PROFESSIONAL COUNSELING PROGRAM
Middle Tennessee State University
1301 East Main Street
Murfreesboro, TN 37132
http://www.mtsu.edu/edu_leadership/professional_counseling/
COUN 6160 FOUNDATIONS OF SCHOOL COUNSELING
Instructor:
Email:
Office Phone:
Cell Phone:
Class Location:
Office:
Office Hours: *
Meeting dates:
Course Description: This course presents the principles of developmental school counseling based on the American School
Counseling National Model and the Tennessee Model for Comprehensive School Counseling. Competencies and skills to
organize, implement, manage, and evaluate a comprehensive school counseling program will be discussed. Topics include
the history of school counseling, components of a comprehensive school counseling program, appropriate roles of the
professional school counselor, and current trends and issues in school counseling.
Required Textbook: Stone, C. & Dahir, C. (2011) The Transformed School Counselor.
Objectives:
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Develop knowledge of history and philosophy of the school counseling profession, including significant factors and
events;
Understand the relationship of the school counseling program to the academic and student services program in the
school;
Develop and demonstrate knowledge of methods of planning, developing, implementing, monitoring, and
evaluation of comprehensive developmental counseling programs;
Understand the relationship of school counselors in elementary, middle, and high schools and the appropriate use
of individual counseling, small group counseling, and large guidance as interventions to assist all students with
academic, career, and personal/social development;
Develop knowledge of the role of the school counselor as coordinator of services, consultant, and evaluator of
program;
Demonstrate technological competence and computer literacy;
Establish professional identity through involvement in professional national and state organizations (ASCA, ACA, &
TCA), its divisions, branches, affiliates, including membership benefits, activities and current emphases;
Understand the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age,
gender, sexual orientation, religious and spiritual beliefs, physical and mental status, and equity issues in school
counseling;
Recognize counselor’s roles in social justice, advocacy, conflict resolution, cultural self-awareness, the nature of
biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally
supported behaviors that are detrimental to the growth of human spirit, mind, or body.
Students will develop an understanding of program evaluation and assessment in counseling
Students will gain an understanding of models of consultation related to counseling
Evaluation
Class Attendance & Participation
Online Discussion Boards
Program Audit/Program Audit/SWOT
analysis
Journal Article Review
Administrator/Teacher Interviews
Comprehensive School Counseling
Program Proposal
Counseling Workshop
TOTAL POINTS
40 points
160 points
100 points
100 points
100 points
300 points
200 points
1000 POINTS
Grading Scale
Grade
Percentage
Points
Evaluation based on points earned.
A
100-90%
900-1000
Mastery of content/concepts
B
89%-80%
800-899
Good understanding of material
C
79%-70%
700-799
D
69%-60%
600-699
F
< 60
Below-600
Rather basic understanding, work is needed to perform
appropriately and at a professional level
Limited understanding, significant work is needed to
perform appropriately and at a professional level
Measured performance indicates material was not
adequately understood
COUN 6160 Foundations of School Counseling
2009 CACREP Standards
Standard #
II-G-1-a
Core Curricular
Category
Professional Orientation
and Ethical Practice
II-G-1-b
Professional Orientation
and Ethical Practice
II-G-1-f
Optional
Professional Orientation
and Ethical Practice
II-G-1-g
Optional
Professional Orientation
and Ethical Practice
II-G-1-j
Optional
Professional Orientation
and Ethical Practice
II-G-8-a
Research and Program
Evaluation
Research and Program
Evaluation
II-G-8-e
Standard & Assessment Measures
History and philosophy of the counseling profession
Professional roles, functions, and relationships with other human
service providers, including strategies for interagency/interorganization collaboration and communications
Professional organizations, including membership benefits,
activities, services to members, and current issues;
Professional credentialing, including certification, licensure and
accreditation practices and standards, and the effects of public
policy on these issues.
Ethical standards of professional organizations and credentialing
bodies, and applications of ethical and legal considerations in
professional counseling.
