ÐÏà¡±á>þÿ >@þÿÿÿ;<=ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á` ø¿rgbjbjËsËs :ò©©F_)ÿÿÿÿÿÿ¤ÂÂÂÂ&ª=ª=ª=8â=üÞ>,&›†&@”ª@À@À@À@ŸAŸAŸA†††††††$Áˆh)‹˜@†RO›AŸARORO@†ÂÂÀ@À@ÛU†:S:S:SRO^Â8À@À@†:SRO†:S:SÂ6|DúâÀ@ @à»Ñ¦TÉª=°O–z}&Þƒ<k†0›† }BÁ‹FQ–Á‹LâÁ‹âüŸAÚyEÀ:S9H4mJåŸAŸAŸA@†@†ÜR^ŸAŸAŸA›†RORORORO&&&„.ª=&&&ª=&&&ÂÂÂÂÂÂÿÿÿÿCNDV 5330: Developmental Guidance and Counseling CNDV 5330: Developmental Guidance and Counseling is a required course for a Masters Degree in Counseling (School). College of Education and Human Development Department of Educational Leadership & Counseling Summer II 2008 Web Enhanced Preparing Educators for a Changing World The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation programs illuminate the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes general education, pedagogical content knowledge, content proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical thinking is required for responding to the diverse needs of P-12 students in myriad and changing settings. Lamar University educator preparation candidates also develop dispositions and habits of mind needed for "self-learning" and "lifelong learning," that will equip them to encounter problems and change with confidence. Instructor: Pamela E. Monk, Ph.D., L.P.C.-S, N.C.C. Lamar University 223 Education Building P.O. Box 10034 Beaumont, TX 77710 Email: pemonk@my.lamar.edu Office phone: 409-880-7867 Office Hours: (Appointment is recommended) Monday 2:30 – 4:30 p.m. Tuesday 12:30 – 4:30 p.m. Wednesday 2:30 – 4:30 p.m. Thursday By Appointment Class Time/Date: 4:30 p.m. - 8:15 p.m. on Tuesday and Thursday Room: ED 211 Technical Support: HYPERLINK "http://dept.lamar.edu/cde/cdehtml/student.html" http://dept.lamar.edu/cde/cdehtml/student.html Phone Number: 409-880-7849 I. Prerequisites CNDV 5311 or approval of instructor. II. Text Required Text: Myrick, R. D. (2003). Developmental guidance and counseling: A practical approach (4th Ed.). Minneapolis, MN: Educational Media Corporation. Texas Education Agency. (2004). A model comprehensive, developmental guidance and counseling program for Texas public schools: A guide for program development Pre-K-12th grade. Austin, TX: Author. THIS WILL BE SUPPLIED BY LAMAR UNIVERSITY AS A COURTESY! Recommended Text: Publication manual of the American Psychological Association (5th Ed.). (2001). Washington, DC: American Psychological Association. American School Counseling Association (2005). The ASCA national model: A framework for school counseling programs (2nd ed.). Alexandria, VA: Author. The following website has preparation materials for the TExES certification exam: HYPERLINK "http://www.texes.ets.org/assets/pdf/testprep_manuals/152_schcouns_55059_web.pdf" http://www.texes.ets.org/assets/pdf/testprep_manuals/152_schcouns_55059_web.pdf III. Classroom Management Policies Students are full partners in fostering a classroom environment conducive to learning. To assure that all students have the opportunity to gain from time spent in class, students are prohibited from engaging in any form of behavior that detracts from the learning experience of follow students. Inappropriate behavior in the classroom may result in a request for the offending student to leave class. Classroom misconduct may be classified as behavior that disturbs the teaching function, the students, or the faculty member during the class period. Activated cellular phones and pagers, frequent episodes of leaving and then returning to the class, excessive tardiness, leaving the lecture early, making offensive remarks, missing deadlines, prolonged chatting, reading newspapers during class, sleeping, arriving late to class and overt inattentiveness are all examples of inappropriate classroom behavior. Attendance Policy: The faculty in the Department of Educational Leadership does not approve or excuse absenteeism. The faculty feels that attendance is of the highest priority. Each Professor has the option to withdraw a student when they feel attendance is a problem. This is interpreted to mean as few as one (1) absence. No absences are permitted for Saturday classes. Notify your Professor of all absences in advance, if possible. Use my.lamar.edu e-mail to communicate with faculty. In addition, you may leave a voice mail or notify the Departmental office of an unexpected absence when you are unable to reach the Professor. Attendance at all classes is required for the entire class period. You are expected to function as a professional, which means showing up and participating! Late Assignments: It is imperative that all assignments be turned in on or before 11:59 p.m. on their due date. Late submissions of class assignments will not be accepted. Drop/Add: It is the student’s responsibility to make sure you are