CED 504 Introduction to School
Counseling
History
and philosophy of school counseling programs. Role and function
of school counselors.
Textbook: Counseling in Schools: Essential Services and
Comprehensive Programs (4th edition), John J. Schmidt, Allyn &
Bacon; July, 10, 2002, ISBN: 0205340563
Instructor:
Dave Taylor, N.C.C.
DAVETGC@yahoo.com or taylo4dc@cmich.edu, (734)429-3359(home)/717-1381
(cell)
Course Reference Number: 51265
Course Objectives:
Upon completion of this course,
students will be able to:
1. Define the basic philosophical aspects
of K-12 school counseling in the context of the American educational
system.
2. Identify basic counseling concepts, strategies
and techniques suitable to K-12 counseling programs.
3. Review basic vocational development theories.
4. Formulate for peer review, a Position
Paper on one's knowledge and philosophy of guidance and counseling
and how these will be applied in a school setting.
5. Examine learning
styles of K-12 school students (Learning Style-Multiple
Intelligences activity).
6. Distinguish the historical,
environmental, cultural, legal and current issues which influence
today's educational climate.
7. Identify basic ingredients of Comprehensive
Developmental Guidance Programs.
8. Identify suitable approaches of cooperative
learning when implementing Comprehensive Developmental Programs.
9. Formulate legal and ethical positions
relevant to school guidance work.
10. Identify a variety of assessment and
goal setting strategies used with
K-12 student populations (EXPLORE-PLAN-ACT World of Work activity).
Course Outline:
Prior class experience: Strong Interest
Inventory--Career Cruising--True Colors
January 20-Friday 6-10 p.m. Course
Objectives, Outline of Course, Evaluation and 3 Questions exercise/History of School
Counseling (15 minute break-8:00-8:15 p.m.) and Role
of School Guidance Counselor
January 21-Saturday 8 a.m.-12 p.m.
with snow delay-Discussion of Student Records (CA-60)--Student
Appraisal/Test interpretation activity using EXPLORE-PLAN-ACT
(90 question interest inventory) and Holland's
World-of-Work--Lunch 12 noon-1:00 p.m. on your own--Assessment
activity--Learning Style identification using Multiple
Intelligences and discussion of 8 intelligence styles and
implications to school counseling
February 3-Friday 6-10 p.m. (15
minute break-8:00-8:15 p.m.) Test on textbook readings and History of School
Counseling, grade and review test-discussion of answers and
implications for school counseling
February 4-Saturday 8 a.m.-5 p.m.
(Lunch 12 noon-1:00 p.m. on your own) Topics: Work
Values/Employability Skills/Why people Work, Employing
Teens in Michigan, ACT Summary Report (assessment) Asset-Building
group activity and assessment, College recommendations, AP&CLEP
opportunities, Virtual classes,
NCAA Clearinghouse, etc. Reseach time for
paper 3-5 p.m.
February 17-Friday 6-10 p.m. Presentation
of Position Paper
(15 minute break-8:00-8:15 p.m.)
|
6:15 p.m |
K., Kari |
8:15 p.m. |
M., Sarah |
|
6:30 p.m. |
W., David |
8:30 p.m. |
S., Tina |
|
6:45 p.m. |
K., Brenda |
8:45 p.m. |
B., Sue |
|
7:00 p.m. |
T., Joyce |
9:00 p.m. |
W., Kari |
|
7:15 p.m. |
R., Cliff |
9:15 p.m. |
P., Todd |
|
7:30 p.m. |
K., Brian |
9:30 p.m. |
H., Tim |
|
7:45 p.m. |
R., Cindy |
9:45 p.m. |
n/a |
February 18-Saturday 8 a.m.-5 p.m.
(Lunch 12 noon-1:00 p.m. on your own) Presentation of Position
Paper/After lunch: Closure of class-were your questions answered-what
was the most important thing learned, other topics: Emotional
Intelligence, Happiness, Protective
Services, Power & Control Wheel, tc.
|
10:00 a.m |
G., Jaime |
|
10:15 a.m. |
D., Cindy |
|
10:30 a.m. |
D., Raquel |
|
10:45 a.m |
M., Melessia |
|
11:00 a.m. |
K., Carol |
|
11:15 a.m. |
B., Jenny |
|
11:30 a.m. |
T., Carrie |
|
11:45 a.m. |
W., Tondalear |
Course Evaluation:
1. Thoughtful class participation individually
and in groups; attendance in a three weekend class (36 hours=9
sessions of 4 hours each) is critical.
2. Class preparation through assigned projects,
textbook readings, paper presentations and reflective thinking.
3. Prepare and deliver assigned oral and
written presentation on due date/time.
4. Position
Paper
Position Paper=100
points, Test=70 points, Participation=80 points; 250 Total Points
|
Percentile |
Grade |
Distribution |
|
95-100% (237-250) |
A |
14 |
|
90-94% (225-236) |
A- |
6 |
|
85-89% (212-224) |
B+ |
1 |
|
80-84% (200-211) |
B |
|
|
75-79% (187-199) |
B- |
|
|
70-74% (175-186) |
C+ |
|
Participation:
Attendance: 20 points (2 points for each 4 hour session-9 sessions+2
point bonus for full participation in all sessions)
Group Activities: 40 points
Presentation of Paper/School Board Questions: 20 points
Extra Credit Opportunity
Summary
Students earned a mean of 63.52 on the test and
93.05 on the paper for a total of 156.57; add the participation
of 80 possible points and this gives a typical student a total
of 236.57 although 236.2 was the mean average for points earned
in the class. The extra credit opportunity was taken advantage
of by six students (as of March 2), and thirteen students inquired
about their grade status for the class within 10 days after the
final class activity. All requests were returned promptly by e-mail
or telephone. All students completed course assignments and course
objectives.
School Guidance Counselor Resources, Bibliography &
Helpful Links