counseling 508 foundations of school counseling spring ... · 3. knows how to design, implement,...

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Counseling 508 Foundations of School Counseling Spring 2018

Meeting Time and Place: Monday 7:00-9:30 Cedar Bluff- Room TBA Course Credit Hours: Three semester hours credit FACULTY CONTACT INFORMATION: Instructor: MICHAEL W. HAYES, ED.D, LPC, NCC Phone: 423-231-4436 Email: [email protected] Office Hours: by appointment before and after class Website: I. COURSE DESCRIPTION:

This course surveys history and trends of the modern school guidance and counseling movement and an examination of the challenges and situations the school counselor faces in the school setting. Skill development for curriculum development and teaching methods that emphasizes the effective delivery of a comprehensive guidance program encompassing cultural diversities and special needs.

II. COURSE OBJECTIVES /INSTITUTIONAL STANDARDS/COUNSELING PROGRAM STANDARDS: Course Objectives: To enable candidates to have a general understanding of the school counseling process. A. The candidate will be familiar with historical events critical to understanding the

school counseling movement. B. The candidate will be familiar with the role and function of the counselor in the

school and the counselor's relationships with other helping professionals. C. The candidate will develop knowledge of curriculum development and the

organization, administration, management, leadership, “best practices” teaching skills, and evaluation of school based school counseling programs.

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D. The candidate will demonstrate skills in developing curriculum and delivering an effective comprehensive school counseling program emphasizing cultural diversities and special needs in a school setting.

E. The candidate will be familiar with the ASCA and Tennessee Comprehensive

Model of School Counseling Programs, including the knowledge and skill needed to implement the four pillars of the two models. (Foundations, Management, Delivery & Accountability)

Carter and Moyers School of Education – Institutional Proficiencies #15. Candidates at the initial and advanced programs throughout and upon completion of their plan of study will articulate, implement, and demonstrate and appreciation for diversity, understand a global perspective and demonstrate an understanding that all students can learn. State of Tennessee PreK – 12 Professional Counseling Standards TN-LMUCG.I.J: Ability to work with teachers, school social workers, school

psychologists and family resource center staff in meeting student needs. TN-LMUCG.I.L: Ability to work with parents and conduct parent education activities.

Ability to use community resources and referral processes and develop effective partnership arrangements with community agencies.

CACREP Standards (2009)

School Counseling. Foundations – A. Knowledge 1. Knows history, philosophy, and trends in school counseling and educational systems. 2. Understands ethical and legal considerations specifically related to the practice of

school counseling. 3. Knows roles, functions, settings, and professional identity of the school counselor in

relation to the roles of other professional and support personnel in the school. 4. Knows professional organizations, preparation standards, and credentials that are

relevant to the practice of school counseling. 5. Understands current models of school counseling programs (e.g., American School

Counselor Association [ASCA] National Model) and their integral relationship to the total educational program.

6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.

School Counseling. Counseling, Prevention and Interventions – C. Knowledge


1. Knows the theories and processes of effective counseling and wellness programs for individuals and groups of students.

2. Knows how to design, implement, manage and evaluate programs to enhance the academic, career and personal/social development of all K-12 students.

3. Knows strategies for helping students to identify strengths and cope with developmental problems.

4. Knows how to design, implement, manage and evaluate transition programs, including school-to-work and postsecondary placements.

5. Understands group dynamics, including counseling, psycho-educational, task, and peer helping groups; and the facilitation of teams to enable students to overcome barriers and impediments to learning.

School Counseling. Academic Development – K. Knowledge 1. Understands relationship of the school counseling program to the academic mission of

the school. 2. Understands the concepts, principles, strategies, programs and practices that are

designed to close the achievement gap and promote students’ academic success. 3. Understands curriculum design, lesson plan development, classroom management

strategies, and differentiated instructional strategies for teaching counseling and guidance related material.

School Counseling. Leadership – O. Knowledge 1. Knows the qualities, principles, skills and styles of effective leadership. 2. Knows strategies of leadership designed to enhance the learning environment of

schools. 3. Knows how to design, implement, manage and evaluate a comprehensive school

counseling program (e.g., ASCA National Model). 4. Understands the important role of the school counselor as a system change agent. 5. Understands the school counselors’ role in student assistance programs, school

leadership, curriculum, and advisory meetings. School Counseling. Leadership – P. Skills/Practices 1. Participates in the design, implementation, management, and evaluation of a

comprehensive developmental school counseling program. 2. Plans and presents school-counseling-related educational programs for use with

parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).


