Student Develop. Svcs. (SDS)

To provide students with an understanding of the history of school counseling and the structure and organization of both the American education system and the comprehensive school counseling program. An overview of the roles, responsibilities, functions, and characteristics of the school counselor in the context of a comprehensive school counseling program (i.e. ASCA national model).

An examination of cognitive, social/emotional, and physical aspects of child development, applying theoretical paradigms to children and families (e.g., observations, interviews and case studies), and exploring the issues of typical/atypical development, parenting/caregiving, and adaptive family life-styles within varying ecological contexts.

A study of test and non-test techniques of appraisal (e.g., test, observation, and interview) with emphasis on the use of data throughout school counseling programs. Focus will be on integrating data from a variety of sources at individual, small group, and large group levels.

Introduction to career development theory and practice for helping PK-12 students prepare for post-secondary success (e.g., college admissions, apprenticeship programs, business development, military, vocational trade). Overview of practices to promote college and career readiness, including methods of identifying and delivering career information, counseling, and assessment for career development and decision-making, career and college access programs and services in schools, and technology as part of career development methods.

In this course, students will examine various counseling theories and techniques that are commonly used by school counselors in school settings. Specific emphasis will be given to the application of counseling theory in developmentally appropriate ways across diverse backgrounds.

This course includes an introduction to basic facilitative, counseling, and interviewing skills used by school counselors in working with youth. This course includes the integration of basic helping skills with theories of counseling commonly used in school settings.

Topics include leadership, advocacy, and accountability across all aspects of a comprehensive school counseling program, in the district, and in the profession. Students will learn how to engage in quality school counseling supervision to enhance others’ implementation of their school counseling programs.

School counselors are ethically obligated to maintain the highest respect for student diversity, respecting students’ and families’ values, beliefs, abilities, sexual orientation, gender identification/expression and cultural background. School counselors exercise great care to avoid imposing personal beliefs or values rooted in one’s religion, culture, or ethnicity. As leaders, advocates and systemic change agents, school counselors are in a position to collaborate with stakeholders to create a positive school and community climate that embraces diverse backgrounds and abilities, helping to promote students’ academic, career and social/emotional success. This course helps students to foster increased awareness, understanding and appreciation of diversity in the school community. Understand how prejudice, privilege and various forms of oppression affect students and stakeholders.

An experiential study of group structure (e.g., small groups, large groups, classroom lessons, or task groups), group process, methodology, and leadership models applicable to working with groups in school settings in the context of a MTSS. Includes skill building through supervised practice as it relates to in-person, hybrid, or virtual settings.

Consultation theory, models, and practice with an emphasis on collaborative problem solving particularly with educators, other professionals, families, community agency personnel, individually and in groups.

Critically examine published research, including the use of fundamental descriptive and inferential statistics, to inform practice and advocacy. A variety of research approaches and methods will be presented emphasizing applied research as it relates to school counselors’ roles, practice, ratios, student outcomes, and school counseling program evaluation in school settings.

A study of legal, ethical and related professional issues (e.g., policies) affecting the role and responsibilities of school counselors. Course content and learning experiences will support school counseling candidates’ ability to demonstrate ethical and culturally responsive behavior, maintain the highest standards of professionalism and legal obligation, and use consultation and ongoing critical reflection to prevent ethical lapses.

An intensive field-based experience for candidates in the master’s degree program in school counseling. School counseling knowledge and advanced competencies are integrated in a setting under professional supervision. Placements are in P-12 school settings, with field experiences required at two or more levels (elementary, middle, or high school). Application for the internship and approval for placement are required prior to registration. 600 hours in the setting are required for the counseling programs. Each credit equates to 100 clock hours of internship.