Eastern Kentucky University Department of Counseling and Educational Psychology Syllabus for COU 825: Developmental Guidance K-12 (3 Credit hours), CRN# use actual CRN # Summer 2011 (update as needed) Contact Information Instructor: M. Stockburger, Ed.D. Office: 212 Combs Building Office Phone: 859-622-1134 E-mail: Muriel.Stockburger@EKu.edu Catalogue Course Description: Prerequisite(s): COU 813, COU 840, COU 846. Students will learn how to design and implement a systematic K-12 developmental guidance program based on collaboration, consultation, and prevention as well as develop creative and play therapy approaches to working with children and adolescents. This course covers the concept, implementation and counseling skill development for children and adolescents in a comprehensive developmental guidance and counseling program. Focus is also placed upon the role of the counselor, staff development, relationships, and parent support. A broad and comprehensive knowledge of individual counseling skills with children and adolescents will be covered. Group counseling and classroom guidance techniques will be developed, and demonstrated. Special strategies, including peer helper, play therapy and crisis will intervention will be presented. Issues of special needs and diversity will be discussed. National and state standards for school counselors will be discussed. Ethical guidelines and expectations from the American School Counseling Association will be presented and discussed. An overall integrated approach which fosters a comprehensive school counseling program based on the ASCA National Model and a positive and safe school climate will be emphasized as well as discussion of removing barriers to learning through the school counseling program. Methods of instruction include, lecture, demonstration, role play, video, internet, discussion, small group work, research and readings. Confidentiality Statement In COU 813, Professional Orientation and Ethics, all students are asked to sign a Student Agreement and Confidentiality and Legal Rights Policy Agreement. If you have transferred into this program and have not signed this agreement, you are required to do so immediately and to give your signed form to your instructor or to the Counseling and Educational Psychology Department Chair. These agreements are in place for all courses in this department and by remaining registered in this course and participating in this class you are verifying that you will honor these agreements. Copies of these agreements are located in the student handbook at http://www.education.eku.edu/CEP/student handbook/Agreement Contract.pdf for your review. Text(s): Counseling Children by Thompson, Charles L. and Henderson, Donna . 8th Edition, 2011. Brooks/Cole, Thompson Learning. Stanford, Connecticut. ISBN 0-495-00775-7. Required. The ASCA National Model. A Framework for School Counseling. American School Counseling Association. Required. School Counseling Principles, Ethics and Law by Carolyn Stone. ASCA. 2005 The Professional School Counselor readings on reserve at EKU Library. Required. ASCA Position Statements, and Ethical Guidelines. Kentucky Guide, Kentucky School Counselor Association, Kentucky Certification and other assigned readings. Student Learning Outcomes: Section II.G Common Core Curricular Experiences and demonstrated knowledge in each of the eight common core curricular areas are required of all student s in the program. Students will be able to: G.1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE---studies that provide an understanding of all of the following aspects of professional functioning: G.1.a. history and philosophy of the counseling profession; Curricular Experiences: Lecture, Reading ASCA National Model, Readings from The Professional School Counselor Assessment: Midterm G.1.b. professional roles, functions, and relationships with other human services providers, including strategies for interagency/inter-organization collaboration and communications; Curricular Experiences: Lecture. ASCA Position Statements. Assessment: Midterm Prepared by Dr. Stockburger G.1.c. counselor’s roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event;

