PLYMOUTH STATE UNIVERSITY
of the University System of New Hampshire
College of Graduate Studies
ASSESSMENT AND CONSULTATION
CO 5430.01
Spring 2011
Email: lsandy@plymouth.edu
URL: http://oz.plymouth.edu/~lsandy/home.html
Leo R. Sandy, Ed.D., NCSP
38 Mountain Vista Drive
New Hampton, NH 03256
Tel. 535-2287 (W), 279-4271 (H)
.
Office Hours: By Appointment (2:00 – 5:00 PM Tuesdays and Thursdays)
REQUIRED TEXTS
Erford, B.T. (2007). Assessment for counselors. Boston: Lahaska Press
Brigman, G., Mulis, F., Webb, L., & White, J. (2005). School counselor consultation.
Hoboken, NJ: John Wiley [for school counselors and special education administrators)
Sears, R., Rudisill, J., & Mason-Sears, C. (2006). Consultation skills for mental health
professionals. Hoboken, NJ: John Wiley
RESOURCES
National Board of Certified Counselors http://www.nbcc.org/
American School Counselor’s Association http://www.schoolcounselor.org/
National Association of School Psychologists http://www.nasponline.org/index2.html
EVALUATION
Class Participation
Paper on Psychological Disorder due 3-30
Summary of Historical Perspectives on Assessment
20%
10%
due 4-13
Brochure on Community Services due 4-20
10%
10%
Test Critique (see format p. 183/ Erford) due 4-27 10%
Assessment Report due 5-4
30%
Statement of Personal Model of Consultation due 5-11
10%
COURSE DESCRIPTION: This course will provide students with the principles and practices
involved in assessment and consultation. School and mental health counseling students will
focus on their own respective disciplines regarding assessment tools and procedures and
consultation. Topics include standardized and non-standardized assessment, statistical
properties and construction of test instruments, state and national assessments, intellectual
assessment, social/emotional /behavior assessment, academic assessment, ethics of assessment
and consultation, issues regarding diversity, and consultation and communication of assessment
results. There will be a special emphasis placed on the role of the counselor as a consultant to
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staff and colleagues in schools and other agency settings. Prerequisite ED 5030
CONTENT AREAS
 Counselor’s roles in assessment and consultation
 Statistical properties and construction of test instruments
 Types of assessment instruments and techniques
 Areas of assessment and consultation
 School-based consultation
 DSM-IV-TR
 Ethics of assessment and consultation
 Bloom’s Taxonomy of Educational Objectives
 504 plans
 Response to Intervention and Curriculum-Based Assessment
 State testing
 Communication of test results
ESSENTIAL QUESTIONS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
What is assessment and how is it used in counseling?
What are the historical, legal, ethical and diversity aspects of assessment and
consultation?
What are reliability and validity and why are they important in assessment?
How are assessment instruments and techniques administered, scored and
interpreted?
How are tests constructed?
What is the DSM-IV-TR and how is it used?
What constitutes the different areas of assessment: clinical, personality,
behavioral, functional behavior, intelligence, aptitude, achievement,
curriculum-based, career, school climate, functional and couples and families?
What is Bloom’s Taxonomy of Educational Objectives?
What is Response to Intervention and Curriculum-Based Assessment?
What are the diverse types of and techniques used in school-based
consultation?
What are the best practices involved in communicating assessment results?
How can equity and access be promoted for PSAT testing?
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PERFORMANCE BASED OBJECTIVES
Students will
 define assessment and describe how it used in counseling
 explain the historical, legal, ethical and diversity aspects of assessment and
consultation
 explain how assessment instruments are constructed including their statistical
properties
 demonstrate competence in selecting, administering, scoring and interpreting
assessment instruments
 demonstrate best practices in communicating test results
 demonstrate knowledge of basic consultation techniques
 complete an assessment of a child
 report on a sound school climate assessment instrument
 explain the multiaxial diagnostic based on the DSM-IV-TR
 explain those areas to which assessment is applied
 describe Bloom’s Taxonomy of Educational Objectives
 explain Response to Intervention and Curriculum-Based Assessment
 discuss areas in which counselors apply consultation skills
 discuss techniques used in school-based consultation
 demonstrate best practices used in communicating assessment results
ASSIGNMNENTS AND RELATED STANDARDS
1.
