The University of Southern California
Rossier School of Education
Course Syllabus
SPRING 2009
Dr. David Balok
School Counseling, Program Director
Professor of Graduate Education
Rossier School of Education
Waite Phillips Hall, 1003E
Los Angeles, CA 90089-4031
Phone: (213) 740-3265
E-mail: balok@usc.edu
EDCO 575: FIELDWORK IN COUNSELING (SCHOOL COUNSELING SPECIALIZATION)
COURSE OBJECTIVE
To develop competency in all areas of school counseling and guidance. Candidates are provided
opportunity to demonstrate knowledge and skills in applying the themes and functions of school
counseling in school settings.
Emphasis is on supervised fieldwork experiences leading to competencies in the following areas:
 educational assessment
 personal and social counseling
 academic and career counseling
 program development
 program coordination
 supervision


consultation
laws and ethics pertinent to the profession of counseling
In addition to the required field experience, students participate in 18 hours of on-campus group
supervision and consultation seminars each semester. Students will complete a total of 600
school-site hours of experience at two levels – elementary and secondary. An approved and
experienced counseling credentialed supervisor must supervise all hours. EDCO 575: 1 unit =
150 hrs., 2 units = 300 hrs., 3 units = 450 hrs., 4 units = 600 hrs.
Dr. David Balok
EDCO 575 – School Counseling
SPRING 2009 - Page 2
COURSE GOALS
School Counseling Students will:
1. Receive a copy of the University of Southern California School Counseling Fieldwork
Program Handbook .
2. Learn state and university requirements for fieldwork in school counseling.
3. Develop a fieldwork plan that provides for experiences in CTC Standards, especially
the following areas:
A. Educational assessment
B. Personal and social counseling
C. Academic and career counseling
D. Group counseling
E. Program Development
F. Program coordination and supervision
G. Consultation
H. Legal aspects and professional ethics
4. Review knowledge and skills supporting CTC Standards, focusing in the following areas
in preparation for the Exit Interview:
A. School Counseling Foundations
B. Contextual Dimensions of School Counseling
C. Indirect Intervention
D. Direct Intervention
STUDY UNITS (CTC Standards for school counseling are noted below.)
Fieldwork in Counseling (EDCO 575) offers the student the opportunity to experience and extend
academic learning. It is taken during the final stages of university enrollment in order to prepare
for program culmination so as to enter professional work as an appropriately prepared Pupil
Personnel Services professional. The fieldwork action plan, group seminars, and consultations
with site and university supervisors focus on all standards of certification, and they include:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
Program Design, Rationale and Coordination
Growth and Development
Socio-Cultural Competence
Assessment
Comprehensive Prevention and Early Intervention for Achievement
Professional Ethics and Legal Mandates
Family-School Collaboration
Self-esteem and Personal and Social Responsibility
School Safety and Violence Prevention
Consultation
Learning Theory and Educational Psychology
Professional Leadership Development
Collaboration and Coordination of Pupil Support Systems
Human Relations
Dr. David Balok
EDCO 575 – School Counseling
SPRING 2009 - Page 3
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
26)
27)
28)
29)
30)
31)
32)
Technology Literacy
Supervision and Mentoring
Foundations of the School Counseling Profession
Professional, Ethics and Legal Mandates
Academic Development
Career Development
Personal and Social Development
Leadership
Advocacy
Learning, Achievement and Instruction
Individual Counseling
Group Counseling and Facilitation
Collaboration, Coordination and Team Building
Organizational and System Development
Prevention Education and Training
Research, Program Evaluation and Technology
Field Experience
Determination of Candidate Competence
This field experience focus will result in candidate competence in pupil personnel services-school
counseling.
TEXTS
No specific texts are required for this course. Professors select materials that support course
goals. Students should have access to a variety of professional journals and materials published
by professional organizations, including, but not limited to, the American Counseling Association
and the California Association of School Counselors. Recommended: The National Standards for
School Counseling Programs, C. Campbell & C. Dahir, American School Counselor Association.
COURSE REQUIREMENTS
Graduate study at the University of Southern California is to be conducted at the highest
academic, professional level.
1. Students must complete a minimum of 600 hours of supervised fieldwork. The university
supervisor will make at least one site visit during the term. Sites approved by the program
must provide adequate supervision from an experienced professional with the appropriate
credential, provide experiences with a student populations of diverse ethnic background and
abilities, and provide adequate experiences in the areas identified in course goals.
2. Students will meet with the university supervisor for a minimum of 18 hours. Class time will be
conducted in a seminar format. Substantial time will be devoted to case presentations and
discussion of problems encountered during student field experiences.
Dr. David Balok
EDCO 575 – School Counseling
SPRING 2009 - Page 4
GRADING
This course is graded Credit/No Credit. To earn “Credit”, students will minimally:
1. Complete 600 hours of fieldwork experience as determined by enrolled units.
2. Verify completion of fieldwork experience by submitting required documentation such as site
fieldwork logs and evaluation forms.
3. Receive at least an overall rating of “Adequate” from school-site fieldwork supervisors.
4. Attend five of six seminar sessions.
5. Complete 80% of assignments.
GROUP SEMINAR DATES
1. January 12, 2009
2. February 2, 2009
3. February 23, 2009
4. March 9, 2009
5. April 6, 2009
6. April 27, 2009
Consultation
Students may consult with the professor before and after class, or through office appointments.
Field-site supervisory consultations will also be arranged by the University supervisor as
appropriate.