Curricular Experiences: Lecture. ASCA Position Statements, ASCA National Model. Counseling Children text. Readings from the Professional School Counselor. Other assigned readings. Assessment: G.1.f. professional organizations, including membership benefits, activities, services to members, and current issues; Curricular Experiences: Lecture. Handouts. ASCA Website. ASCA National Model. ACA website. Assessments: Midterm. G.1. g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; Curricular Experiences: Lecture. Handouts. ASCA Website. ACA website. Poster of Kentucky laws. Assessments: Midterm G.1. h. the role and process of the professional counselor advocating on behalf of the profession; Curricular Experiences: Lecture. Class Discussion. ACA website. ASCA Website. Assessment: Midterm G.1.i advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients, and; Curricular Experiences: Lecture. Class Discussions. ACA Website. ASCA Website. Assessment: Midterm G.1.j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. Curricular Experiences: Lecture. Class Discussions. ACA Website. ASCA Website. Assessments: Midterm G.2. SOCIAL AND CULTURAL DIVERSITY-- studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following: G.2.a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally Curricular Experiences: Lecture. Counseling Children text readings. Assessments: Midterm G.2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients: Curricular Experiences: Lecture. Counseling Children text. Presenting Classroom Guidance Lessons. Assessment: Midterm. Feedback from peers and instructor on Classroom Guidance Presentation. G.3. HUMAN GROWTH AND DEVELOPMENT---studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following: G.3.b. theories of learning and personality development, including current understandings about neurobiological behavior: Curricular Experiences: Lecture. Counseling Children text. Video on neurobiological development. Assessment: Midterm and Final. G.3 e. a general framework for understanding exceptional abilities and strategies for differentiated interventions; Curricular Experiences: Lecture. Counseling Children text. Assessment: Final G.3.g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment Curricular Experiences: Lecture. Counseling Children text. Assessments: Final G.4.CAREER DEVELOPMENT G.4.b. Career, vocational, educational, occupational and labor market information resources, and career information systems Curricular Experiences: Lecture. ASCA National Model. ASCA Position Statements. Students who have already taken 814 add a career curriculum to the Comprehensive School Counseling Plan. Students develop a classroom guidance lesson on careers. Assessments: Comprehensive School Counseling Plan Update for those who have taken COU 814, Career Curriculum in Mini Comprehensive School Counseling Plan for students who have not already taken COU 814. Prepared by Dr. Stockburger G.5. HELPING RELATIONSHIPS-studies that provide an understanding of the counseling process in a multicultural society, including all of the following: G.5.c. essential interviewing and counseling skills; Curricular Experiences: Lecture. Role Plays. Reading text Counseling Children. Videos/DVD’s. Handouts. Assessments: Midterm and final exam.

G.5.d. counseling theories that provide the student with models to conceptualize client presentations and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling Curricular Experiences: Lecture. Role Plays. Video/DVD. Counseling Children text. Assessments: Midterm and Final G.5.f. a general framework for understanding and practicing consultation. Curricular Experiences: Lecture. DVD. Counseling Children text. Handouts. Class Discussion. Assessments: Final exam. G.5.g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies. Curricular Experiences: Lecture. ASCA Website. Handouts. Counseling Children text. ASCA National Model. ASCA Position Statements. G.6. GROUP WORK G.6.d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness. Curricular Experiences: Lecture. Video/DVD. Counseling Children text. ASCA Position Statements. ASCA National Model. CACREP SECTION III Section III 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. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains. SC.A. FOUNDATIONS A. Knowledge Sc. A. 1. Knows history, philosophy, and trends in school counseling and educational systems. Curricular Experiences: Lecture. Handouts. Readings from the Professional School Counselor. ASCA National Model. Student Presentations. Readings from ASCA Journals. Assessments: Midterm and Final. Written report of student presentations. Sc. A. 2. Understands ethical and legal considerations specifically related to the practice of school counseling. Curricular Experiences: Lecture. ASCA National Model. ASCA Website. ASCA Position Statements. Readings from The Professional School Counselor. Readings and presentations from School Counseling Principles, Ethics and Law. Assessments: Midterm. Final. Presentation evaluation. Sc. 