III. TEXTS/MATERIALS FOR THE COURSE: REQUIRED TEXT: Wright, R. (2012). Introduction to school counseling. Thousand Oaks, CA: Sage Publications. Additional Readings/Knowledge Base: Brown, D., & Trusty, J. (2005). Designing and leading comprehensive school counseling programs: Promoting student competence and meeting student needs. Belmont, CA: Thomson Brooks/Cole. Conrad, S.L. (2006). Delivering the goods. Professional School Counseling, 43, 30-36. Conrad, S.L. (2006). By the numbers. Professional School Counseling, 43, 40-50. Dahir, C.A. (2001). The national standards for school counseling programs: Development and implementation. Professional School Counseling, 4, 320-327. DeVoss, J.A., & Andrews, M.F. (2006). School counselors as educational leaders. Boston, MA: Houghton Mifflin Company. Green, A., & Keys, S. (2001). Expanding the developmental school counseling paradigm: Meeting the needs of the 21st century student. Professional School Counseling, 5, 84-95. Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past into the future. Professional School Counseling, 5, 96-105. Gysbers, N., & Henderson, P. (Latest Edition). Improving guidance programs. Alexandria, VA: American Counseling Association. Hall, L.K. (2006). The ASCA national model: Preschool style. Professional School Counseling, 43, 54-62. Lapan, R. T. (2001). Results -based comprehensive guidance and counseling programs: A framework for planning and evaluation. Professional School Counseling, 4, 289-299 Paisley, P. O., & McMahon, G. (2001). School counseling for the 21st century: Challenges and opportunities. Professional School Counseling, 5, 106-115. Malone, B., Woodard, S., & Nelson, J.A. (2006). Guiding the school counseling staff. Professional School Counseling, 43, 64-71. Pedersen, P., & Carey, J. C. (1994). Multicultural counseling in schools. Boston: Allyn Bacon.


Rathvon, N. (2003). Effective school interventions: Strategies for enhancing academic achievement and social competence. New York: The Guilford Press. Royse, D., Thyer, B.A., Padgett, D.K., & Logan, T.K. (2006). Program evaluation: An introduction (4th ed.). Belmont, CA: Thomson Brooks/Cole. Schmidt, J.D. (Latest Edition). Counseling in schools. Boston: Allyn & Bacon. Shapiro, E.S., & Kratochwill, T.R. (Eds.). (2002). Conducting school-based assessments of child and adolescent behavior. New York: The Guilford Press. Stone, C.B., & Dahir, C.A. (2004). School counselor accountability: A MEASURE of student success. Upper Saddle River, NJ: Pearson Education, Inc. Stone, C.B., & Dahir, C.A. (2006). The transformed school counselor. Boston, MA: Houghton Mifflin Company. Studer, J.R. (2005). The professional school counselor: An advocate for students. Belmont, CA: Thomson Brooks/Cole. Thompson, R.A. (2002). School counseling: Best practices for working in the schools (2nd ed.). New York: Brunner-Routledge. VanZandt, Z., & Hayslip, J. (2001). Developing your school counseling program: A handbook for systemic planning. Belmont, CA: Wadsworth. Viccora, E. (2006). A solid foundation. Professional School Counseling, 43, 10-18. Viccora, E. (2006). Ready for liftoff. Professional School Counseling, 43, 20-29.

IV. COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVALUATION

METHODS: Three Assignments WORTH 100 POINTS EACH will be used to cover course material and provide a source for evaluation. Student Assignments: Assignment A The EPlan. (100 points). Key Assignment #1 for Livetext submission.

The candidate will develop a comprehensive school counseling program that is in alignment with course standards, The Tennessee Model of Comprehensive School Counseling and/or the ASCA National Model. Students will be given the facts of a


fictitious school district where they will assign staff, address Tennessee School Counseling Standards, develop budget, and include individual counselor and program Evaluation models in the implementation of all four pillars identified by the Tennessee Department of Education and ASCA. This assignment also includes developing at least one lesson plan related to at least one standard at the elementary, middle school and high school levels. Students will also teach a group guidance lesson to the class from this project. (100 Possible POINTS) (Livetext assignment 1)

Assignment B Case Study. (100 points). Key Assignment #2 for Livetext Submission.

The student will conduct a case study of one school and how they utilize the school counselor and view the school counselor role. This assignment will include a careful observation of the implementation of the Tennessee model, including strengths and opportunities for growth in aligning the school counseling program with state and national standards. Students will give an oral presentation on this experience as a part of the assignment. (100 POINTS) (Livetext assignment 2)

Assignment C Classroom Quizes (100 Points Total @ 10 points per quiz).

CLASSROOM QUIZES WILL BE UTILIZED FOR THE PURPOSE OF ASSESING MASTERY FROM ASSIGNED READINGS AND LECTURE. QUIZZES WILL ADDRESS THE FOLLOWING CACREP STANDARDS: School Counseling. Foundations – A. Knowledge 1. Knows history, philosophy, and trends in school counseling and educational systems. 2. Understands ethical and legal considerations specifically related to the practice of school counseling. 3. Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. 4. Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. 5. Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. 6. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. School Counseling. Counseling, Prevention and Interventions – C. Knowledge


