E
M
U
D IVISION OF A CADEMIC AND STUDENT A FFAIRS
O FFICE OF A CADEMIC P ROGRAMMING
I
NTER
O
FFICE
M
EMORANDUM
T
O
: Mohamad Qatu, Dean, College of Technology
Michael Tidwell, Dean, College of Business
Murali Nair, Dean, College of Health and Human Services
Thomas Venner, Dean, College of Arts and Sciences
Susann deVries, Interim University Librarian, Halle Library
F
ROM
: Rhonda Longworth, Interim Provost
S UBJECT : COUN 652 – School Counseling (New Course)
COUN 693 – Ethical, Legal and Professional issues in School Counseling (course revision)
School Counseling, Master of Arts (Program Revision)
School Counseling, Post-Masters Certificate (Program Revision)
D
ATE
: March 28, 2016
Requests from the Leadership and Counseling Department and the College of Education for a new course,
COUN 652 – School Counseling , and revisions to COUN 693 – Ethical, Legal and Professional Issues in
Counseling , Master of Arts in School Counseling , and Post-Masters Certificate in School Counseling , are now available for review on the Course and Program Development electronic reserves site (bit.ly/EMUCPD).
This is a request for a new course, a course revision, and two program revisions. Please review the proposal and report the action you recommend on the enclosed form by October 28 th , 2016. Lack of response by that date will signify a recommendation to approve the proposal.
If you have any questions or need clarification, please contact Diane Parfitt (734-649-2690, dparfitt@emich.edu), or Evan Finley, Course and Program
Development Associate (7-8954, efinley2@emich.edu).
Attachment: College Response Form & Proposal cc:
Micheal Sayler, Dean, College of Education
Ron Flowers, Department Head, Leadership and Counseling
Diane Parfitt, Leadership and Counseling Department
Judith Kullberg, President, Faculty Senate
Chris Shell, Registrar
Original, Course and Program Development

E ASTERN M ICHIGAN U NIVERSITY
D
IVISION OF
A
CADEMIC AND
S
TUDENT
A
FFAIRS
Complete and return this form to 304 Pierce Hall or by e-mail (efinley2@emich.edu) by the Review Deadline.
Failure to return the form by the Review Deadline signifies a recommendation to approve the proposal.
Distribution Date: March 28, 2016 Review October 28, 2016
Sponsoring
College:
College of
Education
Deadline:
Department: Leadership and Counseling
Type of Proposal: New Course: X Course Title &
Number:
COUN 652 – School Counseling
New Program:
New Certificate:
Program Title:
Certificate Title:
Course Revision: X Course Title &
Number:
Program Revision: X Program Title:
COUN 693 – Ethical, Legal and Professional
Issues in School Counseling
School Counseling, MA
School Counseling Post-Masters Certificate
Academic Level: Graduate
(Check one of the following.)
___________Approve
___________Approve with Comments
___________Do Not Approve
If Recommendation other than Approve is selected above, please explain.
Council Chair Signature
I concur do not concur
College Dean (or designate) Signature
Date
with the above recommendation.
Date

COUN 652 SYLLABUS 1
Eastern Michigan University
Department of Leadership and Counseling
Syllabus
COUN 652 School Counselor
PREREQUISITE : COUN 503
3 Semester Hours
College of Education Conceptual Framework
Inquiry, Advocacy, and Leadership in Education for a Diverse and Democratic Society
Program Mission:
Eastern Michigan University's Counseling Program is committed to developing professional counselors who will work in college, clinical mental health/community, and/or school settings to actively promote the well-being of individuals, institutions, and communities through the application of counseling knowledge and skills that enhance the diversity, dignity, and development of the clients and communities they serve. In addition, graduates will demonstrate qualities of advocacy, leadership, and collaboration within the context of a culturally diverse and technologically complex society.
COURSE DESCRIPTION
The course will include the history and development of school counseling, models of school counseling programs including action plans, models of P-12 comprehensive career development and postsecondary planning, models of school-based collaboration and consultation, development of skills for working with stakeholders, and assessments specific to P-12 education.
2009 CACREP Standards – School Counseling
FOUNDATIONS
A. Knowledge
1. Knows history, philosophy, and trends in school counseling and educational systems.
2. Understands ethical and legal considerations specifically related to the practice of school counseling.
3. 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.
5. 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.
7. Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other traumacausing events.
B. Skills and Practices
2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program.
COUNSELING, PREVENTION, AND INTERVENTION
C. Knowledge
1. Knows the theories and processes of effective counseling and wellness programs for