2.
Test Critique: School counseling students will research and report in writing on a
school climate instrument. The format for the report is on page 183 in the Erford text.
This assignment meets CACREP ASSESSMENT standards b through g and
CONSULTATION standards a – d; and New Hampshire State standards b and f
Mental health students will choose an instrument specific to the mental health
profession.
Assessment Report (See Appendix): This will include:
a. Client Interview: Students will conduct a clinical interview –unstructured,
semi-structured or structured - and summarize the findings.
b. Battery of Tests: Students will choose a combination of assessment
instruments appropriate for the client, and administer, score and interpret
them. Every battery should include at least one drawing (HFD, K-S-D,
or K-F-D), a sentence completion test, a behavior rating scale (BASC-2 or
Burks’ 2), and picture-story cards (TED, TAT, CAT or Roberts).
School counselors will also do the Piers-Harris Self-Concept Test, K-S-D
and Resiliency Scales.
This report must be double spaced and the scoring rubric for the written
report should be attached.
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This assignment meets CACREP ASSESSMENT standards f - h and RESEARCH
and ASSESSMENT standards a - c; and New Hampshire State standards 8 b and c
3. Paper on Psychological Disorder: Students will research a psychological disorder
that they will likely encounter in schools or mental health agencies and focus on the
symptoms of the disorder, etiology of the disorder, assessment of the disorder and
interventions that address the disorder. The four sections of the paper are:
I.
Symptomatology of the Disorder
II.
Etiology of the Disorder
III.
Assessment of the Disorder
IV.
Treatment of the Disorder
This assignment meets CACREP ASSESSMENT standard h
4. Summary of Historical Perspectives on Assessment: This paper will focus on a
brief history of the nature and meaning of assessment. It can be done in narrative form
or as a matrix with historical events in the left column and a brief description of each
one in the right hand column.
This meets CACREP ASSESSMENT standard a
5. Brochure on Community Services: This should provide a list of community services
for children and families with brief descriptions of the services and contact
information such as phone numbers, web pages and email addresses. This can be done
as a foldout brochure or as a handout. This meets CACREP ASSESSMENT standard
standard E2 (p42) N2 & N5 (p.45)
6.
Statement of Personal Model of Consultation: This paper should reflect the
counselor’s understanding of all the components of successful consultation such as
theories, models and strategies to help parents, teachers, other staff members and
community members to enhance the full development of children. Essentially, it
should reflect best practices and indicate how you will incorporate consultation into
your role as counselor or special education administrator. Questions that will aid you
include, What is my philosophy of consultation? What theories will I use to guide
consultation and why? What principles and practices will I employ and why?
This meets CACREP CONSULTATION standards a –d; and New Hampshire State
standards a – d
FORMAT
The course will use a variety of approaches including videos, guest speakers, field work, small
and large group discussions, lecture-discussions, demonstrations, simulations and presentations.
NOTICES
Plymouth State University is committed to providing students with documented disabilities equal
access to all university programs and facilities. If you think you have a disability requiring
accommodations, you should immediately contact the PASS Office in Lamson Library (535-
Page |5
2270) to determine whether you are eligible for such accommodations. Academic
accommodations will only be considered for students who have registered with the PASS Office.
If you have a Letter of Accommodation for this course from the PASS Office, please provide the
instructor with that information privately so that you and the instructor can review those
accommodations.
Incomplete grades are strongly discouraged and should only be requested for emergency
situations. If an IC grade is given, students will have one full semester to complete the course
requirements. After that, the registrar will record an F grade that will stand, and the course will
have to be retaken if it is a requirement.
