COUN 612: The School Counselor
Department of Leadership and Counseling
Eastern Michigan University
Spring 2007
Instructor:
Suzanne M. Dugger, Ed.D.
Office: John W. Porter Building, Suite 304
Phone: (734)-487-7120, ext. 2688
E-Mail: emudugger@yahoo.com
Meeting Time
and Location:
Mondays and Wednesdays ~ 4:40 p.m. – 6:55 p.m. ~ 218 Porter Building
Office Hours:
TBA
Catalog Description:
This course emphasizes the role of the school counselor in comprehensive developmental guidance and
counseling programs. The focus is on the historical evolution and the skills and techniques for working
effectively with a diverse population of students, kindergarten through grade 12. This includes the
development of skills for working with teachers, parents, administrators, referral agencies, and other
educational teams.
Prerequisites:
COUN 505 and COUN 503 (or 502)
Course Purpose, Goals and 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.
An awareness of the history 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
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.
Textbooks and Other Required Materials
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)
Stone, C.B., & Dahir, C.A. (2005). The transformed school counselor. Boston, MA: Lahaska
Press.
All additional readings posted to E-Companion Website (See handout)
1
Assignments
Elementary School Counseling Presentation
Middle School Counseling Presentation
High School Counseling Presentation
Final Examination
Total
25 points
25 points
25 points
25 points
100 points
Due: 5/21/07
Due: 6/4/07
Due: 6/11/07
Due: 6/18/07
Elementary School Counseling Presentation:
(Point Value = 25)
For this assignment, you will be assigned to a group and your group will be responsible for
researching a specific topic and conducting a 30-minute presentation on 5/21/07. (The instructor
will assign a topic to your group on 5/9/07.) The format of the presentation will be discussed in
class and should consist of a well-researched role-play involving a school counselor as well as
other relevant stakeholders. Your group will also be responsible for providing a handout for
posting to the course website. You must be in attendance for the full class session on the day of
your presentation in order to receive credit.
DUE: 5/21/07
Middle School Counseling Presentation:
(Point Value = 25)
For this assignment, you will be assigned to a group and your group will be responsible for
researching a specific topic and conducting a 30-minute presentation on 6/4/07. (The instructor
will assign a topic to your group on 5/21/07.) The format of the presentation will be discussed in
class and should consist of a well-researched role-play involving a school counselor as well as
other relevant stakeholders. Your group will also be responsible for providing a handout for
posting to the course website. You must be in attendance for the full class session on the day of
your presentation in order to receive credit.
DUE: 6/4/07
High School Counseling Presentation:
(Point Value = 25)
For this assignment, you will be assigned to a group and your group will be responsible for
researching a specific topic and conducting a 30-minute presentation on 6/11/07. (The instructor
will assign a topic to your group on 6/4/07.) The format of the presentation will be discussed in
class and should consist of a well-researched role-play involving a school counselor as well as
other relevant stakeholders. Your group will also be responsible for providing a handout for
posting to the course website. You must be in attendance for the full class session on the day of
your presentation in order to receive credit.
DUE: 6/11/07
Final Exam:
(Point Value = 25)
A final examination will be given in class on 6/18/07. The exam will focus on the assigned
readings and class discussions and will be cumulative in nature. No study guide will be given.
Completion of all assigned readings is strongly recommended.