officially enrolled in this course. If, at any point, you decide to drop the class, it is your responsibility to drop officially. Any student who stops attending class and does not officially drop the course will be given an “F” as the semester grade. Confidentiality and Course Assignments: In this course, as in every other course in the counseling program, it is expected that all students adhere to the ethical guidelines as outlined in the Texas State Board of Examiners of Professional Counselors Administrative Code and the American Counseling Association’s Code of Ethics. Anything that is discussed in this class or in your dyad is to remain confidential. The exceptions to confidentiality include: disclosures of harm to self or others, abuse of a child, elderly person or disabled person, court summons, and disclosure of sexual abuse by a therapist. Statement on Academic Dishonesty: Students are specifically warned against all forms of cheating and plagiarism. The Lamar University Student Handbook states: Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. Punishable offenses include, but are not limited to, cheating on an examination or academic work, which is to be submitted, plagiarism, collusion, and the abuse of resource materials. (p. 81) One aspect of the Handbook’s definition of cheating is, “purchasing, or otherwise acquiring and submitting as one’s own any research paper or other assignment” (p. 82). Students seeking guidance to avoid plagiarism should consult the course instructor, recent handbooks, or the University Writing Center. Punishments for academic dishonesty range from F in the course, to an F on the assignment, to re-submission of the work. Punishments are at the discretion of the faculty member, and may be appealed to the department chair, dean, and Senior Associate Provost. Flagrant or repeat violations may warrant further discipline by the university including probation and suspension. APA 5th Edition: Clearly cite references when using another’s ideas. Use the APA 5th Ed. format for references both in the body of your work as well as in the reference section. Statement on Disabilities: For students with disabilities, this course will comply with all accommodations prescribed by the Lamar University Office of Services for Students with Disabilities. It is the responsibility of the student to insure that the instructor has been informed of all prescribed accommodations. Course Evaluation: Lamar University encourages students to evaluate online the courses they take and the instruction they receive via a contract with a national company, OnlineCourseEvaluations.com. The evaluation instruments themselves were developed by LU faculty and administrators. Evaluation windows for fall and spring courses open two weeks before the final examination period and close at the end of the last class day. The student is notified of the specific dates at his/her myLAMAR e-mail address. If course evaluations are given during summers, mini semesters, and other compressed terms, evaluation windows are extended past the last class meeting. Evaluations are completely anonymous, and neither LU faculty nor LU administrators have the ability to determine the name of the student who completed a specific evaluation form. The primary purpose of course evaluation is the improvement of instruction. That is, after the semester has ended and grades have been awarded, I am able to access the results of my course evaluations, to include all student comments. I analyze the data and read the comments, and often use student observations and suggestions to make changes in course content and delivery. Both the administration and I take your input via course evaluations very seriously, and I encourage you to participate in this process. Any questions or comments you have about the process should be addressed to Dr. Tom Matthews, University Assessment Coordinator, at 409-880-2385 or HYPERLINK "mailto:tom.matthews@lamar.edu" tom.matthews@lamar.edu. . Electronics and E-Mail Submissions: Please turn off all electronic devices, including cell phones, pagers, etc. at the beginning of each class for the duration of class. When assignments require e-mail submission, only Microsoft Word documents will be accepted. Students are expected to check their e-mail on my.lamar.edu and BlackBoard frequently. IV. Course Description Overview: .Developmental Guidance and Counseling is designed to advance the professional competence of the counselor. The course is a study of the design and management of a comprehensive developmental guidance program. The emphasis will be placed on the planning and implementation of a guidance curriculum appropriate for the needs of school age children and youth. Course Format: CLASSROOM: This