Late Assignments: Consistent with graduate level expectations, all assignments are expected on
their due dates. However, exceptions to this rule may be made due to circumstances beyond the
control of students such as family emergencies, illness, injury, power outages, computer
malfunctions, accidents and other situations. Because of these potentialities, students are advised
to complete their assignments in advance of the due date. Also, students should back up their
work so that computer crashes will not delay assignments. If possible, the student should request
an extension for the assignment from the instructor before the assignment is due. If this is not
possible, the student should contact the instructor as soon as possible after the due date. If an
extension is granted, the assignment should be submitted no later than one week from the due
date. In cases where the reason for the delay may require a longer time period to complete, the
decision to allow a longer extension will be made on a case-by-case basis. Students may be
asked to provide documentation to verify their request for an extension. Assignments that are
handed in beyond the due date for which no extension is granted will not be accepted and will
result in a failing grade for the assignment.
Academic integrity is the foundation of the pursuit of knowledge. All members of the academic
community are expected to be dedicated to the pursuit of knowledge in an honest, responsible,
respectful and ethical manner. Every violation of academic integrity is an affront to the academic
community. Violations of academic integrity make fair evaluation impossible and cast doubt
upon the seriousness with which students accept the responsibility of acquiring an education.
Computer and Cell Phone Use in the Classroom: Computers and cell phones may be brought
into the classroom but their use should be appropriate. Computers should be limited to academic
class-related uses deemed appropriate by your instructor. During class discussions, videos and
student presentations, they should not be open. Cell phones play an important role in emergency
situations but they should be kept on vibrate and not be used for receiving or sending text
messages during the class meeting.
PARTICIPATION/ATTENDANCE GRADING POLICY
Number of Absences Level of Participation
0-0.5
0-0.5
0-0.5
HIGH
AVERAGE
LOW
Grade
A/AB+
B/B-
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1
1
1
HIGH
AVERAGE
LOW
B
BC+
For 2 absences (excused or unexcused), the course will have to be retaken. Three or more late
arrivals to class will result in a reduced participation grade.
COURSE SCHEDULE
3-2
Course Introduction, Syllabus, Introductions, Relevancy of Culture of Peace Eight
Action Areas to Course Content, Tests Overview and Demonstrations
Activity: What are the domains of concern for school and mental counselors and how
can they be assessed?
Video: Stand and Deliver
3-9
Problems and Concerns in Assessment, SCT Demonstration
Basic Assessment Concepts and Historical, Legal, Ethical, and Diversity Foundations
Assessment, Ch. 1 and 2/ Erford; and Assessment vs Evaluation (Blackboard)
Activity: Projective Drawings presentations
Case Study
Video: Stand and Deliver, cont’d
3-16
Basic Statistical Properties of Tests and Bloom’s Taxonomy of Educational
Objectives, Picture-Story Card Demonstration
Reliability, Validity, Selection; Administering, Scoring, and Interpreting Assessment
Instruments and Techniques and Test Construction, Ch. 3-6/ Erford, and
Essentials of a Good Psychological Test & Bloom’s Taxonomy (Blackboard)
Activity: Sentence Completion presentations
Video: BASC-2, Part I
Case Study
3-23
Spring Break. No Class
3-30
Multiaxial Diagnosis: The DSM-IV-TR,
Clinical and Personality Assessment, Ch. 7 and 8; and DSM-IV-TR (Blackboard)
Guest Speaker: Mental Health Student or Counselor
Case Study
Activity: Picture-Story Cards presentations and Discussion of Papers
Video: BASC-2, Part II
Paper on Psychological Disorder
4-6
Equity and Access to PSAT Testing
Page |7
Behavior and Intelligence Assessment, Ch. 9 and 10, BASC-2 Instructions,
& The Impact of Dropping the SAT; Race, Class and SATs and Functional
Behavior Assessment (Blackboard)
Activity: Classroom Demonstration of WISC-IV and BASC-2 Scoring
Speaker on PSAT Access and Equity
4-13
Assessment of Other Aptitudes, Demonstration of Achievement Test Achievement,
Career Counseling and Couples and Families, Ch. 11-14; and Nine Principles
of Good Testing, Types of Scores Used in Reporting Test Results, The Normal
Curve, NH State Testing,& Response to Intervention and Curriculum-Based
Measurement (Blackboard)
Guest Speaker on State Testing
Activity: Interview Presentations
Case Study
Summary of History of Assessment due
4-20
The School Counselor as Consultant
School Counselors as Consultants, A School-Based Approach to Consultation,
and Ethical Issues in Consultation, Ch. 1-3/ Brigman or Introduction & Clinical
Career Assessment and Counseling, Organizational Context, Leadership,
Management and Supervision, Ch. 1-4/ Sears.
