Counseling 637
Practice and Ethics of School Counseling in the P-12 Setting
Spring 2008
Instructor : Frank Howe
Office : 263 Hull Building
Telephone : 804-395-2338
FAX: 804-395-2148
Office Hours : MWF - 1:00 - 3:00
Tu-Th - By Appointment
EMAIL: howefj@longwood.edu
I. Course Description : An examination of professional ethics of counseling in the
elementary, middle, and secondary schools and, from a developmental framework, a
review of the specific job functions at each level.
Text : Schmidt, J.J. (2003). Counseling in schools, Boston, Allyn & Bacon.
II. Course Objectives
Students successfully completing this course will demonstrate through class discussions,
presentations and final project demonstrate:
Knowledge
1. A clear understanding of professional ethics as related to the practice of school
guidance and counseling *(4,7)
2 A familiarity with typical ethical concerns addressed by counselors and understanding
of criteria used to guide professional behavior in such situations *(4,7)
3. A clear understanding of the nature and purpose of school counseling programs as
viewed through a developmental approach. *(4,8)
4. An understanding of the relationship between the school guidance counselor and other
professional staff especially the classroom teacher. *(4,8)
5. A familiarity with practical application of counseling theory and technique within the
school setting.
6. A familiarity with the counselor's role as facilitator. *(3,4,6,7,8,9)
7. An understanding of the counselor's role as behavioral and educational consultant.
*(4,7)
8. An understanding of the counselor's role and responsibilities with regard to standing
school committees such as placement or evaluation teams. *(3,4)
9. A familiarity with system and interpersonal relationship issues inherent in any work
setting including schools. *(4,6,9)
10. An understanding of the need for accountability and program evaluation. *(3,7)
Skills
11.The ability to apply a professional code of ethics to professional decision making
*(V1, 3,4,7)
12. An understanding of the uses of group counseling skills within the school setting.
*(4,6,7,9)
13. The ability to develop appropriate strategies for accountability and program
evaluation. *(3,4,7)
14. The ability develop a school counseling programs through a developmental approach.
*(3,4,6,7,8,9)
Dispositions
15. An appreciation for the significance of system and interpersonal relationship issues
inherent in any work setting including schools. *(4,6,7,9)
16An appreciation of the significance and importance of the roles and responsibilities of
a school counselor *(4,7)
* Conceptual Framework Competencies - (V1) Educators as Reflective Citizen
Leaders, (1) Plan for Instruction, (2) Implementation and Management of Instruction, (3)
Evaluation and Assessment, (4) Knowledge of Subject, (5) Classroom Management, (6)
Communication Skills, (7) Professional Responsibilities, (8) Technology, (9) Diversity
III. Course Requirements
1. Obtain and read a copy of the required text.
2. Class Presentation. Each student will prepare and deliver two in-class presentations.
One will be on a particular ethical concern related to the practice of school
counseling. The other will be on a selected aspect of implementing or maintaining an
effective school counseling program.
3. Reading Assignment. Each student will summarize, critique, and discuss applicability
of three recent (post 1999) journal articles on school guidance curriculum or
instructional methodology within his/her endorsement area. Due typed March 7
4. Program Plan. As a final project (examination equivalent) each student will submit an
overall plan for implementing an effective school counseling program. Due typed
May 2
Presentation on Ethical Concern
Scoring Criteria
Clear explanation of the problem situation - 5 pts
Professional Ethical Concerns related to the situation - 5 pts
Decision making process applied to this concern - 5 pts
Presentation on Program Implementation
Scoring Criteria
Clear explanation program to be implemented - 5 pts
Explanation of relationship of this program to the social.emotional, educational needs of
the population being served - 5 pts
Specific means by which the program will be delivered - 5 pts
Reading Assignment
Scoring Criteria
Clear summarization of the main points of the article - 2 X 3 - 6 pts
Critique of the professional quality of the article and/or the conclusion and
recommendations made by the author(s) - 4X 3 - 12 pts
Discussion of the how this information may be used in the practice of school guidance
and counseling - 4X 3 - 12 pts
Program Plan
Scoring Criteria
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

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Philosophical statement of counselor's role in school (4 pts)
Job Description (2 pts)
Individual Counseling (6pts): (issues likely to address, criteria for selection, criteria
for referral out)
Small Group (6 pts): (types considered, brief description & selection guidelines for
one, brief sample of materials for one group meeting)
Large Group (In Class) (6 pts): (types considered, brief description & selection
guidelines for one, brief sample of materials for one group meeting)
Consultation with other professional &/or parents (5 pts): (types of activities,
counselor's role in each activity priority of various activities)
Guidance Coordinator (5 pts): (types of activities counselor's role in each activity
priority of various activities)
Accountability (6 pts): (outline of five year accountability study, example of one data
collection tool, example of use and interpretation of data)
IV. Grading
Class Presentation (15 pts each)
30 pts
Research Assignment (10 pts each) 30 pts
Program Plan
40 pts
Total 100 pts
Grading Scale
A - 93 - 100
B - 84 - 92
C - 75 - 83
F - Below 75
V. Honor Code
Students are expected to follow the Longwood College Honor Code as described in the
current Longwood Catalog and Student Handbook.
