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UNIVERSITY of the CUMBERLANDS

Faculty Portfolio Susan R. Rose, Ph.D.

Director of School Counseling Program Associate Professor

Professional Portfolio: Susan R. Rose, Ph.D. Page 1

Table of Contents (To Navigate Links: Click the Control key prior to clicking link)

Curriculum Vitae ........................................................................................................................................ 3

Scholarship ............................................................................................................................................... 9

Leadership ........................................................................................................................................ 10

Director of School Counseling Program, University of the Cumberlands .................................... 10

Post-Secondary Vice President, Kentucky School Counselor Association ................................... 10 Publications ...................................................................................................................................... 11

Connecting Counselor Preparation Programs with Student Achievement .................................. 12

Instructor’s Manual, Elements of Culture in Counseling .............................................................. 22

Building a Champion Character: Primary Guidance Program ...................................................... 23

Building a Champion Character: Intermediate Guidance Program .............................................. 24

Presentations .................................................................................................................................... 25

Life’s Levels of Grief: A Follow-Up, KSCA ..................................................................................... 26

Life’s Levels of Grief Pre-Conference Workshop, KSCA ................................................................. 28

Behavior Management, UC ........................................................................................................ 30

WGTK Radio ................................................................................................................................. 31

Using ASCA Model to prepare a CSCP, Oldham County ............................................................... 32

Using ASCA Model to prepare a CSCP, KSCA ............................................................................... 33

Syllabi and Student Exemplars ............................................................................................................... 36

COOL 530, Introduction to School Counseling ................................................................................. 37

COOL 530: Counseling Philosophy .............................................................................................. 43

COOL 530: Delivery of Services .................................................................................................... 51

COOL 531, Social and Cultural Foundations of School Counseling ................................................... 54

COOL 531: Cultural Autobiography .............................................................................................. 62

COOL 537, Personality Assessments ................................................................................................ 72

COOL 537: Personality Assessments Report/Analysis .................................................................. 80

COOL 539, Career Development ...................................................................................................... 88

COOL 539: Career Conversations/Analysis ................................................................................... 96

COOL 630, Introduction to Drug/Alcohol Counseling ..................................................................... 101

COOL 630: Drug/Alcohol Counseling Projects ........................................................................... 110

COOL 631, Legal and Ethical Issues in Schools Counseling ............................................................. 119

COOL 631: Legal and Ethical Issues Reflection Paper ................................................................ 126

COOL 634, Group Counseling in Public Schools ............................................................................. 128


COOL 634: Group Development Paper ...................................................................................... 135

COOL 636, Counseling Aspects of Grief and Loss ........................................................................... 151

COOL 636: Loss History/Personal Awareness Paper .................................................................. 160

COOL 637, Counseling Practicum ................................................................................................... 173

COOL 638, Counseling Internship .................................................................................................. 182

Evaluations ............................................................................................................................................. 190

2011 - 2012 .................................................................................................................................... 191

2010 – 2011 ................................................................................................................................... 195

Professional Growth Plan ...................................................................................................................... 199

2011 – 2012 ................................................................................................................................... 200

2010 – 2011 ................................................................................................................................... 201

Professional Development .................................................................................................................... 202

American Counselors Association (ACA) Conference, Spring 2011 ................................................ 203

Kentucky Association of Teacher Educators (KATE) Conference, Fall 2010 ................................... 204

Kentucky Association of Colleges for Teachers and Education (KACTE) Retreat, Summer 2010 .... 205

Kentucky School Counselor’s Association (KSCA) Conference, Spring 2010 ................................... 208

Kentucky Counselor’s Association (KCA) Conference, Fall 2009 .................................................... 210

Kentucky School Counselor’s Association (KSCA) Conference, Spring 2009 ................................... 212


Curriculum Vitae

Susan R. Rose, Ph.D. 12938 Wooded Forest Road • Louisville, KY 40243

Home phone: (502) 253 – 9859 • Cell phone: (502) 468 – 1480

[email protected]

EDUCATION

Ph.D., University of Louisville 2007

Program: Counselor Education

Dissertation: School Counselor Perceptions and Competencies for Closing the Achievement Gap:

Implications for Counselor and Higher Education Programs for All Educators

Rank 1, Counseling , University of Louisville 2001

Standard Certificate, School Counseling

M.A., Guidance Counseling, University of Louisville 1999

B.S., Education, University of Louisville 1992

UNIVERSITY EXPERIENCE

Director of the Master of Arts in Education, School Counseling Program 2009 - Present

Associate Professor University of the Cumberlands

Responsible for directing the school counseling program; advising students; preparation, teaching

coursework and research; communication of program of studies; teaching coursework for program;

assessing student progress; providing feedback to participants; meeting and consulting with course

members and university colleagues; public relations to community.

Courses Taught:

COOL 530, Introduction to School Counseling: Summer 2009, Fall 2009, Spring 2010, Summer 2010,

Fall 2010, Spring 2011, Summer 2011, Fall 2011

COOL 531, Social and Cultural Foundations: Summer 2009

COOL 537, Personality Assessments: Fall 2009, Fall 2010, Fall 2011

COOL 539, Career Development: Summer 2010, Summer 2011

COOL 630, Introduction to Drug/Alcohol Counseling: Spring 2010

COOL 631, Legal and Ethical Issues of School Counseling: Fall 2009, Fall 2010, Fall 2011

COOL 634, Group Counseling in Public Schools: Spring 2010, Summer 2011

COOL 636, Counseling Aspects of Grief and Loss: Spring 2011

COOL 637, Counseling Practicum: Fall 2011

EDOL 631, Advanced Human Development: Spring 2011

EDOL 698, Supervised Student Teaching – University Coordinator: Spring 2011

EDOL 699, Practicum in Education – University Coordinator: Fall 2011

mailto:[email protected]


Major Contributions:

▫ Developed the School Counseling Master‘s Program from its inception and continue to manage

the program through growth and advancement.

▫ Drafted several parts, specifically the introduction and standards four and five, of UC‘s

Institutional Report for the 2011 reaccreditation efforts.

▫ Crafted much of the text in both UC‘s Teacher Leader‘s Master‘s program and UC‘s Principal

program.

▫ Developed the School Counseling Education Specialist Program from its beginning and continue

to manage the program through growth and advancement.

Adjunct Professor 2007 – 2009

Lindsey Wilson College (LWC)

Indiana University Southeast (IUS)

Midway College

Responsible for preparation, teaching coursework and research; communication of program of studies;

teaching coursework for program; assessing student progress; providing feedback to class participants;

meeting and consulting with class members and university colleagues; public relations to community.

Courses Taught:

HS 4003, Research Methods and Statistics: Spring 2010 – LWC

CHD 5083, Assessment: Spring 2010 – LWC

CHD 5013, Multicultural Issues, Human Diversity, & Preventive Community Ed., Fall 2009 – LWC

CHD 5033, Counseling Theories & Techniques - Cognitive & Behavioral, Fall 2009 – LWC

CHD 5023, Counseling Theories & Techniques - Humanistic/Affective: Summer 2009 – LWC

G570, Human Sexuality: Spring 2009 – IUS

P515, Childhood Development: Fall 2007, Spring 2008, Summer 2008, Fall 2008, Spring 2009 – IUS

PSY 200, Introduction to Counseling: Fall 2008 – Midway College

PSY 355, Experiential Research Methods: Spring 2008 – Midway College

P – 12 EXPERIENCE

Resource Teacher (SPARS/Low Readers) 2008 – 2009

Olmsted Academy South (Public All-Girls Middle School)

Collected research on gender-specific schools; Assessed needs of students to design and organize academic lessons

using various educational software and creative designs; Prepared, implemented and instructed lessons for students

to train and develop reading skills; Conferenced with students on writing skills and open-response questions;

Evaluated papers, etc. with excellent time management abilities; Record-keeping; Public relations to parents and

community.

Counselor 2000 – 2008

Jefferson County Public Schools

Trimble County Public Schools

Responsible for development, administration, and communication of all Guidance Curriculum Development and

Counseling Services. Liaison for parents and community representatives. Chair of Student-Teacher Assistance

Teams to establish interventions for students who may be experiencing difficulty. Chair of Special Education

meetings (SBARC) where IEP‘s were developed. Meeting and consulting with parents, teachers, administrators,

and the community. Working with students in small-group and individual sessions; Leading classroom/large group


sessions on character education; providing curriculum for teacher based guidance. Policy implementation for

student issues and parenting education curriculum. Maintenance of grants and contracts.

Teacher 1993 – 2000

Christian Academy of Louisville

Noe Middle School (JCPS)

Immaculate Conception, LaGrange, KY

Assessed needs of students to design and organize academic lessons using various educational software and creative

designs; Prepared, implemented and instructed lessons for students to train and develop creative language and

problem-solving skills; Conferenced with students on writing skills and open-response questions; Evaluated papers,

etc. with excellent time management abilities; Record-keeping; Public relations to parents and community.

ASSOCIATED PROFESSIONAL EXPERIENCE

President & CEO, Counseling Today 2001 – Present

Developed character education curriculum, Building a Champion Character, providing lessons in social

skills, values, character building, and classroom management. Share the program in Professional

Development seminars. Published and distributed the program through Amazon and my web-site

www.CounselingToday.com.

Licensed Practical Counselor Associate, Frager Associates 2009 – 2010

Provided mental health counseling, including assessment, diagnosis, and treatment for children and

adolescents within a clinical therapeutic setting.

Supervisor, University of Louisville Intern/Practicum students 2004

Provided supervision and professional consultation for master‘s level counselors in intern and practicum

sites.

Graduate Teaching Internship, Dept. of Counseling Psych., University of Louisville 2004

Theories of Counseling and Psychology

Families in Transition (FIT) Facilitator, Family Court–Henry, Oldham & Trimble Counties 2002 – 2003

Led elementary age group of the court-mandated counseling for divorced parents with children between

the ages of 5 and 17 for the tri-county area. Managed program and facilitated counseling for the age

group of 5 -11. Supervised and assisted with coordination of program between parents and children.

School Counselor Internship, Christian Academy of Louisville 1998 – 1999

Pre-masters school training experiences in guidance counseling, developmental interventions, and

program development and consultation with various academic, administrative and counseling

organizations. Development of small groups, workshops, and referral systems. Additional training in

assessment and intervention with learning disabled students.

http://www.counselingtoday.com/


PUBLICATIONS

Rose, S. R., Portes, P. R., Sandhu D. S. (2011). Connecting Counselor Preparation Programs With

Student Achievement. Retrieved from http://counselingoutfitters.com/

vistas/vistas11/Article_xx.pdf.

Rose, Susan R. (2009). Instructor Manual. For Lee, C., Burnhill, D., Butler, A., Hipilito-Delgado, C.,

Humphrey, M., Munoz, O., and Shin, H. Elements of Culture in Counseling. Columbus, OH: Pearson

– Merrill.

Rose, Susan R. (2005). Building a Champion Character: Primary Guidance Program. Parker, Colorado:

Outskirts Press, Inc.

Rose, Susan R. (2005). Building a Champion Character: Intermediate Guidance Program. Parker,

Colorado: Outskirts Press, Inc.

PRESENTATIONS

Rose, Susan R. (2011). Life’s Levels of Grief: A Follow-Up. A break-out session presented for K – 12

counselors. Kentucky School Counselors Association Conference. March 3, 2011.

Rose, Susan R. (2011). Life’s Levels of Grief. A six hour pre-conference workshop presented for K-12

counselors. Kentucky School Counselors Association Conference. March 2, 2011.

Rose, Susan R. (2011). Behavior Management. A three hour workshop presented for Undergraduate

Candidates in Student Teaching semester at University of the Cumberlands. January 13, 2011.

Featured on WGTK Radio out of Louisville, Kentucky, as a Counselor answering questions related to

children and adolescents in the home, school and community, January 10, 2010.

Rose, Susan R. (2009). Using the ASCA Model to prepare a Comprehensive School Counselor Program. A

workshop presented for elementary counselors. Oldham County Public Schools, Kentucky. June 2009.

Rose, Susan R. (2009). Using the ASCA Model to prepare a Comprehensive School Counselor Program. A

workshop presented for K – 12 counselors. Kentucky School Counselors Association Conference.

March 2009.

Rose, Susan R. (2002). Set-Up and Assembly Required. A workshop presented for elementary and

middle school counselors. Kentucky Counselors Association Conference. October 2002.

Rose, Susan R. (2002). Building a Champion Character. A workshop presented for elementary and

middle school counselors. Kentucky School Counselors Association Conference. March 2002.


middle school counselors. Kentucky Counselors Association Conference. October 2001.


middle school counselors. Kentucky School Counselors Association Conference. March 2001.


PROFESSIONAL CONTRIBUTIONS/SERVICE

Vice-President, Post-Secondary, Kentucky School Counselors Association 2011 – Present

Board Member/Public Relations Chair, Kentucky School Counselors Association 2001 – 2004

Member, Search Committee for ECPY Staff position

2005

University of Louisville

PUBLIC/COMMUNITY SERVICE

Volunteer to provide Counseling/Therapy for Give an Hour Suicide Prevention 2010

Initiative for US Military

Family Court - Organizational Consultant, Oldham, Trimble, Henry Counties 2002 – 2003

UNIVERSITY AND INSTITUTIONAL SERVICE

Writing member, Principal Program 2010 – 2011

University of the Cumberlands

Writing member, Teacher Leader Program 2009 – 2010


Writing and Team member, Institutional Report for EPSB Accreditation 2009 – 2010


PROFESSIONAL MEMBERSHIPS/AFFILIATIONS

American Counseling Association

American Education Research Association

American School Counselors Association

Association for Counselor Education and Supervision

Kentucky Association of Teacher Educators

Kentucky Counseling Association

Kentucky School Counselors Association

National Education Association

HONORS AND AWARDS

Colorado Independent Publishers Association Education and Literacy Foundation 2007

2007 ―EVVY‖ Book Awards, 1st Place – Workbooks for Building a Champion Character,

Primary Version

Metropolitan Who‘s Who Among Executive and Professional Women 2007 – 2008


Honors 2007/2008 Edition

Who‘s Who in Business 2008/2009 Edition 2008 – 2009

PROFESSIONAL DEVELOPMENT

Kentucky School Counselor‘s Association (KSCA) Conference. Louisville, Kentucky. March 2011.

Kentucky Association of Teacher Educators (KATE) Conference. Georgetown, Kentucky. September

24, 2010.

Kentucky Association of Colleges for Teachers and Education (KACTE). Deans and Chairs Summer

Retreat. Louisville, Kentucky. July 29-30, 2010.


Kentucky Counselor‘s Association (KCA) Conference. Lexington, Kentucky. October 2009.












LICENSES & CERTIFICATIONS

Guidance and Counseling, Grades K – 12, Kentucky 12/14/99 – 06/30/14

Teaching in the Middle Grades 5 – 8, Languages Arts/Math, Kentucky 07/01/93 – 06/30/08

School Counseling, Grades K – 12, Indiana 03/05/09 – 03/05/19


Leadership

Director of School Counseling Program


Post-Secondary Vice-President

Kentucky School Counselor Association

http://gradweb.ucumberlands.edu/education/maed/profiles/faculty

http://www.kyschoolcounselor.org/


Connecting Counselor Preparation Programs With Student

Achievement

Susan R. Rose, Pedro R. Portes, and Daya S. Sandhu

Rose, Susan R., is Director of the School Counseling Program and an Associate Professor

at University of the Cumberlands. Dr. Rose is an award-winning author who has a passion for

infusing social skills within the academic skills to produce a well-rounded education and reach the

whole child. She has over 18 years experience working in the public schools and continues to

advocate for P-12 students through her preparation program at University of the Cumberlands and

her business showcased on the web at www.counselingtoday.com

Portes, Pedro R., is Executive Director of CLASE and Professor of Educational and

Counseling Psychology at the University of Georgia, where he is the Goizueta Chair for Latino Teacher Education. He is the author of Dismantling Educational Inequality: A Cultural Historical

Approach to Equity and Excellence in Education.

Sandhu, Daya S, is a pre-eminent scholar in school and multicultural counseling, author

or editor of 15 books, and a Fulbright Scholar. Dr. Sandhu is a Distinguished Professor of

Research at University of Louisville. He is also on the board of Licensed Professional Counselors

for the Commonwealth of Kentucky.

School days were once thought to be the ―best years of one‘s life‖ or ―the good ol‘ days,‖

however students in today‘s schools are experiencing difficulties that their parents did not face. They are

expected to learn more at a much faster pace with conflicting emotional struggles coming at them from all

directions with each passing day. These expectations of student place a greater expectation on educators

to prepare them for these academic and emotional struggles. How is it possible to balance the emotional

reality of children‘s developmental needs with the necessity to show academic success?

This debate has tended to divide children‘s learning along two axes, the emotional and the

academic. Either we can address children‘s academic performance, the conventional thinking holds, or we

can address their emotional and social needs. Before more children suffer from this divide, it is necessary

to deliver some important news: The two kinds of learning are intimately connected. That means that

promoting students‘ social and emotional skills plays a critical role in improving their academic

performance (Greenberg et al, 2003; Shriver & Weissberg, 2005; Zins, Weissberg, Wang, & Walberg,

2004).

Steven Wolk (2007) further supports this line of thinking by stating:

If the purpose of our schools is to prepare drones to keep the U.S. economy going, then

the prevailing curricula and instructional methods are probably adequate. If however, we

want to help students become thoughtful, caring citizens who might be creative enough to

figure out how to change the status quo rather than maintain it, we need to rethink

schooling entirely. (p. 648)

This kind of schooling that addresses thinking and caring provides the foundation necessary to help these

students across the hurdles they are facing.

The basic principle of academic success is that all students, to be optimally motivated to learn and

thus close the achievement gap, need to feel a sense of security, love, belonging and connectedness before

they can accept the basic concept of learning (Maslow, 1943). They must continue to feel this

connectedness in terms of competence, autonomy, and relatedness to others in the learning setting to feel

motivated to learn. The emotional challenges that underlie the problem causing the achievement gap and

the academic needs that lay on the surface are so intertwined that one cannot be disentangled from the

other.