Video: Sessions Intro and 1
Guest Speaker: The Consultant Role of the School Counselor
Community Services Brochure due
4-27
The Basic Consultation Model, Issues and Working with Teachers and Parents
Case Consultation with Teachers and Parents, Typical Issues in School
Consultation and Workshops and Education Programs, Ch. 4-6/ Brigman or
Executive Assessment, Selection, Interviewing and Development, Executive
Coaching and Performance Enhancement and Training and Team Building/ Ch.
5-8/ Sears.
Speakers: The Consultant Role of the Mental Health Counselor and Special
Education Administrator (Student or Outside Speakers)
Video: Sessions 2 and 3
Activity: Test Critique presentations
Test Critique due
5-4
Best Practices in Communicating Test Results and Rubric for Report Presentations
Other Consultation Opportunities in Schools and Creating a Climate of Cooperation
in Classroom Meetings, Ch. 7 and 8/ Brigman or Diversity Issues, The Nature
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of Organizations, Assessment of Organizations, and Organizational
Intervention, Ch. 9-12/ Sears; and The Descriptive-Collaborative
Approach to Psychological Report Writing/ Sandy
Videos: Sessions 4 and Parent Group, & Guidelines to Parent-Teacher Conferences
Assessment Report presentations
Assessment Report due
5-11
Course Evaluation
Consultation with Administrators and in the Community, Ch. 9 & 10 or Practice
Management, Clinical Consultation, Consultation Services for Special
Populations and Crisis Consultations, Ch. 13-16/ Sears.
Activity: Assessment Report presentations cont’d and Personal Model presentations
Summary of Personal Model of Consultation due
CACREP Standards
4. CONSULTATION AND COLLABORATIONa. A general framework for understanding and practicing consultation, as it is appropriate for a school
counselor in an educational setting. Prospective school counselors will develop a personal model of
consultation.
7.ASSESSMENT - studies that provide an understanding of individual and group approaches to
assessment and evaluation, including all of the following:
a. historical perspectives concerning the nature and meaning of assessment;
b. basic concepts of standardized and non-standardized testing and other assessment techniques including
norm-referenced and criterion-referenced assessment, environmental assessment, performance
assessment, individual and group test and inventory methods, behavioral observations, and computermanaged and computer-assisted methods;
c. statistical concepts, including scales of measurement, measures of central tendency, indices of
variability, shapes and types of distributions, and correlations;
d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability
information);
e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and
validity;
f. age, gender, sexual orientation, ethnicity, language, disability, culture, spirituality, and other factors
related to the assessment and evaluation of individuals, groups, and specific populations;
g. strategies for selecting, administering, and interpreting assessment and evaluation instruments and
techniques in counseling;
h. an understanding of general principles and methods of case conceptualization, assessment, and/or
diagnoses of mental and emotional status; and
i. ethical and legal considerations.
