nova PYCL 0515 - COURSE OUTLINE (25 pages)

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COURSE OUTLINE



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COURSE OUTLINE

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Pages:
25
School:
Nova Southeastern University
Course:
Pycl 0515 - Principles Of School Counseling
Principles Of School Counseling Documents
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Teacher Preparation Programs Conceptual Framework Nova Southeastern University provides S tandards based instructional and leadership programs that link theory to practice with the U se of data for evaluation ethical decision making and intervention for the N eeds and accommodations for diverse students who provide R eflective and ethical practice based on meaningful field and clinical experiences as part of I nnovative and convenient postsecondary delivery systems with a S hared responsibility for quality education programs and professional advocacy with stakeholders with an E mphasis on technology and best practices for dynamic learning environments This conceptual framework is reflected in the following course syllabus Course number PYCL 515 Course title Principles of School Counseling Program name School Counseling Faculty Content specialist Mercedes ter Maat Ph D Carolyn Berger Ph D NOVA SOUTHEASTERN UNIVERITY CENTER FOR PSYCHOLOGICAL STUDIES COURSE OUTLINE Course Title PYCL 515 Principles of School Counseling Credit Hours 3 Location Section Ft Lauderdale MG1 Class Meeting Dates September 23 24 25 2011 October 14 15 16 2011 Class Meeting Times Fridays 6 10 pm Saturdays 8 30 am 6 pm Sundays 8 30 am 5 30 pm Instructor Dr Carolyn Berger Assistant Professor NSU Center for Psychological Studies 3301 College Avenue Ft Lauderdale FL 33314 Office Phone 954 262 5689 Use WebCT for email Required Text Bowers J Hatch C 2005 Second Edition The ASCA National Model A framework for school counseling programs Alexandria VA The American School Counselor Association American Psychological Association 2009 Publication manual of the American Psychological Association sixth edition Washington DC Author You can obtain this book directly from the publisher ASCA If you are a member of ASCA you can obtain this book at a discounted price The APA Manual was recently updated and the newer edition has many important changes so please purchase the most recent edition 2009 6th edition You may obtain this book directly from APA at http www apa org publications Other Resources American School Counselor Association www schoolcounselor org Florida School Counselor Association www fla schoolcounselor org American Counseling Association www counseling org Florida Department of Education www fldoe org 2 Course Description This course covers the history philosophy functions management and operation of comprehensive school counseling programs in elementary and secondary schools with emphasis on the role of the professional school counselor Course Objectives Upon completion of this course student will be able to 1 Describe the history philosophy and current trends in education and school counseling and the role function and professional identity of a school counselor in relation to other school personnel CACREP II G 1 a III SC A 1 3 2 Demonstrate knowledge of school organizations the pre K 12 curriculum and the relationship of a school counseling program to the Sunshine State Standards and the academic and student services in schools CACREP III SC O 3 4 5 3 Describe the impact of diversity on school counseling including age gender sexual orientation religious and spiritual beliefs racial ethnic and cultural heritage etc and multicultural counseling theories CACREP II G 2 c III SC E 1 4 Understand counseling consultation coordination collaboration referral and team building CACREP III SC M 1 2 3 4 5 6 5 Understand curriculum design lesson plan development classroom management strategies and differentiated instructional strategies for teaching counseling and guidance related material CACREP III SC K 3 6 Understand counselor characteristics and behaviors and self care strategies appropriate to the counselor role and leadership counseling supervision models practices and processes CACREP II G 1 d e G 5 b III SC O 1 2 7 Understand professional organizations and credentialing the ethical standards of these bodies and the application of the standards in professional counseling CACREP II G 1 f g j III SC A 2 8 Understand the role and process of the professional counselor advocating on behalf of the profession and the advocacy processes needed to address barriers that impede access equity and success for clients CACREP II G 1 h i III SC B 2 F 3 9 Understand principles models and applications in the design implementation management and evaluation of programs including the use of needs assessment and data findings to effect program modification student and school improvement and accountability CACREP II G 8 d III SC C 2 10 Knowledge of the ASCA National Model Framework for School Counseling Programs including identifying program objectives and using data driven results to determine appropriate outcomes program evaluation and follow up CACREP III A 5 Department of Education The following DOE subject area competencies are addressed within this course either through topics as listed in the Calendar of Assignments or via Accomplished Practices tasks 3 2 4 2 5 6 2 8 4 8 5 Identify high risk and addictive behaviors and appropriate intervention strategies Demonstrate knowledge of school counseling programs for classrooms and large groups e g drug education personal safety career education Demonstrate knowledge of the professional and ethical standards of the American Counseling Association and American School Counselor Association Demonstrate knowledge of the purposes types and basic steps of program evaluation and relevant follow up activities Demonstrate knowledge of progress monitoring and outcomes reporting to all stakeholders e g graphing student performance response to intervention program outcomes Florida Educator Accomplished Practices Students will demonstrate competency in the delineated Accomplished Practices via successful completion of the following required tasks NOTE You will need to hand in a cover page that is COMPLETELY filled out see the end of the syllabus with each of the required Marker Tasks there are 4 in this class 3 Continuous Improvement School counselors recognize that their own learning and development is a continuous lifelong process They routinely evaluate their own knowledge professional competencies and outcomes of their services They use their evaluation and selfreflection to determine specific needs for continuing professional development and they acquire training and attend continuing professional development activities in order to strengthen weaknesses and to remain current in meeting the needs


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