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. Curricular Experiences: Lecture. ASCSA Position Statements. Class Discussion. ASCA National Model. Assessments: Midterm. Final. Mini-Comprehensive School Counseling Plan. Sc. A. 4. Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. Curricular Experiences: Lecture. ASSCA Position Statements. Class Discussion. Poster of Kentucky School Counseling Laws. Handouts. Assessments: Midterm. Final. Sc. 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. Curricular Experiences: Lecture. ASCA National Model. ASCA Position Statements. Assessments: Mini School Counseling Plan. Midterm. Final. Sc. A.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. Curricular Experiences: Lecture. Counseling Children text. Student Presentations. Assessments: Midterm. Final. Graded Student Presentations. Prepared by Dr. Stockburger Sc.A.7. Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crisis, disasters, and other trauma-causing events. Curricular Experiences: Lecture. Counseling Children text. Student Presentations. ASCA Position Statements. Assessments: Final Exam. COUNSELING, PREVENTION AND INTERVENTION Sc. C. Knowledge

Sc.C.1. Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. Curricular Experiences: Lecture. Role Plays. Video/DVD. Demonstrations. Counseling Children text. Student Presentations. Assessments: Midterm. Final. Graded Presentations. Sc. C.2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. Curricular Experiences: Lecture. ASCSA National Model. ASCA Position Statements. Assessments: Midterm. Final. Sc. C.3. l Knows strategies for helping students identify strengths and cope with environmental and developmental problems. Curricular Experiences: Lecture. Role Plays. Video Tapes. Counseling Children text. Assessments: Midterm. Final. Sc.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. Curricular Experiences: Lecture. Counseling Children text. Class Discussion. Student Presentations. ASCA Position Statements. ASCA National Model. Video/DVD. Assessments: Final. Sc.C.6. Understands the potential impact of crisis, emergencies, and disasters on students, educators, and schools, knows the skills needed for crisis intervention. Curricular Experiences: Lecture. Counseling Children text. Assessments: Final. Sc.D. Skills and Practices Sc.D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. Curricular Experiences: Role Plays. Demonstrations. Written work in response to scenarios. Presenting Classroom Guidance Lessons. Presentation of a current Issue in Counseling. Assessments: Classroom Guidance Feedback Sheet. Peer Feedback . Midterm. Final. Sc.D. 2. Provides individual and group counseling and classroom guidance to promote academic, career, and personal/social development of students. Curricular Experiences: Role Plays. Presenting Classroom Guidance lessons to peers. Assessments: Classroom guidance lesson plan. Classroom Guidance feedback sheet. Sc.D. 4. Demonstrates the ability to use procedures for assessing and managing suicide risk. Curricular Experiences: Lecture. Class Discussion. Role Play. Counseling Children text. Assessments: Final Sc.D. 5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. Curricular Experiences: Lecture. Role Plays. Presentation of Classroom Guidance Lesson. Assessments: Instructor oral and written feedback on role plays. Peer feedback sheets on Classroom Guidance Lessons. ASSESSMENT Sc. G. 1. Understands the influence of multiple factors (e.g.,, abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. Curricular Experiences: Lecture. Counseling Children text. Reading Case Studies. ASCA Position Statements. ASCA National Model. Role Plays. Assessments: Final Sc. G. 2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where abuse occurs. Curricular Experiences: Lecture. Counseling Children text. Student Presentations. Assessments: Final Prepared by Dr. Stockburger ACADEMIC DEVELOPMENT Sc. L. Skills and Practices Sc. L. 3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content, knowledge and skills to promote student achievement. Curricular Experiences: Presenting Classroom Guidance Lessons. Lecture. Lesson Plan for Classroom Guidance Assessments: Feedback sheet on classroom guidance lesson.