8. RESEARCH AND ASSESSMENT
a. Basic concepts and methods of standardized and no-standardized testing and assessment including
norm-referenced and criterion referenced assessment and environmental assessment, performance and
competency based assessment, individual and group test inventory methods, behavioral observations, and
computer assisted methods.
b. Knowledge of statistical concepts, including reliability and validity, scales of measurement, measures
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of central tendency, indices of variability, shapes and types of distributions and correlations.
c. Strategies for selecting, administering and interpreting assessment and evaluation instruments and
techniques in counseling, including the impact of age, gender and sexual orientation, ethnicity, language,
disability, culture, spirituality, and other factors related to the assessment and evaluation of individuals
groups and specific populations.
CACREP Standards
3. Consultation
a. strategies to promote, develop, and enhance effective teamwork within the school and larger
community;
b. theories, models, and processes of consultation and change with teachers, administrators, other school
personnel, parents, community groups, agencies, and students as appropriate;
c. strategies and methods of working with parents, guardians, families, and communities to empower
them to act on behalf of their children; and
d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social,
emotional, career, and other developmental needs.
NH State Certification Standards for School Counseling Portfolio CO 5430
4d. Knowledge of theories, models, and processes of consultation and change involving teachers,
administrators, other school personnel, parents, community groups, agencies, and students
8b. Knowledge of statistical concepts, including reliability and validity, scales of measurement,
measures of central tendency, indices of variability, shapes and types of distributions and
correlations.
8c. Strategies for selecting, administering, and interpreting assessment and evaluation
instruments and techniques in counseling, including the impact of age, gender, sexual
orientation, ethnicity, language, disability, culture, spirituality, and other factors related to the
assessment and evaluation of individuals, groups, and specific populations.
(4) In the area of consultation and collaboration:
a. A general framework for understanding and practicing consultation, as it is
appropriate to the school counselor in an educational setting, including the development
of each individual’s personal model of consultation;
b. Strategies to promote, develop, and enhance effective teamwork within the school
and larger community;
d. Knowledge of theories, models, and processes of consultation and change involving
teachers, administrators, other school personnel, parents, community groups, agencies,
and students;
f. Knowledge and skill in conducting programs that are designed to enhance students’
academic, social, emotional, career, and other developmental needs;
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Plymouth State University
Council of Teacher Education
CHECK
Modified for Counselors and School Psychologists
Commitment
We define commitment as dedication, perseverance, and individual and social responsibility.
Our candidates are committed to lifelong learning and to increasing self-knowledge. They are
committed to the beliefs that all students can learn and that education has the power to transform
individuals and the greater society. Our teacher/counselor/school psychology candidates
recognize the responsibility of those in the helping professions to take a thoughtful and critical
stance towards themselves and their profession.
Holism
Our holism perspective involves affirming diversity and understanding the “whole child”
within the family, community and cultural context. It includes working towards an integrated
curriculum and recognizing how we as helpers are shaped by our own experiences and culture.
This holistic perspective shapes our larger vision.
Experience
Experience allows us to put theory into practice. We provide opportunities for experiential
learning that serves communities and schools so that our candidates can do the same for their
students. Experience also involves constantly renewing skills and knowledge within one’s
discipline.
Collaboration
Collaboration involves working with students, families and colleagues effectively within the
helping context toward shared goals, demonstrating respect and openness towards diverse
perspectives, and confronting and resolving conflicts effectively and respectfully. Collaboration
enhances teaching, counseling, school psychology and learning, and is an essential part of
developing the capacity to lead.
Knowledge
Knowledge refers to understanding the theory, content, methods, and materials and technologies
of one’s field, as well as understanding child, and adolescent development, learning processes,
and student motivation within the familial, community, and cultural contexts in which children
P a g e | 11
grow and learn. Helping that addresses all learners combines a knowledge of students and one’s
subjects within the cultural, social and institutional context.
