Introduction to School Counseling (3)
This foundational course provides an overview of the comprehensive school counseling model, delivery, management, and accountability systems. Emphasis is placed on the evolving role of school counselors in the areas of system support, guidance curriculum, individual planning and responsive services. Candidates will learn the roles and responsibilities of school counselors and create a Professional Growth Plan.
Societal Issues in Counseling (3)
This course explores societal issues that affect children and families in our rapidly changing world. Emphasis is placed on the counselor's response to child abuse, suicide, gangs, gender identity, violence, poverty, homelessness, the achievement gap, and dropout prevention. Candidates will explore the legal and ethical responsibilities of the schools related to these issues. Candidates will integrate resilience and protective factors in the school counseling programs.
Child/Adolescent Growth and Development (3)
This course describes developmental norms in children and adolescents within the context of historic and current theoretical models. Candidates will apply theories to their school counseling practice in order to foster student success and resilience, and provide guidance to parents and teachers about developmentally appropriate practices which strengthen student learning. Strategies for optimizing learning and retention are explored and practiced in light of current brain research. Course Entry Requirements: EGC 501 Introduction to School Counseling.
Counseling Theory and Practice (4)
This course investigates major theories of counseling and their application to the P/K-12 school setting. Emphasis is placed on counseling techniques and skills, contributions and limitations to multicultural counseling and the American School Counselor Association's Ethical Standards (2010). Candidates master elements of counseling theories and apply them to professional practice.
Group Counseling (3)
This course examines the utilization of group work in K-12 school settings to support student success. Emphasis is placed on both small and large groups, classroom guidance lesson planning, implementation, and evaluation. Candidates facilitate effective adult and student groups, and identify quality guidance curriculum.
Family Structures (3)
This course examines the impact of family structures and parenting on the K-12 student. Emphasis is placed on parenting theories, model parenting programs, community agency referrals, and techniques to encourage parental involvement in education. Candidates will learn to view students with a systems perspective, practice healthy communication skills and identify interventions that strengthen families.
Career Counseling/Information Systems (3)
This course examines how to increase student motivation through self-awareness and career awareness, decision-making strategies, and career/life planning processes. Topics include career development theory, information technology, career inventories, referral resources, career day activities and guidance presentations. Candidates leave knowing how to fulfill their role as a counselor who supports students in the career domain.
Counseling Testing and Appraisal (3)
This course is designed to provide candidates with measurement tools that assess academic achievement, aptitude, psychosocial norms, and career and vocational interest. Principles of assessment, interpretation of results, behavioral observations, case studies, and cumulative file evaluation are covered using in-class studies and activities from the candidate's internship practicum. Candidates will develop case studies, participate in child study teams at the schools, interpret cumulative files, and be knowledgeable of related legal and ethical issues. Prerequisites: EGC 501
Health Issues in Schools (3)
This course investigates health issues that affect students in the schools. Emphasis is placed on such issues as attention-deficit/hyperactivity, autism, substance abuse, psychotic disorders, anxiety disorders and peer problems as they create barriers to learning. Candidates explore the design and application of systemic interventions which assist student learning. Related legal and ethical issues will be investigated.
Leadership for Change (3)
This course provides the opportunity for candidates to understand the leadership role of the school counselor and consolidate their knowledge and skills. Emphasis is placed on the ASCA model, change theories, the school improvement process, leadership traits, traits of highly effective schools and systems thinking. Candidates will evaluate school improvement plans and create an action plan that address the achievement gap. Course Entry Requirements: Candidates must have completed the majority of course work in Guidance and Counseling before taking this course.
Guidance and Counseling Culminating Seminar (3)
In this capstone course, candidates reflect and synthesize their learning. They assemble and present quality evidence of their knowledge, skills and dispositions related to the counseling standards, present their action research and review school counseling scenarios. The course fosters candidates’ employability skills, expand learning through reflection and mastery of the twelve school counselor standards.
Counseling Practicum (1)
This course focuses on skills used in school counseling. Through guided practice, candidates will demonstrate mastery of the brief counseling model, conflict mediation, solution focused therapy and narrative therapy. Candidates will be prepared to meet the clients' needs with appropriate interventions. Course Entry Requirements: EGC 620 and EGC 515.
Counseling Practicum (2)
This course focuses on the specific skills which comprise the foundation of school-based counseling. The brief counseling model is reviewed. Solution focused and narrative therapies are introduced. Through guided practice, candidates will gain increasing mastery of counseling skills to use in their field experiences. Candidates compare and contrast the implementation of the ASCA model at their internship site and complete the observation phase of their internship experience.
Tools for Academic Inquiry (for ESA Cet) (3)
This course introduces candidates to the wealth of information and tools that are the foundation of graduate study. Candidates use the inquiry process to select research topics, evaluate sources and identify outcomes to become effective researchers. They learn how to evaluate academic research and use it to inform their work as school counselors.
Current Issues in Education (3)
This course examines both historical and current issues in education which affect student learning. Topics include pressing issues in education today such as charter schools, the achievement gap, standards and the use of technology. School counseling candidates gain a better understanding of the school context, effective teaching practices, and the controversies surrounding education. Upon successful completion, candidates earn their Issues of Abuse Certificate.
Multicultural Counseling (3)
This course is designed to build multicultural counseling competencies. Emphasis is placed on the principles of effective multicultural development: awareness, dispositions, knowledge, and skills. Candidates engage in a cultural self-evaluation; investigate community cultures and issues; identify resources that promote resilience and support for students in schools; and strategies that are culturally specific. This course increases candidate's ability to model cultural proficiency, promote social justice and work effectively in a multicultural environment.
Counseling Practicum (1)
This course focuses on the specific skills which comprise the foundation of school-based counseling. The brief counseling model includes empathy, reflective listening, identifying feelings, and paraphrasing. Through guided practice, candidates will gain increasing mastery of counseling skills to use in their field experiences.
Internship I (1)
The school counseling internship is a sequential, mentored, and integrated field experience. This is the first phase of internship as candidates observe and reflect on the ASCA comprehensive school counseling model in the K-12 setting. The role of the school counselor is explored in multiple settings, including schools serving high-needs populations. Upon completion, candidates continue their internship with hands-on counseling activities under the guidance of a cooperating counselor in the school and a university field supervisor.
Internship II (2)
Having completed the observation segment of the internship series, the candidates now practice skills relevant to the school counseling role. Candidates are mentored by a cooperating counselor and overseen by a university field supervisor. Emphasis is placed on skill development and exploration of legal and ethical issues. Candidates learn individual planning, systems intervention, responsive services and guidance curriculum. Course Prerequisites: EGC 632 Fingerprint Clearance.
Internship III (2)
Having completed Internship II, candidates continue to practice skills relevant to the school counseling role. This course provides support and a framework to prepare for certification during candidates' placement in schools. Candidates are mentored by a cooperating counselor and overseen by a university field supervisor. Emphasis is placed on skill development and exploration of legal and ethical issues. Candidates practice individual planning, systems intervention, responsive services and guidance curriculum.
Internship IV (2)
This is the culminating experience of the internship sequence. Candidates hone skills relevant to the school counseling role and consistently show independent competence during work at their placement site. This course provides support and a framework for the completion of requirements necessary for certification. Candidates are mentored by a cooperating counselor and overseen by a university field supervisor. Emphasis is placed on fine-tuning skill development and exploration of legal and ethical issues. Candidates demonstrate mastery in delivering individual planning, systems intervention, responsive services and guidance curriculum. Prerequisites: EGC 633, 634 or Program Director permission.