The importance of research in advancing the counseling profession
The use of research to inform evidence-based practice
Assignment/Assessment
Lecture/discussion/class
activities, discussion
board
Lecture/discussion/class
activities, Discussion Board
group presentations
Lecture/discussion/class
activities, joining professional
organizations
Lecture/discussion/class
activities
Lecture/discussion/class
activities, discussion board,
group presentations
Journal Article Review
Assignment
Journal Article Review
assignment
Standard #
SC-A-1
School Counseling
Foundations - Knowledge
Standard & Assessment Measures
Knows history, philosophy, and trends in school counseling and
educational systems
SC-A-2
Foundations – Knowledge
Understands ethical and legal considerations specifically related to
the practice of school counseling
SC-A-3
Foundations – Knowledge
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
SC-A-4
Foundations - Knowledge
SC-A-5
Foundations – Knowledge
Knows professional organizations, preparation standards, and
credentials that are relevant to the practice of school counseling
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
SC-B-2
Foundations– Skills and
Practices
Demonstrates the ability to articulate, model and advocate for an
appropriate school counselor identity and program
SC-C-1
Counseling, Prevention
and Intervention –
Knowledge
Counseling, Prevention
and Intervention –
Knowledge
Knows the theories and processes of effective counseling and
wellness programs for individual students and groups of students
SC-G-3
Assessment – Knowledge
Identifies various forms of needs assessments for academic, career
and personal/social development
SC-I-1
Research and Evaluation
– Knowledge
Understands how to critically evaluate research
SC-I-2
Research and Evaluation
– Knowledge
Knows models of program evaluation for school counseling
programs
SC-I-3
Research and Evaluation
– Knowledge
Knows basic strategies for evaluating counseling outcomes in
school counseling (program evaluation)
SC-I-4
Research and Evaluation
– Knowledge
Knows current methods of using data to inform decision-making and
accountability (e.g. school improvement plans, school report card)
SC-I-5
Research and Evaluation
– Knowledge
Understands the outcome research data and best practices
identified in school counseling research literature.
SC-J-1
Research and Evaluation
– Skills and Practice
Applies relevant research findings to inform the practice of school
counseling
SC-K-1
Academic Development –
Knowledge
Understands the relationship of the school counseling program to
the academic mission of the school
SC-C-2
Knows how to design, implement, manage and evaluate programs
to enhance the academic, career and personal/social development
of students.
Assignment/Assessment
Lecture/discussion/class
activities, discussion board,
group presentations
Lecture/discussion/class
activities, discussion board,
group presentations
Comprehensive School
Counseling Program Proposal;
Administrator/Teacher
Interview
Lecture/discussion/class
activities
Lecture/discussion/class
activities, discussion board,
journal article review, group
presentations
Comprehensive School
Counseling Program Proposal
Graded via rubric
Lecture/discussion/class
activities, discussion board,
Program Audit/SWOT analysis
Lecture/discussion/class
activities; Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities; Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities; Journal article
review
Lecture/discussion/class
activities; Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities; Introduction to
MEASURE, Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities; Introduction to
MEASURE, Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities, journal article
review, Discussion Board
Comprehensive School
Counseling Program proposal,
Counseling workshop
presentation
Graded via rubric
Lecture/discussion/class
activities;
Administrator/Teacher
Interview; Comprehensive
SC-K_2
Academic Development –
Knowledge
SC-M-1
Collaboration and
Consultation – Knowledge
SC-M-2
Collaboration and
Consultation – Knowledge
Collaboration and
Consultation – Knowledge
SC-M-3
Understands the concepts, principles, strategies, programs and
practices designed to close the achievement gap, promote
academic success, and prevent students from dropping out of
school
Understands the ways in which student development, well-being
and learning are enhanced by family-school-community
collaboration
Knows strategies to promote, develop and enhance effective
teamwork within the school and larger community
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
Understands the various peer programming interventions (e.g. peer
mediation, peer tutoring, peer mentoring) and hot to coordinate them
SC-M-6
Collaboration and
Consultation – Knowledge
SC-O-1
Leadership – Knowledge
Knows the qualities, principles, skills and styles of effective
leadership
SC-O-2
Leadership – Knowledge
Knows strategies of leadership designed to enhance the learning
environment of schools
SC-O-3
Leadership – Knowledge
Knows how to design, implement, manage and evaluate a
comprehensive school counseling program
SC-O-4
Leadership – Knowledge
Understands the important role of the school counselor as a system
change agent
SC-O-5
Leadership – Knowledge
Understands the school counselor’s role in student assistance
programs, school leadership, curriculum and advisory meetings
SC-P-1
Leadership – Skills and
Practice
SC-P-2
Leadership – Skills and
Practice
Participates in the design, implementation, management, and
evaluation of a comprehensive developmental school counseling
program.
