COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department of Educational Administration and Counseling Course No: CP-631 Revised: Fall 2004 Title of Course: Consultation and Counseling Issues in Schools THE COUNSELOR AS COMPETENT PROFESSIONAL EDUCATOR I. Catalog Description and Credit Hours of Course: Designed to provide the prospective school-based helping professional with the knowledge of theories and techniques to be an effective consultant with administration, staff and parents regarding the school learning environment, classroom management and individual student concerns including ADHD, school violence, anger management, bullying, discipline, crisis intervention (3) II. Prerequisite(s): CP-610 or permission of instructor III. Purposes or Objectives of the Course: A. The student will become familiar with the various roles of the consultant and models of consultation designed to enhance student’s academic, social, emotional, career and other developmental needs in a school setting (CACREP 2001 Section VI Standard C.3.d.) B. The student will develop an understanding of the dynamics, processes and stages of collaborative consultation with school, home and community agencies (CACREP 2001 Section VI Standard C.3.b.). C. The student will develop foundational communication and problem-solving skills and strategies to promote, develop and enhance effective teamwork within the school and larger community (CACREP 2001 Section VI Standard C.3.a.). D. The student will become acquainted with ethical standards which guide consultant behavior. E. The student will become familiar with various psychometric assessmenttechniques which aid in defining consultee concerns with regard to school and classroom climate as well as student learning and behavioral problems (CACREP 2001 Section VI Standard C.3.d.). F. The student will become acquainted with specialized curriculum, and instructional strategies and responsive services which aid in the development and maintenance of positive mental health and productive behavior in the school environment. (CACREP 2001 Section VI Standard C.3.d., MoSTEP 1.4.2.3). IV. Expectations of Students: A. The student will participate in seminar discussions and in-class assignments. B. The student will take responsibility for one class presentation using consultation and classroom management skills. C. The student will write a paper on the topic of their presentation. D. The student will develop, facilitate and report on a consultation project of their choice. (MoSTEP 1.4.31) E. The student will know and understand a variety of crisis intervention and consultation theories and techniques (MoSTEP 1.4.2.3) F. The student will know how to select and use counseling interventions appropriate to the needs of all learners (MoSTEP 1.4.2.3) G. The student will know how to use appropriate referral resources and procedures (MoSTEP 1.4.2.3.) V. Course Content or Outline: Class Hours A. Introduction to Consultation 6 1. Definition of consultation 2. Basic concepts of consultation 3. Principles of consultation 4. Models of consultation B. The Consultation Process in Schools 6 1. The scope of pupil personnel services 2. Roles of a consultant 3. Stages of consultation 4. Interpersonal processes 5. The dynamics of collaborative consultation settings.C. Consultant Skills and Classroom Management 6 1. Communication Skills 2. Classroom Climate and Learning Environment 3. Assessment techniques 4. Developing effective interventions 5. Evaluation techniques D. Consulting with Various Populations 10 1. Administration 2. Teachers 3. Parents 4. Community Agencies 5. Medical Community E. Understanding the development of programs addressing issues and trends in school: 12 1. ADHD & ODD 2. Anger & Conflict Management 3. Motivating Students 4. Discipline & Parenting 5. Crisis intervention 6. Grief and Loss in a school setting 7. Bullying 8. Use of technology 9. Diversity 10. Sexual Harassment F. Legal and Ethical Considerations 5 1. Legal and ethical aspects of consultation 2. Multicultural considerations VI. Textbook(s): Friend, M.& Cook, L.(2003). Interactions: Collaboration skills for school professionals (4th ed.). Boston: Allyn and Bacon. Assigned readings from current professional journals. VII. Basis for Student Evaluations: A. Class participation B. Written examinations C. Consultation project D. Class presentation & overview paper VIII Methods of Instruction:A combination of: Classroom lecture and discussion Web instructions, discussion (Forum) and tests/exams (UTest) IX. Reasonable Accommodation If you have a diagnosed disability or believe that you have a disability that might require "reasonable accommodation" on the part of the instructor, please contact the Learning Enrichment Center, University Center, Room 302, 651-2273 or TDD 651-5927. As a part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to requesting reasonable accommodation. X. Adherence to the Honor Code: Students will be expected to abide by the University Honor Code in regards to plagiarism and academic honesty. XII. Classroom Etiquette: It is to be expected that the instructor will treat all students with dignity and respect -- it is also expected that the students will treat both the instructor and other students with this same respect. In order to more effectively facilitate this respect, I would ask the following things: 1) all pager and cell phones need to be turned off before class; 2) side conversations should be kept to a minimum; and, 3) interactions should be respectful. XIII. Knowledge Base Reference: Amatea, E.S., & Brown, B. E. (2000). The counselor and the family: An ecosystemic approach. In J. Wittmer (Ed.), Managing your school counseling program: K-12 developmental strategies (2nd ed., pp. 192-203). Minneapolis, MN: Educational Media. Baker, S. B. (2000). School counseling for the twenty-first century (3rd ed.). New York: Merril/Prentice Hall Bemak, F. (2000). Transforming the role of the counselor to provide leadership in educational reform through collaboration. Professional School Counseling, 3, 323-331 Caffery, T., Erdman, P., Cook, D.