DEPARTMENT of PSYCHOLOGY & COUNSELING
COLLEGE OF EDUCATION
Pittsburg State University
Summer 2009
-----------------------------------------------------------------------------------------------------------------Course Number: PSYCH 814-50
Title: Program Planning and Management in
School Counseling
Credit Hours: 2
Course Time Schedule: June 8-June 18;
2:00-6:00 p.m. Mon.-Thurs. (201 WH)
Instructor: Becky Brannock, Ph.D., LPC Office Phone: (620)235-4569
Professor
rbrannoc@pittstate.edu
Office: 205A Whitesitt Hall
Office Hours: M -Th:12-2 & F:10-12
(Additional times by appointment)
I. COURSE DESCRIPTION
Program Planning and Management in School Counseling is a course designed to
provide instruction in planning and managing a comprehensive, PK-12 developmental
school counseling program; which includes development of advisory teams, selection
and use of needs assessments, planning goals/competencies/outcomes, and program
evaluation methods. Techniques, procedures, and materials used to meet the needs of
individual students, use of classroom guidance, facilitation of small groups, and the
school community will be addressed, as well as crisis/critical incidents management.
II. PREREQUISITES
PSYCH 745; Introduction to Counseling and Psychotherapy or permission of the
instructor.
III. PURPOSE OF THE COURSE
The purpose of the course is to prepare school counselors to work within elementary
and secondary school systems. School counselors must be prepared to meet the
various needs of students and provide assistance to parents, teachers, and
administrators.
IV. COURSE OBJECTIVES
Upon completion of the course, the student should be able to:
A. Understand the role of the school counselor in an educational setting and be able to
communicate this role to various stakeholders.
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B. Initiate the development of a comprehensive, developmental PK-12 school
counseling program which takes into consideration current research and best practices
from the professional literature.
C. Organize an advisory team, write counseling program core beliefs, a vision
statement, a mission statement, develop a needs assessment instrument and
administer the survey, identify priority needs, write goals and competencies for
addressing identified needs, develop materials for meeting the needs, and evaluate
activities as well as the overall program.
D. Identify and utilize a variety of materials for addressing the needs of all students,
their teachers, administrators, and parents within the school setting.
E. Be aware of the role of the school counselor in crisis intervention or critical incident
situations in order to serve in an effective manner
V. REQUIRED TEXTS
American School Counselor Association. (2005). The ASCA national model: A
framework for school counseling programs. (2nd edition). Alexandria, VA: ASCA.
Rye, D.R., & Sparks, R. (1999). Strengthening K-12 school counseling
programs: A support system approach. (2nd edition). Muncie, IN:
Accelerated Development.
VI. INSTRUCTIONAL RESOURCES
Campbell, C. & Dahir, C. (1997). The national standards for school
counseling programs. Alexandria, VA: American School Counselor
Association.
Dahir, C., Sheldon, C., & Valiga, M. (1998). Implementing the national
standards for school counseling programs. Alexandria, VA: American
School Counselor Association.
Gysbers, N. & Henderson, P. (1997). Comprehensive guidance programs
that work-II. Greensboro, NC: ERIC/CASS Publications.
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Myrick, R.D. (2003). Developmental guidance and counseling: A practical
approach. (4th ed.) Minneapolis: Educational Media Corporation.
JOURNALS:
Professional School Counseling
The Journal of Counseling & Development
Counseling Today (tabloid)
ASCA School Counselor (published bi-monthly)
COUNSELING RESOURCE MATERIALS:
A comprehensive listing of activity books, kits, video/dvd programs, etc. will be
distributed to students. Many of the materials will be used in classroom presentations
by the instructor and the students.
VII. TEACHING STRATEGIES
A.
B.
C.
D.
E.
F.
Lectures and classroom discussions
Readings in textbooks, journals, and other materials
Group activities
Student presentations
Guest speakers
Videos/dvds
VIII. REQUIREMENTS AND EVALUATION
A. Attendance is crucial as well as participation in class discussion. Points will be
assigned accordingly (see grading scale on p. 4).
B. Activities
1. Activity #1: Develop a comprehensive school counseling program which includes:
a. proposal with projected timeline for implementation
b. advisory team
c. core beliefs, vision statement, and mission statement
d. needs assessment survey
e. identified priority needs
f. goals, competencies, and activities
g. evaluation--activity & overall program evaluation
(DUE DATE: June 18, 2009)
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2. Activity #2: From Activity 1, give an overall brief synopsis of your comprehensive
program. Then choose and present a classroom guidance activity which includes:
a. goals
b. outcome competencies
c. strategies and materials
d. evaluation of activities
(PRESENTATION DATE: June 18, 2009)
3. Activity #3: Keep a School Counseling Journal. In this journal should be a record
of your thoughts regarding ideas for your future school counseling program. You can
include the pro’s and con’s about materials presented in class, program implementation,
discoveries about seeing yourself as a school counselor, etc. Make entries after each
class session. Journals will be due during the final week of class, then returned to you
upon completion of the course. (DUE DATE: June 18, 2009)
4. Activity #4: Secure an e-mail address from Computing Services (1st floor Whitesitt)
unless you already have a personal account. Send an initial e-mail message to your
instructor to document your address. In your message indicate in a paragraph, why you
want to be a school counselor. (DUE DATE: June 15, 2009)
5. Activity #5: Throughout the first summer session, join the International Counseling
Network (ICN) list-serv. You will be instructed on how to become a member free of
charge. Submit welcome page from acceptance response for documentation. Also
write 1-2 statements about what you learned in your journal weekly from the list-serv.
(DOCUMENTATION DATE: June 16, 2009)
C.
1.
2.
3.
4.
5.
6.
7.
Evaluation Criteria:
Attendance/Classroom Participation
Written Plan
Program Presentation
School Counseling Journal
E-mail
ICN Documentation
TOTAL
D.
1.
2.
3.
4.
5.
Grading Scale:
A = 300-270 points
B = 269-240 points
C = 239-210 points
D = 209-180 points
F = 179 points & below
100 points
50 points
50 points
50 points
25 points
25 points
300 points
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Course Outline
-Summer 2009-
M(6/8): Introductions; Historical Perspectives of School Counseling; Role of School
Counselor; Chapters 2, 4, & 5. (Organize into groups for program plan)
T(6/9): Chapters 3 & 6; Computer Lab
W(6/10): Chapter 7; Computer Lab
Th(6/11) : MO & KS Models; Elementary School Counselor speaker; Crisis
Planning/Critical Incidents speaker; Computer Lab
M(6/15): Chapters 8 & 9; Computer Lab
EMAILS DUE.
T(6/16): ASCA National Standards & National Model; Public Relations/Advocacy; Team
Building Activity (Bring newspapers & masking tape per group); Computer Lab
ICN DOCUMENTATION DUE.
W(6/17): Resources Preview of School Counseling Materials; Counseling Center
Planning; Computer Lab
Th(6/18): COMPREHENSIVE PROGRAM PRESENTATIONS:
(Elementary/Middle School/High School); Middle School Counselor speaker
*WRITTEN COMPREHENSIVE PROGRAMS DUE.
SCHOOL COUNSELING JOURNALS DUE.
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