Guidance school success through academic, career, and personal/social development for all; C2d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression, and suicide); Research Paper C2e. developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options); Midterm Exam C2h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. Final Exam Consultation C3d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional, career, and other developmental needs. Research Paper Professional Identity D1c. technological competence and computer literacy; Final Exam COURSE SCHEDULE AND ASSIGNMENTS: Instructor: Phone: Email: Office: Office Hours: WEEK Topic Assignment/Activity 1 (PROVIDED ON CANVAS) Introduction & Course Overview Ch. 1 Defining Youth at Risk Other Topics: Counselor role & function Collaboration, Advocacy, Consultation & Leadership MAD MEETING #1 MAD submit in-class: Positive Talk Entry 1 Submit online (MSU & MAD): Syllabus Question Discussion 1 2 Ch. 2 Prevention: An overview Ch. 3 Resilience: Individual, family, school, and community perspectives Other Topics: Ethical & Legal Considerations, Current Issues and Policies MSU MEETING #1 MSU submit in-class: Positive Talk Entry 1 3 Ch. 4 The Impact of Dysfunctional Family Dynamics Submit online: Positive Talk Entry 2 Discussion 2 4 Ch. 5 “Who Cares What I Think:” Problems of low Ch. 6 Preventing and Treating Mood Disorders Submit online: CSCP Calendar Positive Talk Entry 3 Discussion 3 5 Ch. 7 Stress and Trauma: Coping in today’s society Other Topics: Design, Implement, Manage and Evaluation of a CSCP MAD MEETING #2 Submit online: Discussion 4 Positive Talk Entry 4 6 Ch. 8 “I’ll Cry Tomorrow:” Diverse youth and the scars that don’t show MSU MEETING #2
Ch. 9 The Secret and All-Consuming Obsessions: Eating disorders Other Topics: Identifying Student Strengths Submit online: Case Study Positive Talk 5 Discussion 5 7 Ch. 10 “I Don’t Want to Live:” The adolescent at risk for suicidal behavior Ch. 11 A Future in Jeopardy: Sexuality issues Other Topics: Crisis & Emergency Management Plans Submit online: Positive Talk Entry 6 8 Midterm (Chapters 1 – 7) will be available online. Submit online: Midterm Exam 9 Ch. 12 “I Am Somebody:” Gang membership MAD MEETING #3 Submit online: Newsletter Rough Draft Positive Talk Entry 7 Discussion 6 10 SPRING BREAK 11 Ch. 13 Counseling Queer Youth Ch. 14 Death in the Classroom: Violence in schools MSU MEETING #3 Submit online: Positive Talk 8 Discussion 7 12 Ch. 15 “I Can’t Live Without It:” Adolescent substance abuse Other Topics: Using Technology and Computer Programs in School Counseling Submit online: Research Paper Positive Talk Entry 9 Discussion 8 13 Ch. 16 Nowhere to Turn: The young face of homelessness Ch. 17 “This Isn’t the Place for Me:” School dropout Other Topics: Transition Programs Submit online: Positive Talk Entry 10 14 Submit online: Discussion 9 15 Madisonville: Crisis & Emergency Management Presentation MAD MEETING #4 Submit online: Discussion 10 16 Murray: Crisis & Emergency Management Presentation MSU MEETING #4 Submit online: CSCP Newsletter 17 FINALS WEEK The exam will be available (Chapters 8-17) online. Submit online: Final Exam RUBRICS: Positive Talk Entries (10% of total grade) Standards Exceeds Standard Standards Does Not Meet Standards Focus Clearly identifies positive. Vaguely identifies positive. Does not focus on assignment. Writing Appropriately written; good sentence structure Poorly written
15% of total grade Discussions Standards Exceeds Standard Meets Standards Developing Standards Does Not Meet Standards Response Clear response to question. Adequate response to question. Attempted response to question. Does not respond to question. Comment 1 Appropriate comment on another post. Fails to comment on another post or inappropriate comment Comment 2 Appropriate follow-up comment or comment on another post Fails to comment on another post, follow-up or inappropriate comment 10% of total grade CSCP Calendar CACREP & CAEP Standards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards CAEP B5 Demonstrates a clear and complete plan for school counseling-related educational programs to administrators, teachers, parents, and the community. Demonstrates an adequate plan for school counseling-related educational programs to administrators, teachers, parents, and the community. Minimal plan for school counseling-related educational programs; Incomplete inclusion of administrators, teachers, parents, and the community. Unclear or improper plan for a school counseling program; Does not include administrators, teachers, parents, and the community. CAEP C1e Sophisticated preparation of an action plan that reflects appropriate time commitments and priorities in a comprehensive developmental school counseling program. Satisfactory