COLLABORATION AND CONSULTATION Sc.M. Knowledge Sc. M. 2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. Curricular Experiences: Lecture. ASCA National Model. ASCA Position Statements. ASCA Website. Student Presentations Assessments: Final. Sc.M.3. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. Curricular Experiences: Lecture. ASCA National Model. ASCA Position Statements. Student Presentations. Assessments: Final. Sc.M. 4. Understands systems theories, models, and processes of consultation in school system settings. Curricular Experiences: Lecture. Counseling Children text. Student Presentations. Handouts. Sc. M. 5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. Sc. M. 6. Understands the various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them. Curricular Experiences: Lecture. Class Discussion. ASCA Position Statements. ASCA Website. ASCA National Model. Handouts. Student Presentations. Assessments: Final Sc.M.7. Knows school and community collaboration models for crisis/disaster preparedness and response. Curricular Experiences: Safe Schools Video/DVD. Lecture. Student Presentations. Handouts. Assessments: Final Evaluation Methods: 1. Midterm 10% 2. Final Exam 10% 3. Presentation of a classroom Guidance lesson following the ASCA Model outline and a copy of the presented lesson for each class member and instructor. Two additional classroom guidance lessons are required. Each of the three lessons must be from one of the three domains of career, academic, and personal/social, making a total of three lessons in all, presenting one and giving copies of the presented lesson. Do not need to give copies of the non presented lessons to the entire class. 10% 4. Presentation of one chapter of the Ethics and the Law text, not to exceed 15 minutes. 10% 5. Mini School Counseling Plan following the outline given in class, or if you have completed 814 submit an update of your school counseling plan following the guideline in the syllabus. 10% 6. Library Readings from material on reserve and answering the questions on the readings. 10% 7. Written work 10% 8. Class Participation 10% 9. Roll Plays 10% 10. Presentation of Current issue in School Counseling 10% Student Progress: Students will receive written feedback prior to the midpoint of the class. Attendance Policy: Regular attendance and being on time is expected. Students are expected to come to class on time, leave when class is over and take breaks with the class. Although attendance is required, it is recognized that there are legitimate reasons students must be absent from class. One absence for any reason is permitted. Students missing two classes, defined as two, two hour and 45 minute periods, may not receive credit for the class and must have a conference, initiated by the student, with the instructor as close to the time of absence as possible. Students missing the equivalent of three classes may not receive credit for the class, may fail the class, or may receive an incomplete, depending on the issues and discussion with the instructor. Absences may have an adverse effect on the student’s grade. Tardiness may have an adverse effect upon the student’s grade. Do not be late for class as this disrupts the classroom learning environment. Students are responsible for signing the roll sheet at each class period. There will be a roll sheet at the beginning of class and after the break. Students are responsible for signing both roll sheets. Retroactive signing of the roll sheet is not permitted. If students’ names do not appear on the roll sheet for two or more classes, the student is considered to have been absent and is responsible for contacting the instructor and discussing the absences. Behavior which does not follow these guidelines, and/or violates ethical guidelines of the counseling profession may result in poor class participation and lowering of grades or other measures. No eating in class. No children or pets are permitted as the classroom is not an optimal environment to meet children or pet’s needs. The University policy on disruptive behavior will be followed. In the case of missed exams due to emergency situations contact the instructor via email. Email is the most facilitative way to contact the instructor. *Check Blackboard as class cancellations or announcements will be posted on blackboard.