Decades of research have not provided adequate answers to guide schools in blending the higher

expectations of high accountability and continuous improvement of the 21st century with the necessary

social skills that would address the problem. A recent reform publication stated that ―by the year 2020,

the majority of America‘s public school students will be living under conditions that place them at risk of

education failure‖ (Irmsher, 1997, p.1).

When children become convinced that they will not be able to make it in society, they tend to

take the skills they have and use them to take the low roads of life (Portes, 2005). An effective educator

can give a child hope, and with hope a child can overcome seemingly impossible obstacles. As the

support person within the school, it seems natural that this role of providing hope would fall to the

counselor. In 1997, the Wallace-Reader‘s Digest Funds and Education Trust launched The Transforming

School Counseling Initiative (TSCI), based on the assumption that school counselors can and should serve

as ―proactive leaders and advocates for high achievement for all students, especially poor and minority

youth‖ (Education Trust, 2000, p.1.) Paisley and Hayes (2003) further support this notion with the

statement,

Clearly, school counselors have a significant role to play in ensuring student success.

Because they have a school-wide perspective on serving the needs of every student,

schools counselors are in an ideal position to serve as advocates for all students and as

agents for removing systemic barriers to academic success. (p. 198)

Hence, the counselor needs to be prepared to do so.

The counselor preparation program seems to be the best place to begin this influence on the

counselor‘s ability to develop these skills. Appropriate counselor preparation will help provide necessary

training for all counselors to work better with students placed at risk, allowing them to benefit from

current educational reforms. Hence, the primary purpose of this study was to explore the knowledge and

attitudes of practicing counselors regarding their counselor preparation programs in relation to being able

to address the needs of all students and, thus, assist in closing the achievement gaps. A survey was used

to explore the knowledge and attitudes of practicing counselors regarding their counselor preparation

programs in relation to being able to play a significant role in student achievement. The study examined

the knowledge base that schools counselors have in relation to the school setting, population, and other

factors involved with the achievement gap. The survey continued to probe counselors‘ attitudes and

beliefs about the counselor role. Responses to the survey were analyzed quantitatively through

descriptive methods as well as qualitatively through review of individual comments.

Method

All 1,271 school counselors listed on the 2007 Kentucky Department of Education‘s registry were

given the survey instrument through an e-mail addressed to each participant. Participants were assured

that the study would be based on non-usage of names of districts and employees to better secure the

honesty of responses and, thus, the reliability and validity of the study.

The survey was completed by 788 counselors, which resulted in a 62% response rate. Females

completed 89.8% (n=708) and males completed 10.2% (n=80). This is representative of the female/male

ratio of school counselors within the represented districts. The majority of respondents, 93.8% (n = 739),

identified themselves as Caucasian; 3.8% (n = 30) identified themselves as African American; 1.3% (n =

10) identified themselves as Native American; and 1.1% (n = 9) identified themselves as Asian American.

The professional experience of the school counselors was quantified using survey responses:

34.6% (n = 273) worked as high school counselors; 44.3% (n = 349) worked as elementary school

counselors; and 21.1% (n = 166) worked as middle school counselors. Years of experience were

quantified by survey responses: 13.5% (n = 107) of the sample had served as a school counselor for 0 – 5

years, 44.4% (n = 350) had 5 – 10 years of experience, 22.1% (n = 174) had 10 – 15 years experience,

12.3% (n = 97) had 15 – 20 years experience, and 7.6% (n = 60) possessed more than 20 years of

experience.


The survey instrument was developed by examining previous surveys designed within the realms

of school reform, closing the achievement gap, and counselor preparation. Section I of the survey asked

about demographic data. Sections II through VIII asked closed-ended questions using a likert-type scale

to gauge the level of impact that counselors felt specific factors had on closing the achievement gap and

to gather information regarding the participant‘s knowledge base, content knowledge regarding the gap

and counseling, counselors‘ education and training, participants‘ skills and experience, and to gather

counselors‘ perceptions in relation to dispositions and attitudes regarding program effects on closing the

achievement gap. Section IX closed the survey asking participants to comment on their counselor

preparation program‘s strengths and weaknesses as well as make suggestions for improvement.

Results

Content Knowledge in Relation to Closing the Achievement Gap

Table 1 reports the response frequencies and means for the items dealing with respondent

perceptions of the content knowledge they gained from their own counselor preparation program. The

survey item reporting the highest content knowledge factor was for collaboration with a mean of 4.43.

This is significant because collaboration between school and community professionals is an integral

component in addressing the needs of our nation‘s children. The act of collaboration should be driven by

the possibility of aiding students in reaching increased levels of school success (Perry, 1995; Rowley,

2000; Epstein & Sanders, 1998; Stone & Clark, 2001).

Following close behind was the item, ―I believe that having students participating in Social Skills

programs will increase academic achievement‖ at 4.42 with counselors reporting a mean of 4.27 for their

understanding of how to implement a social skills program. This is significant given the research behind

social skills programs. Ignoring the affective aspects of learning actually contradicts much of what we

gleaned from neuroscience about the role of emotions in learning (Jensen, 2006; Sousa, 2006). Learning

is affective as well as cognitive; ―We have to play to the emotional brain; then and only then, will we

open up the intellectual brain‖ (Gilbert, 2002, p. 2).

In regards to the question, ―My counselor preparation program helped me to feel confident in my

abilities to advocate for children”, the mean for counselors was 4.133. The comments section of the

survey qualifies these numbers reporting both positive and negative data. A number of counselors praised

the skill development that occurred throughout the program, commenting ―All in all, the program was

very thorough” and ―Overall, I think my training was very good.‖ A few counselors commented that the

university faculty is important in providing this knowledge base stating positive aspects such as, ―I had

several excellent professors and feel that I could call on them if I had questions about an issue.‖ Others

reported negative aspects such as, ―College faculty who are not current practitioners in schools should

spend time in schools and/or use current school counselors to come in and teach topics that they (the

university staff professors) do not have experience with.‖

Some respondents thought more emphasis on skills was necessary, stating, (1) ―More knowledge

and practice in large group guidance activities – this is the only way to reach all the students in your

school;‖ (2) ―I do a great deal of paperwork concerning scheduling, enrolling and withdrawing students

and, of course, testing. I received NO training for such tasks in my program. Programs should

concentrate more on practical skills and less on theory;‖ (3) ―I would like to see less time spent on theory

and more time spent on real life practical application of those theories. A balance must be found between

developing counseling skills and meeting the demands of the role of the counselor within the local school

system;‖ and, (4) ―More emphasis on the day to day running of a school guidance program. The theories

are great, but application in twenty minutes or less is the norm.‖


Table 1: Content Knowledge in Relation to Closing the Achievement Gap

Item

1 (Strongly

Disagree)

2 (Disagree)

3 (Neither

Agree Nor

Disagree)

4 (Agree)

5 (Strongly

Agree)

M

SD

N % N % N % N % N %

I believe that having students

participating in Social Skills

programs will increase

academic achievement.

10 1.3 39 4.9 349 44.3 390 49.5 4.42 .648

I understand how to

implement a Social Skills

program.

38 4.8 68 8.6 329 41.8 353 44.8 4.27 .811

I believe that learning

communities which practice

collaboration improves

student achievement.

87 11.0 272 34.5 429 54.4 4.43 .683

I have developed a clear

understanding of Diversity

Issues in my Prep. Program.

48 6.1 96 12.2 418 53.0 226 28.7 4.04 .807

In my Prep. program, I

learned how Ethnic Culture is

related to student

achievement.

9 1.1 66 8.4 213 27.0 353 44.8 147 18.7 3.71 .902

My Prep. Program helped me

to feel confident in my

Leadership Skills.

10 1.3 69 8.8 194 24.6 331 42.0 184 23.4 3.77 .946


to feel confident in my

abilities to advocate for all

children.

30 3.8 137 17.4 319 40.5 302 38.3 4.13 .823


to feel confident in my skills

of Counseling &

Coordination.

40 5.1 107 13.6 447 56.7 194 24.6 4.01 .765


to feel prepared to use data

and accountability to help

students in closing the

achievement gap.

29 3.7 185 23.5 283 35.9 252 32.0 39 4.9 3.11 .942


to understand the ASCA

standards as they relate to

counselors.

39 4.9 60 7.6 153 19.4 350 44.4 186 23.6 3.74 1.06

My Prep. Program helped to

instill in me the belief that all

students have the capacity to

achieve.

98 12.4 427 54.2 263 33.4 4.21 .644

Content Knowledge in Relation to Counseling

In regard to the question, ―How often did you observe someone counseling?”, only 49.4% had

opportunities to observe a practicing counselor. Comments such as the following show that less than 50%

is not good enough: (1) ―I would have liked observing more counseling sessions with children as clients;‖

(2) ―I believe that students interested in the Counselor Education program need the opportunity to visit a

real life school counseling setting;‖ (3) ―…receive more consultation and observation of ‗practicing‘

counselors that actually get to do counseling and guidance;‖ and (4) ―… bring in real-life situation that

counselors deal with and let students see how to resolve/deal with these issues; have counselors come to

classes and share about their day to day routines and how they deal with faculty, parents, peer conflicts,

staff, etc.‖ Descriptive data for these survey items appear in Table 2.


Table 2: Content Knowledge in Relation to Counseling – Frequency/Rate of Occurrence

Item

1

(Never)

2

(Seldom)

3

(Sometimes)

4

(Occasion-

ally)

5

(Frequently)

M

SD

N % N % N % N % N %

Discussions about Counseling Phil.

39 4.9 192 24.4 245 31.1 205 26.0 107 13.6 3.19 1.10

Feedback about counseling skills

30 3.8 97 12.3 204 25.9 232 29.4 225 28.6 3.67 1.13

Opportunities to reflect on feedback (Comments and Suggestions

from Professors and

Supervisors)

49 6.2 76 9.6 186 23.6 261 33.1 216 27.4 3.66 1.16

Observation of Counseling

59 7.5 146 18.5 194 24.6 234 29.7 155 19.7 3.36 1.20

Discussions about learning differences

40 5.1 94 11.9 263 33.4 263 33.4 128 16.2 3.44 1.06

Counselor’s Perceptions of University Coursework

The survey asked respondents to rate 18 most commonly offered courses in Counselor Education

Programs on two levels, (1) the relevance of the course to the job activities, and (2) the value of

knowledge and skills gained. Results are reported in Table 3. Counselors rated Research Methods and

Techniques at a mean score of 2.93 and Supervised Research at a mean score of 2.86. Lower scores for

these courses may signify possible issues regarding students‘ perceptions of the quality of these courses.

Counselors agreed that consultation was important with a relevance of 3.62 and a value mean of

3.57. Supporting comments from counselors were (1) ―…we also spend a great deal of time counseling

and consulting with parents so this needs to be an area of focus;‖ (2) ―…working with community

agencies such as social services, law enforcement and local comprehensive care or other mental health

agencies;‖ and (3) ―Students in college need examples and experiences meeting with parents and about

student concerns.‖

For the course, Group Process and Practice, responses resulted in a mean of 3.32 for relevance

and a value mean of 3.25. Many comments seem to agree that

…more time with individuals and small groups would definitely help close the

achievement gap…Students with things on their minds, whether they be large of [sic]

small, have difficulty concentrating on learning…Getting rid of these obstacles to

learning would increase the efficiency of the class teacher and the lessons provided.

The range of scores from 2.77 to 3.65 shown on Table 3 indicates that, overall, counselors agree

that they gained valuable knowledge and skills in most courses. Yet, one comment addressed an issue

regarding the perceived value of instruction: ―Things that would help the program would be the

universities and colleges working more with the public schools and the role of the counselor.‖ This

statement along with the high ratings for courses that put counseling students in the schools – Practicum

and Internship – show counselors put great value in learning from those ―on the job.‖

The following comment summarizes a suggestion proposed by several counselors

regarding the program:

I believe the program should be one of practicality and varied experiences. I also believe

team-building within the school environment is crucial if counselors are to be respected

for their expertise and professionalism. The guidance office is the ‗clearinghouse‘ for the

whole school and thus … counseling programs need to have their students actively

involved in the local schools and have increased experience in the realities of the job.


Table 3: Counselor‘s Perceptions of the Value of Knowledge and Skills Gained from College

Coursework

Item

1 (Very Little)

2 3 4 5 (Very Much)

M

SD

N % N % N % N % N % Research Methods and Techniques

168 21.3 117 14.8 232 29.4 175 22.2 68 8.6 2.81 1.26

Statistics 118 15.0 116 14.7 235 29.8 156 19.8 77 9.8 2.94 1.22

Counseling Practicum 30 3.8 70 8.9 274 34.8 200 25.4 214 27.2 3.63 1.09

Internship 40 5.1 69 8.8 134 17.0 177 22.5 164 20.8 3.61 1.20

Intro. to Counseling and Psychotherapy

50 6.3 153 19.4 282 35.8 148 18.8 108 13.7 3.15 1.11

Evaluation and

Measurement

69 8.8 49 6.2 214 27.2 272 34.5 116 14.7 3.44 1.13

Human Development 29 3.7 87 11.0 173 22.0 295 37.4 119 15.1 3.55 1.04

Career Development

and Counseling

58 7.4 107 13.6 253 32.1 203 25.8 98 12.4 3.25 1.11

Consultation 19 2.4 50 6.3 116 14.7 185 23.5 78 9.9 3.57 1.03

Organization and

Admin.

59 7.5 29 3.7 116 14.7 245 31.1 78 9.9 3.48 1.15

School Guidance

Programs and Services

39 4.9 20 2.5 195 24.7 205 26.0 107 13.6 3.57 1.05

Theories/Techniques of

Counseling

40 5.1 128 16.2 259 32.9 194 24.6 139 17.6 3.35 1.12

Assessment Methods

for Counselors

10 1.3 30 3.8 302 38.3 183 23.2 70 8.9 3.46 .829

Group Process and

Practice

60 7.6 117 14.8 281 35.7 145 18.4 137 17.4 3.25 1.17

Professional Ethics 70 8.9 50 6.3 202 25.6 163 20.7 168 21.3 3.47 1.25

Multicultural Issues 49 6.2 20 2.5 215 27.3 213 27.0 146 18.5 3.60 1.10

Learning theory 20 2.5 69 8.8 156 19.8 183 23.2 89 11.3 3.49 1.05

Supervised Research 80 10.2 62 7.9 161 20.4 49 6.2 40 5.1 2.77 1.21

Counseling Children

and/or Adolescents

50 6.3 39 4.9 163 20.7 225 28.6 167 21.2 3.65 1.16

Basic Counselor Beliefs and Attitudes

Table 4 shows that counselors were somewhat split about whether the courses in their program

had been sufficient to prepare them to close the achievement gap, responding with a mean of 3.07 for the

item that stated, I believe the courses above have been sufficient to prepare me to close the achievement

gap.

Table 4: Counselor Beliefs and Attitudes about Preparation for Closing the Achievement Gap

Item

1

(Strongly

Disagree)

2

(Disagree)

3 (Neither

Agree Nor

Disagree)

4

(Agree)

5

(Strongly

Agree)

M

SD

N % N % N % N % N %

Courses prepared

me to close the achievement gap

19 2.4 213 27.0 293 37.2 224 28.4 39 4.9 3.07 .920

Children from low SES groups achieve

at lesser levels

87 11.0 156 19.8 243 30.8 254 32.2 48 6.1 3.03 1.10


District Personnel can improve student

achievement

20 2.5 49 6.2 125 15.9 448 56.9 146 18.5 3.83 .890

Principals can

improve student

achievement

10 1.3 79 10.0 420 53.3 279 35.4 4.23 .673

School counselors

can improve student achievement

59 7.5 419 53.2 310 39.3 4.32 .606

Teachers can improve student

achievement

10 1.3 185 23.5 593 75.3 4.74 .467

Parents can

improve student

achievement

10 1.3 98 12.4 680 86.3 4.85 .391

Counselor’s Perceived Competency

This section focused on the major areas for which school counselors are trained within their

counseling programs. Primarily, these areas support student achievement by providing the mental health

and social skills at the foundation of Maslow‘s hierarchy (Maslow, 1943). Providing that necessary

encouragement and support is paramount to student success. Jalongo (2007) supports this assertion by

stating, ―feelings may assume even greater importance for learners who, based on their limited

experience, can become discouraged easily, decide that they simply are not ‗good at‘ something, or

overgeneralize to conclude that they are ‗not very smart‘ ‖ (p. 397). This is the beginning of the self-

fulfilling prophecy that Students Placed at Risk (SPAR‘s) adopt. When anyone believes they can achieve,

then they will fulfill that belief and vice versa. Hence, these areas that provide this hope and belief in

oneself are delineated within the American School Counselor Association (2007) model as:

• School Guidance Curriculum (SGC) – structured lessons designed to help

students achieve the desired competencies and to provide all students with the

knowledge and skills appropriate for their developmental level.

• Individual Student Planning (ISP) – ongoing systemic activities designed to

help students establish personal goals and develop future plans.

• Responsive Services (RS) –prevention and/or intervention activities to meet

students‘ immediate and future needs. These needs can be necessitated by events and

conditions in students‘ lives and the school climate and culture, and may require any

of the following:

▫ individual or group counseling

▫ consultation with parents, teachers and other educators

▫ referrals to other school support services or community resources

▫ peer helping

▫ psycho-education

▫ intervention and advocacy at the systemic level

• System Support (SS) – management activities including professional development,

consultation, collaboration, supervision, program management and operations.