COUN 652 SYLLABUS 2 individual students and groups of students.
2. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students.
4. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling.
5. Understands group dynamics — including counseling, psycho-educational, task, and peer helping groups — and the facilitation of teams to enable students to overcome barriers and impediments to learning.
6. Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention.
D. Skills and Practices
1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.
2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.
3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development
4. Demonstrates the ability to use procedures for assessing and managing suicide risk.
DIVERSITY AND ADVOCACY
E. Knowledge
1. Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning.
4. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement.
F. Skills and Practices
1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.
2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.
3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.
4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students
ASSESSMENT
G. Knowledge
1. Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students.
2. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs
H. Skills and Practices
5. Assesses barriers that impede students’ academic, career, and personal/social development.

COUN 652 SYLLABUS 3
ACADEMIC DEVELOPMENT
K. Knowledge
1. Understands the relationship of the school counseling program to the academic mission of the school.
3. Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material.
L. Skills and Practices
1. Conducts programs designed to enhance student academic development.
2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.
3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.
6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them.
COLLABORATION AND CONSULTATION
M. Knowledge
5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children.
6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them.
N. Skills and Practices
1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school .
5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families
LEADERSHIP
P. Skills and Practices
2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers).
COURSE OBJECTIVES: This course is designed to serve as an introduction to the field of school counseling. Its purpose is to provide students with exposure to historical and current developments in the field with emphasis on comprehensive models of school counseling and on developing and integrating school counseling programs within school systems. Upon completion of this course, students will be able to demonstrate:
1. Awareness of history, philosophy, and current trends of school counseling.
2. An understanding of comprehensive developmental models of school counseling with an understanding of the various roles functions of a comprehensive developmental school counseling program and the multiplicity of roles of an effective school counselor. These roles will include individual and group counseling; coordinating; consulting; classroom guidance expert; and case management roles.
3. A sensitivity toward diversity issues as they pertain to school counseling. This will include the development of an understanding of the impact of race/ethnicity, gender, sexual

COUN 652 SYLLABUS 4 orientation, physically handicapping conditions, religion, and economic conditions on counseling efforts with diverse students, school staff, families, and communities.
4. An understanding of and adherence to professional and ethical standards of conduct as well as legal mandates for school counselors.
5. An awareness of contemporary issues facing school counselors.
SUGGESTED REQUIRED READINGS
American School Counselor Association (2012). The ASCA National Model: A Framework
for School Counseling Programs (third edition)” Alexandria, VA: Author.
Bowers, J., & Hatch, P.A., (2003). The ASCA National Model: A Framework for School
Counseling Programs . Alexandria, VA: American School Counselor Association.
(Available on-line at http://www.schoolcounselor.org/store_product.asp?prodid=13 )
Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school counseling program (2nd Ed.). Upper Saddle River, NJ: Pearson.
Erford, B. (2014). Transforming the school counseling profession (4 th ed.). Pearson.
Stone, C., & Dahir, C. (2015). The transformed school counselor (3rd ed.). Wadsworth.
All additional readings posted to Course Website
Additional readings (see list at end)
METHODS OF INSTRUCTION:
Content will be presented in one or a combination of the following didactic methods during each class session: Lecture-discussion, individual and/or group presentations by students, online discussions, written assignments, group work, media presentations, guest speakers, live demonstration, review of research, and experiential exercises.
PROFESSIONAL AND ETHICAL BEHAVIOR
Students are expected to behave in accordance with the Code of Ethics of the American
Counseling Association (2005). The penalty for unethical behavior will include failure in this course and may include dismissal from the Counseling program (see COUN Student Handbook).
ACADEMIC INTEGRITY
All students are expected to demonstrate academic honesty. Academic dishonesty includes, but is not limited to, pl agiarism, alteration of records, substitution of another’s work representing it as the student’s own, and knowingly assisting another student in engaging in such activity. The penalty for academic dishonesty will include failure in this course and may also include dismissal from the Counseling Program (see COUN Student Handbook) and the University.
COURSE CHANGES: Some content/assignments may require a different approach, more time, or we might get new ideas for different or additional assignments. The course schedule, requirements, and procedures are subject to change at my discretion in the event of extenuating circumstances.