DUE: 6/18/07
Evaluation Scale:
93-100 points
90-92.9 points
87-89.9 points
83-86.9 points
80-82.9 points
77-79.9 points
73-76.9 points
70-72.9 points
A
AB+
B
BC+
C
C-
2
Tentative Course Outline:
Unit
Date
Topics
Reading Assignments*
1
9/6/07
Introduction to Course/Welcomes/Expectations
Introduction to School Counseling
 History of School Counseling
 Approaches to School Counseling
 Counseling Services vs. Comprehensive Programs
TSF – Chapter 1
ASCA – Chapter 1
2
9/13/07
Comprehensive School Guidance & Counseling
Programs
The ASCA National Model
TSF – Chapter 8
ASCA – Chapters 3-5
CACREP Standards
3
9/20/07
School Counselor Roles
 As Counselors
 As Leaders
 As Advocates
 As Consultants
 As Coordinators, Collaborators & Managers
TSF – Chapters 2-7
ASCA – Chapter 2
4
9/27/07
Fundamentals of Elementary School Counseling
TSF – Chapter 10
5
5/21/07
Elementary School Counseling Presentations
DUE: Elementary School
Counseling Presentation
6
5/23/07
Guest Speaker – Jason Owens
Birmingham Public Schools
Elementary and Middle School Counseling
5/28/07
University Closed – Memorial Day
7
5/30/07
Fundamentals of Middle School Counseling
TSF – Chapters 12 & 13
8
6/4/07
Middle School Counseling Presentations
DUE: Middle School
Counseling Presentation
9
6/6/07
Fundamentals of High School Counseling
TSF – Chapters 9 & 11
10
6/11/07
High School Counseling Presentations
DUE: High School
Counseling Presentation
3
11
6/13/07
Fundamentals of Post-Secondary Educational Planning
TSF – Chapter 14
12
6/18/07
Final Examination
DUE: Final Examination
*
Reading Assignments are to be completed by the day for which they are assigned. The final exam will
include content included in reading but not in lecture.
4
Course Bibliography of Recommended Readings
Ackerman, R. J. (1983). Children of alcoholics: A guide for parents, educators, and therapists. New York:
Simon & Schuster, Inc.
American Psychological Association. (1994). Publication manual of the American Psychological
Association (4th ed.). Washington, D.C.: Author.
Auger, R. W. (2006). Delivering difficult news to parents: Guidelines for school counselors. Professional
School Counseling, 10, 139-145.
Axline, V. M. (1964). Dibs in search of self. New York: Ballantine.
Axline, V. M. (1969). Play therapy. New York: Ballantine.
Bell, R. (1998). Changing bodies, changing lives: A book for teens on sex and relationships (3rd ed.). New
York: Times Books.
Black, C. (1988). It will never happen to me! Center City, MN: Hazelden.
Boron, S. (1993). Ethical issues of confidentiality between elementary counselors and minor children.
Michigan Journal of Counseling and Development, 22(1), 7-10.
Briere, J. N. (1992). Child abuse trauma: Theory and treatment of the lasting effects. Newbury Park, CA:
SAGE Publications.
Brigman, G. A., Webb, L. D., & Campbell, C. (2007). Building skills for school success: Improving the
academic and social competence of students. Professional School Counseling, 10, 279-288.
Bromfield, R. (1993). Playing for real: A child therapist explores the world of play therapy and the inner
worlds of children. New York: Penguin Books USA Inc.
Brown, M. (2006). School-based health centers: Implications for counselors. Journal of Counseling &
Development, 84, 187-191.
Brown, R., & Evans, W. P. (2005). Developing school connectedness among diverse youth through
extracurricular programming. The Prevention Researcher, 12(2), 14-17.
Burrow-Sanchez, J. (2006). Understanding adolescent substance abuse: Prevalence, risk factors, and
clinical implications. Journal of Counseling & Development, 84, 283-290.
Campbell, C. A. (1993). Play, the fabric of elementary school counseling programs. Elementary School
Guidance & Counseling, 28(1), 10-16.
Campbell, C.A., & Dahir, C.A. (1997). The national standards for school counseling programs. Alexandria,
VA: American School Counselor Association.
Carr, J.V. (1996). Comprehensiveness of career planning: The third C-- comprehensiveness. Journal of
Career Development, 23, 33-42.
Carter, R.B., & El Hindi, A.E. (1999). Counseling Muslim students in school settings. Professional School
Counseling, 2, 183-188.
Cole, C.V. (1995). Sexual abuse of middle school students. The School Counselor, 42, 239- 245.
Compas, B. E., Champion, J. E., & Reeslund, K. (2005). Coping with stress: Implications for preventive
interventions with adolescents. The Prevention Researcher, 12(3), 17-20.