didactic class includes lecture and PowerPoint presentations, small group discussions, whole class discussions, individual and dyad written assignments, and individual and dyad presentations. The majority of the classes will consist of the first half of class as a time for lecture/discussion of the topic for that day with the remainder of the time for interactive exercises, class and small group discussions, presentations, and assessment demonstrations. Web Enhanced Class: It is expected that this course will include significant interaction between the instructor and the students, between students and the content, and students and students. This will include discussion postings and responses. Students are encouraged to contact the instructor via email to discuss individual concerns. Counseling Objectives for CNDV 5330: Upon completion of CNDV 5330, the student will: Analyze the Texas Program Development Guide. Identify the process of development, monitoring, and evaluation of a developmental school guidance and counseling program that promotes learner’s knowledge, skills, motivation, and personal growth. Demonstrate effective professional and interpersonal communication skills. Design and evaluate a developmental guidance program including counseling services that promotes all students’ success. Identify school guidance in-service training appropriate to assist other professionals, parents, and the community to enhance collaborative relationships. Analyze the process of incorporating guidance activities into the curriculum Apply guidance activities appropriate to a given grade level. Identify publication relations strategies essential to a school guidance program. Web Sites: American Counseling Association (ACA) HYPERLINK "http://www.counseling.org/" http://www.counseling.org/ Council for Accreditation of Counseling and Related Education Programs (CACREP): HYPERLINK "http://www.counseling.org/cacrep/2001standards700.htm" http://www.cacrep.org Standards for the School Counselor Certificate (SBEC): HYPERLINK "http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15%20" http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=239&rl=15 National Council for Accreditation of Teacher Education (NCATE): HYPERLINK "http://www.ncate.org/documents/standards/unit_stnds_2006.pdf" http://www.ncate.org/documents/standards/unit_stnds_2006.pdf IV. Educator Preparation Standards Addressed The subject matter of this course has been aligned with the standards from the State Board of Educator Certification (SBEC), competencies from the Texas Examination of Educator Standards (TExES) and standards of the Council for Accreditation of Counseling and Related Education Programs (CACREP). You should become familiar with these statements, which will guide your learning and your program of study. The complete statements are accessible on the College of Education and Human Development web site: HYPERLINK "http://www.counseling.org/cacrep/2001standards700.htm" http://dept.lamar.edu/education/standards/st.html TEXAS STANDARDS FOR COUNSELORS’ STATE BOARD FOR EDUCATOR CERTIFICATION (SBEC)COMPETENCIES FROM THE TEXAS EXAMINATION OF EDUCATOR STANDARDS (TExES) FRAMEWORKSTANDARDS OF THE COUNCIL FOR ACCREDITATION OF COUNSELING AND RELATED EDUCATION PROGRAMS (CACREP)(c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, and evaluation of a developmental school guidance and counseling program that promotes learners’ knowledge, skills, motivation, and personal growth. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues to learn, to improve the profession, and to model professional ethics and personal integrity. c. Standard II. The certified school counselor must: c(1) develop processes and procedures for planning, designing, implementing, and evaluating a developmental guidance and counseling program. c(5) coordinate resources for students with the school and community. d. Standard III. The certified school counselor must: d(4) implement effective referral procedures to facilitate the use of special programs and services. d(5) act as a consultant and coordinator to help learners achieve success inside and outside of school f. Standard V. The certified school counselor must: f(1) demonstrate effective communication through oral, written, and non-verbal expression. f(4) facilitate learners’ access to community resources. f(5) develop and implement strategies for effective internal and external communications. f(6) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning. g. Standard VI. The school counselor must: g(2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth. g(5) continue professional development to improve the school guidance and counseling program. 