1. Knows the theories and processes of effective counseling and wellness programs for individuals and groups of students. 2. Knows how to design, implement, manage and evaluate programs to enhance the academic, career and personal/social development of all K-12 students. 3. Knows strategies for helping students to identify strengths and cope with developmental problems. 4. Knows how to design, implement, manage and evaluate transition programs, including school-to-work and postsecondary placements. 5. Understands group dynamics, including counseling, psycho-educational, task, and peer helping groups; and the facilitation of teams to enable students to overcome barriers and impediments to learning. School Counseling. Academic Development – K. Knowledge 1. Understands relationship of the school counseling program to the academic mission of the school. 2. Understands the concepts, principles, strategies, programs and practices that are designed to close the achievement gap and promote students’ academic success. 3. Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling and guidance related material. School Counseling. Leadership – O. Knowledge 1. Knows the qualities, principles, skills and styles of effective leadership. 2. Knows strategies of leadership designed to enhance the learning environment of schools. 3. Knows how to design, implement, manage and evaluate a comprehensive school counseling program (e.g., ASCA National Model). 4. Understands the important role of the school counselor as a system change agent. 5. Understands the school counselors’ role in student assistance programs, school leadership, curriculum, and advisory meetings.

EXPECTATIONS OF THE STUDENT:

At a minimum, students should be familiar with the following expectations: A. The student is expected to actively participate in class. B. The student is expected to complete the required readings and assignments. C. The student is expected to demonstrate satisfactory performance on examinations. D. The student is expected to respond to a variety of skill assessment techniques. E. The student is expected to know about and use a variety of technological strategies to enhance learning


F. The student is expected to know about legal issues and ethical standards in counseling. G. The student is expected to be in attendance for all graduate classes. More specifically, students should also understand the following goals and objectives in this course: A. The student will be expected to know and understand the ASCA National Model

and the Tennessee Comprehensive Model for School Counseling B. The student will be expected to develop and teach curriculum units for a school

based guidance program that acknowledges the diversity concerns and special needs of the school population.

C. The student will be expected to take written examinations.

The University strives to offer learning experiences and opportunities designed to help students think effectively, develop the capacity to communicate, differentiate values, and make relevant judgments. To do this successfully, many times multiple perspectives will be presented; some of which may represent points of view on which everyone will not agree. A successful educational experience requires a shared sense of respect among and between the students, the instructor and various points of view. Further, it is to be expected that the instructor will treat all students with dignity and respect – it is also expected that the students will treat both the instructor and other students with this same respect. In order to facilitate this process more effectively, students are asked the following: 1) before class turn off all pager and cell phones; 2) refrain from text messaging during class; 3) avoid distracting behavior (e.g. popping gum, noisy eating, and clipping fingernails); 4) minimize side conversations; and, 5) maintain respectful interactions. Finally, personal harassment of any kind will not be tolerated. Evaluation Methods/Outcomes:

The grading scale from the student handbook: A 95% B 90% B+ 87% B 84% B- 80% C less than 80% (Incompletes will only be adjusted if all work is completed within the first six weeks of the following semester)

V. METHODS OF INSTRUCTION


Methods of instruction will include didactic lectures, collaboration, demonstration, presentations, evaluation, research projects, homework, evaluations & discussion of the topics in the syllabus. Active participation and learning through dialogue is strongly encouraged in this Masters level course. It is expected that the students will share the responsibility for others and their own learning.

VI. INFORMATION LITERACY/TECHNOLOGICAL RESOURCES

Technology Incoming students must be computer literate, able to use software for e-mail, word processing, web browsing, and information retrieval. Students must have access to the Internet for communicating with instructors and accessing learning resources. Computer access must be available on a personal computer. Turn-it-in Portions of written work may be required to be submitted to Turn-It-In, the computer program designed for checking literature duplication. Submitting additional course work to Turn-It-In is at the instructor’s discretion. Instructions will be available early in the semester on the Graduate Education Office webpage. Unit Commitment to Diversity The School of Education recognizes differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and K-12 school faculty, candidates, and students in K-12 schools. LiveText Each student will be required to establish an account with the LiveText program by the second class session. LiveText is a web-based application offering a comprehensive suite of development, management, and assessment tools. This suite of tools provides colleges and universities with the capability to assess student work online using assessment instruments that have been developed and implemented by the individual college faculty and/or departments. Specific instructions will be distributed on a separate handout at your first class session. LiveText may be purchased online at https://c1.livetext.com or through the LMU Bookstore. LiveText Help is available on the Graduate Office web page – see the web page address on the previous page. Library Resources The Carnegie-Vincent Library provides access to many outstanding resources for students in Teacher Education field, including tutorials, databases, and experienced


reference librarians. Visit the library’s website (library.lmunet.edu) for full details. There are many professional databases including: ERIC, the Educational Resource Information Center, the premier database for education related journal articles and documents containing over one million citations and links to more than 100,000 documents in full-text; ProQuest Education Journals database which contains access to 760 leading journals of which over 600 are in full-text; ProQuest Dissertation & Theses Full Text: The Humanities and Social Sciences Collection: A comprehensive collection of scholarly research in the Humanities and Social Sciences, this database covers more than 1 million dissertations and theses; Mental Measurements Yearbook which contains descriptive information & critical reviews of commercially-available standardized English-language educational, personality, aptitude, neuropsychological, achievement & intelligence tests. Additionally, the library provides access to over 100 other databases and can obtain books and articles from libraries worldwide through Interlibrary Loan.