5
Constantine, M. G., Kindaichi, M. M., & Miville, M. (2007). Factors influencing the educational and
vocational transitions of Black and Latino high school students. Professional School Counseling,
10, 261-272.
Davis, J.M., & Sandoval, J. (1991). Suicidal youth: School-based intervention and prevention. San
Francisco, CA: Jossey-Bass.
Day-Vines, N. L. & Day-Hairston, B. O. (2005). Culturally congruent strategies for addressing the
behavioral needs of urban, African American male adolescents. Professional School Counseling,
8, 236-243.
Dimmitt, C., & Carey, J. (2007). Using the ASCA National Model to facilitate school transitions.
Professional School Counseling, 10, 227-232.
Dinkmeyer, D., Sr., McKay, G. D. & Dinkmeyer, D., Jr. (1997). The parent's handbook: Systematic training
for effective parenting (3rd ed.). Circle Pines, MN: American Guidance Services.
Dreikurs, R. (1964). Children: The challenge. New York: Hawthorn Press.
Engels, D.W., & Dameron, J.D. (1990). The professional counselor: Competencies, performance
guidelines, and assessment (2nd ed.). Alexandria, VA: American Association for Counseling and
Development.
Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: W. W. Norton & Company, Inc.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton & Company, Inc.
Erk, R. R. (1995). A diagnosis of Attention Deficit Disorder: What does it mean for school counselors? The
School Counselor, 42, 292-299.
Everall, R. D., Altrows, K. J., & Paulson, B. L. (2006). Creating a future: A study of resilience in suicidal
female adolescents. Journal of Counseling & Development, 84, 461-470.
Faber, A., & Mazlish, E., & Coe. K.A. (1999). How to talk so kids will listen & listen so kids will talk. New
York: Avon Books.
Fischer, L., & Sorenson, G. P. (1996). School law for counselors, psychologists, and social workers (3rd
ed.). White Plains, NY: Longman Publishing.
Gabarino, J., Stott, F. M., and faculty of the Erikson Institute. (1992). What children can tell us: Eliciting,
interpreting, and evaluating critical information from children. San Francisco: Jossey-Bass
Publishers.
Gardner, R. A. (1990). Counseling children in stepfamilies. Journal of Mental Health Counseling, 12, 228231.
Gelberg, S., & Chojnacki, J. T. (1996). Career and life planning with gay, lesbian, & bisexual persons.
Alexandria, VA: American Counseling Association.
Gladding, S. T., & Gladding, C. (1991). The ABCs of bibliotherapy for school counselors. The School
Counselor, 39, 7-13.
Gonzales, N. A., George, P. E., Fernandesz, A. C., & Huerta, V. L. (2005). Minority adolescent stress and
coping. The Prevention Researcher, 12(3), 7-9.
Grant, K. E., Behling, S., Gipson, P. Y., & Ford, R. E. (2005). Adolescent stress: The relationship between
stress and mental health problems. The Prevention Researcher, 12(3), 3-6.
6
Greene, M. J. (2006). Helping build lives: Career and life development of gifted and talented students.
Professional School Counseling, 10, 34-42.
Gysbers, N.C., & Henderson, P. (2000). Developing & managing your school guidance program (3rd ed.).
Alexandria, VA: American Counseling Association.
Henderson, P. A. (1987). Terminating the counseling relationship with children. Elementary School
Guidance & Counseling, 22, 143-148.
Hendrix, D. H. (1991). Ethics and intrafamily confidentiality in counseling with children. Journal of Mental
Health Counseling, 13, 323-333.
Herring, R. D. (1997). Multicultural counseling in schools: A synergetic approach. Alexandria, VA:
American Counseling Association.
Hitchner, K., & Tifft-Hitchner, A. (2002). Counseling today’s secondary students: Practical strategies,
techniques & materials for the school counselor. Paramus, NJ: Prentice Hall.