VI. Attendance
Attendance at all classes is expected. Excessive absences (25% or above) will result in a
failing grade.
VII. Learning Accommodations
Any student who feels that he or she may need accommodations based on a disability
should make an appointment to see me during office hours.
VIII. Class Schedule
Date
January 17
January 24
January 31
February 7
February 14
February 21
February 28
March 7
March 21
March 28
April 4
April 11
April 18
April 25
May 2
Topics
The School Counseling Profession
The School Counselor
Comprehensive School Counseling Programs
Essential Services
Developing a program
Individual and Group Counseling
Collaboration and Consultation
Student Appraisal – Assignment Due
Educational Planning and Career Development
Evaluation of the School Counseling Program
Professional Ethics and Legal Issues
School Counseling Issues
Student Presentations & Discussion
Student Presentations & Discussion
Final Exam – Assignment Due
IX. Ride Sharing for Commuters
http://www.longwood.edu/rcl/commuter/rideshare.htm
X. Selected Bibliography
Baruth, L. G. & Manning, M. L. (1991), Multicultural counseling and psychotherapy.
New York, Merril.
Berg, R. C. (1990). Group counseling: Concepts and procedures. Muncie, IN,
Accelerated Development Inc.
Capuzzi, D. (1994) Suicide prevention in the schools: Guidelines for middle and high
school. Alexandria, VA, American Counseling Association.
Cochran, L. (1993) Career counseling: A narrative approach. Thousand Oaks, CA, Sage
Publications.
Davis, K. (1996), Families: A handbook of concepts and techniques for the helping
profession. Brooks Cole.
Dinkmeyer, D. C. (1994). Consultation: School mental health professionals as consultants
Muncie, IN. Accelerated Development Inc.
Durrant, M. (1995). Creative strategies for school problems: Solutions for psychologists
and teachers. New York: W.W. Norton & Co.
Fields, M. V. (1998). Constructive guidance and discipline : Preschool and primary
education, Upper Saddle River, NJ, Merrill.
Gysbers, N. C. (2000). Developing and managing your school guidance program.
Alexandria, VA, American Counseling Association.
Gysbers, N.C. & Henderson, P. (1988). Developing and managing your school guidance
program. Alexandria, VA, American Association for Counseling and Development.
Gysbers, N.C. & Moore, E.J. (1987). Career counseling : Skills and techniques for
practitioners. Englewood Cliffs, New Jersey : Prentice Hall.
Hazler, R. J. (1998). Helping in the hallways: Advanced strategies for enhancing school
relationships. Thousand Oaks, CA, Corwin Press.
Herr, E. L., Cramer, S.H., (1996), Career guidance and counseling through the lifespan.
Brooks Cole.
Herring, R. D. (1998). Career counseling in schools: Multicultural and developmental
perspectives. Alexandria, VA, American Counseling Association.
Herring, R. D. (1997). Multicultural counseling in schools: A synergetic approach.
Alexandria, VA, American Counseling Association.
Howatt, W. A., (2000), The human services counseling toolbox: Theory, development,
technique, and resources. New York, HarperCollins
Howe, F. J. (1996) Developing a classroom management plan. Education Issues, 6(2), 19.
Howe, F. J. (1991), The sexually abused child : Classroom concerns. Education Issues,
1(2), 16-29.
Howe, F. J. & Meadows, S. (1992) What People Do. WCVE - TV, Richmond, VA
Howe, F. J. & Simmons, B. J. (1993) Nurturing the parent - teacher alliance : A guide to
forming facilitative relationships. In Resources in Education (Document #ED35806),
ERIC Clearinghouse on Teacher Education : Washington, DC
Howe, F. J. & Simmons B. J. (2000) Connecting with parents, Virginia Journal of
Education , June 2000, 6-9.
Howe, F. J., etc. al., (1999) Suicide prevention in the public schools - Guidelines and
procedures. As mandated by Senate Bill 1250, Commonwealth of Virginia produced for
and published by Virginia Department of Education.
Jones, W. P. (1997). Deciphering the diagnostic codes: A guide for school counselors.
Thousand Oaks, Calif., Corwin Press.
Kottler, J. A. (1997) Succeeding with difficult students. Thousand Oaks, CA, Corwin
Press.
Moro, J.J. & Dinkmeyer, D.C. (1977). Counseling in the elementary and middle schools.
Dubuque, Iowa : Wm. C. Brown Publishers
Nastasi, B. K. (1994) School interventions for children of alcoholics. New York, Guilford
Press.
Nichols, M.P., Schwartz, R.C. (1991), Family therapy: Concepts and methods. Boston,
MA, Allyn & Bacon
Orton, G. L. (1996). Strategies for counseling with children and their parents. Brooks
Cole
Paisley, P. O. (1994) Developmental school counseling programs: From theory to
practice. Alexandria, VA, American Counseling Association.
Schulte, J. M. (1995) Ethics in school counseling. New York: Teachers College Press.
Sklare, G. B. (1997). Brief counseling that works : A solution-focused approach for
school counselors. Thousand Oaks, Calif., Sage Publications Co.
Thompson, C. T. & Rudolph, L. B. (2000). Counseling children. Brooks Cole
Webb, L. D., Metha, A., Jordan, K. F. (2000). Foundations of American education. New
York, Merrill