preparation of an action plan that reflects appropriate time commitments and priorities in a comprehensive developmental school counseling program. Unclear action plan; Vague time commitments and priorities in a comprehensive developmental school counseling program. Inappropriate time commitments; Illogical action plan. 15% of total grade CSCP Newsletter CACREP Standards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards CACREP Section III: B2 Sophisticated demonstration of the ability to articulate, model and advocate for an appropriate school counselor identity and Appropriate demonstration of the ability to articulate, model and advocate for an appropriate school counselor identity and Minimal advocacy and modeling for an appropriate school counselor identity and program Confused school counselor identity; Minimal advocacy of a school counseling program
program program CAEP: A9 Demonstrates knowledge and application of technology to assist stakeholders to use resources that promote informed academic, career, and personal/social choices Demonstrates somewhat complete knowledge and application of technology to assist stakeholders to use resources that promote informed choices Confused application of technology; resources that promote informed choices Inadequate or superficial use of technology to promote informed choices of stakeholders Execution Newsletter completely and critically includes all requirements of the assignment Newsletter adequately includes all requirements of the assignment Newsletter minimally or vaguely includes required aspects of the assignment Incomplete newsletter; does not include all required aspects of the assignment Professional Writing Student demonstrates refined level of writing that excellently adheres to APA format, including margins, font, cover page, running head, appropriate citations, appropriate sentence & paragraph structure, and reference page; Appearance is clever, professional & attractive. Student demonstrates appropriate level of writing that adheres to APA format, with few mistakes in margins, font, cover page, running head, citations, sentence & paragraph structure, and reference page; appearance is professional & attractive. Level of writing mostly does not adhere to APA format with inappropriate margins, font, cover page, running head, citations, sentence & paragraph structure, and reference page; Appearance is neat. Inappropriate writing and missing APA formatting, such as no citations, cover page or reference page; Unorganized/messy appearance. 15% of total grade Research CACREP & CAEP Standards Exceeds Standards Meets Standards Developing Standards Does Not Meet Standards CACREP Section III: SC E4 Demonstrates complete understanding of three student multicultural issues; Sophisticated description of the impact on student achievement Demonstrates adequate understanding of three student multicultural issues; Proper description of the impact on student achievement Minimal understanding of student multicultural issues; Limited description of the impact on student achievement Does not or confused description of multicultural issues that impact student achievement CAEP: C2d Precise description of two issues that impact student development and functioning. Satisfactory description of two issues that impact student development and functioning. Less that complete identification of issues that impact students. Does not or unclear description of student issues CACREP Section III: SC G1 Articulate understanding of the impact on student personal/social, and academic functioning Clear understanding of the impact on student personal/social, and academic functioning Minimal understanding of the impact on student functioning Incomplete or unclear understanding of the impact on student functioning
understanding of the impact on students, educators, and schools impact on students, educators, and schools of the impact on students, educators, and schools understanding of the impact on students, educators, and schools CACREP Section III: SC M7 Clearly articulates a model for school and community collaboration Articulates essential aspects for school and community collaboration Minimal description of school and community collaboration Unclear for school and community collaboration Presentation Students eloquently articulates a thorough understanding of the counselor role & program; Applies knowledge in a thorough and convincing manner; Presents self in a mature & striking professional manner Students properly describe an adequate understanding of the counselor role & program; Applies knowledge in a reasonable manner; Presents self in a professional manner Students minimally demonstrate the counselor role & program; Lacks professionalism, Does not demonstrate the counselor role; Unprofessional 15% of grade