VII. UNIVERSITY POLICIES

STUDENTS WITH DISABILITIES POLICY: As a rule, all students must read and

comply with standards of the LMU Student Handbook and LMU catalogue. Any student seeking assistance in accordance with the Americans Disabilities Act (1990 as amended) should contact the ADA Coordinator, Dan Graves, with regard to required documentation and in order to make appropriate arrangements. Contact information: [email protected] and/or 423.869.6267 (800-325-0900 ext. 6267).

COUNSELING: LMU counselors are available to help current students with

personal, career and academic concerns that affect academic success and quality of life. The Director of Counseling, Jason Kishpaugh, can be contacted at [email protected] and/or 423.869.6401 (800-325-0900 ext. 6401).

DISCRIMINATION, SCHOLASTIC DISHONESTY, CHEATING, AND PLAGIARISM POLICIES can be found in the student handbook: LMU’s website: http://www.lmunet.edu/campuslife/handbooks.shtml. COURSE EVALUATIONS: In addition to meeting degree requirements specified in the graduate and undergraduate catalogs, all students are required to complete University-administered course evaluations.

OUTCOMES ASSESSMENT TESTING: Degree requirements include participating in all outcomes assessment testing (e.g., general education assessment, major field tests, etc.) and activities when requested. Students may be required to complete one or more questionnaires and to take one or more standardized tests to determine general educational achievement as a prerequisite to graduation (see appropriate catalog for additional information).

mailto:[email protected]

mailto:[email protected]

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All Associate of Science – Nursing; Associate of Science – Veterinary Health Science; and Associate of Science – Veterinary Medical Technology students must take the General Education Proficiency Profile examination.

LMU’S INCLEMENT WEATHER POLICY can be found at the following link to LMU’s website: http://www.lmunet.edu/curstudents/weather.shtml. Students should check their LMU email during delays/closures to receive information from individual faculty regarding potential assignments and/or other course information.

MISSION STATEMENTS

University Mission and Purpose Statement

Lincoln Memorial University is a values-based learning community dedicated to providing educational experiences in the liberal arts and professional studies. The University strives to give students a foundation for a more productive life by upholding the principles of Abraham Lincoln's life: a dedication to individual liberty, responsibility, and improvement; a respect for citizenship; recognition of the intrinsic value of high moral and ethical standards; and a belief in a personal God. The University is committed to teaching, research, and service. The University's curriculum and commitment to quality instruction at every level are based on the beliefs that graduates must be able to communicate clearly and effectively in an era of rapidly and continuously expanding communication technology, must have an appreciable depth of learning in a field of knowledge, must appreciate and understand the various ways by which we come to know ourselves and the world around us, and must be able to exercise informed judgments. The University believes that one of the major cornerstones of meaningful existence is service to humanity. By making educational and research opportunities available to students where they live and through various recreational and cultural events open to the community, Lincoln Memorial University seeks to advance life in the Cumberland Gap area and throughout the region through its teaching, research, and service mission.

Approved by the Board of Trustees May 5, 2006 School of Education – Unit Mission Statement

The School of Education is dedicated to preparing professional educators of distinction who embody the three core ideas of Lincoln Memorial University. We accomplish our mission through instilling the core ideals of Values, Education and Service in candidates who:

demonstrate the disposition of the education profession – Values articulate and live by the knowledge base and understands of moral, social, and

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political dimensions which will impact individual students, schools, districts, and communities for the enrichment of society – Values

demonstrate the teaching skills and learning strategies acquired through rigorous academic studies and active engagement in real life classroom experiences while involved in field and internship placements in partner P-12 schools – Education

promote lifelong learning through continued professional development and scholarship – Education

assist in meeting the educational needs of an ever-increasing global society, especially the underserved – Service

articulate an understanding that all students can learn as well as demonstrate the disposition to serve and teach diverse student populations – Service

The mission of the Lincoln Memorial University Department of Graduate Education, as a student-sensitive entity, is to prepare professionals with knowledge, skills, competencies, and dispositions to meet the changing needs of society through relevant student-centered experiences. Counseling Program Mission Statement The Counseling Program has as its primary mission the preparation of culturally and ethically competent counselors to serve the historically underserved peoples of the Appalachian region, and increasingly interlinked global community beyond. Program graduates will be able to utilize psychological principles, developmental understandings, and counseling techniques in a strengths based, solution-focused paradigm to assist students and clients with the best opportunity to achieve healthy functioning in the areas of educational, personal, social and vocational development. Program offerings, service learning activities and field experiences are designed to encourage personal, professional, and social growth. Graduates of the Counseling Programs are prepared to provide counseling and consultation services in school, mental health, or community agency settings and are eligible to stand for licensure or certification in their respective area of specialty.