Hobson, S. M. (1996). Test anxiety: Rain or shine! Elementary School Guidance and Counseling, 30, 316318.
Hobson, S.M., & Kanitz, H.M. (1996). Multicultural counseling: An ethical issue for school counselors. The
School Counselor, 43, 245-255.
Holmgren, V.S. (1996). Elementary school counseling. Boston: Allyn and Bacon.
Hutchinson, R. (1990). Termination of counseling with children: Punishment or reward? Journal of Mental
Health Counseling, 12, 228-231.
Kaplan, L.S. (1996). Outrageous or legitimate: What some parents are saying about school counseling.
The School Counselor, 43, 165-170.
Kaplan, L.S., & Evans, M.W., Sr. (1999). Hiring the best school counseling candidates to promote
students’ achievement. NASSP Bulletin, 83, 34-39.
Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA:
Harvard University Press.
Keys, S.G., Bemak, F., & Lockhart, E.J. (1998). Transforming school counseling to serve the mental
health needs of at-risk youth. Journal of Counseling and Development, 76, 381-388.
Kidder, T. (1989). Among school children. New York: Avon Books.
Kohlberg, L. (1981). The philosophy of moral development. (Vol. 1). San Francisco: Harper & Row.
Kraus, I. (1998). A fresh look at school counseling: A family systems approach. Professional School
Counseling, 1, 12-17.
Kress, V. E. W., Drouhard, N., & Costin, A. (2006). Students who self-injure: School counselor ethical and
legal considerations. Professional School Counseling, 10, 203-209.
Lambie, G. W. (2005). Child abuse and neglect: A practical guide for professional school counselors.
Professional School Counseling, 8, 249-258.
Lambie, G. W., & Sias, S. M. (2005). Children of alcoholics: Implications for professional school
counseling. Professional School Counseling, 8, 266-273.
Landreth, G. L. (2002). Play therapy: The art of the relationship (2nd ed.). New York: Brunner-Routledge.
7
Landreth, G. L. (1993). Child-centered play therapy. Elementary School Guidance & Counseling, 28(1),
17-29.
The Law and Policy Institute. (1997). The new educator’s guide to child abuse and neglect. Ann Arbor, MI:
Author.
Libsch, M., & Freedman-Doan, P. (1995). Perceptions of high school counseling activities: Response
differences according to college plans. NASSP Bulletin, 79, 51-59.
Littrell, J.M. (1995). Single-session brief counseling in a high school. Journal of Counseling and
Development, 73, 451-458.
Lum, C. (1999). A guide to state laws and regulations on professional school counseling. Alexandria, VA:
American Counseling Association.
McClure, F.H., & Teyber, E. (1996). Child and adolescent therapy: A multicultural-relational approach. Fort
Worth, TX: Harcourt Brace.
McCormick, J.F. (1995). “But nobody told me about...”: A program for enhancing decision-making by
college bound students. The School Counselor, 42, 246-248.
Miller, A. (1981). The drama of the gifted child. New York: Basic Books, Inc.
Miller, D.R. (1995). The school counselor and Christian Fundamentalist families. The School Counselor,
42, 317-321.
Milsom, A. (2007). Interventions to assist students with disabilities through school transitions. Professional
School Counseling, 10, 273-278.
Moorman, C., & Moorman, N. (1989). Teacher talk: What it really means. Bay City, MI: The Institute for
Personal Power.
Muro, J.J., & Kottman, T. (1995). Guidance and counseling in the elementary and middle schools: A
practical approach. Madison, WI: WCB Brown and Benchmark Publishers.
Myrick, R.D. (1997). Developmental guidance and counseling: A practical approach (3rd ed.). Minneapolis,
MN: Educational Media Corporation.
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Doubleday.
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Brooks/Cole.
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practice. Alexandria, VA: American Counseling Association.
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therapy. Bristol, PA: Accelerated Development.
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approach toward compliance with the Americans with Disabilities Act. The School Counselor, 42,
224-232.
