martin, EdD University of San Diego, SOLES Course Prefix and Number: Counseling 536 Credit: 3 Hours Meeting Times: Tuesday 4-6:50 pm Location: Loma Hall 336 Phone: (619) 260-7612 E-Mail: imartin@sandiego.edu Office Hours: 215E by appointment
Description: Students will learn about theories and techniques specifically designed for counseling within school settings. The class operates on the assumption that schools are dynamic environments that require constant reflection and assessment. Students will become increasingly aware of the complex issues that affect the development and functioning of students. Furthermore, students will learn how to work in schools more intentionally and create school counseling programs that are well grounded in practitioner strengths and school needs.
Required Texts: Littrell, J. M., & Peterson, J.S. (2005). Portrait and Model of a School Counselor. When Boston, MA: Lahaska. Murphy, J. J. (2009). Solution Focused Counseling in Schools (2nd Ed.). Alexandria, VA: American Counseling Association.
OBJECTIVES 1. To demonstrate knowledge of counseling interventions that are developmentally appropriate, empirically sound, ethical, culturally appropriate and promote school success, through academic, career, and personal/social development for all. (CACREP II G 3, 5 and 8) 2. To develop an understanding and appreciation of the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling. (CACREP II G 2)
3. To demonstrate knowledge and skills in classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development; (CACREP II G 3, 4, 5, and 6, SC B.3, C.2.b) 4. To identify and develop a knowledge and skill base to work with issues that may affect the development and functioning of students e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide. (SC A. 8, B.1, C.2d) 5. To gain competence in approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. (SC C.2h) 6. To explore methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community. (CACREP SC B.5) 7. To gain knowledge of prevention and crisis intervention strategies. (SC B.7) 8. To identify developmental approaches to assist all students and parents at points of educational transition including home to elementary school, elementary to middle to high school, high school to postsecondary education and career options. (SC.C.2 e)
Course Polices and Procedures Attendance and participation at all class meetings is required. Special situations need to be arranged with the instructor. Each unexcused absence will result in the deduction of 25 participation points. Grading Scale (percentage) is as follows: 100-94 = A 94-90 = A89-87 = B+ 86-83 = B
82-80 = B79-77 = C+ 76-73 = C 72-70 = C-
All assignments are due when specified within the syllabus or assigned within class. An “Incomplete” grade must be approved at least one week prior to the end of the course. In keeping with university policies and procedures, if coursework is not completed by the tenth week of the next semester, the “Incomplete” reverts automatically to an “F.”
Academic Dishonesty Policy: Academic dishonesty is a basis for disciplinary action. Academic dishonesty includes, but is not limited to, activities such as cheating, using or purchasing “ghost-written” papers, and plagiarism (presenting as one’s own the intellectual or creative accomplishments of another without giving credit to the source[s]). The faculty member, in whose course or under whose tutelage an act of academic dishonesty occurs, have the option of failing the students for the academic hours in question and may refer the case to other academic personnel for further action. Penalties for academic dishonesty may include expulsion from the university.
Requests for Accommodation: Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified
Course Overview Attendance & Participation 100 points Course Journal 100 points Needs Assessment 50 points Case Presentation 50 points Issues and Solutions Project 50 points Program Brochure Poster 100 points __________________________________ Total 450 points
1. Attendance and Participation (100 pts): Due to the participatory nature of this class, attendance is mandatory. Absences will be excused only in circumstances of illness/emergency and with prior notification of the instructor. 25 points per unexcused absence will be deducted from the student’s overall grade. Unexcused absences will also result in the deduction of 10-25 points (depending upon circumstances and assignment) for any assignments due that day.
2. Course Journal (100 pts): Because the course is heavily skill-based, it is important to reflect upon reading content and monitor progress. The journal will focus on two distinct areas: 1) initial responses to readings, 2) reflections on skills practiced with students or site-related interactions. 3. Needs Assessment (50 pts): Each student will identify the needs present within their schools. Students will use any combination of surveys, instruments, key personnel interviews and demographic information to help identify school needs. A summary of the process and results will be turned in to the instructor. 4. Case Presentation (50 pts): The case will follow the SOAP format that will be covered in class. The presenter will facilitate a discussion that elicits class opinions and alternative perspectives. The conclusion of the presentation will highlight the presenter’s counseling plan. 5. Issues and Solutions Project (50 pts): In small groups students will explore an issue present within schools (a list will be provided and discussed in class, though the instructor encourages students to seek out issues identified within their internship placements). The project will consist of several components: 1) a literature review that helps to inform and guide the project, 2) the identification or creation of a counseling tool or intervention (as presented in Murphy, identified in the literature or created independently), 3) written dialogue or scenario that expresses how the issue may be played-out in practice, 4) an overview of the project will be presented in class. A great deal of focus should be paid to the notion of disseminating information and creating resources for fellow students. **Further details and project resources will be covered in class 6. Program Brochure Poster Presentation (100 pts): This assignment will function as the summative project that demonstrates the school needs; counseling program philosophy and vision; counseling services and counseling goals and objectives. The program will be presented in brochure form. The poster presentation will provide more detail and help to explain the information within the brochure. ** Further details and project resources will be provided in class
Schedule Sept. 8
Introduction and syllabus review
Sept 15
Murphy Ch. 1 & 2, Empirical Foundations, research activity
Sept. 22
Murphy Ch. 3, A Little Deeper Activity
Sept. 29
Murphy Ch. 4, Establishing Relationships, Round Robin Skills
Oct. 6
Murphy Ch. 5, Interviewing for Solutions, True Time Video
Oct. 13
Murphy Ch. 6 & 7, Building on Exceptions and Resources, practice skills and tools
Oct. 20
Issues and Solutions Project Presentations
Oct. 27
Murphy Ch. 8 & 9, practice skills and analyze, Finish ISP Presentations
Nov. 3
Murphy Ch. 11 & 12, Solution Focused Discussion, Needs Assessment Due
Nov. 10
Littrell & Peterson Parts 1 & 2, Discussion
Nov. 17
Littrell & Peterson Part 3, Mind Map Activity and Discussion
Nov. 24
Littrell & Peterson Parts 4 & 5, Discussion, Brochure Planning, Final Journal Entry
Dec. 1
Work day: Brochure and unfinished business
Dec. 8
Brochure Poster Presentations and celebrations
Enjoy your well-earned BREAK!