Plans and presents a school counseling-related program for use
with parents and teachers
School Counseling Program
proposal
Lecture/discussion/class
activities, Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities; Discussion Board
Lecture/discussion/class
activities
Lecture/discussion/class
activities
Lecture/discussion/class
activities; Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities, discussion boards,
Program Audit/SWOT analysis
Lecture/discussion/class
activities; discussion boards,
Program Audit/SWOT analysis
Lecture/discussion/class
activities, Comprehensive
School Counseling Program
proposal
Lecture/discussion/class
activities; discussion board,
Program Audit/SWOT analysis
Lecture/discussion/class
activities,
Administrator/Teacher
Interview, Program
Audit/SWOT analysis
Comprehensive School
Counseling Program proposal
Graded via rubric
Counseling Workshop
Graded via rubric
Assignments
1. Class Attendance and Participation
I.
Participation
A. Attendance and active classroom participation: Students are expected to attend all face-to-face class
sessions and actively participate in class discussions and activities. Please consult with me if you have an
extenuating circumstance that requires you to miss a class. Students are expected to have completed
readings and assignments prior to class. Active participation in class discussions and activities is
expected. A reading guide will be shared during the first class meeting.(40 points)
B. Online participation: In between each class meeting there will be an online discussion thread/topic. For
each discussion topic, you are expected to contribute to the online discussion by (1) posting at least one
response to the initial thread; (2) posting at least two responses to two different peer posts.
Posts/comments need to be evidenced based---not just your personal opinion. Posts should include
references either from texts used in course readings or from peer reviewed journals. Online discussion
rubric will be given out at the first class meeting. There will be 4 online discussion boards; each one is
worth 40 points. (160 points)
Postings that simply agree with a previous posting, offer no additional information or thoughts, and demonstrate
no in depth understanding of the information will receive no points.
2.
Assessments
A. Administrator/Teacher Interviews: You will conduct two in-depth interviews (one with a teacher and one
with a school level administrator). Specific questions and guidelines will be provided in the first class
meeting. You will turn in a written paper for each interview (approximately 5-6 pages per interview, APA
format). You will present an oral report of approximately 10 minutes to the class on your findings including
the main perspectives and themes you found from your interviews. (100 points) DUE DATE: Date
B. School Counseling Program Audit and SWOT analysis: Using the ASCA Program Audit you will
interview a practicing counselor to determine where their comprehensive counseling program is in terms of
alignment to the ASCA Model. Once the audit is completed, you will use the
Strengths/Weaknesses/Opportunities/Threat (SWOT) model to analyze the counseling program. Prepare
a 10 minute presentation to share with the class. (100 points) DUE DATE: Date
C. Journal Article Review: Select a research article from a peer-reviewed, school counseling related
journal. You will use the evaluation checklist provided during the first class meeting to complete this
assignment. Be prepared to discuss your research article in class. (100 points) DUE DATE: Date
D. Comprehensive School Counseling Program: Develop a proposal for a school level comprehensive
school counseling program. Specific guidelines will be provided in the first class meeting. Students will
work in teams of 3-4 persons to complete this project. You will make a 30 minutes presentation to the
class. (300 points) DUE DATE: Date
E. Counselor Workshop for Parents/Teachers: Students will work in teams of 3-4 persons to develop a
workshop for parents and/or teachers. The topic should be aligned to the school improvement plans and
needs assessment data. Your team will need to develop a lesson plan for the presentation. Additionally,
your team should design an organizational “product” which supports the workshop topic. Examples would
include a flyer/brochure announcing the workshop; a counseling newsletter for parents or students; an
online webpage/website for teachers, students and/or parents; a list of key local community resources for
counselors and/or teachers as it relates to the workshop topic. A copy of the lesson plan and product
should be shared with classmates. The team will deliver a 30 minute presentation of a portion of the
workshop. Your presentation will also need to include specific details on how your team developed the
workshop, connection to school improvement plan/goals, and relevant written and internet resources
related to the service. Ideas for workshop topics and rubric will be discussed during the first class
meeting. (200 points) DUE DATE: Date
3. Resources
MTSU has a variety of resources to help the student complete assignments:
• Libraries: www.mtsu.edu/libraries.
