Course Outline: Advanced Topics in the Study of the Human Mind and Cognition (PSY430)

Course Information

• Department: Psychology
• Prepared By: Psychology Department
• Prepared Date: Fall 2017
• Course Title: Introduction to School Counseling
• Course Code: PSY 430
• Credits: 3
• Contact Hours: 45

Catalog Description

In this course students will be introduced to the role of the school counselor and the relationship of school counseling to the educational mission of school. The following school counseling topics are addressed in this course: perspectives and practices for school counseling in the 21st century, multicultural and diversity issues impacting school counseling, and an overview of counseling theory as applied to the child and adolescent in a school setting. Candidates will explore the school counselor’s work in the context of leadership, advocacy, collaboration, consultation, coordination of services, multiculturalism and working with diverse student populations, technology and the use of data to inform decisions. 

• Prerequisites: PSY 315 with a grade of B- or higher. Credits: 3 (3,0)
• Required For: None
• Elective For: None
• Required Text: The Transformed School Counselor,3^rd Edition by Carolyn Stone, Cengage Publishing

Course Description

Students will be introduced to the role of the school counselor and the relationship of school counseling to the educational mission of school. The following school counseling topics are addressed in this introductory course: perspectives and practices for school counseling in the 21st century, multicultural and diversity issues impacting school counseling, and an overview of counseling theory as applied to the child and adolescent in a school setting. Candidates will explore the school counselor’s work in the context of leadership, advocacy, collaboration, consultation, coordination of services, multiculturalism and working with diverse student populations, technology and the use of data to inform decisions. 

Behavioral Objectives

1. Describe the history and development of school counseling
2. Describe models of school counseling programs, models of school-based collaboration, and models for consultation
3. Understand the role of school counselor as leaders, advocates, and systems change agents in P-12 schools
4. Describe school counselor roles in consultation with families, P-12 and postsecondary school personnel, and community agencies.
5. Describe school counselor roles in relation to college and career readiness, community resources, and referral sources
6. Report on the ways that professional organizations, preparation standards, credentials, legislation and government policy are relevant to the practice of school counseling
7. Describe legal and ethical considerations specific to school counseling
8. Describe interventions to promote academic development, developmentally appropriate career counseling interventions and assessments, interventions to promote college and career readiness, and programs to increase retention rates.

Disagreements or conflicts

In the event of a disagreement with any of the policies outlined above, the student is directed to address the issue with the instructor. In the event that the conflict cannot be resolved, it should be taken to the Chairperson of the Department for review

Special needs

If you have a disability for which you are or may be requesting an accommodation, you are encouraged to inform me of this circumstance by the end of the second class. Please also contact/register with the Director of the Office for Students with Disabilities, located in Roosevelt Hall (631-420-2411/2296).

Course Outline

The following is an overview of the topics to be covered in this course.  Each unit will include relevant theory, current research, and its application.

Week 1: Course Introduction

In our first face-to-face meeting, you will be introduced to the Instructor and to your fellow classmates.  We will discuss the course syllabus, expectations, and expected learning outcomes for this course.  

Discussion: Working in Today’s Schools

The philosophical and theoretical relationships of school counseling to school improvement. Topics include the relationship of the school counseling program to the mission of the school and the role the school counselor plays to promote student achievement and help students prepare for transitions and their futures.

Week 2-3: Counseling Practice in Schools

The use of individual and group counseling with students for the purpose of developmental growth, prevention, intervention and crisis response is a significant component of a school counseling program.  Additionally, school counseling lessons are an important tool for prevention and intervention strategy is a vehicle for advocacy for student success. Test preparation, study skills, educational and future planning, and career development are used to encourage a positive "mindset" for achievement and success for all students. Understanding learning styles, the use of the developmental assets, assessments, building resiliency skills, and advisory programs are some of the practices presented as components of counseling in schools.

Week 4: Leadership  

Leadership is becoming an increasingly valued and shared phenomenon at the school level. School counselors as human relations experts can impact the beliefs and attitudes of teachers and administrators regarding educating all students to achieve high standards. The school counselor can help establish a vision and belief in the development of high aspirations in every child.

Week 5: Advocacy

Involvement in advocacy, social justice and a commitment to improving the American institution called school are critical functions of the school counselor. The school counselor of today is one who needs to be prepared to possess proactive, socially critical behavior and skills needed to strategically plan to challenge inequities which impede students’ academic success. Students will learn to identify policies and practices that act as barriers that adversely stratify students’ opportunities and optimum development.

Week 6: Legal and Ethical Issues

School counselors’ function in an environment regulated by state and federal laws, court decisions, certification boards, and school boards.   You will discuss the ethical, legal, and professional issues facing the school counselor. 

Week 7: The ASCA National Model

School counselors need to acquire the knowledge and skills to understand and implement a comprehensive school counseling program based on the ASCA Model that provides a template for the development, implementation, and evaluation of a school counseling program. An emphasis is placed on the integration of content (national standards) with process (comprehensive model) and encourages counselor education candidates to develop a programmatic and systematic approach that is consistent with educational reform initiatives that respond to state, district, and building level initiatives. 

Week 8-9: Diversity Matters

Conversations about diversity in today’s schools must consider the influence of culture on learning and life styles to include class, race, ethnicity, gender, socio-economic status, sexual orientation, learning ability and disability, and language. School counselors need acquire the knowledge to develop strategies to serve an increasingly diverse student population and the skills to work as social justice advocates with faculty, administration and staff to explore policies and practices that might be inhibiting student success.  

Week 10-11: Counseling Theories in Schools

An overview of counseling theories as applied to the child  and adolescent in a school setting. This introduction to school counseling skill development will focus on major theoretical orientations such as Adlerian, existential, gestalt, rational emotive behavior therapy, transactional analysis, reality therapy, solution focused, brief counseling, and cognitive behavior approaches. The counseling process is described as it pertains to individual and group process in schools.

Week 12: Working with Special Needs Students

School counselors believe that all children can learn and all children can achieve. All school personnel should be sensitive to the time needed to learn, especially for students who struggle to achieve a level of minimum proficiency. Using a social justice mindset, school counselors must be well-prepared to understand how to identify and work with all special populations who require special education services, exceptional education services, or 504 compliance. The school counselor’s role in Response to Intervention, Positive Behavior Intervention Supports, and the Special Education process is introduced. 

Week 13: Accountability

In this age of accountability, it is essential that school counselors contribute to the school success agenda and clearly tie successful outcomes for students to their presence in the school. 

Week 14: School Counselors as Coordinators, Collaborators, and Managers of Resources

Collaborating with the principal to conduct in-service training for teachers and workshops for parents in such important areas as educational planning, motivation, student appraisal and achievement, identification of and interventions for special needs students, and issues of student diversity and related attitudes are examples of counselors and principals collaborating to play a unique role in fostering understanding and cooperation among the school community.  

Week 15: College and Career Readines New initiatives from the White House and a renewed

commitment to college and career readiness for all are placing school counselors in a higher profile than ever before.  Overcoming barriers to achievement and addressing gaps in educational attainment will be discussed as well as the creation of evidence-based programs to improve graduation rates and create and maintain a “collegegoing culture”.