Pedersen, P., & Carey, J.C. (1994). Multicultural counseling in schools: A practical handbook. Boston:
Allyn and Bacon.
8
Poynton, T. A. & Carey, J. C. (2006). An integrative model of data-based decision making for school
counseling. Professional School Counseling, 10, 121-130.
Robinson, K.E. (1994). Addressing the needs of gay and lesbian students: The school counselor’s role.
The School Counselor, 41, 326-332.
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Rowell, L.L. (1996). The role of school counselors in confronting peer sexual harassment. The School
Counselor, 43, 196-207.
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New York: John Wiley & Sons.
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D.C.: American Psychiatric Press.
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Psychology Press.
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Boston: Allyn and Bacon.
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Center for Applied Research in Education.
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and social outcomes. Professional School Counseling, 10, 112-120.
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9
Wiston, S.C., & Sexton, T.L. (1998). A review of school counseling outcome research: Implications for
practice. Journal of Counseling and Development, 76, 412-426.
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Team 1
Elementary – Responsive Service
As an elementary school counselor, you will be running a counseling group for children who are grieving
the death of a loved one. Prior to starting the group, you wisely decide to hold a meeting with the
parents/guardians of the children who will be participating in the group.
Your assignment is to prepare and deliver a 30 minute presentation to the parents in this pre-group
meeting. As part of the presentation to parents, you will want to share information about how grief is
exhibited across various age ranges. You will also want to provide them with information about the
content and activities involved in each group meeting with their children. Assume that your audience
consists of a group of parents, all of whom have a child who will be participating in your grief group.
Team 1
Middle School – Classroom Guidance
As a middle school counselor who is invested in a developmental, comprehensive approach, you spend
approximately 35% of your time conducting classroom guidance lessons. You visit classrooms on a
regular basis and do lessons designed to support the academic, career and person/social development of
the students.
Your assignment is to prepare and deliver a 25-minute classroom guidance lesson focused on personal
safety issues related to websites such as MySpace.com. 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 MySpace.com. Assume that your audience
consists of 7th grade students.
Team 1
High School – System Support
Your school district 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 high school counselors.
Currently, your ratio of counselors to students is 1:360. You request, and are granted permission, to
address the superintendent and the school board at its next meeting.
Your assignment is to prepare and deliver a 25-minute presentation to the school board. The purpose of
the presentation should be to convince the superintendent and the school board not to eliminate a high
school counselor as part of the budget cuts. As part of the presentation, you must present local, state and
national data. Assume that your audience consists of school board members as well as those who attend
the school board meeting (e.g., school employees, parents, and community members).
11
Team 2
Elementary – Individual Planning
As an elementary school counselor, you are contacted by Julie’s parents. Her parents had just
experienced their first IEP meeting and they left the meeting confused and distressed. They indicate that
they didn’t understand anything the school psychologist said and asked if you could help them understand
the paperwork they received. You agree to meet with them the next morning. In preparation for the
meeting, of course, you review Julie’s CA 60 as well as her test results.
Your assignment is to prepare and deliver a 30 minute presentation in which you role play the consultation
meeting. In this role-play, the school counselor should meet with Julie’s parents, hear their concerns, and
help them understand the meaning of the materials they received at the IEP. Assume that your audience
consists of the parents with whom you are consulting. (Pretend that each person in the class is one of
Julie’s parents.)
Team 2
Middle School – System Support
Your school climate is such that there has recently been considerable “gay bashing.” This has involved
frequent verbal harassment as well as occasional physical altercations. In response, your principal asks
you – the middle school counselor – to speak at the next faculty meeting about issues related to lesbian,
gay and bisexual issues. The principal tells you that you will have 25 minutes on the agenda.
Your assignment is to prepare and deliver a 25 minute presentation about lesbian, gay and bisexual
issues to the school faculty, consisting of 20 teachers in grades 6-8. Assume that your audience consists
of the teachers in your school.
Team 2
High School – School Guidance Curriculum
As a high school counselor who is invested in a developmental, comprehensive approach, you spend
approximately 15-25% of your time conducting classroom guidance lessons. You visit classrooms on a
regular basis and do lessons designed to support the academic, career and person/social development of
the students.