Last Day to Drop the Course: The student(s) is directed to the Colonel’s Compass for the last day to drop the class. Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by email at disserv@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in al alternative format. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will be strictly enforced in this course. The Academic Integrity policy is available at WWW.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity. Official E-mail: An Official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address. Course Requirements: 1. Complete assigned readings, students are responsible for all readings even if not covered in class. 2. Teach one classroom guidance Lesson with a Guidance Lesson plan to be copied for each class member and instructor. Lesson must be no longer than 15 minutes, or points will be lost. This lesson must follow the outline given in class and will be taught to the class. Peer feedback will be completed by class members. The lesson must be from one of the three domains in the ASCA National Model and follow the outline given in class. 3. In addition to the lesson presented in class, two additional guidance lessons from the other two domains of the ASCA National Model must be completed and turned in when student presents the lesson to the class. The three domains are Personal/Social, Career, and Academic. A total of three guidance lessons are required (from 2 above plus this requirement.) 4. A Mini Comprehensive School Counseling Plan, complete with a calendar of services, following outline given in class, for those who have not completed 814. 5. Attendance and positive class participation, role plays, discussions, written assignments. 6. Respectful, professional, sensitive and ethical behavior in line with ACA and ASCA standards, ethics and recommendations. Participation in role plays. 7. All work must be turned in on time. No late work will be accepted at the final or during finals week. 8. If you have completed 814 and already have completed your Comprehensive Scholl Counseling Plan based on the ASCA National Model, then you will continue to develop your plan by: A: Updating information and B: Adding a career curriculum which include the four sections mentioned above for credit. 9. Midterm and Final Exam. 10. Presentation of one chapter from School Counseling Principles, Ethics and Law, not to exceed 15 minutes. 11. Library Readings as assigned. 12. Written class work. 13. attendance and positive, respectful, sensitive class participation, role plays, discussions, written assignments following ASCA ethical guidelines and ACA guidelines, especially regarding respecting the dignity and worth of each individual. 14. Read and learn the ASCA ethical guidelines, standards of practice, and position statements. 15. No text messaging or emailing during class or use of electronic devices during exams. 16. turn off cell phones or put on silence during class so as to maintain a positive learning environment. 17. Presentation with handout for each class member of one current topic of interest in school counseling. 18. Read and sign that each student has read the ASCA Ethical Guidelines *NOTE: All late work will be subject to a 20% penalty per day of lateness. DO NOT WAIT UNTIL THE FINAL EXAM OR FINALS WEEK TO TURN IN LATE WORK, AS IT WILL NOT BE ACCEPTED. DO NOT ASK FOR EXCEPTIONS1 DO NOT EMAIL WORK. THANK YOU. Course Outline: May 16, 2011 Ch. 1. Counseling Children. Introduction to a Child’s World. History: What causes our children’s problems. A Changing World. The American Home. Societal Crisis. Changing Values. Summary of Children’s Difficulties. World Initiative and Understanding. Indicators of Well-Being: Resilience. Community Services. What is Counseling: How Does Counseling Differ from Psychotherapy? What Is an Appropriate working definition of

Counseling. What Counseling Can Do: What Specific Types of Assistances Can Be Expected from the Counseling Session: Who are the Professional Caregivers? Ch. 2. Counseling Children. Developmental and Cultural Considerations: The Personal World of the Child. Child Development. A child’s Physical Development: The Brain. Patterns of Physical Development. A child’s Cognitive World. The Child’s World of Social Development: children’s Mental Health. Culture. Definition. Competence. Multicultural Counseling Competencies: Awareness. Knowledge. Ethnic Identify Development. Acculturation. Skills. Children of Color: African American Children. American Indian and Alaskan Native Children. Asian American Children. Latina/a Children. Biracial and