• Walker Library’s Distance Learning site: http://ulibnet.mtsu.edu/distance.
• University Writing Center: Peck Hall 325, 326; 904-8237; www.mtsu.edu/~uwcenter; uwcenter@mtsu.edu
The University Writing Center (UWC) offers free writing assistance for any writing assignment in any class. The UWC staff,
comprised of English graduate assistants, work with students to develop the skills necessary to become a confident,
competent writer by providing one-to-one consultations and helpful handouts. The Writing Center offers many online
services as well, including a Grammar hotline for quick questions, a learning environment system (LES) email drop box and
chat room, and a website filled with helpful handouts, exercises, and resource links for individual work. The Center provides
a free computer lab, located next door to the Center, which affords students the opportunity to immediately incorporate
suggestions and assistance gained during their session. The Center is open Monday through Saturday, and access to
online services is available 24/7.
SMARTTHINKING Online Tutoring Service : SMARTHINKING is the leading provider of online tutoring. Students connect
to live tutors from any computer that has Internet access. SMARTHINKING is a virtual learning assistance center. It
provides online tutoring 24 hours a day, 7 days a week. To use this service at www.smarthinking.com, access the site with
the Username and Password below:
Username: full MTSU email address (example lmm2r@mtmail.mtsu.edu)
Password: MTSU
4. Reporting of Unofficial Withdrawals
Federal regulations require that students who cease class attendance but do not officially withdraw from the University must
be reported so that future financial aid will cease and/or the student will be required to return funds. Therefore, during the
semester the instructor will be required to complete a roster indicating those students who have stopped attending class
without officially withdrawing. Faculty members are not required to check attendance each day; however, project
submission deadlines, exams, quizzes, advising appointments, or other methods the instructor chooses may be used to
determine unofficial withdrawals.
5. Academic Honesty
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It is expected that all work you complete for this course is your own. You are expected to include appropriate
citations (when applicable) in all of your work for this course. The University policy for academic misconduct
will be followed. Academic misconduct includes the following behaviors: plagiarism, cheating, fabrication, or
facilitating any such act. The following definitions apply:
• Plagiarism – the adoption or reproduction of ideas, words, statements, images, or works of another
person as one’s own without proper acknowledgement.
Cheating – using or attempting to use unauthorized materials, information, or study aids in any academic exercise.
The term academic exercise includes all forms of work submitted for credit or hours.
Fabrication – unauthorized falsification or invention of any information or citation in an academic exercise.
Facilitation – helping or attempting to help another to violate a provision of the institutional code of academic
misconduct.
6. Confidentiality
Being involved in class discussion and small groups usually entails some amount of personal selfdisclosure. Because of the nature of vulnerability, trust, and openness needed to learn about counseling,
it is extremely important that confidentiality be maintained. Revealing personal information others have
shared is a breach of confidentiality and is unethical. If you would like to share with others regarding your
experiences, please reveal only your own reactions and understandings, and avoid using names or identifying features of
your classmates. It is expected that any person participating in a demonstration, role play, or group activity will have their
confidentiality respected.