VIII. COURSE OUTLINE/ASSIGNMENT/UNITS OF INSTRUCTION OR CLINIC SCHEDULE: This course is designed to give students in school counseling a comprehensive introduction and, historical review of the school counseling profession, including the current trends and issues that impact the profession. Also included will be the study of best practice models, the Tennessee Comprehensive Model, the Asca model, ethical considerations and multicultural competencies as they relate to the profession. These objectives will be met with a variety of instructional methodologies, including but not limited to three signature assignments for the course that are designed to align with all standards, goals and objectives of the course. The three primary assignments are (1) the development of an electronic comprehensive model of school counseling services based on the asca or TN model, a case study of the counseling services and counselor role at a specific school and ten short classroom quizes. the first two written assignments will


include oral presentations to the class that provide an overview of their projects. the quizzes will based on required reading material and classroom lectures/discussion.

A. Historical Perspectives 1. The origins of the counseling profession 2. Counseling identity in the schools -

implications of the past for the present and future.

B. The Role and Function of Counselors in the School 1. The counselor's role as teacher of the Comprehensive Guidance Program and role conflicts at various levels. a. elementary b. middle/junior high c. secondary d. vocational e. higher education 2. The counselor as teacher and relationships with other

helping professionals a. classroom teacher b. administrator c. school psychologist d. school social worker e. school health personnel f. psychiatrists g. public relations with the

counselor's various publics (1) students (2) parents (3) helping professionals B. Ethical and Legal Aspects Within the School 1. Ethical standards of the counseling profession 2. Laws, rules, and regulations of the

educational system D. Organization, Administration, and Development

of School Based Guidance Programs


1. Curriculum Development a) Needs Assessment and Follow-up b) Measuring Student Outcomes c) Influences of Program Development d) Principles and Procedures of Program Development e) Curriculum design for Cultural Diversity and Special Needs f) “Best Practices” teaching methods E. Program Management, Leadership, and Evaluation 1. Managing School Based Guidance Program 2. a. Time management b. Setting goals and objectives c. Record keeping d. “How to” teaching methods for delivering guidance units 3. Program Leadership 3. Professionalism 4. Evaluation and Research of the Program 5. Follow-up Studies F. Strategies for Program Improvement Class Meeting outline:

Schedule of Classes and Assignments Week 1

Introductions. Introduction to the profession and discussion of expectatio goals, objectives, standards and desired outcomes of course.

Week 2 History, philosophy and current trends in the profession. (10 item quiz at end of class) CACREP A.1, C.1

Week 3 Role and function of the school counselor. (10 item quiz at end of class) CACREP A.3

Week 4 Ethical considerations in school counseling. Professional organizations. (10 item quiz at end of class) CACREP A.2, A.4

Week 5 ASCA National Model: an overview. TN comprehensive model. The four pillars. (10 item quiz at end of class) CACREP A.5, C.1, C.2,


C.3, C.4, C.5 Week 6

Curriculum design & development: TN standards. (10 item quiz at end of class) CACREP K.1, K.2, K.3

Week 7 Management, leadership and evaluation: (10 item quiz at end of class) CACREP O.1, O.2, O.3, O.4, O.5

Week 8 Needs assessments, measuring student outcomes and program developm (10 item quiz at end of class) .Developmentally appropriate strategies. CACREP A.6

Week 9 Assessments in school counseling. Evidence based practices. (10 item quiz at end of class)

Week 10 Self-care. Special populations. (10 item quiz at end of class) Week 11 FERPA and student records. Strategies for program improvement. ( 10

item quiz at end of class) Week 12 e-plans due. Student presentations on e-plan Week 13 e-plan presentations and discussion. CACREP P.1, P.2 Week 14 Case studies due. Student presentations on case studies begins Week 15 Student Presentations Completed Week 16 Course Evaluation, Summary, Review of CACREP Standards & Closure

X. PROGRAM DISPOSITIONS

Program Dispositions are available online at sharepoint.lmunet.edu/counseling. Program dispositions include the Carter and Moyers School of Education Institutional Proficiencies, State of Tennessee PreK – 12 Professional Counseling Standards, and the Council for Accreditation of Counseling Related Educational Programs (CACREP) 2009 Standards, and LMU Counseling Program Objectives.

XI. PLAGIARISM/CERTIFICATION OF AUTHORSHIP

Plagiarism

Plagiarism is the presentation of someone else’s words or ideas as one’s own (See APA Manual). One of the most common forms of plagiarism is the paraphrasing of several phrases, sentences or ideas in a paragraph with only one citation at the end of the paragraph resulting in confusion between the cited content and the researcher’s own words or ideas. Another common form is the practice of substituting words or phrases while retaining the original author’s form and structure. Plagiarism in any form is one of the most egregious violations of professional ethics an author can commit. Submission of plagiarized material, even by accident or through ignorance, is a severe infraction of the professional ethical code and can result in expulsion from the program. To avoid plagiarism:


• Cite sources within the text for all phrases or ideas that are quoted or paraphrased. • Cite sources within the text in the format delineated in the APA Manual.

Certification of Authorship. I certify that I am the author of this paper titled ______________________ and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. I understand that falsification of information will affect my status as a graduate student. Student’s Signature________________ Date ______________ (This statement must be included with all written assignments)


Appendix 1: Completion Guides for Key Assignments

CG 508: Assignment A - The EPlan.