COUN 652 SYLLABUS 5
ACCOMMODATION OF STUDENT NEEDS : If you need course adaptations or accommodations because of a disability, please make an appointment to discuss the needed accommodations with me as soon as possible. At any point in the semester, if you encounter any difficulty in the course, or feel you could be performing at a higher level, please consult with me, your department head, or the Dean (310 Porter). You may also find help through one of EMU’s free support services (see those mentioned above).
* The University Writing Center (115 Halle Library; 487-0694) offers one-to-one writing consulting for both undergraduate and graduate students. Students can make appointments or drop in. Students are encouraged to come to the UWC at any stage of the writing process.
Students seeking writing support at any location of the University Writing Center should bring a draft of their writing (along with any relevant instructions or rubrics) to work on during the consultation.
The UWC also has several satellite locations across campus (in Owen, Marshall, Pray-Harrold, and Mark Jefferson). These satellites provide drop-in writing support to students in various colleges and programs. Satellite locations and hours can be found on the UWC web site: http://www.emich.edu/uwc.
UWC writing consultants also work in the Academic Projects Center (116 Halle Library), which offers drop-in consulting for students on writing, research, and technology-related issues. The
APC is open 11 a.m. to 5 p.m. Mondays through Thursdays. Additional information about the
APC can be found at http://www.emich.edu/apc.
**Students with Disabilities : If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first register with the Students with Disabilities Office
(SWD) in room 240K of the Student Center. You may contact ASO by telephone at (734) 487-
2470 or online at http://www.emich.edu/drc/. Students with disabilities are encouraged to register with SWD promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible.
“F” and “J” International Students : The Student Exchange Visitor Information System
(SEVIS) requires F and J students to report the following to the Office of International Students,
244 EMU Student Center within ten (10) days of the event:
• Changes in your name, local address, major field of study, or source of funding.
• Changes in your degree-completion date
• Changes in your degree-level (ex. Bachelors to Masters)
• Intent to transfer to another school
• Prior permission from OIS is needed for the following:
• Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours
• Employment on or off-campus
• Registering for more than one ONLINE course per term (F-visa only)
• Endorsing I-20 or DS-2019 for re-entry into the USA
• Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at 487-3116, not your instructor.
Religious Holidays: Current University policy recognizes the rights of students to observe religious holidays without penalty to the student. Please provide advance notice in order to make up work, including work that you will miss as a result of your absence from class due to observance of religious holidays. If satisfactory arrangements cannot be made, you may appeal to the head of the Department of Leadership & Counseling.

COUN 652 SYLLABUS 6
COURSE CONTENT
1.
Introduction to Course/Welcomes/Expectations a.
History of School Counseling
STANDARDS MET
School: A.1.
2.
Introduction to School Counseling a.
Approaches to School Counseling b.
Counseling Services vs. Comprehensive Programs
3.
The ASCA National Model a.
Team Building
4.
ASCA National Model – Delivery Systems – Part 1 a.
Guidance Curriculum b.
Individual Planning
5.
ASCA National Model – Delivery Systems – Part 2 a.
Responsive Services b.
System Support c.
Non-guidance Duties
6.
ASCA National Model – Themes a.
Systemic Change b.
Leadership c.
Advocacy d.
Collaboration
School: A.3., A.5., K.1.
School: A.5., K.1.
School: A.5., C.2., K.3.
School: C.1.
School: A.5., B.2., E.4.
7.
Fundamentals of Elementary School Counseling a.
Guidance Curriculum
School: C.2., K.3.
8.
9.
10.
Elementary School Counseling Presentations
Fundamentals of Middle School Counseling a.
Responsive Services
Middle School Counseling Presentations
School: A.1., A.3., C.2., C.5.,
D.2., E.4., G.1., G.2., H.5.,
K.1., L.1., M.5., N.1., P.2.
School: C.1., C.6., G.1., L.6.,
M.6.
School: A.2., A.3., A.5., A.7.,
B.2., C.1., C.4., C.6., D.1., D.2.,
D.3., E.1., F.1., F.2., F.3., F.4.,
G.1., G.2., K.1., L.1., L.2., N.1.,
P.2.
School: A.3., A.5., C.4., E.1.,
E.4., F.3., K.1.
11.
Fundamentals of High School Counseling Individual
Planning
12.
High School Counseling Presentations School: B.2., C.2., C.4., C.5.,
C.6., D.2., D.4., G.1., K.1.,
K.3., L.1., L.2., L.3., L.6., M.6.,
N.5., P.2.
13.
Fundamentals of Post-Secondary Educational Planning School: C.4., E.1., E.4., K.1.
14.
Final Exam
STUDENT EVALUATION
An example of student evaluation is as follows:

COUN 652 SYLLABUS 7
1. Participation in a group project to develop a comprehensive program plan 30%
2. Reading a contemporary book concerning school issues 25%
3. Individual research/evaluation proposal
4. Class attendance and participation
5. Final essay examination
15%
10%
20%
SAMPLE COURSE REQUIREMENTS/EVALUATION
1) Elementary School Counseling Presentations
Four of the following presentations are assigned in any given semester. Each student will serve on a team responsible for planning and delivering one of the following presentations and for participating in three of the remaining presentations.
A.
Responsive Services presentation addressing parental divorce as an environmental stressor affecting students, involving the planning of a counseling group to assist students, and the simulation of an informational pre-group meeting for parents.
(C2, D2, N1, P2)
B.
System Support presentation involving a simulation of a faculty in-service addressing the impact of parental substance abuse on student functioning, helping teachers recognize potential signs and symptoms, and encouraging referrals. (G1, G2)
C.
System Support presentation involving an in-service regarding signs and symptoms of child abuse/neglect and state child abuse reporting requirements. (A2, A3, G1)
D.
Individual Planning presentation involving the simulation of a consultation appointment with parents who have questions about a recent IEP meeting and their daughter’s educational needs. (G1, M5, N1)
E.
School Guidance Curriculum presentation involving the simulation of a classroom guidance lesson focused on combating occupational stereotyping as it pertains to career development. (C2, E4)
2) Middle School Counseling Presentations
Four of the following presentations are assigned in any given semester. Each student will serve on a team responsible for planning and delivering one of the following presentations and for participating in three of the remaining presentations.
A.
System Support presentation involving a simulation of a faculty in-service regarding diversity issues, gay bashing, bullying, and school responsibility to ensure all students a safe learning environment. (A2, D1, E1, F1, F3)
B.
Individual Student Planning presentation for eighth grade students and their parents to address the statewide high school graduation requirements. (C4, F2, F4, K1, L1, L2,
P2)
C.
System Support presentation involving the simulation of a presentation to the school board in a district that has been experiencing major financial challenges and needs to reduce its budget by significant amount for next year. One consideration is to eliminate one of the four middle school counselors. Presenters must explain the roles, functions, settings, and professional identity of the school counselor and a comprehensive school counseling program in relation to the roles of other professional and support personnel in the school and must present local, state and national data. (A3, A5, B2)