Table 5: Counselors Perceived Competency in Selected Areas Related to Closing the Achievement Gap

Indicate the relative amount of experience

you gained in relation to

the following activities in

your preparation program

1 (Very

Little)

2

3

4

5 (Very

Much)

M

SD

N % N % N % N % N %

Individual

Counseling (RS)

67 8.5 148 18.8 339 43.0 234 29.7 3.94 .907

Small Group

Counseling (RS)

20 2.5 127 16.1 194 24.6 360 45.7 87 11.0 3.47 .972

Large Group

Guidance (SGC)

58 7.4 135 17.1 252 32.0 285 36.2 58 7.4 3.19 1.04

Social Skills

Programming (SGC, ISP, RS)

40 5.1 114 14.5 294 37.3 311 39.5 29 3.7 3.22 .917

Consultation (RS, SS)

57 7.2 207 26.3 195 24.7 261 33.1 68 8.6 3.10 1.11

Testing Administration

194 24.6 126 16.0 245 31.1 175 22.2 48 6.1 2.69 1.23

Scheduling

400 50.8 185 23.5 88 11.2 68 8.6 47 6.0 1.96 1.23

Recordkeeping/ Paper work

361 45.8 187 23.7 116 14.7 96 12.2 28 3.6 2.04 1.19

Diversity or Multicultural Issues

(SGC, ISP, RS, SS)

58 7.4 108 13.7 279 35.4 274 34.8 69 8.8 3.24 1.04

Career Counseling

and/or Job Placement

(ISP, RS)

117 14.8 114 14.8 299 37.9 205 26.0 50 6.3 2.94 1.12

College Admissions

(ISP, RS)

389 49.4 177 22.5 163 20.7 50 6.3 9 1.1 1.87 1.02

Overall, a majority of respondents indicated they felt prepared in most of the areas with mean

scores in six of the 11 areas falling above 3.0 in the range of 3.10 and 3.94. Skill areas in which

counselors felt most prepared were Individual Counseling with a mean of 3.94, Small Group Counseling

with a mean of 3.47, Diversity or Multicultural Issues with a mean of 3.24, Social Skills Programming

with a mean of 3.22, Large Group Guidance with mean of 3.19 and Consultation with a mean of 3.10.

Counselors felt least prepared in the areas of Career Counseling with a mean of 2.94, Testing

Administration with a mean of 2.69, Recordkeeping and paperwork with a mean of 2.04, Scheduling with

a mean of 1.96 and College Admissions with a mean of 1.87. One graduate managed to combine one of

the highest rated competencies with one of the lowest rated competencies to better her performance as she

mentioned that she

…does some office work such as cumulative folders and enrolling new students. In our

counseling classes, this was discussed as being negative because it took away from

counseling. I have found enrolling new students a great opportunity to get to know the

parents and the children. I often, if time allows, talk with the parents and children to find

out why they moved, family relationships, etc. I often don‘t have to say a lot because as

they are filling out the paperwork the adults just talk to me. I come away knowing a lot

about these children and their families.

This would be good information to share in coursework and training.


Discussion

The research explored whether the program content in current counselor preparation programs

satisfies the knowledge base needed for professional competency in relation to closing the achievement

gap. The premise was that social and emotional support for students improves academic achievement and,

thus, closes the achievement gap. As the primary role of the counselor is to provide this social and

emotional support, the survey mined for data to show whether counselors felt that their preparation

programs actually provided the necessary tools for these responsibilities. The data revealed that school

counselors feel, for the most part, that their preparation program did not prepare them for the demands of

the counselor position they now hold. Many of the counselors indicated that they felt unprepared for that

first year as a counselor. Counselors viewed the training as inadequate and a limiting factor to both their

initial readiness and their current level of satisfaction with their counseling position.

One of the respondents seemed to sum up the counselor‘s role and the program very well when

s/he said,

the role of the counselor is just so all encompassing that I‘m not sure any

program can fully prepare you for all areas. A counselor must do continuing education

on his or her own to stay current and relevant in the area he or she needs to address.

Another respondent further supported this notion of new and evolving practices in the counseling

field by commenting, ―…this probably needs to be emphasized by having counselors attend yearly

meetings of legal updates and refresher workshops.‖ So, it seems that the best practice is to provide the

finest preparation program possible as well as continuing to require Effective Instructional Leadership

Act (EILA) and/or Professional Development hours so that counselors keep abreast of ongoing needs.

The implications or recommendations here are based on a comprehensive prevention

model that envisions the transformation of school counseling as pivotal in closing the achievement gap

(Portes, 2005). These reflect an awareness of specific concepts and activities that, if accomplished within

the counselor preparation profession and in school practices over time, would result in a more powerful

experience for all students and counselor educators alike. We envision school counselors as primary

prevention experts whose new knowledge base enables them to lead educators in closing the achievement

gap. A real counselor education transformation begins by maximizing the development of students,

particularly those placed at risk. These tasks include:

1. Establish working partnerships with universities, local school districts, and state

educators to ensure agreement among counselor preparation programs, local school districts, and

credentialing agencies about what school counselors should know and be able to do in their work

with students in school settings. This will enable counselors to feel that the program satisfies the

knowledge base needed to bring social responsibility into the academic arena in order to close the

achievement gap. Paisley & McMahon (2001) agree with this partnership by saying,

―Transforming these challenges into opportunities will require that school counselors and school

counselor educators and supervisors collaborate in order to: (a) determine appropriate roles and

areas of program focus, (b) design and engage in necessary professional development, and (c)

demonstrate accountability for outcomes‖ (p. 107).

2. Integrate counselor preparation courses at the university level with field experiences in

public school early so that counseling students practice what they are learning in class and, thus,

feel competent in the role.

3: Revise methods of supporting new counselors as they enter the profession and begin

their work in schools with an internship that includes mentoring and carefully supervised practice.

Several respondents commented on this saying,

… require an internship with a counselor; bring in real-life situation [sic]

that counselors deal with and let students see how to resolve these issues; have

counselors come to classes and share about their day to day routines and how

they deal with faculty, parents, peer conflicts, staff, etc.


4: Include training for non-guidance duties such as record-keeping and scheduling that

are typical to the counselor‘s role. Although these activities are non-guidance duties, they are

still an important part of the counselor‘s role as documentation is key to the planning and

development of any role group. One of the respondents expressed this idea best when s/he said,

The counselor education program prepared me for what I would LIKE to

do in the public schools, which is work directly with children. However, it did

not adequately prepare me for what I actually do, which includes SBARCS (Site-

Based Admissions and Release Committee, which are Special Education

meetings), other administrative duties, CSIPS (Comprehensive School

Improvement Program), committees, and all the minutia associated with state

mandated testing.

These are important elements in closing the achievement gap and thus should be

addressed within the preparation program.

The survey responses reveal these positive factors as well as problems to confront and solve. On

the positive side, counselors, for the most part, feel that current programs address the education and

training needs as it should. The means for the knowledge base items for counselors range from 3.64 to

4.93 with removal of same gender schools (2.65), based on the fact that these are a new development and

most educators do not have much experience with this due to the low numbers of such schools, indicating

that the overwhelming majority of counselors agreed that the program content in current counselor

preparation programs with regard to these factors does satisfy the knowledge base needed for professional

competency in relation to closing the achievement and supporting students placed at risk. The problem

areas where counselors felt the most unprepared were scheduling and college admission with these areas

reporting at 74.3% and 71.9%, respectively for little or very little experience. Recordkeeping fell close

behind these with a score of 69.5% for little or very little experience gained during the preparation

program. Although scheduling and record-keeping can be argued as non-guidance duties, these activities

are still an important part of the counselor‘s day. Hence, these areas should be addressed within the

preparation program. The challenge is to engage counselors in a systemic reflective process that further

clarifies needs, enhancing the positive areas while improving the problem areas, and then to link the

opportunity for counselor development to student improvement.

This empirical evidence about factors that influence the counselor preparation program can assist

university personnel in making more useful decisions about program development.

References

American School Counselor Association. (2007, August 31). The role of the professional school

counselor. Retrieved from http://www.schoolcounselor.org/content.asp

?contentid=240

Education Trust. (2000). Transformation of the role of school counselor. Washington, DC: Education

Trust.

Epstein, J. L., & Sanders, M. G. (1998). What we learn from international studies of school-family and

community partnerships. In Childhood Education (Special Issue on School, Family and

Community Partnerships: International Perspectives, M. Sanders and J. Epstein, guest editors),

74(6), 392-394.

Gilbert, I. (2002). Essential motivation in the classroom. London, England: Routledge Falmer.

Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J.

(June-July 2003). Enhancing school-based prevention and youth development through

coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466-474.

Irmsher, K. (1997). Education reform and students at risk. ERIC Digest 112 (ED405642). Eugene, OR:

ERIC Clearinghouse on Educational Management. Retrieved from http://eric.ed.gov


Jalongo, M. R. (2007). Beyond benchmarks and scores: Reasserting the role of motivation and interest in

children‘s academic achievement. Childhood Education, 6, 395 – 407.

Jensen, E. (2006). Enriching the brain: How to maximize every learner’s potential. San Francisco:

Jossey-Bass.

Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-96.

Paisley, P. O., & Hayes, R. L. (2003). School counseling in the academic domain: Transformations in

preparation and practice. Professional School Counseling, 6, 198-204.

Paisley, P. O., & McMahon, H. G. (2001). School counseling for the 21st century: Challenges and

opportunities. Professional School Counseling, 5, 106-115.

Perry, N. S. (1995). The school counselor‘s role in educational reform. NASSP Bulletin, 79(570), 24-29.

Portes, P. (2005). Dismantling educational inequality: A cultural approach to closing the achievement

gap. New York, NY: Peter Lang Publishing, Inc.

Rowley,W. J. (2000). Expanding collaborative partnerships among school counselors and school

psychologists. Professional School Counseling, 3, 224–228.

Shriver, T., & Weissberg, R. (2005, August 16). No Emotion Left Behind. The New York Times.

Retrieved from http://www.nytimes.com/2005/08/16/opinion/16shriver

.html?ex=1281844800&en=c99526c0df0f5a2f&ei=5088&partner=rssnyt&emc=rss

Sousa, D. A. (2006). How the brain learns (3rd ed.). Thousand Oaks, CA: Corwin Press.

Stone, C., & Clark, M. (2001). School counselors and principals: Partners in support of academic

achievement. National Association of Secondary School Principals Bulletin, 85 (624), 46-53.

Wolk, S. (2007). Why go to school? Phi Delta Kappan, 88(9), 648-658.

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building Academic Success

on Social and Emotional Learning. New York, NY: Teachers College Press.

Note: This paper is part of the annual VISTAS project sponsored by the American Counseling Association.

Find more information on the project at: http://counselingoutfitters.com/vistas/VISTAS_Home.htm


Instructor’s Manual

to accompany

Elements of Culture in Counseling

Courtland C. Lee, David A. Burnhill, Allison L. Butler,

Carlos P. Hipolito-Delgado, Marja Humphrey, Omayra Muñoz,

HaeJin Shin University of Maryland and University of Colorado, Denver

Prepared by

Susan R. Rose, Ph.D. Uiversity of the Cumberlands

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto

Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

(Full copy is available on Pearson web-site,

http://www.pearsonhighered.com/educator/product/Elements-of-Culture-in-

Counseling/9780205497621.page)

http://www.pearsonhighered.com/educator/product/Elements-of-Culture-in-Counseling/9780205497621.page

http://www.pearsonhighered.com/educator/product/Elements-of-Culture-in-Counseling/9780205497621.page


Full copy of this book is in the Exhibit Room.

The curriculum can be ordered through http://www.amazon.com/Building-

Champion-Character-Practical-

Guidance/dp/1598001825/ref=sr_1_3?ie=UTF8&s=books&qid=1237156575&sr=8-3

http://www.amazon.com/Building-Champion-Character-Practical-Guidance/dp/1598001825/ref=sr_1_3?ie=UTF8&s=books&qid=1237156575&sr=8-3




Full copy of this book is in the Exhibit Room.

The curriculum can be ordered through Amazon at

http://www.amazon.com/Building-Champion-Character-Practical-

Intermediate/dp/1598002082/ref=pd_bxgy_b_img_b

http://www.amazon.com/Building-Champion-Character-Practical-Intermediate/dp/1598002082/ref=pd_bxgy_b_img_b

http://www.amazon.com/Building-Champion-Character-Practical-Intermediate/dp/1598002082/ref=pd_bxgy_b_img_b

Life’s Levels of Grief KSCA Pre-Conference Workshop

March 2, 2011 Dr. Susan Rose

Agenda

9:00 – 9:20 Welcome/Introductions/Greetings 9:20 – 10:00 Level 1: Defining the Loss Experiences That Generate Grief

Reactions 10:00 – 10:35 Level 2: Self-Preparation - Preparing Yourself to Help Others

Encountering Loss and Grief 10:35 – 10:45 Break 10:45 – 11:20 Level 3: Experiencing Loss and Grief Across the Lifespan 11:20 – 12:00 Level 4: Normal and Complicated Grief Reactions 12:00 – 1:00 Lunch on your own 1:00 – 1:40 Level 5: Cultural and Spiritual Influences 1:40 – 2:20 Level 6: Counseling the Individual - What Can We Do To

Help? 2:20 – 3:00 Level 7: When Organizations and Communities Grieve 3:00 – 3:40 Level 8: Self-Care – Sustaining Hope, Helpfulness, and

Competence in Working with Grief 3:40 – 4:00 Questions and Closing Remarks


Universityof the

Cumberlands

Department of

EducationUC

Presented by Dr. Susan R. RoseMarch 2, 2011

Universityof the

Cumberlands

Department of

EducationUC

Grief knits two hearts in closer bonds than happiness ever can;

and common sufferings are far

stronger links than common joys.

-Alphonse de Lamartine(French writer, poet, and politician, 1790-1869)

School Counseling Program

Level 1: Defining the Loss Experiences

That Generate Grief Reactions

Universityof the

Cumberlands

Department of

EducationUC

Everything that happens to you is your teacher. The secret is to sit at the feet of your own life and be taught by it.

- Polly B. Berends(Author & Editor

of Children’s book)


Level 2: Self-Preparation - Preparing Yourself

to Help Others Encountering Loss and Grief

What is of greatest importance in a person’s life is not just the nature and extent of his or her experiences but what has been learned from them.

-Norman Cousins

Universityof the

Cumberlands

Department of

EducationUC


Universityof the

Cumberlands

Department of

EducationUC

Level 4:

Normal and

Complicated

Grief Reactions


Universityof the

Cumberlands

Department of

EducationUC

We must accept

finite

disappointment,

but never lose

infinite hope.

- Martin Luther King, Jr.


Cultural and Spiritual Influences

Universityof the

Cumberlands

Department of

EducationUC

One of the most

beautiful

compensations of

this life is that no

man can sincerely

try to help another

without helping

himself.

- Ralph Waldo Emerson


Level 6: Counseling the Individual -

What Can We Do To Help?

Universityof the

Cumberlands

Department of

EducationUC

As the sun

illuminates the

moon and stars

so let us

illuminate each

other.

- Master Lui


Level 7: When Organizations and

Communities Grieve

Universityof the

Cumberlands

Department of

EducationUC

Look well into

thyself. There is a

source of strength

which will always

spring up if thou will

always look there.

- Marcus Aurelius Antoninus


Level 8: Self-Care – Sustaining Hope, Helpfulness,

and Competence in Working with Grief

Full Power-Point of Presentation can be reviewed at

http://www.counselingtoday.com/FreeStuff.html; Click on Life's Levels of Grief and Loss -

KSCA Conference, March 2011

http://www.counselingtoday.com/FreeStuff.html

http://www.counselingtoday.com/files/Grief_and_Loss-KSCA_Presentation.ppt

http://www.counselingtoday.com/files/Grief_and_Loss-KSCA_Presentation.ppt


Dr. Susan R. Rose, Ph.D.


January 13, 2011

No matter how well a teacher knows the subject

matter or how well he or she can teach, a teacher

who cannot manage a class is finished!

So, what can

we do to make

sure that ALL

students within

our reach learn

(and save our

sanity)?

REACH!

Relationship

Enthusiasm

Activity – Multiple!!

Collaboration

Human

People don’t care how much you know until they know

how much you care!

Relationship

People become

really quite

remarkable when

they start thinking

they can do

things. When they

believe in

themselves, they

have the first

secret of success.

- Norman Vincent

Peale

Enthusiasm

Nothing great was ever achieved without

enthusiasm. -Ralph Waldo Emerson

ActivityOver Plan

Multiple Intelligences

Attention Span

Three things you‟ve learned so far

Collaboration Parents

Previous Teachers

Students themselves

Community

Grants

Fund-raising

Many others

Human Learn from your mistakes

There was only one perfect man

Take Care of Yourself

•Rewards and Punishments (Behaviorist Theory)

•Lead by Example (Social Learning Theory)

•Work with the child‟s level of development (Cognitive Theory)


http://www.counselingtoday.com/FreeStuff.html; Click on Behavior Management -

Undergraduate Candidates in Student Teaching semester at UC, January, 2011


http://www.counselingtoday.com/files/Behavior_Management_UC_01-13-2011.ppt

http://www.counselingtoday.com/files/Behavior_Management_UC_01-13-2011.ppt


Each week, the show features interesting guests from the local community, as well as nationally known

educators and high ranking government officials. Dr. Frager‘s ―open door‖ talk radio program gives his

listeners plenty of time for honest conversation addressing problems that affect them.

―Let‘s Talk‖ gives listeners a chance to voice their opinion while asking direct and sometimes indiscreet

questions. Dr. Frager welcomes callers to ―feel at home‖ and describes his program as ―a family gathering…a

time to talk over things, and figure out how to make life better‖.

Introduction: http://www.youtube.com/watch?v=hy5cFu772ys

Part 2: http://www.youtube.com/watch?v=F6IJsq940NA

Part 3: http://www.youtube.com/watch?v=2gj8g2F4FNM

Part 4: http://www.youtube.com/watch?v=et5VvqiVIQM

http://www.youtube.com/watch?v=hy5cFu772ys

http://www.youtube.com/watch?v=F6IJsq940NA

http://www.youtube.com/watch?v=2gj8g2F4FNM

http://www.youtube.com/watch?v=et5VvqiVIQM


What prevents me from embracing new ideas?

I am comfortable (amid the chaos)

I know this job – it is predictable

I know what is expected of me

I have a vision of a stable future

I have a routine

This is just another in a long line

of new ideas, to come and go

and ….

“What do counselors do?”

The Old Question was …

The New Essential Question:

How Has Student Achievement Increased as a Result

of What Counselors Do?

School Counseling Programs are about RESULTS.


http://www.counselingtoday.com/FreeStuff.html; Click on ASCA Model –

Oldham County Elementary Counselor Seminar

ASCA National

Model

Susan R. Rose, Ph.D.Oldham County Counselor InstituteJune 11, 2009

What others are saying …

“Little evidence exists between the

intended effects of counseling

activities and the students‟

perception of the usefulness of

guidance at their schools.”- Zoe Corwin, AERA, April 2004

The New Question …

“How are students different BECAUSE of the school counseling program?“



Comprehensive Guidance Program

Student Achievement & Success

Personal/Social

Development

Career

Development

Academic

Development

Guidance

Curriculum

Individual

Planning

Responsive

Services

Systems

Support

The New Question …

With Data …

Key Players inSchool Reform

Connected to the Missionand Function of Schools

SchoolCounselor?