Multiracial Children. Human Development across the lifespan, atypical growth and development, health and wellness, language and ability level. Ch. 3. Counseling Children. Which approaches to Counseling are effective? Cognitive Factors. Affective Factors. Behavioral Factors. Classifying Counseling Theories. Preparing for the Interview. What are Some Things to Consider for the First Interview? Children’s Resistance to Counseling: Steps to Overcoming Children’s Resistance. First Interview Goals and Observations. School to Work, Transition Programs, Postsecondary Planning and College Admissions Counseling History and Philosophy of the School Counseling Profession, Professional Organizations, Member Benefits, Services to Members and Current Issues. Professional Credentialing, Certification, Licensure, and Accreditation Practices and Standards, including Public Policy. Safe Schools Video and Discussion: Assessing School Climate ASCA National Model ASCA Position Statements May 23 Ch. 5. Counseling Children. Psychoanalytic Counseling. The Nature of People: Concepts. The Unconscious. Personality. Structural Concepts: Id, Ego, Superego. Dynamic Concepts: Instinct, Cathexis, Anticathexis, Anxiety. Defense Mechanisms: Primary Defenses, Higher Order Defenses. Psychosexual Stages and Erikson’s Stages. Freud”s Oral Stage, Ericson’s Trust versus Mistrust, Freud’s Anal Stage, Erikson’s Autonomy versus Shame and Doubt, Freud’s Phallic Stage, Erikson’s Initiative versus Guilt, Freud’s Latency Stage, Erikson’s Industry versus Inferiority. Freud’s Genital Stage, Erikson’s Identity versus Role Confusion. Relationship: Goals. Counseling Methods: Assessment. Process. Counseling and Development of Self: Techniques. Catharsis. Free Association. Interpretation: Interpretation of Dreams. Parapraxia. Humor. Analysis of Transference. Analysis of Resistance. Analysis of Incomplete Sentences. Biblio-counseling. Storytelling. Psychoanalytic Play therapy. Object Relations Theory. Case Studies. Diversity Applications of Psychoanalytic Counseling. Accountability. Ch. 6. Counseling Children. Person-Centered Counseling. The Nature of People. Core Concepts: Person. World. Self. Theory of Counseling: Relationship. Goals. Counseling Method: Assessment. Proces. Techniques. Case Study. Child-Centered Counseling and the Development of Self-Esteem: Integrating Self-Esteem-Building Activities with the Child’s Life. Motivational Interviewing. Child-Centered Play therapy. Diversity Applications of Child-Centered Counseling . Accountability. Ch. 17. Counseling Children. Play Therapy. History of Play Therapy. Defining Play therapy: Goals of Play Therapy. Therapeutic Advantages of Play therapy. Diversity Applications of Play Therapy. Children appropriate for Play therapy. The Play Therapist. Play Stages. Theories of Play therapy. Ecosystemic Play Therapy. Group Play therapy. Prescriptive Play therapy. Play therapy with Children and Adults: Parent-Child Interaction Therapy. Theraplay. Effectiveness. Play Therapy Media and Strategies: Basic skills of Play therapy. Visualization. Storytelling. Drama. Music. Art. Clay. Puppets. Sand. Case Study. ASCA National Model. ASCA Position Statements ASCA Ethical Guidelines Presentations of current Topics in School Counseling Classroom Guidance Lessons Safe Schools Video and Discussion: School Crisis Planning May 30 Ch. 13. Counseling Children. Cognitive-Behavioral Therapy. The Nature of People. Theory of Counseling: Relationship. Goals. Counseling Methods: Assessment. Process. Techniques. Applications of Cognitive-Behavioral Therapy: Aggression. Anxiety. Depression. Attention-Deficit/Hyperactivity Disorder. Obesity. Drug Use. Children of Alcoholics. Case Study. Cognitive-Behavioral Play Therapy. Cross-Cultural Applications. Accountability and Managed Health Care. Ch. 9. Counseling Children. Reality Therapy: Counseling with Choice Theory. Control Theory. Choice Theory. The Nature of People: concepts. Counseling Relationship. Theory of Counseling: Relationship. Goals. Counseling Method: Assessment. Process. Techniques. Case Study. The Ten-Step Reality Therapy Consultation Model. Diversity Applications of Reality Therapy. Accountability. Ch. 10. Counseling Children. Brief Counseling. Background. Solution-Focused Brief Counseling: The Nature of People. Theory of Counseling. Relationship. Goals. Counseling Method: Assessment. Process. Orientation Statement. Statement of the Problem. Setting Counseling Goals: The Skeleton Key Question/Statement for Goal Setting. Working with Unproductive Client Goals. Techniques. Using the Miracle Question to Formulate Goals.