COUN 652 SYLLABUS 8
D.
Responsive Services presentation involving classroom interventions in the aftermath of a tornado that ripped through the town. (A7, C6)
E.
School Guidance Curriculum presentation involving the simulation of a classroom guidance lesson focused on personal safety issues related to websites such as
Facebook and/or to cell phones. Specifically, you are charged with the responsibility for helping students understand how to protect their own personal safety and for identifying dangers related to chat rooms and websites such as Facebook or to
“sexting” with cell phones. (C1, D2 , D3)
F.
Responsive Services presentation involving the simulation of a meeting with a 7 th grade student and his/her parents. This student has been exhibiting signs and symptoms of substance abuse. The purpose of this meeting is to discuss the student’s symptoms, recommend inpatient treatment for recovery, his/her after-care needs, and his/her transition back into school. An outcome of the meeting should be a concrete plan to assist the student in gaining and maintaining sobriety and improving academic performance. (G1, G2, N1)
3) High School Counseling Presentations
Four of the following presentations are assigned in any given semester. Each student will serve on a team responsible for planning and delivering one of the following presentations and for participating in three of the remaining presentations.
A.
Individual Student Planning presentation involving the simulation of a classroom guidance lesson focused on teaching students about careers and postsecondary educational options in the Science, Technology, Engineering, and Math (STEM) fields. (C4, D2, K1, K3, L1, L2)
B.
School Guidance Curriculum presentation addressing bullying and school safety in the aftermath of the Phoebe Prince suicide. The presentation must demonstrate sound lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. (C1,
C2, D4, K3)
C.
Responsive Services presentation involving the simulation of a counseling session in which a student expresses suicidal ideation and the counselor conducts a risk assessment and makes a referral. (C6, D4, G1, N5)
D.
School Guidance Curriculum presentation involving the simulation of a classroom guidance lesson focused on helping students understand a full range of postsecondary options, including school-to-work and college opportunities (C4, L2)
E.
Individual Student Planning presentation involving the simulation of a presentation to school administrators regarding a proposed peer mentoring program to be coordinated by school counselors. The peer mentoring program would involve counselors training high school students to work with 8 th graders to assist them with the transition to high school. (C4, L6, M6)
F.
Individual Student Planning presentation for high school students and their parents regarding college financing and the financial aid application process. (C4, F4, K1, L1,
L2, P2)
4) Final Examination

COUN 652 SYLLABUS 9
Written assignments, presentations, exam, along with assigned readings and class discussions, are used to evaluate students on each standard using the following rubric
Standards Met in COUN 652: School Counselor
On Target
(3)
Developing
(2)
Unsatisfactory
(1)
Standard
A1 Knows history, philosophy, and trends in school counseling and educational systems.
A2 Understands ethical and legal considerations specifically related to the practice of school counseling.
A3 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.
A5 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.
A7 Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events.
B2 Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program.
Advanced
(4)

COUN 652 SYLLABUS 10
Standard
C1 Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students.
C2 Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students.
C4 Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling.
C5 Understands group dynamics — including counseling, psychoeducational, task, and peer helping groups — and the facilitation of teams to enable students to overcome barriers and impediments to learning.
C6 Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention.
D1 Demonstrates selfawareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.
D2 Provides individual and group counseling and classroom guidance to promote the academic,
Advanced
(4)
On Target
(3)
Developing
(2)
Unsatisfactory
(1)

COUN 652 SYLLABUS 11
Standard career, and personal/social development of students.
D3 Designs and implements prevention and intervention plans related to the effects of
(a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development
D4 Demonstrates the ability to use procedures for assessing and managing suicide risk.
E1 Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning.
E4 Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement.
F1 Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.
F2 Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.
F3 Advocates for school policies, programs, and services that enhance a positive school climate and
Advanced
(4)
On Target
(3)
Developing
(2)
Unsatisfactory
(1)

COUN 652 SYLLABUS 12
Standard are equitable and responsive to multicultural student populations.
F4 Engages parents, guardians, and families to promote the academic, career, and personal/social development of students
G1 Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students.
G2 Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs
H5 Assesses barriers that impede students’ academic, career, and personal/social development.
K1 Understands the relationship of the school counseling program to the academic mission of the school.
K3 Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidancerelated material.
L1 Conducts programs designed to enhance student academic development.
L2 Implements strategies and
Advanced
(4)
On Target
(3)
Developing
(2)
Unsatisfactory
(1)

COUN 652 SYLLABUS 13
Standard activities to prepare students for a full range of postsecondary options and opportunities.
L3 Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.
L6 Understands the various peer programming interventions
(e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them.
M5 Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children.
M6 Understands the various peer programming interventions
(e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them.
N1 Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school .
N5 Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families
P2 Plans and presents schoolcounseling-related educational programs for use with parents and teachers
(e.g., parent education
Advanced
(4)
On Target
(3)
Developing
(2)
Unsatisfactory
(1)

COUN 652 SYLLABUS 14
Standard Advanced
(4)
On Target
(3)
Developing
(2)
Unsatisfactory
(1) programs, materials used in classroom guidance and advisor/advisee programs for teachers).