Diversity Framework for Teacher Education at Plymouth State University
Modified for Counselors and School Psychologists
Each counselor/school psychologist candidate at Plymouth State University, by the conclusion of
her or his program, will be able to:
Critically examine her or his own identity, and accept that our background and
experiences shape our view of the world
Learn from and about students, families and communities
Identify and empathize with and accept students from diverse backgrounds
Become a multicultural person by exploring and learning to understand the experiences
and values of others
Confront racism and other biases in her/himself, her/his classroom, and in schools and
other institutions in society
Demonstrate commitment and skills to act as a change agent
Implement culturally responsive teaching, counseling and assessment practices
Multicultural Education A comprehensive approach to education that identifies, challenges and
rejects all forms of discrimination in schools and society and accepts and affirms the pluralism
(ethnic, racial, linguistic, religious, economic, gender, age, etc.) that students, their communities
and teachers reflect. Multicultural education is not an add-on program, but is fundamental to
every aspect of the education process: curriculum, pedagogy, policy, and interactions among
students, teachers, school personnel, families and community members. Multicultural education
promotes democratic principles of social justice and thoughtful transformation of schools and
society.
Culture The values, traditions, social and political relationships, worldviews and ways of living
created, shared, and transformed by a group of people bound together by a community or
commonalities. This commonality can be self-defined or imposed by others. Culture is socially
constructed, learned implicitly and explicitly, dynamic and contextual, and multi-faceted. It
influences development, learning, beliefs, identity, values, and interactions.
Linguistic Diversity Language is fundamental to identity and to learning. Language embodies
culture and provides a vital connection to family and community. One’s native language is a
foundation for future learning. The ways in which teachers, counselors, school psychologists and
P a g e | 12
schools respond to students’ language and dialect has profound influence on their learning.
Language differences must not be viewed as deficits.
Dynamics of Power and Privilege Most definitions of racism and discrimination obscure their
institutional nature. Discrimination is not simply an individual bias; it is above all an institutional
practice. The major difference between individual and institutional discrimination is the wielding
of power, because it is primarily through the power of the people who control institutions such as
schools that discriminatory policies and practices are reinforced and legitimated. Prejudice and
discrimination, then, are not just personality traits or psychological phenomena; they are also a
manifestation of economic, political, and social power. (Nieto, 2000, p. 37). Policies and
practices rooted in discrimination have a harmful effect on groups that share a particular identity,
be it racial, ethnic, gender, socioeconomic status, or other (Nieto, 2000, p. 35).
Student Achievement All students have talents and strengths, and are capable of high levels of
learning. School characteristics that have been found to make a positive impact on student
achievement include an enriched and more demanding curriculum, respect for students’
languages and cultures, high expectations for all students, and encouragement of parental
involvement (Nieto, 2000, p. 245). Educators, counselors and school psychologists have the
responsibility to implement comprehensive and collaborative opportunities for family
involvement because family involvement has been shown to enhance student achievement.
GRADUATE EDUCATION MISSION
o
Commitment to providing outreach and services to students, businesses, industries and
schools across the state
o
Commitment to strive to be responsive to the various needs of the state and the region
o
Promotion of the abilities to assume the responsibilities of citizenship, to appreciate the
power of the cultural arts
o
Offer high quality professional degree programs
I.
1.
2.
3.
4.
5.
Goals of all graduate programs
Provide real world relevance
Offer practical application of information
Promote research and best practices
Offer opportunities for students to reach personal and professional goals
Promote personal and professional reflection
II.
1.
2.
3.
4.
5.
Hallmarks of graduate programs
Leadership and Advocacy
Scholarship, Action and Application
Reflection and Innovation
Professionalism and Service
Global Awareness and Social Responsibility
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The curriculum of graduate programs is viewed as national standards-based, integrated, and
culturally responsive. The curriculum is designed to develop professional competence in ethics,
research and communication.
III.
Dispositions / Perspectives (as adapted from Harvard Business Review, Nov. 2003)
Graduate students need to possess five perspectives - Ability to manage:
1.
2.
3.
4.
5.
self: the reflective mind-set
organizations: the analytic mind-set
context: the worldly mind-set
relationships: the collaborative mind-set
change: the action mind-set (Goslig & Mintzberg, 2003)
IV.