Case Study. Reviewing the Steps in Solution-Focused Brief Counseling: Orientation to the Solution-Oriented Brief Counseling Process. Compliments. Setting Goals for Counseling. Actives Listening. Formulate first-session task. Working with Negative Goals. Working with Positive Goals. Coping Question. The Miracle Question. Relationship Questions. Exceptions to the Problem Situation. Positive Blame. Changing the Doing. Scaling Progress toward Goals. Ten Percent Improvements. Flagging the Mine Field. Closing the Session. Writing the Note. Solution-Oriented Play Therapy. Diversity Applications of Solution-Focused Brief Counseling. Accountability. Ch. 12. Counseling Children. Rational-Emotive Behavioral Therapy. The Nature of People. Theory of Counseling. Common Irrational Beliefs of Children. Common Irrational Beliefs of Adolescents. Common Irrational Beliefs of Parents. Relationship. Goals. Counseling Method: Assessment. Process. Solutions. Techniques. Rational Emotive Behavioral Education. Case Study. Diversity Applications of REBT. Accountability. ASCA National Model ASCA Position Statements Classroom Guidance Lessons Presentation of Special Topic in School Counseling Video and Discussion: The Traumatized Child, Brain and Interventions Midterm Exam June 6 Ch. 13. Counseling Children. Cognitive-Behavioral Therapy. The Nature of People. Theory of Counseling: Relationship. Goals. Counseling Methods: Assessment. Process. Techniques. Applications of Cognitive-Behavioral Therapy: Aggression. Anxiety. Depression. Attention-Deficit/Hyperactivity Disorder. Obesity. Drug Use. Children of Alcoholics. Case Study. Cognitive-Behavioral Play Therapy. Cross-Cultural Applications. Accountability and Managed Health Care. Ch. 14. Counseling Children. Transactional Analysis. The Nature of People and Theory of Counseling. Core Concepts: Structural Analysis: Parent. Adult. Child. Transactional analysis. Script Analysis. Game Analysis. Life Positions. Counseling Relationship: Goals. Games Clients Play. The Pursuit of Strokes. Structuring Time. Rackets. Counseling Method: Process. Techniques. Case Studies. Diversity Applications of Transactional Analysis. Accountability. Ch. 7. Counseling Children. Gestalt. The Nature of People. Core Concepts: Awareness. Contact. Self. Integration. Theory of Counseling: Relationship. Goals. Counseling Method: Process. Techniques. Language. Experiments: Bipolarities. My Greatest Weakness. Resent, Demand, and Appreciate: The Integration of Opposing Thoughts, Feelings, and Beliefs. Fantasy Games for Creating Awareness. Dream work. Using the Body to Build Awareness: Identification. Locating Emotions in the Body. Gestalt Play Therapy: Confidence Courses for Play Therapy. Case Study. Diversity Applications of Gestalt Therapy. Accountability. Ch. 15. Counseling Children. Family Counseling. How Does Family Counseling Differ From Individual Counseling? What Defines a Family? How Does General Systems Theory Relate to Families. Core Concepts. Systems Approach to Family Therapy: Murray Bowen. The Spousal Relationship. Differentiation of Self. De-triangulation of Self from the Family Emotional System. Nuclear Family Emotional Process. Family Projection Process. Multigenerational Transmission Process. Sibling Position. Emotional cutoff. Emotional Process in Society. Emotional systems of the Family. Model Differentiation. Structural Family therapy. Salvador Minuchin’s contributions to Structural Family therapy. Strategic Family therapy. Paradoxical Interventions. Contributions of Milton Erickson, Jay Haley and Cloe Madanes to Strategic Family Therapy. The communications Approach to Family Therapy. John Gottman’s Behavioral Interview Method. Virginia Satir’s Conjoint Family Therapy. The Nature of People. Theory of Counseling. Counseling Method. An Example of Satir’s Model. The Importance of Including Children. Three Keys to Satir’s system. Satir’s Technique. Simulated Family Game. Systems Games. Communication Games. The Counselor’s Role. Case Study. Play Therapy with Families. Dynamic Family Play Therapy. Filial Therapy. Strategic Family Play