“How are students different BECAUSE of the school counseling program?“


http://www.counselingtoday.com/FreeStuff.html; Click on Comprehensive

Counselor Development Plan - Kentucky School Counselor's Conference,

March 2009


http://www.counselingtoday.com/files/Comprehensive_Guidance_Program.ppt

http://www.counselingtoday.com/files/Comprehensive_Guidance_Program.ppt



Department of Education Reflective Constructors of Quality Learning Experiences Through Critical Thinking

COOL 530: Introduction to School Counseling (3 hours)

Course Syllabus – Fall 2010, Session 1

Tuesday, 8:00 – 9:30 pm

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 530, Introduction to School

Counseling.

I II III IV V VI VII VIII IX X XI XII

X X X X X X X X

Standard I Demonstrates applied content knowledge

Standard II Designs and plans instruction

Standard III Creates and maintains learning climate

Standard IV Implements and manages instruction

Standard V Assesses and communicates learning results

Standard VI Demonstrates the implementation of technology

Standard VII Reflects on and evaluates teaching and learning

Standard VIII Collaborates with colleagues, parents, and others

Standard IX Evaluates teaching and implements professional development

Standard X Provides leadership within the school, community, profession

Standard XI Demonstrates behavior supportive of the University‘s Mission Statement

with particular emphasis on the Department‘s identified dispositions

Standard XII Demonstrates behaviors supportive of the Kentucky School Professional

Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 530, Introduction to School Counseling.


X X X X X X X X X X X

Standard I Professional Identity

Standard II Social and Cultural Diversity

Standard III Human Growth and Development

Standard IV Career Development

Standard V Helping Relationships

Standard VI Group Work

Standard VII Assessment

Standard VIII Research and Program Evaluation

Standard IX Foundations of School Counseling

Standard X Contextual Dimensions of School Counseling

Standard XI Knowledge and Skill Requirements for School Counselors

a. Program Development, Implementation, and Evaluation

b. Counseling and Guidance

c. Consultation

Standard XII Clinical Instruction


Instructor: Susan R. Rose, Ph.D.

Office Hours: By appointment

E-mail: [email protected]

Phone: 502-468-1480 (Cell); 502-253-9859 (Home)

Required Text: Dollarhide, C.T. and Saginak, K.A. (2008). Comprehensive School Counseling Programs: K-12

Delivery Systems in Action. New York, NY: Pearson – Allyn & Bacon. (ISBN: 0205404413)

Suggested Text: ASCA National Model for School Counselors, available at: http://www.schoolcounselor.org/

Prerequisites: There are no prerequisites for this introductory course.

Course Description: This course is the introductory course in the school counseling program and provides a basic

introduction to school counseling at the K-12 level. This course is designed to give students an overview of current

trends in school counseling, on both a local and national level. Topics to be covered include: Historical basis for

school counseling, assessing school guidance needs, and planning, implementing, and evaluating a guidance

program based on the National School model. (3 hours)

Purpose of the Course and Pedagogical Features: This course emphasizes the role of the school counselor in

comprehensive developmental guidance and counseling programs. The focus is on the historical evolution and the

skills and techniques for working effectively with a diverse population of students, kindergarten through grade 12.

This includes the development of skills for working with teachers, parents, administrators, referral agencies, and

other educational teams.

Unit’s Conceptual Framework The Department of Education at University of the Cumberlands has adopted the motto ―Reflective Constructors of Quality Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual framework for its

professional education programs. The goal is to ensure that candidates become reflective constructors of quality learning

experiences through critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is

placed on providing experiences that help all students learn. Each certification program is connected to this philosophy as shown in the logo, at the Conceptual, Strategic, Evaluative or Communicative knowledge base.

Course Alignment with the Conceptual Framework

1. Conceptual: Candidates are introduced to and revisit basic educational concepts

and philosophies (i.e.:constructivism, critical thinking). This class will help you to better understand basic educational concepts through the specific study of school

counseling. You will select your own instructional goals through the choice of portfolio entries as well as

research topic. And, of course, you will demonstrate knowledge of the specifc course works as well as use of

resources, including technology.

2. Strategic: Candidates use concepts to develop strategies to use in field experience.

You will learn to create a school culture and climate of respect and rapport for all students by studying the

role of the school counselor and the programs surrounding that role through readings, on-line discussions,

field observations and other assessments and activities outlined in the syllabus.

3. Evaluative: Candidates begin to examine formative and summative evaluation, performance evaluation

knowledge to assess their impact on student learning.

Students will practice evaluating their own learning through beginning their portfolio, writing a research

paper and exams throughout the reading, and activities throughout the course.

4. Communicative: Candidates use communicative knowledge with P-12 partners and students through

observation and/or participation in field experiences.

Through portfolio development, formal writing (i.e. research paper), informal writing (i.e. discussion forums,

chats), and speaking, you will practice:

communicating clearly and effectively with colleagues

using questions and discussion techniques during lessons/presentations

engaging colleagues in learning

demonstrating flexibility and responsiveness while teaching/counseling

utilizing available technology effectively


http://www.schoolcounselor.org/


Alignment of Course Objectives, Tasks and Outcomes as related to Standards, Themes and Initiatives:

Course Objectives Ky. Teacher Stds. (KTS)/ Ky.

School Counselor Stds. (KSCS)/

Develop school guidance programs and curriculum resources using the ASCA

National model and national standards for school counselors.

KTS 1, 3, 5, 10, 11, 12; KSCS 1, 8,

9, 10, 11

Examine the role of the school counselor within a comprehensive school

guidance program, including involvement in professional organizations.

KTS 1; KSCS 1, 5, 9, 10, 11

Examine legal and ethical issues and the professional development standards for

school counselors.

KTS 1, 9, 10, 11, 12; KSCS 1, 2, 3,

4, 5, 6, 7, 8, 9, 10, 11

Understand the cultural competencies for school counselors and examine how

these are applied in modern school settings.

KTS 1, 3, 10, 11, 12; KSCS 1, 8, 9,

10, 11

Be introduced to crisis management theory and skills as applied to school

settings.

KTS 1, 3, 10, 11, 12; KSCS 1, 5, 9,

10, 11

Understand the role of assessment and evaluation of students, school

accountability in school counseling programs, and effectiveness of counseling in

the school setting.

KTS 1, 5, 11, 12; KSCS 1, 5, 7, 9,

10, 11

Learn strategies for classroom management, working with parents, teachers, and

school administration.

KTS 1, 3, 8, 10, 11, 12; KSCS 1,

5, 9, 10, 11

Develop strategies for becoming a leader and advocate for school counseling

and student welfare.

KTS 1, 10, 11, 12; KSCS 1, 5, 9,

10, 11

Communicate effectively within the counseling and therapeutic settings

demonstrating competence in speaking, reading, writing, and information and

technology literacy.

KTS 1, 11, 12; KSCS 1, 5, 9

EPSB Themes Embedded in Course

Diversity Candidates discuss diversity in experience, gender, age, race, religion, etc. through:

Case studies within the text on racial diversity, exceptionality and tolerance;

interactive experiences; observations to urban schools or instructional settings with

diverse populations, including exceptional students; field experiences; diversity log

within portfolio

Literacy Students in this introductory class become aware of the accepted terms and

definitions used in both individual and group counseling. Students use technology for

researching learner‘s literacy development as well as in the practice of literacy

through general study of coursework/curriculum

Assessment Portfolio; research paper; exams throughout the reading; and activities throughout the

course

Closing the Achievement Gap Many studies (i.e. Durlak and Weissberg) show that social and emotional learning

programs significantly improve students‘ academic performance. Hence, preparing

the counselor to implement these programs closes the achievement gap.

School Safety Students are introduced to the Comprehensive School Counselor Program, which has

school safety at its root and specifically study crisis managements theory and skills as

applied to school settings..

Learning Tasks /Program Outcomes:

Introduction

People become really quite remarkable when they start thinking they can do things. When they believe in

themselves, they have the first secret of success. - Norman Vincent Peale

I believe that the concept revealed in this quote is the foundation for success. This is also known as the theory of

high expectations. If one expects that s/he can achieve greatness, then that is more than half the battle. And,

conversely, if one believes that s/he cannot do anything, then they will not. In this line of thinking, I believe that

students should have a critical and reflective point of view about how we perceive and proceed with our goals.


Activities in this class are directed towards examining, investigating, and discussing counseling methods. Please do

not hesitate to talk with me if you have concerns about anything in the course. I would appreciate if you set an

appointment at least a day before your preferred schedule for consultation. You may consult with me in person, via

email or by phone.

Course Requirements

1) Participation

Class interactions will be large contributors to learning in this class. Therefore, students are

expected to engage in intelligent discussion of the assigned topic in all areas (Discussion Board Activities,

Chats, Forums, Shared Papers, etc.) to help you process course material or to demonstrate your

understanding of counseling. Point adjustments will be taken for non-participation.

You will complete several activities as part of participation designed to help you process course material or

to demonstrate your understanding of counseling. These will correspond to the course topics we are on and

will involve practicing or utilizing new course concepts. Discussion Board Activities should be turned in

by the due date. Activities will be evaluated using the following rubric:

A Active and meaningful completion of the activity and/or demonstrates complete understanding of

the task/lesson/activity.

B Significant completion of the activity and/or demonstrates significant understanding of the

task/lesson/activity.

C Partial completion of the activity and/or demonstrates partial understanding of the


D Limited completion of the activity and/or demonstrates minimal understanding of the


F No completion and/or no attempt to understand the task/lesson/activity.

2) Research-based Discussion Paper (Mid-term assignment; Due Sept. 21)

Choose, read, and discuss in writing one research article* on counseling. This research article must come

from a refereed or peer-reviewed journal. The guide questions for the written output are:

3.1 Why did you choose the research article?

3.2 What counseling topic/concept/theory did you learn from the research

article?

3.3 As a school counselor, HOW WILL YOU USE what you have

learned? (or What is your action plan to demonstrate what you have learned?)

Your paper will be evaluated using the following rubric:

15 points A summary/abstract of the article

15 points Analysis of how you chose this article

15 points Reflection of what you learned in relation to school counseling from reading

this article

15 points Plan for using this material in your own classroom or counseling practice

3) Field Observations (Final assignment; Due October 19)

To help you understand school counseling within the natural environment, you will complete at least five

observations of a school counselor. For completion of your field observations, you will complete a signed

time-sheet documenting your hours as well as a brief written summary of what you observed and how it

benefit you (What you learned).

http://www.library.uiuc.edu/lsx/tutorial/tutorial.html


4) Exams

Brief exams will follow each chapter to help you keep up with the information as well as to check your

understanding.

Signature Assessment Task: This assignment meets Kentucky Teacher Standard 1 and Kentucky School

Counselor Standard 11, specifically. Understanding of career counseling is essential to meeting the Kentucky

Counseling Standards. This assignment allows the student to utilize knowledge about career counseling and apply

this knowledge to the counseling situation.

Professional Identity (Due with Field Observations/Final Assignment)

To help you develop as a counselor, you will begin your own counselor portfolio. The entries for this course are:

Reflect on your philosophy of school counseling. How does your philosophy fit with today‘s schools and the

needs of today‘s children and adolescents? How does your philosophy of school counseling fit with your

philosophy of counseling and education? Prepare in writing your philosophy of school counseling. Include

your philosophy as a portfolio exhibit.

Prepare your own Delivery of Services for the Comprehensive School Counselor Plan using examples from

ASCA, KSCA, and other counselors.

Field Experience Requirements: 5 hours within the school environment observing and/or working with the school

counselor

Class Attendance, Plagiarism and Grade Appeal Process: Refer to the University of the Cumberlands‘ policies in

the University Catalog and Student Handbook.

Academic Accommodations: ―Students who may have a disability meriting an academic accommodation

should contact the Academic Affairs Office in GATL 114 to ensure their needs are properly evaluated and that

documentation is on file. Any accommodations for disabilities must be re-certified each semester by the Academic

Affairs Office and the Special Accommodations Committee before course adjustments are made by individual

instructors.‖ (This is verbatim from the UC catalog.)

Course Guidelines and Behavioral Expectations:

Study after study has linked successful academic performance with good class participation. Those who assume

positions of responsibility (that is, who become leaders) must ―show up‖ in order to be effective. Therefore,

students are expected to actively participate in class discussions by sharing ideas and experiences and by

responding to questions from the instructor. Furthermore, only the student can make contributions to the class

and all students suffer when viewpoints of colleagues are missed in discussions.

Student‘s Responsibility: Students are responsible for obtaining assignments for each class and keeping track

of any changes throughout the course. If the student is unsure about any assignment or assistance is needed, the

instructor should be the first contact.

Late Work: Assignments, including postings on discussion threads, are to be completed on time according to

the timeline posted by the instructor. It is important to keep up and complete work on time. Late assignments

will NOT receive full credit.

Plan of Evaluation:

To receive full credit, work must be submitted by the assigned date. There is a reduction of 10% of the total credit

for each day it is late. There are no make-up exams without prior consent of the instructor. Graded work will

receive a numeric score reflecting the quality of performance. Relative weights assigned to graded work are as

follows:

Course Requirement Summary

1) Participation (Includes Discussion questions and Chats) 80 points

2) Research Based Discussion Paper 80

3) Philosophy of Counseling 60

4) Delivery of Services 100

5) Field Observations 100

6) Exams (20 pts. each; % x 20 = your score) 140

Total 560 points


Grading Scale:

Graded work will receive a numeric score reflecting the quality of performance as given above in evaluation

methods. Your overall course grade will be determined according to the following scale:

Writing Expectations: Learning outcomes for candidates‘ writing competencies include clarity of thought,

discernment in planning and organization, and integration of evidence and criteria.

Written assignments must be typed, double-spaced, with one-inch margins and 11 or 12-point font.

The instructor expects that students will have knowledge of appropriate forms of documentation and use it

where appropriate. Use the APA format and style of notation to credit all sources that are not your own.

There is a craft to writing. Spelling, grammar, punctuation and diction (word usage) are all tools of that craft.

Writing at the collegiate level will show careful attention to these elements of craft. Work that does not exhibit

care with regard to these elements will be considered as inadequate for college writing and graded accordingly.

Technology Outcomes:

Students in the School of Education are expected to have a home computer or laptop, Internet access, and basic

office software (Microsoft Word, PowerPoint, and Excel). In addition, students are expected to have basic

competencies in the following areas.

1. Be able to use productivity software to develop group presentations, letters, and reports.

2. Be able to use such audiovisual equipment as video recorders, audio recorders, projection equipment, video

conferencing equipment, and playback units.

3. Be able to use email.

4. Be able to help students search for various types of information via the internet

5. Be able to subscribe, participate in, and sign off education related list serves.

6. Be able to access and use education related CD-ROM and online data bases.

7. Be knowledgeable of the legal and ethical codes which relate to education and technology.

8. Be able to use the Internet for finding and using continuing education opportunities.

10. Be able to evaluate the quality of Internet information.

CURRENT, UPDATED BIBLIOGRAPHY

Benner, D.G. (1991). Counseling as a spiritual process. Oxford, UK: Clinical Theology Association.

Bragdon, E. (1990). The call of spiritual emergency: From personal crisis to personal transformation. San

Francisco, CA: Harper & Row.

Brothers, B.J. (Ed.) (1992). Spirituality and couples: Heart and soul in the therapy process. New York, NY: The

Haworth Press.

Burke, M.T. & Miranti, J.G. (Eds.) (1995). Counseling: The spiritual dimension. Alexandria, VA: American

Counseling Association.

Cashwell, C.S. & Young, J.S. (2005). Integrating spirituality and religion into counseling: A guide to competent

practice. Alexandria, VA: American Counseling Association.

Frame, M.W. (2003). Integrating religion and spirituality into counseling: A comprehensive approach. Pacific

Grove, CA: Brooks/Cole.

Grading

A = 521 – 560 (93% - 100%)

B = 482 – 520 (86% - 92%)

C = 426 – 481 (76% - 85%) F < 480 (Below 75%)


Friedman, M. (1992). Religion and psychology: A dialogical approach. New York, NY: Paragon House.

Harris, N. (1989). Dance of the spirit: The seven steps of woman’s spirituality. New York: Bantam.

Jung, C.G. (1981). The structure and dynamics of the psyche. Princeton, NJ: Princeton University. (Original work

published 1960)

Kelly, E.W. (1995). Spirituality and religion in counseling and psychotherapy: Diversity in theory and practice.

Alexandria, VA: American Counseling Association.

Morgan, O. Ed. (2007). Counseling and spirituality: Views from the profession. New York, NY: Houghton Mifflin

Company.

Richards, P.S. & Bergin, A.E. (1997). A spiritual strategy for counseling and psychotherapy. Washington, DC:

American Psychological Association.

Spann, M.G., Jr. & Nickels, B.N. (1992). Counseling and spiritual issues: An annotated bibliography. Alexandria,

VA: American Counseling Association.

Stanard, R.P., Sandhu, D.S. & Painter, L.C. (2000). Assessment of spirituality in counseling. Journal of Counseling

and Development, 78, 204-210.

Tentative Course Calendar:

Class Schedule Lecture Topic Readings

Week 1:

August 31 Course Orientation/ Introduction

and Overview

The Profession of School

Counseling

Chapter 1

Week 2:

September 7 Six Qualities of Comprehensive

School Programs

Chapter 3

Chapter 4

Week 3:

September 14 The ASCA National Model

Models for Delivering CSCP‘s

Chapter 5

Chapter 6

Week 4:

September 21 Counseling for all Partners

Educating and Advocating with

All Partners

Chapter 7

Chapter 8

Week 5:

September 28 Consultation with All Partners

Leadership and Coordination with

All Partners

Chapter 9

Chapter 10

Week 6:

October 5 The ASCA Nat. Model in Elem.