Your assignment is to prepare and deliver a 25-minute classroom guidance lesson focused on academic
development. Specifically, you are charged with the responsibility for teaching the students about financial
aid options for post-secondary education. The FAFSA should be included in your presentation. Assume
that your audience consists of 12th grade students and their parents.
12
Team 3
Elementary – Curriculum Guidance
As an elementary school counselor who is invested in a developmental, comprehensive approach, you
spend approximately 35% of your time conducting classroom guidance lessons. You visit classrooms on
a regular basis and do lessons designed to support the academic, career and person/social development
of the students.
Your assignment is to prepare and deliver a 25-minute classroom guidance lesson focused on
person/social development. You will want to identify a specific student competency to be targeted and
select a lesson that will help students achieve this competency. Assume that your audience consists of
3rd grade students.
Team 3
Middle School – Individual Planning
Upon returning to school this fall, you are informed that recent legislation now legally mandates that all 8th
grade students have an Educational Development Plan (EDP) in place before transitioning to high school.
As a middle school counselor, you will therefore need to be actively involved in assisting 8th graders in the
development of their EDPs. You must also help them understand the new high school graduation
standards as outlined in the Michigan Merit Curriculum (MMC).
Your assignment is to prepare and deliver a 25-minute presentation in which you role play your interaction
with a student or group of students. As a result of this interaction, the student(s) must emerge with a
completed EDP that is consistent with the Michigan Merit Curriculum. Assume that your audience
consists of 8th grade students.
Team 3
High School – Responsive Services
As a high school counselor, you spend approximately 30-40% of your time providing responsive services.
At times, this involves meeting with students in crisis. For this assignment, you are visited by a 9th grade
student who is visibly upset. In speaking with you, the student confides that he/she has been experiencing
some suicidal ideation.
Your assignment is to prepare and deliver a 25 minute presentation in which you role-play a counseling
session with this 9th grade student. The counseling session should include a suicide assessment.
Depending upon the results of the assessment, the role-play should also demonstrate an appropriate
response/intervention. Assume that your audience consists of 9th grade students.
13
Team 4
Elementary – Systems Support
As an elementary school counselor, your principal asks you to speak at the next faculty meeting about
issues related to child abuse reporting. The principal tells you that you will have 30 minutes on the
agenda.
Your assignment is to prepare and deliver a 30 minute presentation about child abuse reporting to the
school faculty, consisting of 20 teachers in grades 1-5. During this presentation, you will want to assist
teachers in recognizing possible signs of child abuse, inform them of their legal responsibilities when
suspecting child abuse, and teach them about how to make a report of suspected or actual child abuse.
Assume that your audience consists of the teachers in your school.
Team 4
Middle School – Responsive Services
As a middle school counselor, you spend approximately 30-40% of your time providing responsive
services. This often involves meeting with students and their parents about personal issues that are
affecting their academic performance.
Your assignment is to prepare and deliver a 25 minute presentation in which you role-play a meeting with
a 7th grade student and his/her parents. This student has not been in school for 3 weeks as he/she was
admitted for in-patient substance abuse treatment. Your purpose during this meeting is to discuss the
student’s 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 maintaining sobriety and improving academic
performance.
Assume that your audience consists of 8th grade students and their parents.
Team 4
High School – Individual Planning
As a high school counselor, you spend approximately 25-35% of your time assisting students with
planning their individual academic and career futures. Toward this end, you are responsible for
conducting junior interviews with each of the 11th grade students on your caseload. These interviews are
conducted at the beginning of the academic year.
Your assignment is to prepare and deliver a 25-minute presentation in which you role play your interview
with a student at the beginning of his/her 11th grade year. In addition to eliciting information from the
student, you should also provide the student with information about additional activities they should
engage in during the junior year in order to continue planning ahead for post-secondary academic and/or
career options. Assume that your audience consists of 11th grade students.
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