Assignment A Eplan Completion Guide, standards, and rubric for assessment:

1. Cover Page (APA)

2. Table of Contents (APA)

3. Brief Rationale for a Comprehensive Model of School Counseling Services with a minimum of Five References.

4. Description of Assigned School District.

5. Staff Deployment using ratios between ASCA Recommendation and Tennessee current ratio of 1/344.

6. Discussion/Description of Preconditions Necessary for Implementation of Model.

7. Pillar 1 (Foundations) Discussion should include Departmental Beliefs/Philosophies, a Mission Statement and a Link to Tennessee Standards.

8. Pillar 2 (Delivery). Discussion should Include Guidance Curriculum, Individual Student Planning, Responsive Service and System Support Implementation.

9. Pillar 3 (Management). Discussion Should Include the use of Advisory Council, Data, Action Plans and the use of Counselor Time; including a master calender for the year.

10. Pillar 4 (Accountability). Discussion Should Include samples of Reports, a Link to Student Performance Standards and the use of a Program Audit.

11. Reference Page (APA)

12. Useful Link Page to include Links to the ASCA National Model, the ACA Code of Ethics, ASCA Ethical Standards and the Tennessee Comprehensive Model for School Counseling.

Standards

CACREP-2009.8 SCHOOL COUNSELING: Students who are preparing to work as school counselors will demonstrate the professional knowledge, skills, and practices necessary to promote the academic, career, and personal/social development of all K–12 students.

CACREP-2009.8.A Knowledge


CACREP-2009.8.A.1 Knows history, philosophy, and trends in school counseling and educational systems.

CACREP-2009.8.A.2 Understands ethical and legal considerations specifically related to the practice of school counseling.

CACREP-2009.8.A.3 Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school.

CACREP-2009.8.A.4 Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling.

CACREP-2009.8.A.5 Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program.

CACREP-2009.8.C Knowledge

CACREP-2009.8.C.1 Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students.

CACREP-2009.8.C.2 Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students.

CACREP-2009.8.C.3 Knows strategies for helping students identify strengths and cope with environmental and developmental problems.

CACREP-2009.8.C.4 Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling.

CACREP-2009.8.C.5 Understands group dynamics—including counseling, psycho-educational, task, and peer helping groups—and the facilitation of teams to enable students to overcome barriers and impediments to learning.

CACREP-2009.8.K Knowledge

CACREP-2009.8.K.1 Understands the relationship of the school counseling program to the academic mission of the school.

CACREP-2009.8.K.2 Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school.

CACREP-2009.8.K.3 Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material.


CACREP-2009.8.O Knowledge

CACREP-2009.8.O.1 Knows the qualities, principles, skills, and styles of effective leadership.

CACREP-2009.8.O.2 Knows strategies of leadership designed to enhance the learning environment of schools.

CACREP-2009.8.O.3 Knows how to design, implement, manage, and evaluate a comprehensive school counseling program.

CACREP-2009.8.O.4 Understands the important role of the school counselor as a system change agent.

CACREP-2009.8.O.5 Understands the school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings.

CACREP-2009.8.P Skills and Practices

CACREP-2009.8.P.1 Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

CACREP-2009.8.P.2 Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).

TN-LMU-IS.15 The candidate clearly articulates proficiencies for understanding differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical areas. The candidate demonstrates this understanding in instructional planning, the classroom environment, and interactions with students and other community stakeholders (VALUES & SERVICE).

TN-LMUCG.I.J The candidate will work with parents, teachers, social workers, school psychologists and family resource center staff in meeting student needs with performance no less than 80% as measured by rubrics.

TN-LMUCG.I.K The candidate will inform students, clients, teachers, parents and the community about the purposes and activities of the school guidance and counseling program with performance 80%.

TN-LMUCG.I.L The candidate will be able to work with parents and conduct parent education activities; use community resources and referral processes, and develop effective partnership arrangements with community agencies as measured by rubrics and site reports with 80% accuracy.

Eplan for Comprehensive School Counseling Program Eplan for Comprehensive School Counseling Program


4 Capstone (4 pts)

3 Milestones (3 pts)


1 Benchmark (1 pt)

Identification (5, 4%)

Author, title, source, dates, etc. follows APA style, Excellent grammar, spelling and academic voice are used.

Author, title, source dates, etc. approach correct APA style. Proficient grammar, spelling and academic voice are used.

Author, title, source, dates, etc. are flawed but appear to be informed by APA style. Somewhat acceptable grammar spelling and academic voice are used

Author, title, source dates, etc. are flawed by APA style stands. Below average grammar, spelling and academic voice are used.

Summary of Major Ideas (20, 19%) CACREP-2009.8 CACREP-2009.8.A CACREP-2009.8.A.1 CACREP-2009.8.A.2 CACREP-2009.8.A.3 CACREP-2009.8.A.4 CACREP-2009.8.A.5

Synopsis clearly and comprehensively articulates major ideas, questions, issues, or points. Students demonstrate an understanding of the historical and philisophical trends in school counseling and articulate a current understanding of the role of the school counselor. Students demonstrate an understanding and working knowledge of the Tennessee Comprehensive Model for

Synopsis includes major ideas, questions, issues, or points. Students demonstrate knowledge that the school counseling profession is an emerging profession with a body of literature evolving that supports the rationale for a comprehensive school model. The student identifies the four pillars and offers rationale as to their signifigance.