4 – The school counselor understands how to plan, implement, and evaluate a developmental guidance program, including counseling services that promotes all students’ success. 6 – The school counselor understands how to provide effective counseling services to individuals and small groups. 8 – The school counselor knows how to communicate effectively with families and establish collaborative relationships that enhance work with students. 9 – The school counselor understands how to work collaboratively with other professionals and with community members to promote positive change and to facilitate student learning. The beginning school counselor: 4.c. - Demonstrates knowledge of procedures for implementing a developmental guidance and counseling program, evaluating the program’s effectiveness, and modifying the program as necessary to meet the needs of all students. 4.d. – Knows how to implement strategies for effective internal and external communication. 4.g. – Knows how to implement effective referral procedures to facilitate the use of special programs and services. 4.i. – Knows how to apply research-based practice to improve the school guidance and counseling program. 6.g. – Applies knowledge of how to coordinate resources for students within the school and the community. 8.g. – Knows how to provide support for families, including use of effective referral procedures. 9.b. – Applies procedures for collaborating with others in the school and community to implement a developmental guidance program, including a guidance curriculum that promotes students’ development in all domains (e.g., academic, career, personal/social) and helps students achieve in school and outside of school. Standards for School Counseling Programs Foundations of School counseling. Contextual Dimensions of School counseling Knowledge and Skill Requirements for School Counselors *Program Development, Implementation, and Evaluation *Counseling and Guidance V. Course Content Schedule and Topics See attachment. *The instructor reserves the right to change Class Contents, Readings, Assessments, and Assignments to accommodate the needs of the students in the class. VI. Instructional Activities and Assessment Activities and Assignments: Readings/Professionalism. The syllabus details readings for each week. When students come to class, it is expected that the readings will be finished, and the students will be prepared to discuss them. You will receive a participation grade each week and this will reflect your professionalism (attendance including being late to class, participation and preparation for class). Total 50 points Discussion Board: You are expected to participate in all online discussion activities with correct English usage, accurate spelling, and grammar. These postings much reflect your understanding of the text. In other words, it must be blatantly obvious that you have read the chapter. Students are expected to post significant responses to each discussion question a minimum of twice. Points will be given for: Offering up ideas or resources and inviting a critique of them Asking challenging questions Articulating, explaining and supporting positions on ideas Exploring and supporting issues by adding explanations and examples Reflecting on and re-evaluating personal opinions Offering a critique, challenging, discussing and expanding ideas of others Negotiating interpretations, definitions, and meanings Summarizing previous contributions and asking the next question Proposing actions based on ideas that have been developed Total 100 points Discussion Leader: You will be expected to lead the on-line discussion, which covers your assigned chapters. This means posting discussion(s) questions and responding to other postings. Total 100 points Chapter Outline. Students will be assigned to one of the following chapters. Each student is expected to become an “expert” in their assigned area and post a Chapter Outline on the Discussion Board and under Assignments. Chapter 6 – Individual Counseling as a Counselor Intervention Chapter 7 – Small Group Counseling as a Counselor Intervention Chapter 8 – Large Group Guidance as a Counselor Intervention Chapter 9 – Peer Facilitator Projects as a Counselor Intervention Chapter 10 – Consultation as a Counselor Intervention Chapter 11 – The Counselor as Guidance Coordinator Total 50 points Article Summary: Each student will be assigned one of the following articles to read and summarize. The summary should include the APA reference for the article and a brief summary of the journal article. This should be no more than two pages in length and posted to the Discussion Board and Assignments. Total 50 points Leadership: Today’s School Counselor The New School Guidance Model: Norman Gysbers Accountability (Ch. 12): Producing Evidence to Show