School

The ASCA Nat. Model in Middle

School

The ASCA Nat. Model in High

School

Chapter 11

Chapter 12

Chapter 13

Week 7:

October 12 Moral, Ethical, and Legal Issues in

School Counseling

Chapter 14

Week 8:

October 19 Emerging Issues for Schools and

Students

Personal and Professional Issues

Chapter 15

Chapter 16


Philosophy of School Counseling

I believe that school counseling should be thought of as a journey between the counselor

and each individual student. Both individuals have a duty to participate in both the process and

relationship. The journey of school counseling starts with a student‘s distress, travels through

self-exploration and discovery, and ends with the student learning more appropriate and

successful behaviors so that they can learn how to maximize their potential. The ultimate goal of

the school counselor is to promote empowerment, assisting the student in increasing their self-

worth so they can achieve academic, personal, and social success.

In the relationship between the school counselor and student, the counselor has many

significant roles and responsibilities. First and foremost, the counselor must be genuine, present,

and non-judgmental in order to create a warm and trusting environment for the student. The

physical, mental, and emotional health of the student is always a primary concern for the

counselor, and should be fiercely protected. The school counselor should emphasize choice and

responsibility in all students, and, in addition, the counselor has a duty to encourage

empowerment and hope in the student so that the student becomes better able to discover their

own strengths and abilities.

School counselors must strictly adhere to ethical standards in order to provide the

best services to all students. They must participate in professional development activities to stay

current in the field and be able to provide proactive services in the school, including individual

and small group counseling. School counselors must know that they serve as a link between

students, teachers, administrators, parents, and the community, and must work cooperatively

with all others to provide chances for success for all students in academic, career, and personal

development.

Comment [SRR1]: Like this analogy.

Comment [SRR2]: Beautiful Introduction!

Comment [SRR3]:

Comment [SRR4]:

Comment [SRR5]: Wonderfully written!


In the process of school counseling, not all of the responsibility lies with the counselor.

The student also plays an extremely important role in creating and maintaining the therapeutic

relationship. In order for counseling to be successful, a student must be ready and willing to

make positive changes in their life and this involves having a motivation to explore their inner

self wholly and completely. Students must be willing to explore their personal and academic

goals and make plans to reach these goals. This readiness for self-exploration enables the student

to better understand why they are facing difficulties.

I believe that, other than severe psychological illnesses and disturbances, student distress

is primarily a matter of choice. This is in agreement with the tenets of William Glasser‘s Reality

Therapy. According to this theoretical orientation, students choose their own behavior and not all

of those choices are beneficial to that student‘s life. In adhering to the belief system of Glasser‘s

Reality Therapy, which is the therapeutic modality that I believe is most beneficial in school

counseling, abnormal behavior is a choice, as is the resulting distress. In the terms of school

counseling, abnormal behavior is associated with a lack of motivation, academic difficulties, and

failure.

In school counseling, I believe that it is important to remember that human behavior is a

matter of choice. People do not tell us that we should feel a certain way; instead, we choose how

we feel and what feelings we will cling to. In the process of school counseling, students should

be taught that they choose all of their behaviors and what they do and are therefore responsible

for what they choose. Students choose their behavior on the basis of basic human needs that we

all have and strive to fulfill daily. In order to facilitate changes in behavior, a student must

identify and understand their current behavior and connect those choices with their current

Comment [SRR6]: But, sometimes it is the

counselor‘s responsibility to find the thing(s) that

will motivate students.

Comment [SRR7]: Terrific connection to

theoretical orientation!

Comment [SRR8]: This is my theoretical

orientation as well! Choice is powerful!!

Comment [SRR9]: You could tie in Maslow here

as well.


struggles. We, as humans, can only change our behavior when we realize that we, and we alone,

choose how we feel.

In order to help a student facilitate change in their lives, the student must be willing to

explore their choices and be willing to change. Also, a caring and safe environment must be

provided to the student so that the prospect of changing is not scary, intimidating, or

overwhelming. School counseling in itself is a vital tool that can be used to help facilitate

change. Most importantly, school counseling can help a person understand why they are

behaving in a certain way and help them understand why they are choosing those particular

behaviors. In addition, counseling can be an effective tool in helping students set goals in order

to modify their behavior.

While this is my basic philosophy of school counseling, I will allow for flexibility in this

statement as I continue to learn and grow, both as a person and a school counselor.

Comment [SRR10]:

Comment [SRR11]: Love this codicil to allow

for flexibility and continued education!


Philosophy of Counseling

My philosophy of counseling is focused on being an educator and advocate for students by

showing students they are cared for in an uplifting and supportive learning community.

As an educator, my primary goal is to help students develop academically, personally/socially,

and professionally. I believe every child can truly learn and be successful on each of these

levels. Therefore, I will set high expectations for students. I will collaborate with colleagues in

educating students from a progressive and social reconstruction position. Education should be

child-centered, and schools should align themselves with the natural development and interests

of students. Students‘ individual learning styles and primary forms of intelligences should be

utilized in their learning experiences. Students should also learn by problem solving in a

democratic setting, where they have opportunities to direct their own learning and work in

cooperative learning groups. They should learn by doing, instead of simply listening, and their

learning experiences will be authentic. I want students to take some ownership of their learning

and feel that what they learn will enhance or make a difference in their lives outside of school.

I also desire students to learn by ―solving critical problems to promote equality, justice, and

democracy in the social environment‖ (Oakes & Lipton, 2003). In order to advance students on

a personal and social level, I believe it is important to implement curriculum that focuses on

community and larger social matters. I feel this will help students be more conscious and

sensitive to diversity and social issues within the school community, local community, and world

as a whole. I truly want students to be willing to look at social issues critically in order to better

understand society and be prepared to take action to solve social problems. Another major

Comment [SRR12]: Love this vision up front.

Comment [SRR13]:

Comment [SRR14]: Love this. Most students

aren‘t even aware of this position, much less use it. I

so believe in social reconstruction – especially in

today‘s society.

Comment [SRR15]:

Comment [SRR16]: Right on target!

Comment [SRR17]: So important to address


contribution I want to prepare students to make to society is involves the career they choose.

Students will learn about their interests and strengths regarding a career and about the

importance of strong work ethic, responsibility, and dependability.

In order to effectively educate students, I must advocate on their behalf. As an advocate for

students, my main objective is to ensure they have the necessary resources, support, and

opportunities to meet their emotional, physical, educational, and social needs. One significant

need of students is a need to belong or fit in; to have a purpose and significance to a cause or

group. I can help create and maintain a positive school community by building relationships

with students and providing and encouraging students to take advantage of opportunities to be

involved. When their needs are being met, students are more likely to cooperate and collaborate

in their developmental processes and be more receptive to guidance offered.

Reference

Oakes, J., & Lipton, M. (2003). Teaching to Change the World (2nd

ed.). New York, NY:

McGraw-Hill.


Fall Term 1 – COOL 530

I believe that every student has an opportunity to achieve greatness. Regardless of

background, past experiences, ethnicity, or financial status;, each student has the opportunity to

succeed in life. However, I believe that unless students are given the proper resources and the

support that they need, it will be difficult for them to achieve at their greatest potential. This is

where I believe the counselor is a huge benefit to each and every student. The school counselor

has the opportunity and the resources available for each and every student to reach their goals

and succeed in whatever they set their mind to do. I believe that each and every student is

different; emotionally and academically. With this in mind, I believe it is the counselor‘s

responsibility and privilege to get to know each individual student and find out what their needs

and concerns are. However, this is a process that may take months or years for a counselor to

achieve, but it is a task that I believe will allow the counselor to relate to the students on a level

of commitment and genuine concern. I also believe that by getting to know the students that a

counselor will be able to identify different learning styles and academic ability. This way the

counselor will be able to place students in classes where they are better suited for not only the

content, but also the teacher. I believe when a student is in an environment where they feel

comfortable and accepted, it is easier for them to learn and apply the knowledge that they gain.

I also believe that it is the counselor‘s responsibility to provide counseling and guidance

to students. This guidance can be in various forms. Whether it be anger management for a 1st

grader, or college advisory for a senior, a counselor has the ability to guide and nurture many

different students in many different settings.

I also believe that it is the responsibility of the school counselor to be an avid listener for

each student that comes into theirhis/her office. Listening can often times include giving advice,

Comment [DSR18]: Love this opening –

greatness! Powerful statement!

Comment [DSR19]:

Comment [DSR20]: So important!

Comment [DSR21]: Great example.


but on occasion it will be the counselor‘s job just to allow the student to bend their ear. I believe

it is the counselors responsibility to listen when no one else will.

I also believe that an effective school counselor advocates for the counseling profession.

With this in mind, the school counselor should strive to educate the community, the district, and

the school in which they work on the benefits of counseling. Many people have a negative idea

of what counseling consists of, and it is up to the school counselor to change their perspective of

how important and beneficial a counselor can be to the overall success of the student and the

school.

I believe that an effective school counselor is also a leader in their school and in their

community. I believe school counselors should be consistent leaders who strive to reach

student development by actively engaging themselves with student learning (ASCA, 2003).

School counselors can exhibit their leadership by being role models for the students and staff of

their schools. I believe that counselors should model the behavior needed for academic and

personal success. I believe that a counselor should be morally just with high standards and

values in their own personal lives, and be a role model that the students can look to for guidance

and support.

I also believe that a counselor should be able uphold confidentiality at all costs, and be

able to keep their word when asked to not share information. I believe that a school counselor

can be the one person in the life of a student that is solid, dependable, and trustworthy. I believe

that it is the responsibility of the school counselor to prove to the students, faculty,

administration, and community that there are still people who care about the success and well

being of others, and they will do whatever necessary to insure the success of their students, their

program, and their school.

Comment [DSR22]: Very important. That‘s

why time management is so valuable in counseling.

Comment [DSR23]: Amen!

Comment [DSR24]: I love how you blended this

in your philosophy so seamlessly.

Comment [DSR25]:

Comment [DSR26]: Love this!


Comprehensive School Counseling Program Delivery of Services

Middle School Level Guidance Curriculum

Provides developmental,

comprehensive guidance program

content in a systemic way to all

students in order to build the

culture and climate of the school

Responsive Services

Addresses immediate

concerns of students in order

to address the needs of the

whole child

Individual Student

Planning

Assists students and parents in

development of academic and

career plans in order to address

the needs of the whole child

System Support

Includes program, staff, and

school support activities and

service that collaborate to build

the climate and culture of the

school

Purpose: Student awareness, skill

development, and application of

skills needed in everyday life

Purpose:

Prevention and intervention Purpose:

Individual student academic

planning, decision-making,

goal setting, and preparing for

academic transitions

Purpose:

Program delivery and support

Counselor Role:

Guidance curriculum implementation

Classroom or structured groups

Consultation

Counselor Role:

Individual counseling

Small group counseling

Referral

Consultation

Crisis Counseling

Home Visits

Counselor Role:

Assessment

Planning

Placement

Consultation

Counselor Role:

Professional Development

Develop and manage programs

Coordination

Develop relationships and partnerships

Consultation

Data Analysis

Academic/Instructional

Guidance lesson on academic skills support

Guidance lesson on study

and test-taking skills

Guidance lesson on transition


Individual student counseling for

academic concerns

Guidance lessons on

school concerns

o Truancy


Hold parent meetings on test-taking and

explanation of

results

Class Scheduling

Classroom guidance on


Monthly counselor leadership meetings

Assist in analyzing

student data

Collaborate to organize celebrations/recognitions Comment [SRR27]: Like the specifics


Guidance lesson on relationship between

academics and work

o Dropout o Misbehavior

Parent/student

conferences on

academic concerns

academic goals

Family workshops on

promotion and

retention information

Work on student records

Personal/Social

Implement a school-wide substance abuse education

program

o Drugs

o Alcohol

o Tobacco

Implement a school-wide anti-bullying program

Implement a school-wide

cultural awareness

program

Organize a school-wide community-service team

Classroom guidance on: o Peer relationships

o Social skills

o Conflict resolution

Guidance lessons on:

o Decision making o Anger

management

o Self-esteem

Implement basic safety

and first-aid classes

Implement Internet safety classes

Personal/Social

Facilitate small groups for personal concerns

o Grief

o Family issues

o Relationships

o Divorce

o Stress

o Dating

violence

Conduct an incentive group on attendance

Individual student

counseling for

personal concerns

Organize and implement a school

crisis team

Mediation of student conflicts

Organize peer mediation

Classroom guidance

on physical, sexual,

and emotional abuse

Implement family workshops:

Personal/Social

Classroom guidance on exploring personal

hopes and dreams

Implement interest inventory workshops

Implement workshops

on goal setting

Parent/student conference on school

choice

Referrals to community and district support

agencies

Personal/Social

Provide staff PD on parent/teacher

conferencing

Student/parent newsletters

Advocacy for the school

counseling program

Work on student records

Review grade reports

KCA conference

Open House

Collaborate to implement intervention strategies for

―novice‖ performers

Collect data on ―novice‖ students (behavior,

attendance, etc.) to make

intervention plans

Provide a student

intervention packet for

teachers

Collaborate on school-wide student management

plan

Provide staff PD on classroom/school behavior


o Legal issues o Maladjustment

o Bad behavior

management

Staff PD on community

resources

Collect/organize data on student behavior

Chair the School Climate committee

Collaborate to

plan/facilitate school

celebrations/events.

Chaperone/attend after school events

Organize Family Nights

Career

Schedule career speakers

Classroom guidance – careers

Career awareness classes

Career planning workshops

Guidance lesson on achieving career goals

Implement a Reality Store

Organize training classes in:

o Babysitting

o Lifeguarding

Career

Small group – Girl Power, Girls

on the Run,

College Bound

Parent/student conference on

career concerns

Career

Arrange visits to high school

Individual career counseling

Organize job shadowing

activities

Parent/student conferences on transition

Individual student conferences to develop a

career plan/portfolio

Career

Showcase of Schools




COOL 531: Social and Cultural Foundations of School

Counseling (3 hours)

Course Syllabus – Summer 2009, Session 2

Tuesday, 8:00 – 9:30 pm

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 531, Social and Cultural

Foundations of School Counseling.


X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 531, Social and Cultural Foundations of School

Counseling.


X X














c. Consultation






Phone: 502-468-1480 (Cell); 502-253-9859 (Home)

Required Texts:

Lee, C., Burnhill, D., Butler, A., Hipilito-Delgado, C., Humphrey, M., Munoz, O., and Shin, H. (2009). Elements of

Culture in Counseling. Columbus, OH: Pearson – Merrill.

Recommended Texts:

Hays, P.A. (2008). Addressing cultural complexities in practice. American Psychological Association.

Robinson-Wood, T.L. (2009). The convergence of race, ethnicity, and gender: Multiple identities in counseling (3rd

ed.). New Jersey: Pearson.

Unit’s Conceptual Framework The Department of Education at University of the Cumberlands has adopted the motto ―Reflective Constructors of Quality

Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual framework for its

professional education programs. The goal is to ensure that candidates become reflective constructors of quality learning experiences through critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is

placed on providing experiences that help all students learn. Each certification program is connected to this philosophy as

shown in the logo, at the Conceptual, Strategic, Evaluative or Communicative knowledge base.


1. Conceptual: Candidates are introduced to and revisit basic educational concepts and philosophies

(i.e.:constructivism, critical thinking) This class will help you to better understand basic educational concepts through the study of school counseling

within an appropriate social and cultural environment. You will select your own instructional goals through

the choice of portfolio entries as well as research topic. And, of course, you will demonstrate knowledge of the

specific course works as well as use of resources, including technology.

2. Strategic: Candidates use concepts to develop strategies to use in field experience. You will learn to create a school culture of respect for all students by studying the social and cultural

foundations of the school counseling program as well as the school counselor role through readings, on-line

discussions, exams and other assessments and activities outlined in the syllabus.


knowledge to assess their impact on student learning. Students will practice evaluating their own learning through beginning their portfolio, writing a research

paper, exams, and activities throughout the course.












Recommended Readings:

Grier, W. H. (2004). Even the rat was white (2nd ed.). Boston: Pearson Education.

Kivel, P. (2002). Uprooting racism. Gabriola Island, BC. Canada: New Society Publishers.

Tatum B D (2003). Why are all the black kids sitting together in the cafeteria?)Tatum, B. D. New York: Perseus

Book Group.

Taylor, J. (2004). Paved with good intentions: the failure of race relations in contemporary America. New York:

New Century Books.

Prerequisites: COOL 530, Introduction to School Counseling

Course Description: This course provides an understanding and application of the social and cultural foundations

associated with school counseling. This course is also designed to emphasize various cultural factors, poverty,

ethnicity, ageism and disabilities and how those factors impact and affect cognition, emotion, behavior and social

interactions in both the school and community. Ethical issues related to multicultural aspects of counseling will be

addressed as well. ( 3 hours)

Purpose of the Course/Pedagogical Features: The main purpose of this course is to equip students with necessary

knowledge and skills to address the counseling issues of culturally diverse clients. Emphasis will be placed on

developing effective communication skills in multicultural settings. Focus will also be directed toward various

psycho-social factors of different cultural and ethnic groups. The influence of these variables on the helping

relationship will be explored.

Alignment of Course Objectives, Tasks and Outcomes as related to Standards:


School Counselor Stds. (KSCS)

Analyze the self-awareness of social and cultural foundations of school

counseling to include topics such as identities, prejudices, privileges, oppression,

stereotyping and racism found in our culture

KTS 1, 11, 12; KSCS 2

Demonstrate sensitivity to diversity issues to include ability to identify similar

experiences and containing difference, and to discern between individual

values/standards and functional/dysfunctional behaviors

KTS 1, 11, 12; KSCS 2

Examine and evaluate ethical situations in the social and cultural framework of

the professional counselor

KTS 1, 11, 12; KSCS 2

Recognize defense patterns in reaction to difference and to resonate with similar

experiences

KTS 1, 11, 12; KSCS 2

Categorize the myriad array of social and cultural foundations in people to

include those similarities and differences in populations, awareness of

multicultural competencies, and applications to adults, children, families, and

groups.

KTS 1, 11, 12; KSCS 2

Demonstrate an understanding of the current issues of education that center on

meeting individual and group needs of culturally diverse populations in an ever-

changing society and economy.