Synopsis gives a vague idea of major ideas, questions, issues, or points. Students describe the role of the school counselor in the Eplan.

Synopsis demonstrates misunderstanding of major ideas, questions, issues, or points. The student refers to the role and historical development of the school counseling profession as a part of the rationale for current models.


Eplan for Comprehensive School Counseling Program

4 Capstone (4 pts)



1 Benchmark (1 pt)

School Counseling utilizing the four pillars in the ASCA/TN Model. Students demonstrate the ethical implementation of all school counseling services based on the ACA Code of Ethics. Students articulate an understanding of the role of school counselors in the crisis/emergency management plan of the school.

Evidence (20, 19%) CACREP-2009.8.C CACREP-2009.8.C.1 CACREP-2009.8.C.2 CACREP-2009.8.C.3 CACREP-2009.8.C.4 CACREP-2009.8.C.5

The student supports the implementation of the Tennessee Model in a literature supported rationale for a comprehensive approach to school counseling. The student further demonstrates

The student demonstrates knowledge of counselor effectiveness in individual and group settings, including emergency and transition services that are developmentally appropriate.

The student demonstrates a working knowledge of two or more facets of school counselor function, which may include group dynamics, emergency issues in schools and academic,

Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question.



4 Capstone (4 pts)



1 Benchmark (1 pt)

knowledge of counseling approaches and wellness programs to be delivered either in individual or group sessions. The student demonstrates proficiency in academic, career and personal/social initiatives that are developmentally appropriate. The student also demonstrates knowledge of transition services as well as group dynamics and emergency protocols in the school setting.

career and personal/social issues.

Influence of Context & Assumptions (20, 19%) TN-LMUCG.I.J TN-LMUCG.I.K TN-LMUCG.I.L

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a

Identifies own and others’ assumptions and several relevant contexts when presenting a position. Identifies several relevant contexts when presenting a

Questions some assumptions. May be more aware of others’ assumptions than one’s own (or vice versa). Shows an emerging awareness of present

Begins to identify some contexts when presenting a position.



4 Capstone (4 pts)



1 Benchmark (1 pt)

position. The student articulates approaches that include multiple stakeholders in the school community, including other professionals, support staff, parents, families and students.

position. assumptions (sometimes labels assertions as assumptions).

Student's Position (Perspective, thesis/hypothesis) (20, 19%) TN-LMU-IS.15

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities or an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Conclusions & Related Outcomes

Conclusions and related outcomes

Conclusion is logically tied to a range of

Conclusion is logically tied to information

Conclusion is inconsistently tied to some of



4 Capstone (4 pts)



1 Benchmark (1 pt)

(Implications & Consequences) (15, 14%) CACREP-2009.8.K CACREP-2009.8.K.1 CACREP-2009.8.K.2 CACREP-2009.8.K.3 CACREP-2009.8.O CACREP-2009.8.O.1 CACREP-2009.8.O.2 CACREP-2009.8.O.3 CACREP-2009.8.O.4 CACREP-2009.8.O.5 CACREP-2009.8.P CACREP-2009.8.P.1 CACREP-2009.8.P.2

(consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. The student articulates an understanding of providing services that address the achievement gap among populations and are effective in drop-out prevention. The student also integrates the Tennessee Model into the total school curriculum with a demonstrated knowledge of age appropriate instructional strategies. The student further demonstrates knowledge of leadership skills in the implementation

information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. The student developed an Eplan that demonstrates strategies aimed at all students in the school rather than targeted groups. The student describes instructional strategies that reflect best practice in teaching and learning.

(because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. The student demonstrates knowledge that the Eplan is PreK-12 and approaches are developmentally appropriate in the implementation.

the information discussed; related outcomes (consequences and implications) are oversimplified. The student Identified the four pillars of the Tennessee Model as a framework for the Eplan.



4 Capstone (4 pts)



1 Benchmark (1 pt)

of the Tennessee Model.

Element 7 (1, 0%) TN-LMU-IS.15 TN-LMUCG.I.J TN-LMUCG.I.K TN-LMUCG.I.L

Student clearly demonstrates ability to work with community resources, including other professionals, support staff, community resources and parents in the school community. The student clearly articulates strategies for addressing the needs of special populations in the implementation of the Model.

Student identifies other resources and describes their role in the implementation of the Tennessee Comprehensive Model for School Counseling.

Student lists other school community participants in the Eplan assignment.

The Student indicates that the Tennessee Model for Comprehensive School Counseling must be a cooperative effort in order for it to be successfully implemented.