Counseling Effectiveness in the Schools The Professional School Counselor’s Challenge: Accountability Comprehensive Guidance and Counseling Programs: The Evolution of Accountability The Professional School Counselor and Accountability Accountability: Counselors Count Using Accountability Data to Protect a School Counseling Program: One counselor’s Experience Time Analysis: Still An Important Accountability Tool Advocacy: Defining and Examining School Counselor Advocacy Legal/Ethical: Record Keeping and the School Counselor Privacy and Confidentiality in School Counseling Ethics and Law for School Counselors Maintaining Confidentiality with Minors: Dilemmas of School Counselors School Counseling: Confidentiality Within the System Exploratory Study of Common and Challenging Ethical Dilemmas Experienced by Professional School Counselors Annotated Bibliography: Each student will create an annotated bibliography of 10 resources that would be helpful to school counselors. The resources should include a combination of websites, books, and research articles. Each entry should be written in APA format and followed by a short summary (3-5 sentences) of the information provided by the source. Total 100 points Classroom Guidance Unit: Each student will prepare a classroom guidance unit (at any level) to demonstrate an understanding of classroom guidance techniques. The topic must have prior approval by the professor. Submit your unit to the Discussion Board, as well as Assignments. This should include a lesson plan detailing the unit including: a description of unit, source/reference for the unit, list of materials needed, suitable populations for the unit, and step-by-step instructions for presenting the unit. Follow APA writing guidelines on final product. Total 100 points Group Counseling Unit: Each student will develop a 6-8 session counseling unit that addresses an issue school counselors may deal with. This topic must have prior approval by the Professor. Provide information regarding intended participants, selection of group members, outcome objectives and an outline of the activities for each session. This should be submitted to the Discussion Board and Assignments. Total 100 points Parent Involvement Program or Workshop: Each student will develop a parent education activity. The activity should address a parenting issue that relates to having a student in school. This topic must have prior approval by the Professor. Provide a rationale for the program, the intended audience, outcome objective and an outline of the structure of the program or workshop. This should be submitted to the Discussion Board and Assignments. Total 100 points Examinations: Mid-term and final examinations will consist of multiple choice, short answer, and essay. Questions will come from the readings in the texts, lectures, media presentations, and any class observations/discussions. Grades will be based on the accuracy of answers. Spelling and grammar are expected to be perfect. Total 200 points (100 points for each examination) Course Reflection: This assignment is due near the end of the semester and is meant to help you be a reflective learner/practitioner and to help the professor become a better counselor educator. A two page double-spaced written paper should be submitted reflecting upon each of the following questions: What experiences or concepts have been “new” to you? Have any experiences or concepts caused you to think differently about the position to which you aspire or the qualities you will need to be successful in that position? What in the course was meaningful? What was not? What was applicable to your current professional practice? Choose five major components, either content, activities or projects, and comment on what you learned from them. Total 50 points Evaluation and Grading: ASSESSMENTSPOINTSReadings/Professionalism 50Discussion Board 100Discussion Leadership100Chapter Outline 50Article Summary 50Annotated Bibliography100Classroom Guidance Unit100Group Counseling Unit100Parent Involvement Program100Mid-Term Examination100Final Examination100Course Reflection 50TOTAL1000 COURSE EVALUATION: TOTAL POINTSGRADE900 - 1000A800 - 899B700 - 799C PAGE 11 0189:;<a{™¢¤½Î õêß×ÏõÏõÁ¶«¶««vk`UJhEjÝ5OJQJaJhrcK5OJQJaJhEkf5OJQJaJh‚5OJQJaJhay¼5OJQJaJhB?•h‚5OJQJaJhB?•h‚6OJQJaJhB?•h¡P6OJQJaJhrcK6OJQJaJhÁ6OJQJaJhB?•hC,>6OJQJaJhrcKCJaJhÁCJaJhB?•hC,>CJaJhB?•h# nCJaJhB?•h‚CJaJ1¤Ï J ATm~•³ÐÝìýôëëëëëãÚëÍÍÄÄÄÄÄÄÄ°$ Æp¨¶ @@@„Ð^„Ða$gdÊi}$ Æha$$ Æh„Ð^„Ða$.„Ð^„Ðgdq$a$gdC$ Æha$$„Ð^„Ða$*Fgogqgýýý I J 02 )ôéÞÍÂ®¢ŒvŒbÂTG=0hB?•hC,>OJQJaJhêGûOJQJaJhB?•h‚OJQJaJhB?•h‚5OJQJaJ&hC6B*CJOJQJ^JaJph333*hj'Ç0J/6B*CJOJQJ^JaJph333*hC0J/6B*CJOJQJ^JaJph333hCB*CJ^Jph333'hC0J/56B*CJ\]^Jph333häR=5OJQJaJ 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