KTS 1, 11, 12; KSCS 2

Describe the helping processes in the cultural contexts. KTS 1, 11, 12; KSCS 2, 5


Diversity Obviously, diversity is a central theme in a course focusing on social and cultural foundation.

Candidates in this course become aware of the needs of students from diverse social and

cultural groups through case studies within the text; discussions of their own interactive

experiences; diversity log within portfolio


Literacy Various terms and their definitions are introduced in this course that are used by

different subgroups of the population. Students use technology for researching learner‘s

literacy development as well as in the practice of literacy through general study of

coursework/curriculum

Assessment Portfolio; research paper; mid-term and final exams; and activities throughout the

course

Closing the

Achievement Gap

Many studies (i.e. Durlak and Weissberg) show that social and emotional learning

programs significantly improve students‘ academic performance. Hence, preparing the

counselor to implement these programs within an appropriate social and cultural environment

closes the achievement gap.


1) Participation

Class interactions will be large contributors to learning in this class. Therefore, students are expected to engage

in intelligent discussion of the assigned topic in all areas (Chats, forums, shared papers, etc.) to help you process

course material or to demonstrate your understanding of counseling. Point adjustments will be taken for non-

participation.

2) Activities

You will complete several activities designed to help you process course material or to demonstrate your

understanding of counseling. These will correspond to the course topics we are on and will involve practicing

or utilizing new course concepts. They should be turned in by the due date. Activities will be evaluated using

the following rubric:










3) Autobiography

Students will write a three-part autobiographical exercise: The 1st part focuses on your own cultural influences

and cultural heritage; 2nd part on your spiritual development; and the 3rd part on becoming a sensitive

multicultural counselor, exploring your own cultural values and ethical standards. (Guidelines to follow).

4) Midterm exam

This will be comprised of Multiple Choice and Short Essay questions covering material up to the mid-term

point

5) Final exam

This will be comprised of Multiple Choice and Short Essay questions covering material after Midterm up to end

of term as well as Course Review Questions.


Counselor Standard 2. Understanding of career counseling is essential to meeting the Kentucky Counseling

Standards. This assignment allows the student to utilize knowledge about career counseling and apply this

knowledge to the counseling situation.


Research Paper

Students will define, explain and describe barriers, implications, and problem-solving situations that may arise when

providing counseling services for any two ethnic minority groups. Discuss each group‘s cultural value system and

explain how the counselor can apply this information in working with clients. Papers should be approximately 12

pages in length (not including references) and should be in APA format as below. References should be mainly

from professional journal or other texts.

1. Title/Running Head

2. Abstract (200 words or less)

3. Body of paper (Please include at least 4 main points)

4. Conclusion/Summary

5. Reference Section (A minimum of ten references needed)

Grading Rubric

Exceeds Standard Meets Standard Little Evidence

of Meeting Standard

Content

Standard 9 KY New

School Counselor

Standards

(15 points)

Supporting information

sufficiently addressed

cultural value system of

groups chosen and

relevant barriers and

implications to

counseling. Supporting

information is from a

variety of high quality and

academic journals and

texts.

(11 – 14 points)


addresses cultural value

system of groups chosen

and relevant barriers and

implications to

counseling. Most

supporting information is

from high quality

academic journals and

texts.

(7 – 10 points)


addresses cultural value

system of groups chosen

and/or relevant barriers

and implications to

counseling, but does not

provide extensive

information. Most

supporting information is

from internet sources and

magazines rather than

from high quality journals.

Organization (8 points)

Paper includes well-

organized presentation of

information supporting

major points. Headings

used when appropriate to

organize information.

(5-7 points)

Paper includes organized

presentation of

information supporting

major points. Headings

may be used to organize

and clarify major points.

(2-4 points)

Major points of paper are

disorganized and a clear

progression of supporting

information is minimal or

lacking.

Style (7 points)

Paper contains no errors in

APA style and has no

typographical or

grammatical errors.

(4-6 points)

Paper contains 5 or fewer

errors in APA style,

typographical or

grammatical errors.

(1-3 points)

Paper contains more than

5 errors in APA style,

typographical or

grammatical errors.










Study after study has linked successful academic performance with good class attendance. Those who assume








Late Work: Assignments, including postings on discussion threads in online courses, are to be completed on

time according to the timeline posted by the instructor. It is important to keep up and complete work on time.

Late assignments will NOT receive full credit.

Plan of Evaluation




follows:

Method of computing the Course Grade











Grading

A = 428 – 460 (93% - 100%)

B = 396 – 427 (86% - 92%)

C = 350 – 395 (76% - 85%)

F < 349 (Below 75%)


1) Participation 40 points

2) Activities 80

3) Research Paper 80

4) Autobiography 60

5) Midterm Exam 100

6) Final Exam 100

Total 460 points
















CURRENT, UPDATED BIBLIOGRAPHY Aspy, C.B. & Sandhu, D.S. (2007). Safety and security in schools. In S. Mathison and E.W. Ross (Eds.).

Battleground schools: An encyclopedia of controversial issues (pp. 533-549. Westport, CT: Greenwood Press.

Axelson, J.A. (1993). Counseling and Development in a Multicultural Society (2nd

ed.) Pacific Grove, CA:

Brooks/Cole Publishing Co. Baruth, L.G. & Manning, M.L. (2003). Multicultural counseling and psychotherapy: A life span perspective. Upper

Saddle River, NJ: Merrill Prentice-Hall. Herring, R.D. (1997). Multicultural counseling in schools: A synergetic approach. Alexandria, VA: American


Johnson, L.R. & Sandhu, D.S. (2007). Isolation, adjustment, and acculturation of international students:

Intervention strategies for counselors. In Singaravelu, H.D. & Pope, M. (Eds.). A handbook for counseling

international students in the United States (pp. 13-35). Alexandria, VA: American Counseling Association.

Lee, C.C. (Ed.). (1997). Multicultural issues in counseling (2nd

ed.) Alexandria, VA: American Counseling

Association.

McAuliffe, G. (2008). Culturally alert counseling: A comprehensive introduction. Thousand Oaks, CA; Sage.

Mio, J.S. & Iwamasa, G.Y. (Eds.). (2003). Culturally diverse mental health: The challenges of research and

resistance. New York: Brunner-Routledge.

Monk, R. (1996). Taking sides: Clashing views on controversial issues (2nd

ed.) Dushkin Publishing Group/Brown

& Benchmark Publishers. Paniagua, F.A. (1994). Assessing and treating culturally diverse clients. Thousand Oaks, CA: Sage.

Pedersen, P. (Ed.). (1998). Multiculturalism as a fourth fource. Philadelphia, PA: Brunner/Mazel.

Ponterotto, J.G., Casas, J.M. Suzuki, L.A. & Alexander, C.M. (Eds.). (2001). Handbook of multicultural counseling

(2nd

ed.) Thousand Oaks, CA: Sage Publications.

Roysircar, G., Sandhu, D.S., & Bibbins, V. (2003). Multicultural competencies: A guidebook of practices.

Alexandria, VA: American Counseling Association. Sandhu, D.S. (Ed.). (1999). Asian and Pacific Islander Americans: Issues and concerns for counseling and

psychotherapy. Commack, NY: Nova Science Publishers, Inc.

Sandhu, D.S. & Aspy, C.B. (1997). Counseling for prejudice prevention and reduction. Alexandria, VA: American

Counseling Association. Trusty, J., Looby, J. & Sandhu, D.S. (2002). Multicultural counseling: Context, theory and practice, and

competence. Huntington, NY: Nova Science.

Vontress, C.E., Johnson, J.A. & Epp, L.R. (1999). Cross-cultural counseling: A case book. Alexandria, VA:

American Counseling Association.


Class Schedule Lecture Topic/Exams Readings

Week 1:

July 7

Course Orientation/

Introduction and Overview

Week 2:

July 14 Historical Overview of

Multicultural Counseling

Conceptual Approach to

Counseling Across

Cultures

Chapter 1

Chapter 2

Week 3:

July 21 Cultural Understanding is more

than Race and Ethnicity

Cultural Identity

Chapter 3

Chapter 4

Week 4:

July 28 Acculturation

Socioeconomic Realities in

Counseling

Chapter 5

Chapter 6

Week 5:

August 4

Cross-Cultural Zone in Counseling

Indigenous Models of Healing:

Implications for Counseling

Chapter 7

Chapter 8

Week 6:

August 11 Multicultural Counseling as a

Process of Empowerment

Religion and Spirituality as

Diversity Considerations

Chapter 9

Chapter 10

Week 7:

August 18 Culture-Centered Case

Conceptualization

Multicultural Consultation

Chapter 11

Chapter 12

Week 8:

August 25 Multicultural Ethical Perspectives

Compilation of Class

Chapter 13


Rubric for Autobiography – Social & Cultural Foundations

Student Name:

Introduction (4 points) 4 Cultural Influences (18 points) 18 Great detail and depth

Spiritual Development (18 points) 18 Wonderfully insightful

Applied Worldview (18 points) 18 Great synthesis

Conclusion (2 points) 2

TOTAL 60


My Cultural Autobiography

By Laurie Freeman

Introduction

The culture you grow up with and the influences from that culture help to make

you the person you are. This includes cultural influences in your life, spiritual development, and

your applied world view. The values and morals one has is also a byproduct of the culture one is

influenced by. The values and morals that I have were influenced by my family, the way I was

raised, my environment, and most importantly by my spiritual development. At this point in my

life, I feel that my spiritual development is currently the biggest influence on my life and the

choices I make.

Cultural Influences

Cultural identity is made up of nine microcultures. These include class, race, ethnicity,

gender, language, religion, exceptionality, age, and geography. Of these nine microcultures, I

believe that the one that has the most impact on me is my religion. I am a Christian. I live in the

Bible belt. Most of the religions practiced in this area are Christian-based. The values that I try

to live out every day, are the values I have learned from the Christian faith. Although in the

public school that I work in, there is a federal mandate of separation of church and state, I still

feel that these values, some of which include peace, patience, joy, gentleness, self-control,

honesty, and love, have the strongest impact on me as an educator and the way I relate to my

students and handle everyday situations.

The next microculture that has the most impact on me is exceptionality. I am able bodied

and that places me in the dominant subgroup. I am a special education teacher and have been for

the past eleven years. I know very well how difficult it can be for children who are disabled to

Comment [SRR28]: I have always thought this

ironic. There really can be no true separation of state

as long as we have Spiritual teachers.


be accepted and learn to effectively manage the world around them. I think I sometimes take for

granted how easy it really is for me to pick up a book and be able to read it, or to read something

and automatically comprehend the information I am reading. This impacts me as an educator in

that I need to remember that everyone is not like me. I need to make sure that both students and

parents understand what I am trying to communicate to them, whether it be face to face or by a

letter home, and not just assume that just because I understand what is going on, doesn‘t

necessarily mean that someone who is less able bodied than me will.

The next microculture that has a significant impact on me is my race. I am White, which

is considered to be the privileged class in America. Growing up, there were very few people of

differing races at the school I attended. I attended a small rural high school. My first teaching

job was teaching students who had emotional-behavioral disorders in a self contained classroom

in Jefferson County, which was a much more diverse setting. About ninety percent of my

students were of a different race than meI was. It was an eye-opener, seeing how differently

people from various races communicate. For example, I learned when working with these

students that African-American students don‘t often look you in the eye, when you are correcting

them or disciplining them. This took some time for me to adjust to. I had just assumed that

people who were not looking at you, were not listening to you or paying attention to what you

had to say. I learned that in my students‘ culture, it was disrespectful to look people in the eye

when you are correcting them or disciplining them. I need to remember that the communication

norms for my race are not necessarily the communication norms for other races or cultures.

The next microculture that has a significant impact on me is class. I grew up in a middle

class family and I currently fall into the same category. Although it is not the most privileged

class, I do feel that I have significant advantages being from the middle class. I don‘t have to

Comment [SRR29]: This is so important!

Comment [SRR30]: A valuable lesson learned!


worry and fret daily about where my next meal will come from. I own reliable transportation to

get me to and from the places I need to go. I am educated, thanks to my parents installation of

this value in me growing up. At times, I find it hard when working with students from the lower

socioeconomic class, especially when they display attitudes of apathy and lack of motivation. As

I continue my journey in the education profession, I need to remember that not everyone has the

same values that I do and that they may just be concerned with the basic necessities of life.

Regard for the importance of education in some socio-economic classes may not be the same as I

am used to.

The next microculture that has a significant impact on me is the language I speak,

English. I kind of take it for granted that I grew up in a place where everyone spoke the same

language as me, at home and at school. This is not true for many of the students that attend

public schools each day. I cannot imagine going to a foreign country and trying to go to school

there, not knowing how to speak their language. It is important for us as educators to realize

how difficult it is for non-English speaking students who attend schools that are immersed in the

English language. We need to take the time to realize where they are coming from and the

struggles they may face.

The next microculture that has a significant impact on me is geography. As the John

Cougar Mellencamp song says. ―I was born in a small town.‖ I currently live in a small town as

well. This was not always the case. My first experience living in a large city was when I moved

away to go to college at Bellarmine College in Louisville. It was definitely a culture shock going

from a town that has one Wal-Mart, to going to a town that has a Wal-Mart on just about every

corner. I also spent my first three years of teaching in Louisville as well. It is important to

remember as educators and future counselors that children who live in smaller, more rural

Comment [SRR31]: Cute analogy!


communities aren‘t exposed to the diversity and educational experiences that those who live in

larger, more populous and diverse communities are. It is important to be intentional when

infusing diversity into the curriculum of a small, rural community. Sadly, it may be these

students only exposure to people who are different from them.

This leaves the following microcultures, which I feel if I had to rank, have the least

impact on me: gender, age, and ethnicity. I am a 33 year old German-English-American

woman. As far as my ethnicity, that would put me in the privileged group of European-

Americans. This would impact me in a similar way as race did. I feel as if my race and ethnicity

go hand in hand. I would have to make sure to make the effort to learn about the differing races

and cultures that I may encounter everyday at school. As far as being female, that would be one

area that I would not fall into the priveledged category. Even so, I really haven‘t had any

experiences that made me feel that being a woman was underprivileged. The only thing I can

think of is that maybe parents, especially parents of difficult students, may respect me more if I

was male. Sometimes I think that some parents think that just because I am female, that it gives

them license to yell at me or blame me for the problems that their child is having. Maybe they

would think twice about raising their voice toward me, if I were male. Finally, I‘m not really

sure how age factors in to the concept of privilege. The only thing that I can think of is that

when you get to be a certain age, you gain more privileges and responsibilities in life. At my

age, I am able to drive a car, vote, be legally employed, etc.

Spiritual Development

I grew up in a family where my mom and dad were Catholic and we attended the local

Catholic Church and Sunday School on a regular basis. My mom grew up Baptist and then

converted to Catholicism when she married my dad. The memories I have of church as a child

Comment [SRR32]: Very insightful – and quite

important to remember.

Comment [SRR33]: Ethnicity and race

sometimes go hand in hand.

Comment [SRR34]: Oh, it‘s as if I read ahead.

Great minds think alike. –ha!

Comment [SRR35]: I agree. I love being a

women!

Comment [SRR36]: I‘ve seen parents yell at

male teachers as well. Some parents just need a

scapegoat.

Comment [SRR37]: It is sad to say that it is the

reverse in our culture. As we get older, we lose

privilege . The current ―health‖ bill even puts this

into words saying that citizens past the age of 70 do

not warrant certain care, etc. We do not value

wisdom with age as some cultures do.


are not positive ones. I remember that at an early age, I did not like attending church. I was

bored to tears and really didn‘t feel I got much out of it. I only went, because I was made to go.

During the summers, I would stay with my grandmother (my mom‘s mother) in Louisville for

the week that her Baptist church had Vacation Bible School. I attended this Vacation Bible

School and absolutely loved it. We did activities that went along with Bible stories and it was

very different from the activities and lessons at the Catholic Church at home. We never had

Vacation Bible School or anything fun like that at the Catholic Church.

As an adolescent, I remember resenting my dad, because he made us go to the Catholic

Church. It didn‘t matter if we were on vacation or at home, we would have to attend mass at a

Catholic Church. Also, my dad wouldn‘t let us wear jeans or shorts to church. He thought that

was disrespectful. We had to wear dress pants or dresses. I am not one who enjoys dressing up,

so once again this was something that my dad and I butted heads on. I didn‘t really feel that the

way someone dresses for church mattered. As long as someone‘s heart was in the right place,

why did it matter what they were wearing? I remember thinking that when I turn eighteen, I

would make my own choices and would definitely not attend the Catholic Church.

When I went to college, I chose to go to a Catholic affiliated college, Bellarmine College

(now University). The college‘s religious affiliation had nothing to do with my decision to

attend. When I went away to college, I did stop going to the Catholic Church. , iIn fact I didn‘t

attend church regularly at all. I entered a selfish time in my life, where I didn‘t really involve

God in the choices I was making. It was during this time that I met and later married my first

husband. He attended a Christian church and I began attending with him. This church was very

different from the one I grew up going to. The people were so friendly and people could wear

Comment [SRR38]: This goes across all

religions. My Nazarene grandmother was famous

for saying, ―Christ died on a cross; the least you can

do is put on a pair of panty hose‖. And, she wasn‘t

discriminatory, it was a tie to the boys.

Comment [SRR39]: This is very common for

this age group.


what they wanted. It didn‘t matter if you wore jeans or shorts. Also, I got so much more out of

the sermons as well as in fellowshipping with others who attended the church.

My first husband was going to school to be a youth minister and I thought my life was

going along fine. After being married to him for 3 years, I discovered that he cheated on me and

had an addiction to pornography. This completely rocked my world and devastated me. The

trust and love that I had based my marriage on was gone. I didn‘t believe in divorce and wanted

to do something to make my marriage work out. We tried going to counselors and talking to the

preacher at the church. I even had him go to the doctor to try medication, because he had a

history of bipolar disorder in his family and he was also showing some signs and symptoms of

this. Through all of this, what it boiled down to was that if he didn‘t think he had a problem,

then it wasn‘t going to change. I then took the very hard step and began the process of divorcing

my husband. I learned that it was important to stand up for myself and what I believe.