CG 508: Assignment B Completion Guide, Standards and Rubric for assessment: 508-Foundations of School Counseling-Case Study of School Counselor Role The student will visit a school counseling department of an individual school for the purpose of examining the practical role of the counselor in the total school program and discuss the alignment of this role with the given goals and objectives and role statements in the Tennessee Comprehensive Model for School Counseling Model. The site visit will include an interview of the school counselor and a building level administrator as a portion of data collection, in addition to personal observations. Completion Guide: 1. Cover Page (APA) 2. Description of school (enrollment, demographic data, grade levels served, urban or rural setting) 3. Summaries of Interviews 4. Discussion of Perceptions based on observations. Included should be discussion of how resources were accessed and strategies employed for serving diverse populations. 5. Discussion of counselor role alignment with Tennessee Model. Standards CACREP-2009.8.B.1 Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. CACREP-2009.8.O.3 Knows how to design, implement, manage, and evaluate a comprehensive school counseling program. CACREP-2009.8.P.1 Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. TN-LMU-IS.15 The candidate clearly articulates proficiencies for understanding differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical areas. The candidate demonstrates this understanding in instructional planning, the classroom environment, and interactions with students and other community stakeholders (VALUES & SERVICE). TN-LMUCG.I.J The candidate will work with parents, teachers, social workers, school psychologists and family resource center staff in meeting student needs with performance no less than 80% as measured by rubrics. TN-LMUCG.I.K The candidate will inform students, clients, teachers, parents and the community about the purposes and activities of the school guidance and counseling program with performance 80%. TN-LMUCG.I.L The candidate will be able to work with parents and conduct parent education activities; use community resources and referral processes, and develop effective partnership arrangements with community agencies as measured by rubrics and site reports with 80% accuracy. CG 508 Foundations of School Counseling-Case Study of School Counselor Role CG 508 Foundations of School Counseling-Case Study of School Counselor Role


4 Capstone (4 pts)



1 Benchmark (1 pt)

Identification (5, 5%)

Author, title, source, dates, etc. follows APA style, Excellent grammar, spelling and academic voice are used.

Author, title, source dates, etc. approach correct APA style. Proficient grammar, spelling and academic voice are used.

Author, title, source, dates, etc. are flawed but appear to be informed by APA style. Somewhat acceptable grammar spelling and academic voice are used

Author, title, source dates, etc. are flawed by APA style stands. Below average grammar, spelling and academic voice are used.

Summary of Major Ideas (20, 20%) CACREP-2009.8.B.1 TN-LMU-IS.15

Synopsis clearly and comprehensively articulates major ideas, questions, issues, or points. Student demonstrates knowledge of Tennessee Model and discusses how the visited counselor does or does not align their services with the Tennesse Model. Discrepancies are discussed in detail without judgement or bias. Ethical issues as defined in the ACA Code are also addressed in the analysis of the site as well as efforts to address the needs of

Synopsis includes major ideas, questions, issues, or points. The student discusses the visites site and compares the counselor role to the role statements and assumptions in the Tennessee Model. Ethical and diversity issues are identified and discussed.

Synopsis gives a vague idea of major ideas, questions, issues, or points.

Synopsis demonstrates misunderstanding of major ideas, questions, issues, or points.


CG 508 Foundations of School Counseling-Case Study of School Counselor Role

4 Capstone (4 pts)



1 Benchmark (1 pt)

diverse populations.

Evidence (20, 20%) CACREP-2009.8.O.3 CACREP-2009.8.P.1

Analyzes sources within article with enough interpretation/ evaluation, to develop a comprehensive analysis or syntheses. Identifies whether or not material is logically consistent. Distinguishes between substantive or biased unsupported opinion. Students are specific in their discussion of differences between the visited site and the four pillars for implementation in the Tennessee Model. Students specifically address, the foundations, delivery, management and evaluation functions of the visited counselor and explore

Analyzes sources within article with enough interpretation/ evaluation to develop a comprehensive analysis or syntheses. Viewpoints of experts are subject to questioning. The student articulates specific observed tasks of the visited counselor and discusses the relationship with the Tennessee Model.

Information is taken from source(s) with some interpretation/ evaluation, but not enough to develop a coherent analysis or syntheses. Viewpoints of experts are taken as mostly factual, with little questioning.

Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question.



4 Capstone (4 pts)



1 Benchmark (1 pt)

discrepancies with the Tennessee Model.

Influence of Context & Assumptions (20, 20%)

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.

Identifies own and others’ assumptions and several relevant contexts when presenting a position. Identifies several relevant contexts when presenting a position.

Questions some assumptions. May be more aware of others’ assumptions than one’s own (or vice versa). Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions).

Begins to identify some contexts when presenting a position.

Student's Position (Perspective, thesis/hypothesis) (20, 20%)

Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities or an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis).

Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).. The contenet from interviews is analyzed and discussed from the standpoint of how the program accommodates individuality

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.



4 Capstone (4 pts)



1 Benchmark (1 pt)

Conclusions & Related Outcomes (Implications & Consequences) (15, 15%) TN-LMUCG.I.J TN-LMUCG.I.K TN-LMUCG.I.L

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. The student demonstrates knowledge regarding the use of collaboration in the implementation of the Tennessee Model, using a variety of stakeholders and resources within the school community.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. The student discusses how other professionals and parents are used.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

counseling 508 foundations of school counseling spring ... · 3. knows how to design, implement,...

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