COUN 652 SYLLABUS 15
RECOMMENDED READINGS
Adelman H.S. &Taylor, L. (2002). School counselors and school reform: New directions,
Professional School Counseling, 5, 235-247.
American Counseling Association. (2014). ACA code of ethics.
Alexandria, VA:
Author.http://www.counseling.org/resources/aca-code-of-ethics.pdf
American School Counselor Association. (2010). Ethical standards for school counselors.
Alexandria, VA: Author. https://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%
20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf
American School Counseling Association. Professional School Counseling (Source Journal)
American School Counseling Association. Professional School Counselor (Source Magazine)
American School Counselor Association (2012). The ASCA national model: A framework
for school counseling programs (3 rd ed.). Alexandria, VA: Author.
American School Counselor Association (2002). The National standards for school counseling programs.
Alexandria, VA: Author.
Berry, J.E. & Stickel, S.A. (1997). Leadership for collaborative schools. Dubuque, IA:
Kendall/Hunt Publishing.
Borders, L. D., & Drury S. M. (1992). Counseling programs: A guide to evaluation .
Newbury
Park, CA: Corwin Press.
Bowers, J., & Hatch, P.A., (2003). The ASCA National Model: A Framework for School
Counseling Programs . Alexandria, VA: American School Counselor Association.
(Available on-line at http://www.schoolcounselor.org/store_product.asp?prodid=13 )
Brott, P.E. & Myers, J.E. (1999). Development of professional school counselor identity: A grounded theory, Professional School Counseling, 2, 339-348.
Burgess, D.G. & Dedmond, R.M. (1994). Quality leadership and the professional school counselor.
Alexandria, VA: ASCA.
Cline, Z. (1998). Buscando su voz en dos culturas: Finding your voice in two cultures, Phi
Delta Kappan,79, 699-702.
Cobia, D.C. & Henderson, D.A. (2003). Handbook of school counseling . Upper Saddle River,
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S. Dworkin, & M. Pope, (Eds.). Casebook for counseling lesbian, gay, bisexual, and transgender persons and their families (pp. 7-22). Alexandria, VA: American
Counseling Association.

COUN 652 SYLLABUS 16
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694-698.
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COUN 652 SYLLABUS 17
Sizer, T.R. (1996). Horace’s hope: What works for the Ame rican high school . New York:
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Journal of Health Studies, 18 , 98-103.

693
693

(Now, COUN 693)

693
693

(Now, COUN 693)

693

COUN 693
X

693

693

From: Diane Parfitt dparfitt@emich.edu
Subject: Re: COUN 696 Proposal
Date: March 24, 2016 at 11:57 AM
To: Evan Finley efinley2@emich.edu
Cc: Ronald Flowers rflowers@emich.edu
COUN 693 works for me!
From: "Evan Finley" <efinley2@emich.edu>
To: "Diane Parfitt" <dparfitt@emich.edu>
Cc: "Ronald Flowers" <rflowers@emich.edu>
Sent: Wednesday, March 23, 2016 2:49:09 PM
Subject: COUN 696 Proposal
Hi Diane,
We are now asking departments to use a new number when decreasing or increasing the credit hours of an existing course. This done to avoid issues related to students repeating a course. Would 685, 693, or 695 be an appropriate number to use for this course?
Please let me know if you have any questions.
-Evan
—
Evan J. Finley, M.A.
Catalog and Curricular Development Associate
302K Pierce Hall
Eastern Michigan University
(734) 487-8954 emich.edu/cpd
--
All I can do is engage with complete sincerity.
Then, whatever happens, there is no regret.
- The Dalai Lama
Diane Parfitt, Ph.D., LPC, LP, PCC-S (OH), ACS
Associate Professor, School Counseling Program Coordinator, & YHS/ELC School-Based
Counseling Clinic Coordinator
Department of Leadership & Counseling
Eastern Michigan University
304M Porter Bldg.
Ypsilanti, MI 48197