At this time, I was depressed and completely devastated. I realized that I wasn‘t able to

fix these things on my own, so I turned to my new church family. They embraced me with open

arms. I immersed myself in church, attending services, women‘s Bible studies, and helping out

any way that I could. My ex-husband quit attending the church and eventually moved to another

state. I could really feel the love of God at this church and it was during this time that I

rededicated my life to God. I also got baptized as an adult and began living my life according to

biblical principles. I had earlier gotten baptized in the Catholic Church as an infant, but never as

an adult. Overall, I could see that although it may not have been God‘s will for me to marry my

first husband, He worked through this situation to lead me to a wonderful, God-centered, church

that I still currently attend.

Comment [SRR40]: I‘m sure this was a majorly

difficult time!

Comment [SRR41]: Romans 8:28!


I began praying that God would lead me in the direction he wanted me to go. I also

prayed that God would help me find someone so that I could love again. This didn‘t happen

immediately, but eventually, God lead me to my current husband. I couldn‘t have asked for

anything more. I can say that I am now married to the greatest guy in the world. He is nothing

like my ex-husband. He is faithful and completely trustworthy. I guess that is a good example

of why it is important to let God work in your life. I know that when I chose my first husband,

God wasn‘t a part of it. Things work out much better when you let God lead.

I have now been married three years to my husband and continue to be very involved in

church and the ministries they support. During this time, I also began teaching a special needs

Sunday School class. Although I am a special education teacher, I don‘t work with students who

have severe physical and mental disabilities (FMD). When I began doing this, I was very unsure

of myself and the ability of these students to even understand what I was trying to teach them.

This ministry has really turned out to be a blessing to me. These students are capable of so much

more than I had originally assumed. I am now going on my 5th

year teaching this class and my

students have had such an impact on me. I now look at students who have severe disabilities

with so much potential and value them more as human beings. I went from relying on myself, to

relying on God. I have learned that when you rely on God, that He is able to work things out

better than we could even imagine.

Applied World View

My world view has been shaped by both my cultural influences and my spiritual

development. Growing up, I wasn‘t exposed to a variety of cultures other than my own. I was

also very limited in my spiritual development. As I grew and experienced life for myself more, I

have had more diverse experiences, both culturally and spiritually. As far as my world view, I

Comment [SRR42]: Amen!

Comment [SRR43]: What a testimony.


would say that the predominant influence in my life is the Bible and the values I have learned

from my spiritual development. I try to live my life in a way that shows the important qualities

of goodness, loving, patience, joy, faithfulness, gentleness, and self-control. It is also important,

as stated in Galatians 5:14 to ―Love your neighbor as yourself.‖ It is important to remember that

your neighbor is not just the person who lives next door to you, but everyone you come into

contact with, regardless of their cultural influences.

My world view has also been shaped by my cultural influences. I am fortunate to fall

into several of the categories of privilege when referring to the nine microcultures that make up

our cultural identity. Because of this, it may be more difficult for me to truly empathize with

individuals who fall into the minority when it comes to the nine microcultures of cultural

identity. I believe that through educating myself about people who fall into the minority status in

whatever area, that I will be able to better understand their feelings and life experiences. I feel

that the more opportunities that I get to work with others who are different from me; the better it

will be to broaden my world view. Overall, I believe that all students can learn and are a

valuable part of the community. Regardless of race, ethnicity, gender, sexual orientation, or

ability level, it is important to treat people as people first. It is important as teachers and future

counselors, to connect with others, so that they realize that we are not looking at their minority

status, but at the potential that all human beings possess.

Conclusion

The culture I grew up with and the influences from that culture have contributed to

helping me become the person that I am today. Along with these cultural influences, my

spiritual development has had a large impact on my cultural identity. My applied world view is a

result of a combination of my cultural influences and my spiritual development. I feel that I have

Comment [SRR44]: It is interesting that this

―Golden Rule‖ is a part of every religion.


grown a lot in these areas during my thirty three years here on Earth. I am certain that as I get

older, I will be exposed to and provided the opportunity to grow even more, which will make me

a better person, both personally and professionally.




COOL 537: Personality Assessment (3 hours)


Monday, 8:00 – 9:30 pm

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 537, Personality Assessment.


X X X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 537, Personality Assessment.


X X














c. Consultation






Phone: 502-468-1480 (Cell); 502-253-9859 (Home)

Required Text/Materials:

Mayer, J.D. (2007). Personality: A Systems Approach. Boston, MA: Pearson – Allyn & Bacon. (ISBN:

02053849147)

Carlson, J.F. and Waterman, B.B. (2002). Social and Personality Assessment of School-Aged Children:

Developing Interventions for Educational and Clinical Use. Boston, MA: Pearson – Allyn & Bacon. (ISBN:

0205325920)

Keirsey Temperant Assessment Web-site: www.keirsey.com/

Jung Typology Assessment Web-site: http://www.humanmetrics.com/cgi-win/JTypes1.htm

International Personality Item Pool : http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/

Suggested Texts for Interested Students (NOT required):

Green, R.L. (2000). The MMPI-2: An Intepretive Manual, 2nd

ed. Boston, MA: Pearson – Allyn & Bacon.

(ISBN: 0205284167)

Finn, S. (1996). Using the MMPI-2 as a therapeutic intervention. Minneapolis: U Minnesota Press.

Millon, T. and David, R. (1996). Disorders of personality: DSM-IV and beyond.

Unit’s Conceptual Framework The Department of Education at University of the Cumberlands has adopted the motto ―Reflective Constructors of Quality



experiences through critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is placed on providing experiences that help all students learn. Each certification program is connected to this philosophy as

shown in the logo, at the Conceptual, Strategic, Evaluative or Communicative knowledge base.


1. Conceptual: Candidates are introduced to and revisit basic educational concepts and philosophies (i.e.:constructivism,

critical thinking)

This class will help you to better understand basic educational concepts through the specific study of personality

assessments. You will select your own instructional goals through the choice of personality assessments as well as

research topic. And, of course, you will demonstrate knowledge of the specific course work as well as use of resources, including technology.


You will learn to use personality assessments to evaluate students by studying the various assessments and intervention strategies through readings, on-line discussions, individual practice and other evaluations and activities outlined in the

syllabus.

3. Evaluative: Candidates begin to examine formative and summative evaluation, performance evaluation knowledge to

assess their impact on student learning.

Students will practice evaluating their own learning through assessing their own personality with an assessment tool of

their choosing, writing a research paper and exams throughout the reading, and activities throughout the course.

4. Communicative: Candidates use communicative knowledge with P-12 partners and students through observation and/or

participation in field experiences.

Through formal writing (i.e. research paper, assessment analysis), informal writing (i.e. discussion forums, chats), and

speaking, you will practice:







http://www.keirsey.com/

http://www.humanmetrics.com/cgi-win/JTypes1.htm

http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/


Prerequisites: COOL 530, Introduction to School Counseling

Course Description: This course is designed to introduce advanced candidates to the concepts and applications of

personality assessment with a specific focus on objective assessment methods. This course is intended to provide a

thorough understanding of theory and concepts relevant to objective personality assessment, as well as to build skills

needed to administer, score, and interpret well-known personality inventories. (3 hours)

Purpose of Course/Pedagogical Features: This is an introduction to personality testing for the school counselor.

Underlying psychometric issues having to do with personality tests and measurement will be covered. These issues

include basic issues of measurement design and instrumentation, scale construction, reliability, validity, and

normative analysis. Personality assessments that are commonly used in school counseling and psychology will be

introduced. Ethical and multicultural issues in testing will be a focus throughout the course. The teaching methods

employed in class will include readings, lectures through power point presentations and the chat sessions, class

discussions through the discussion forum, case reviews, and test administration.


Course Objectives Ky. Teacher Stds.

(KTS)/ Ky. School Counselor

Stds. (KSCS)/

Understand the process of personality assessment and how its methods can be

applied to solving clinical problems in a variety of settings.

KTS 1, 11, 12; KSCS 7, 8

To gain understanding of concepts and approaches to personality and behavioral

assessment and issues concerning assessment.

KTS 1, 11, 12; KSCS 7, 8

Demonstrate a sufficient knowledge of the theory, development, psychometric

properties, and current standing of the major objective personality assessment

instruments to be an ‗informed professional consumer‘ when faced with

unfamiliar tests.

KTS 1, 11, 12; KSCS 7, 8

Build basic skills in analyzing test results in written form

KTS 1, 11, 12; KSCS 7, 8

To understand the benefits and limitations of assessment, including current legal

and ethical issues.

KTS 1, 5, 11, 12; KSCS 7

To learn how to integrate information from various sources in order to more

fully describe personality and behavioral patterns.

KTS 1, 11, 12; KSCS 7

To understand the use of assessment data for intervention and treatment

planning.

KTS 1, 11, 12; KSCS 7

To learn how to analyze and interpret assessment information from a variety of

perspectives. KTS 1, 11, 12; KSCS 7

To learn about communicating assessment results with professionals and parents.

KTS 1, 5, 8, 11, 12; KSCS 7

To understand the unique issues involved in multicultural assessment KTS 1, 5, 11, 12; KSCS 7


Diversity Students study testing the members of an increasingly diverse society by analyzing changing

population trends and examining important psychometric characteristics in tests for a diverse

society. The course focuses on various types of normal and abnormal personalities and

personality development and examines how diverse groups interact with school administrators.

Literacy Students gain an understanding of various terms and definitions related to personality

disorders. Technology is used in this course as various types of personality instruments

(available through the internet and other sources) are used to measure personality.

Assessment Personality Assessments/Evaluations, Interpretation and Analysis of Assessments,

Scholarly Written Reports, Exams

Closing the

Achievement Gap

Many studies show that understanding one‘s basic personality with both strengths and

weaknesses significantly improve students‘ academic performance. Hence, preparing the

counselor to administer and analyze these assessments closes the achievement gap.



1) Participation

Class discussions, group work and network/forum interactions will be large contributors to learning in this

class. Therefore, students are expected to engage in intelligent discussion of the assigned topic in all areas

(Chats, forums, shared papers, etc.) to help you process course material or to demonstrate your understanding of

counseling. Point adjustments will be taken for non-participation.

2) Personality Assessments (Due Week 4 as Mid-term assignment)

Keirsey Temperant Assessment Web-site: www.keirsey.com/

Jung Typology Assessment Web-site: http://www.humanmetrics.com/cgi-win/JTypes1.htm

International Personality Item Pool : http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/

You will complete several personality assessments designed to help you process course material and to

demonstrate your understanding of assessment interpretion. Your personal assessment experience is an

important and major component of this course. You will take personality scales, which will give you first-hand

experience with personality assessment. Your responses will be used to (a) provide you with feedback about

certain aspects of your personality, (b) provide real examples for class instruction (i.e., issues in measurement

and data analysis), and (c) to help you reflect on your own personality. The surveys will also show you how

personality tests are used in employment selection, which may give you an edge on the job market. It should be

a lot of fun!

All information you provide in the assessments will be anonymous (i.e., no one will be able to identify you).

You should create a code and receive feedback with that code. Then, you will prepare a scholarly paper (4 to 5

pages) to report your findings and interpretations. Assessments and interpretations/reports will be evaluated

using the following rubric:

A Active and meaningful completion of the assessments and demonstrates complete understanding

of the assessment along with analysis and interpretation.

B Significant completion of the assessments and/or demonstrates significant understanding of the

assessment along with analysis and interpretation.

C Partial completion of the assessments and/or demonstrates partial understanding of the assessment

along with analysis and interpretation.

D Limited completion of the assessments and/or demonstrates minimal understanding of the

assessment along with analysis and interpretation.

F No completion and/or no attempt to complete the assessments.

3) Exams


understanding.


Counselor Standard 7. Understanding of personality assessment is essential to meeting the Kentucky Counseling

Standards. This assignment allows the student to utilize knowledge about assessment and apply this knowledge to

the counseling situation.

Task: Biography (Due Week 8 as Final Assignment)

The goal of this assignment is to integrate what you have learned about personality by analyzing a child or

adolescent of your choice. In order to practice assessing the personality of the P-12 population, you will select an

individual – either famous or within your own school or walk of life - and write a formal assessment analyzing the

individuals‘s personality. You should read the book or study the individual from the perspective of a personality

psychologist: Identify the person‘s personality traits, motives, emotional style, key intelligences, and dynamics; also,

pay attention to significant life events and key figures in the person‘s life that may have contributed to the formation

of the person‘s adult personality. What is it about this person that got them to where they are? How does this person

get along with others? The best paper will provide rich examples that demonstrate your assessment of the person‘s

personality characteristics.


http://www.humanmetrics.com/cgi-win/JTypes1.htm

http://www.personal.psu.edu/faculty/j/5/j5j/IPIP/


Introduction: Start off with a one-paragraph introduction. Who is this person? Why is this person famous? Give a

brief background – where did this person grow up, etc.?

Then, in the following paragraphs describe the following aspects of this person‘s personality. Please make sure that

you back up your claims about this person‘s personality. Make sure you provide quotes from the book that illustrate

how these aspects of his/her personality are expressed or viewed by others. The best paper will weave these

components into an interesting narrative.

1. Motivation

What motive(s) drive(s) this person? Describe.

2. Emotion

Is this person characterized as having positive or negative affect? Describe.

Is this person generally calm or aroused? Describe.

3. Intelligence

We‘ve studied a number of different intelligences: Analytical, practical, creative, and

emotional intelligence. What kind of intelligence is most apparent in this person‘s life?

Describe.

4. Models of self, world, and relationships

What is this person‘s self-concept like? What kinds of relationships has this person had? How

does this person see the world? Describe.

5. Traits

How do you think this person would score on the NEO? What Big Five traits are most

apparent? Describe.

Does this person have a cardinal trait? If yes, what is it? Describe.

6. Dynamics

Are there interesting dynamics in this person‘s life? Any conflicts, struggles, etc.? Describe.

7. Development

Has there been a significant life event that has affected this person? That is, did this person

experience something that (a) dramatically changed his or her way of thinking about the world

or (b) influenced what he or she wanted to do in life? Describe.

Was there someone who had a huge impact on this person‘s life? Describe. Finally, Integration (final paragraph or two):

Can you see a pattern in this person‘s personality? Do you see any connections among this

person‘s motives, emotions, intelligence, traits, dynamics, and development? Describe.

Grading:

Please keep this paper to 6-8 pages (not including a cover page and references). Your paper will be graded for

accuracy in defining the attributes that are presented (with references, if necessary) and your ability to describe the

person‘s personality and provide clear examples of how the person‘s personality is expressed (or not) in his or her

behavior and personal surroundings.









Study after study has linked successful academic performance with good class attendance. Those who assume









Late Work: Assignments, including postings on discussion threads in online courses, are to be completed on

time according to the timeline posted by the instructor. It is important to keep up and complete work on time.

Late assignments will NOT receive full credit.

Plan of Evaluation




follows:

Grading Scale











Technology Outcomes: Students in the School of Education are expected to have a home computer or laptop,

Internet access, and basic office software (Microsoft Word, PowerPoint, and Excel). In addition, students are

expected to have basic competencies in the following areas.











Grading

A = 493 – 530 (93% - 100%)

B = 456 – 492 (86% - 92%)

C = 403 – 455 (76% - 85%)

F < 402 (Below 75%)


7) Participation (Includes Discussion questions and Chats) ………… 40 points

8) Personality Assessments and Report (Due October 20)…............. 100

9) Biography Assessment Report (Due October 20) ………………..150

10) Exams (14 chapter x 10 pts. each)………………………............ 140

Total 430 points


Current, Updated Bibliography

Carney, J. A., Cobia, D. C., & Shannon, D. M. (1996). The use of portfolios in the clinical and comprehensive

evaluation of counselors-in-training. Counselor Education and Supervision, 36, 122-132.

Cobia, D.C., Carney, J.S., & Shannon, D.M. (2000). Counseling portfolios: An example of constructivist assessment. In G. McAuliff & K. Eriksen (Eds.) Preparing counselors and therapists: Creating constructivist and

developmental programs. Alexandria, VA: Association of Counselor Education and Supervision.

Friesen, M. D., & Ellis, B. J. (2008). Convergent validation of an interview-based personality assessment: A laboratory project. Teaching of Psychology, 35(2), 109-112.

Madson, L., & Corey, J. V. (2003). Learning risk factors for suicide: A scenario-based activity. Teaching of

Psychology, 30(2), 123-126.

Reinehr, R. C. (1991). Demonstrating personality scale validation procedures. Teaching of Psychology, 18(4), 241-

242.

Renner, M. J., & Mackin, R. S. (1998). A life stress instrument for classroom use. Teaching of Psychology, 25(1),

46-48.

Wang, A. Y. (1997). Making implicit personality theories explicit: A classroom demonstration. Teaching of

Psychology, 24(4), 258-261.

Tentative Course Calendar


Week 1:

October 25 Course Orientation/ Introduction and Overview

Syllabus

Week 2:

November 1 Examining Personality

- What is Personality

- Research in Personality Psychology

- Perspectives on Personality

Mayer, Chapter 1

Mayer, Chapter 2

Mayer, Chapter 3

Week 3:

November 8 Parts of Personality

- Motivation and Emotion

- Interior Selves, Interior Worlds

Mayer, Chapter 4

Mayer, Chapter 5

Week 4:

November 15 Parts of Personality

- Mental Abilities and Navigating the World

- The Conscious Self

Mayer, Chapter 6

Mayer, Chapter 7

Week 5:

November 22 Personality Organization

- How the Parts of Personality Fit Together

- Dynamics of Action

- Dynamics of Self-Control

Mayer, Chapter 8

Mayer, Chapter 9

Mayer, Chapter 10

Week 6:

November 29 Personality Development

- Personality Development in Childhood and

Adolescence

Personality Assessment of School-Aged Children

- Common Disorders and Difficulties Seen

among School-Aged Children

Mayer, Chapter 11

Carlson & Waterman, Chapter 3

Week 7:

December 6 Foundations for Social & Personality Assessment

- Functional Behavior Assessment

- Use of Direct Assessment Techniques with

School-Aged Children





Week 8:

December 13 Contexts for Interpretation

- Understanding Teaching and Learning

Preferences

- Assessment and Evaluation of Culturally

Diverse Children: The Case of Latino

Children


(No chapter quiz as Pers. Assess.

assess knowledge of chapter)


(No chapter quiz to allow time co

complete papers; Class discussion

will assess knowledge of chapter) Note: While the course materials end with the interventions in the Carlson & Waterman text, it is important to note

that this is because of time – not because they are not valuable information for counselors. These are valuable

resources on the job. I encourage you to keep this text, in particular, as a resource for specific interventions.