Therapy. Diversity applications of Family counseling. Accountability. ASCA National Model ASCA Position Statements Presentation of Special Topics in School Counseling Classroom Guidance Lessons Safe Schools Video and Discussion: Harassment and Bullying *Mini Comprehensive School Counseling Plans are due. 814 Updates are due. June 13 Ch. 16. Counseling Children. Consultation and Collaboration. Consultation. Models of Consultation. Mental Health Consultation. Process Consultation. Behavioral Consultation. Cross-Cultural Consultation. Consulting Process. Consultant Roles. Combinations. Consultation Interventions. Role Shift. Listing of Behaviors. Logical Consequences. Isolation Techniques. Collaboration. Teaming. Assessment as a Consulting and Counseling Intervention. The Interview. Case Histories. Behavior Observations and Rating Forms. Behavioral Observations. Behavior Rating Scales, Forms, Checklists. Formal Psychological and Educational Tests. Intelligence tests. Projective Techniques. Achievement Tests. Aptitude Tests. Personality Tests. Other Tests. Ch. 18. Counseling Children. Group Counseling with Children. Rationale. Definition of Group. Types of Groups. Theoretically Oriented Group Counseling. Group Leadership Skills. Getting Started: Choice Model. Group Focus.

Developing a Proposal. Selecting Group Members. Forming a Group. Screening Interview. Sixe of Group. Group Setting. Group Stages: Beginning, Transition, Working, Ending. Group Counseling Process. The First session. Guidelines for Remaining sessions. Implication for Different Ages. Evaluation of Groups. Group Counseling Example. Classroom Meetings. Guidelines for Leading Classroom Meetings. Group Crisis Intervention. Peer Helping Groups and Team Building. Ch. 19. Counseling Children. Counseling Children with special Concerns. Child Maltreatment. Definitions. Causes. Protective Factors. Signs and Symptoms. Long-Term Consequences. Assessment. Treatment Goals. General Counseling Strategies for Working with Children who Have Been Abused. Parents. Other Steps. Children in Chemically Dependent Families. Interventions for Children from Chemically Dependent Families. Treatment Goals. Death and Bereavement. Early Childhood. Middle Childhood. Adolescence. Stages and Phrases. Interventions for children Who are Grieving. Information. Validation. Memories. Bereavement Groups. Depression and Suicide: Interventions for Depression. Suicide. Assessment. Interventions for Suicide. Post Suicide Interventions. Family Structures: children of Divorce. Interventions with Children of Divorce. Parents. Outcomes. Children in Stepfamilies. Children in Single-Parent Homes. Children and Violence. Treatment and Prevention. Problem Situation. Peer Mediation and Conflict Resolution. Peer Mentoring, and other Peer Programs. Children with Eating disorders. School Counselor’s role in Crisis/Disaster, School Emergency Management Plan, Disasters and other Trauma Causing Events. Completed questions from Library Readings are due. ASCA National Model ASCA Position Statements Safe Schools Video and Discussion Presentations of Special Topics for School Counselors Classroom Guidance Lessons All written work is due. June 20 Ch. 20. Counseling Children. Counseling with Children with Disabilities: The situation. History. Categories of Disabilities. Considerations for Working with children Who Have disabilities. Methods for Counseling with Children Who Have Special Needs. Children with Emotional disturbances. Children with a Learning Disability. Children with Attention Deficit/Hyperactivity Disorder and Attention Deficit Disorder. The child with Mental Retardation. The child with a Physical Disability. General Ideas. Counseling with Parents of Exceptional children. Psychological First Aid, Crisis Counseling, Debriefing, Disaster Counseling. Video and Discussion Career Counseling in Schools ASCA National Model ASCA Position Statements Presentations on Special Topics for School Counselors Classroom Guidance Lessons Presentations from School Counseling Principles; Ethics and the Law Final Exam Prepared by: Dr. Stockburger