Core Propositions of the National Board for Professional Teaching Standards
These standards are incorporated and promoted in the certification courses and activities of the
professional teacher education programs:
1.
2.
3.
4.
5.
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
Assessment Report
Confidential
NAME:
GRADE:
SCHOOL:
EXAMINER:
DATE(E)S OF ASSESSMENT:
DATE OF BIRTH:
AGE:
TESTS ADMINISTERED/PROCEDURES USED:
REASON FOR ASSESSEMENT/REFERRAL QUESTIONS:
BACKGROUND INFORMATION:
TEST BEHAVIOR AND OTHER OBSERVATIONS: How the client enters the
testing/interview situation, behavior during the experience, and classroom observation
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RESULTS OF TESTING:
integrate them.
Report each test/procedure separately. In the future you can
INTERPRETIVE SUMMARY:
IMPRESSION: Use DSM-IV-TR or modifications, i.e., general terms like “poor self-image
SUGGESTIONS:
1. These test results should be interpreted within the context of other assessment data
including parent and teacher observations.
________________________________________
Examiner
__________
Date

Note: This report must be double spaced.

The following proposal made by UNESCO, the United Nations General Assembly
in 1998 (resolution A/52/13) defined the Culture of Peace as consisting of
values, attitudes and behaviours that reject violence and endeavour to prevent
conflicts by addressing their root causes with a view to solving problems
through dialogue and negotiation among individuals, groups and nations. The 1999
United Nations Declaration and Programme of Action on a Culture of Peace (resolution
A/53/243) called for everyone – governments, civil society, the media, parents,
teachers,politicians, scientists, artists, NGOs and the entire United Nations system – to assume
responsibility in this respect. It staked out eight action areas for actors at national,regional and
international levels:
Culture of peace: eight action areas . . . . . peace in our hands
1. Fostering a culture of peace through education by promoting education for all,
focusing especially on girls; revising curricula to promote the qualitative values, attitudes
and behavior inherent in a culture of peace; training for conflict prevention and
resolution, dialogue, consensus-building and active non-violence . . .
2. Promoting sustainable economic and social development by targeting the eradication
of poverty; focusing on the special needs of children and women; working towards
environmental sustainability; fostering national and international co-operation to reduce
economic and social inequalities . . .
3. Promoting respect for all human rights by distributing the Universal Declaration of
Human Rights at all levels and fully implementing international instruments on human
rights . . .
P a g e | 15
4. Ensuring equality between women and men by integrating a gender perspective and
promoting equality in economic, social and political decision-making; eliminating all
forms of discrimination and violence against women; supporting and aiding women in
crisis situations resulting from war and all other forms of violence . . .
5. Fostering democratic participation by educating responsible citizens; reinforcing
actions to promote democratic principles and practices; establishing and strengthening
national institutions and processes that promote and sustain democracy . . .
6. Advancing understanding, tolerance and solidarity by promoting a dialogue among
civilizations; actions in favour of vulnerable groups, migrants, refugees and displaced
persons, indigenous people and traditional groups; respect for difference and cultural
diversity . . .
7. Supporting participatory communication and the free flow of information and
knowledge by means of such actions as support for independent media in the promotion
of a culture of peace; effective use of media and mass communications; measures to
address the issue of violence in the media; knowledge and information sharing through
new technologies . . .
8. Promoting international peace and security through action such as the promotion of
general and complete disarmament; greater involvement of women in prevention and
resolution of conflicts and in promoting a culture of peace in post-conflict situations;
initiatives in conflict situations; encouraging confidence-building measures and efforts
for negotiating peaceful settlements .
ESCO
These action areas are directly or indirectly relevant to this course through social change
agentry and/or direct interventions by school counselors. When peace and social justice are
advanced in the world, the needs of children and families can be prioritized and human
development can be brought closer to full realization.