7. MTSU Professional Counseling Program Dispositions
Students in the Professional Counseling Program are required to demonstrate program Dispositions (being collaborative,
ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all other academic and
professional endeavors. Information regarding demonstration of these dispositions may be communicated to program
faculty to be used as a component of the faculty’s continuous evaluation of student progress. (See Professional Counseling
Program Handbook at http://www.mtsu.edu/edu_leadership/professional_counseling/ for details).
If you have a disability that may require assistance or accommodations, or if you have any questions related to any
accommodation for testing, note taking, reading, etc., please speak with me as soon as possible. You may also contact the
Office of Disabled Services (615.898.2783) with any questions about such services.
NOTE: The content of this syllabus is subject to change at the discretion of the instructor.
Course Calendar
Date
Week of Date
Reading Assignments:
The Transformed
School Counselor
(Dahir & Stone)
Chapters 1 & 7
Week of Date
Chapter 2
Week of Date
Chapters 3 & 4
Week of Date
Chapter 8
Week of Date
Chapter 14
Week of Date
Chapter 6
Week of Date
Chapters 9 & 10
Week of Date
Chapter 11
Week of Date
Chapter 5
Week of Date
Chapter 12
Week of Date
Chapter 13
Week of Date
Chapter 15
Journal Articles/
Supplemental Reading
(all journal articles are available through MTSU’s
online journal database)
Read and have access to the TN Model for
Comprehensive School Counseling for class date.
Gysbers, N. (2004) Comprehensive guidance and
counseling programs: the evolution of accountability.
Professional School Counseling Journal
Gysbers, N. (2005) Closing the Implementation Gap
(www.schoolcounselor.org)
Stevens, H., Wilkerson, K. (2010) The developmental
assets and ASCA’s National Standards. Professional
School Counseling Journal
Dahir, C., Stone, C. (2009) School counselor
accountability: The path to social justice and systemic
change. Journal of Counseling and Development
Cline, Z., Bissell, J. Hafner, A., Katz, M. (2007). Closing
the college readiness gap. Leadership Journal
Lazovsky, R. (2008) Maintaining confidentiality with
minors. Professional School Counseling Journal
Fein, A., Carlisle, C., Isacson, N. (2008) School
shootings and counselor leadership….Professional
School Counseling Journal
Limberg, D., Lambie, G. (2011). Third culture kids:
Implications for Professional School Counseling.
Professional School Counseling Journal
Preble, B., Taylor, L. (2008/2009) School climate
through students’ eyes. Journal of Association for
Supervision and Curriculum Development.
Stone, C., Zirkel, P. (2010). School Counselor Advocacy:
When law and ethics may collide. Professional School
Counseling Journal
Baker, S., Dietrich, V., Robichaud, T., Schreck, R.,
Wells, S. (2009) School counselor consultation: a
pathway to advocacy, collaboration, and leadership.
Professional School Counseling Journal
Dahir, C., Burnham, J., Stone, C., Cobb, N. (2010)
Principals as partners: Counselors as collaborators.
NASSP Bulletin
Class Meetings
Date
Topics
Overview of Syllabus
Historical Perspectives on
School Counseling
Philosophy of School
Counseling
ASCA/TN Model/CACREP
Planning & Designing a
Comprehensive Program
Assignments Due
Review and have access to the TN Model
for Comprehensive School Counseling
http://www.tn.gov/education/ci/counsel/
Preparing students to be
college and career ready
Program Implementation,
counseling practice,
Individual, small group, and
large group counseling
Evaluation of journal/research
articles
Evaluation of CSCP’s
Administrator and Teacher Interviews
Written Report and Class Presentation
School Counseling Program Audit and
SWOT Analysis
Audit, SWOT Template and Class
Presentation
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Special Populations (SPED,
GLSEN)
School Safety
Legal and Ethical Issues
Suicide Prevention
Journal Article Review
Written Report
Comprehensive School Counseling
Program Proposal
Class Presentation
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Working with At-Risk Students
Collaboration/Consultation
Advocacy
School Counselor Workshop for
Parent/Teachers
Written report and Class Presentation
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Date
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Date
Date
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