Feedback Report for Personality Assessments and Report

Student Name:

Completion of Personality Assessments (30 points) 30

__√ Keirsey Temperant Assessment __√__ Jung Typology Assessment __√__ International Personality Item Pool

Reflection and Analysis of Assessments (30 points) 30

I love your willingness to be honest both with yourself and the reporting

Report of Findings and Interpretations (30 points) 30

Wonderful insight in interpretations

Scholarly Writing/Professionalism – Clarity, Writing Style,

Organization (10 points) 10

TOTAL (100 Points) 100

Personality Assessment Paper

Chastity Rohan

COOL 537

Personality tests have many practical uses. For instance, they are a very useful

tool to help discover new aspects of your personality, while simultaneously reiterate those things

you already know about yourself. In my case, upon taking the three tests - Kiersey Temperament

Assessment, Jung Typology Assessment, and the International Personality Item Pool, each of

these tests provided a slightly different style, interpretation, and result in the study of my

personality as a whole.


The first test that I took was the Keirsey Temperament Sorter. One aspect that

immediately stood out for me was the fact that this test was easy to do and took little time to

complete. According to the test, my personality type was defined as ―The Guardian‖. After

reading all the information about this personality type I felt the assessment to be both accurate

and profound. In fact I was proud to be called a Guardian as it embodies those things I am most

proud of in my perception of my personality. The very first line of the description indicates that

Guardians serve and preserve our social institutions, which I feel like is exactly what myself and

other teachers are tasked with on a daily basis. We serve our students everyday and to that end,

we serve our communities by preserving their traditions. I also agree with the statement

mentioned in the report about this personality type enjoying having fun with their friends. I love

to have a good time with some of my closest friends; however I must admit I am usually the one

worried about making sure things are ―just so‖ and am usually the responsible one of the group.

I very much honor customs and traditions and am a strong proponent on making sure that many

of these are preserved and honored. I feel that I‘m down-to-earth and definitely follow the

majority of rules set forth in society. In fact my husband often makes fun of me for how strictly

I follow rules and refuse to deviate on small silly things. For me, rules provide a ―security

blanket‖ and help counteract the worry I have for doing and allowing things to go wrong.

As far as work goes this assessment highlighted the fact that I am a team player,

to which I strongly agree. I enjoy working with others and helping a group find a successful

answer to problems. I like working with people who pull their own weight and admittedly,

sometimes get very frustrated at those who try to just coast by without helping the team. The

results also mention that a ―guardian‖ is responsible, loyal and seeks harmony. I believe that I

am responsible in nearly all aspects of my life and make sure to honor the commitments I take

Comment [DSR45]: Good way to put this.

Comment [DSR46]: That‘s the guardian taking

care of the group.

Comment [DSR47]: The adage opposites attract

is usually true. The fact that he doesn‘t understand

this aspect of your personality would speak to that.

Comment [DSR48]: I like this analogy.


on. And, I am very loyal, both personally and professional – a trait that can be as endearing as it

is detrimental. I also like to make others happy and strive to make sure things are harmonious. In

fact, I tend to be very uncomfortable around angry people and aggressive situations and certainly

don‘t like conflict. Overall I feel that these results were very accurate and closely matched my

personality. The aspects of ―The Guardian‘s‖ personality are strongly aligned with those of my

own personality and this exercise further cemented my understanding of myself.

The second test I completed was the Jung Typology Assessment. The results of

this test informed me that I was an ESFJ (Extravert, Sensing, Feelings, Judging). Once I

received my status and ranking of ESFJ, I clicked on a link that took me to www.keirsey.com

where the website described ESFJ as ―The Provider‖, a sub-type of ―The Guardian‖ defined by

it‘s social tendencies. I agreed with this assessment completely as I love talking to people and

consider it a strength to be able to strike up conversations with just about anyone. This too has

its weaknesses and sometimes keeps me off task at work because I would rather see how people

are doing than complete the task at hand. Likewise ―The Provider‖ cares a great deal about

family and friends. My friendships and family have always defined who I am and mean very

much to me. You can catch me on the phone or out and about with friends to dinner nearly every

night. I love talking about good times past and future and discussing the latest happenings in my

friend‘s lives. The test also indicates that this personality type honors family traditions and

holidays and is sensitive to other people‘s feelings. Consistent with the evaluation, family

traditions, celebrations, birthdays, and holidays are very special to me and I tend to hate when

things are no longer the way they used to be. I would also agree that I am sensitive to other

people‘s feelings and it definitely shows because I am always worried about what others may

think of me; Another trait my husband likes to give me a hard time about. He says I need to

Comment [DSR49]: It‘s interesting that you see

this as a detriment. Most don‘t see the negative in

being too loyal, but too much of anything can be

bad. This is the trait that catches us up in saying yes

when we really want to say no.

Comment [DSR50]: I‘ve been here, too.



loosen up and not worry so much about how other people perceive me (and of course deep down

I know he is right). It is hard for me to take criticism if it is given in the wrong way and I tend to

do better if the criticism is given in a positive way. I‘m very sensitive, again, to what people

think and like to be told I‘m doing a good job. I don‘t mind knowing new ways to do things

better as long as I feel appreciated for the hard work I‘m currently doing. Furthermore, the

assessment mentions that ―Providers‖ are often the ―chairperson of activities‖ and enjoy ―being a

hostess and public speaking‖, which I am not so sure fits me. I know I can perform this role but

I am not comfortable in it. I tend not to like being the leader of large events and productions, but

rather a key player in a focused role. However, as to the second part of this assessment, I don‘t

mind public speaking or being a hostess. I read that most ―providers‖ work in healthcare,

education, and social services. I find that fitting since I first wanted to go into healthcare and

changed my mind to be a teacher while in college. I guess both were a calling for my personality.

Sometimes I feel like with teaching I‘m not doing enough. One of the other aspects of the test

that interested me was the romance part. Most of it was pretty accurate. I love experiencing

those little things that let me know I‘m appreciated. I love to care for others and show them love

and affection but I must admit, I also crave the same in return. When I don‘t get that, I feel much

rejected. One aspect of the test that was profoundly wrong was the part about a ―Provider‘s‖

house being immaculate. I am very messy and though I enjoy a clean house, my social side takes

over and the need to keep a clean house gets put on the back burner. In conclusion, from what I

read about ―The Provider‖, I again feel that it fits me very closely.

The last personality test I took was the IPIP. This report was much more detailed

than the other two and looked at what is called ―The Big Five‖. This really helped me to look at

my personality in a new way by looking at how I scored in the areas of extraversion,

Comment [DSR51]: It‘s one of those ―easier

said than done‖ things, because it‘s not your natural

temperament.


agreeableness conscientiousness, neuroticism, and openness to experience. The study first talks

about Extroversion and the characteristics of being an extravert. It indicated that I‘m average in

this category,; I would agree with this statement. I don‘t like to always be alone but I‘m not

always out and about either. I‘m not always on the ―Let‘s go!‖ end but I would say I‘m

definitely somewhere in between. According to the survey I‘m high in friendliness and I too

would agree with this. I very much want to make people feel comfortable and tend to make

friends easily. As far as gregarious goes, I would agree that I love being around people and it

does make me happy to be surrounded by friends and loved ones; just as the test indicated. One

thing I would disagree with is thate fact that I don‘t love large crowds, especially in small spaces.

For instance I hate crowded movies and shopping on the day after Thanksgiving, but I do enjoy

concerts and athletic events. I am not very assertive which was correctly indicated by the test

and don‘t like to boss others around. I do however take on this role quite often being a teacher

but it is working against my personality type. I scored low in excitement-seeking because I

worry more about consequences and risks than the thrill of the moment (usually). I would agree

that my cheerfulness is high as indicated by the test. I am optimistic, enthusiastic, and generally

a happy person.

The next main attribute assessed was Agreeableness. According to the report my

agreeableness is average. This indicates that I generally care about others but will not sacrifice

myself either. I find this interesting, because I‘ve had to learn to say no to people. I always want

to be there for everyone and just in the past few years, I‘ve started trying to put myself first and

make sure I‘m taking care of my needs before giving in to everyone else‘s. My morality, trust,

and altruism scores were all high. I would agree with all of these characteristics. I am a very

open person and tend to be very real with people about what I think and try to always show the

Comment [DSR52]: You‘re missing it. For a

social type, Black Friday is the social event of the

year. –ha!

Comment [DSR53]: I‘m glad – especially you

can be overly loyal.


whole picture. I love helping people and do feel rewarded when I‘ve done a good deed for

someone else. I know they appreciate me taking time out of my day to make their life a little

easier. I was surprised that I didn‘t score higher in cooperation just because I hate confrontation.

As I have mentioned previously, I will try just about anything to avoid it. Again this is

something I have been working at and maybe this shows I take my own values and opinions

more seriously and am willing to fight for those when the need arises. I would also agree that

my level of modesty is probably average. I have what I consider good amount of self-esteem and

realize my strengths, but I never try to bring others down or say that I‘m better than them. I was

most surprised that my sympathy was low. I feel like I‘m a sympathetic person, and especially

since I want to be a counselor I feel like this is an important attribute to have. Hopefully it just

missed the mark on this. I believe people deserve mercy and do feel pity for people. Overall, I

feel that the agreeableness was pretty accurate with me other than I feel that I give at least an

average amount of sympathy to others.

According to the report I am average in conscientiousness. This is accurate in my

opinion as I am a hard worker but am not very impulsive. I like to think through decisions and

make sure I‘m making the correct one before jumping in head first. This was also probably why

my cautiousness was so high. Self-efficacy was average for me which is also accurate. I believe

that I have the intelligence to achieve tasks and goals, but sometimes I crave perfection so much

that I doubt my own abilities. Thus, I would agree with the average score in this area. I was

surprised the orderliness was so low, because I like to have plans, lists, and calendars to remind

me what is coming up and what I need to accomplish. Sometimes my work space is not that

organized, but I like to think of it as ―organized-chaos‖, a term popular amongst us messy

people. I was also surprised that my achievement-striving was low. I always strive to be

Comment [DSR54]: You can be empathetic with

being sympathetic.

Comment [DSR55]:


successful and push myself to be the very best at my job. I would say I‘m probably more on

average in this case and not on the other extreme of being a workaholic. Dutifulness and self-

discipline are two areas that I feel were pretty close on target. I feel a great obligation and duty

to do well in my job, but in the same sense it is hard for me to get started on a daunting task. I

also find many things to distract me, but I always get the job done in the end. Overall I felt that

the conscientious scores were not very far off of my actual personality.

Neuroticism was an average score for me. I would agree that things will upset me

but generally I am able to overcome it. My anxiety level was higher than I anticipated. I don‘t

think that I‘m fearful or have the ―fight or flight‖ principle driving my actions. I was really

surprised my anger level was so high, but after reading the description I do not like it when I feel

cheated or treated unfairly. I do sometimes get upset if things don‘t go my way., I blame the

only child part of me. I would agree that my depression level is probably average. I get

discouraged a lot with my job and things that I can‘t control. I would also agree with my self-

consciousness level being average. I do feel that people judge me at times and worry what others

think, but not to the point that I am uncomfortable around others. I definitely agree with my

immoderation score. I always look at long- term consequences and rarely overindulge in things,

because of my awareness of consequences. My vulnerability is high and again this holds to be

true. I tend to let stress take over my life at times. Overall, most of the neuroticism section was

correct as well.

Openness to Experience is low which according to the report means I like to think

in plain and simple terms. I don‘t know if simple is right but I‘m very black and white with a lot

of things. Considering I‘m a math teacher, I like rules and practicality. I am down-to-earth as

mentioned before and conservative in most areas of life. I‘m not very imaginative and am very

Comment [DSR56]: I‘m glad you took the time

to read the description to understand the score better.

Comment [DSR57]: You‘re probably right on

target here.

Comment [DSR58]: This would seem accurate.


factual hence my low score in this aspect. I appreciate the arts, having an appreciation for both

natural and artificial beauty but average is probably the right score for me in this area. I‘m

almost always intimately aware of my emotions whether good or bad. So it doesn‘t surprise me

that my emotionality is high. I do prefer routines and am not big on change so therefore my

adventurousness was low. I was surprised my intellect level was low because I actually fit the

descriptions of a person who scores high. I loved intellectual debates, puzzles and riddles among

other things. Being low in liberalism doesn‘t surprise me at all because I do like the security of

tradition, but I wouldn‘t say that I love conformity. I like for people to think for themselves, but

hold true to many traditional values.

Overall I was very impressed with the accuracy of all the tests taken. They were

very useful in identifying the key areas of my personality and forced me to re-explore the

concept of myself. In the same light, I was reassured in the fact that I knew who I was and what

I stood for, something more valuable that any test can ever be.

Comment [DSR59]: That goes with your

analytical mind – thus math teacher.

Comment [DSR60]: This usually measure in the

analytical section above – not so much in intellect.

Comment [DSR61]: So true!!




COOL 539: Career Development (3 hours)

Course Syllabus – Summer 2010, Session 1

Thursday, 8:00 pm – 9:30 pm

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 539, Career Development.


X X X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 539, Career Development .


X X X X














c. Consultation



Caring, Strong Work Ethic, Critical & Creative Thinking

Professor: Susan R. Rose, Ph.D.

E-Mail: [email protected]

Cell Phone: (502) 468 – 1480

Home Phone: (502) 253 – 9859


Required Text: Niles, S. and Bowlsbey, J. (2009). Career Development Interventions in the 21st Century , 3rd ed. New

York, NY: Pearson – Merrill. (ISBN: 0132254387)

Conceptual Framework

The Department of Education at University of the Cumberlands has adopted the motto ―Reflective Constructors of

Quality Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual

framework for its professional education programs. The goal is to ensure that candidates become reflective

constructors of quality learning experiences through critical thinking based on Christian values, respect for the truth,

and concern for humanity. Emphasis is placed on providing experiences that help all students learn. Each

certification program is connected to this philosophy as shown in the logo, at the Conceptual, Strategic, Evaluative

or Communicative knowledge base.

Course alignment with the Conceptual Framework:


(i.e.:constructivism, critical thinking)

This class will help you to better understand basic educational concepts through the specific study of the theories

and techniques of Career Development, the study and application of the various theories and techniques, and the

study of special issues and circumstances involved with career counseling. And, of course, you will demonstrate

knowledge of the specific course work as well as use of resources, including technology.


You will learn to conduct career counseling/development sessions for all students at all levels, K – 12, by studying

the theories and techniques of career development through readings, on-line discussions, and other assessments

and activities outlined in the syllabus.



Students will practice evaluating their own learning through continuing their portfolio, writing scholarly papers

and exams throughout the reading, and activities within the course.

4. Communicative: Candidates use communicative knowledge with P-12 partners and students through observation

and/or participation in field experiences.

Through formal writing (i.e. reflection and essay papers), informal writing (i.e. discussion forums, chats), and








Required Materials:

Strong Interest Inventory (Free Version), http://discovery.skillsone.com/slp.asp?adid=801&language=0

Myers-Briggs Type Indicator (Free Version), http://www.humanmetrics.com/cgi-win/jtypes1.htm

MAPP Assessment (Free Version), www.assessment.com

Self-Directed Search (This one costs $4.95), http://www.self-directed-search.com/Default.aspx

The StrenghtsQuest (Free Version), http://wareseeker.com/free-strengthsquest-assessment (Optional)

Prerequisites: COOL-530, Introduction to Counseling

Course Description: The purpose of this course is to introduce candidates wishing to become school counselors to

various career development theories, career counseling procedures and techniques, career assessment tools, career

development program planning, and sources of occupational information. Emphasis is placed on empirically-based

theories, theoretically based counseling interventions, and current issues in the world of work and vocational

counseling.

Course Rationale/Purpose of this Course: The purpose of this course is to provide students with an understanding

of career development and the role of the career counselor. The course is designed to examine theories of career

development and decision making, sources of occupational information and methods of career counseling,

assessment and program planning. Both theory and the practical application of career counseling will be explored

through lectures, class discussions, readings, writings and projects. Students will have the opportunity to practice

various career counseling techniques and gain an understanding of their own career development. Ethical and legal

issues, contemporary trends and application of career counseling models to a variety of populations in school and

community settings will be explored.




Content Goals

Identify and describe major theories of career development and decision-

making

KTS 1, 11, 12; KSCS 4, 10, 11, 12

Recognize the principles of career program development, implementation,

administration and evaluation in school and community settings.

KTS 1, 10, 11, 12; KSCS 4, 10, 11,

12

Understand the relationships among various life roles including those of work

and family, and such factors as gender and cultural diversity.

KTS 1, 11, 12; KSCS 4, 10, 11, 12

Recognize the principles of career and educational placement, follow-up and

evaluation in school and community settings.

KTS 1, 11, 12; KSCS 4, 10, 11, 12

Discuss the use of technology in career counseling including computers as

sources of information, appropriate world wide web sites, and computer

assisted guidance programs.

KTS 1, 6, 11, 12; KSCS 4, 10, 11, 12

Explore contemporary trends and issues in career counseling and the delivery

of services to clients in various settings including those in schools and the

community at large.

KTS 1, 10, 11, 12; KSCS 4, 10, 11,

12

Students understand the KY Core Content Curriculum Standards pertaining to

career education and their applications for career guidance and planning at the

elementary, middle and high school levels.

KTS 1, 11, 12; KSCS 4, 10, 11, 12

Explore legal and ethical implications in career counseling KTS 1, 11, 12; KSCS 4, 10, 11, 12

Performance Goals

Apply theories of career development and decision-making to client cases. KTS 1, 11, 12; KSCS 4, 10, 11, 12

Identify and utilize major sources of career information and resources

available through community agencies, government facilities, and

professional organizations.

KTS 1, 11, 12; KSCS 4, 10, 11, 12

Describe and utilize the major tools used in career counseling assessment. KTS 1, 6, 11, 12; KSCS 4, 10, 11, 12

Identify and utilize career counseling process techniques and strategies,

including those applicable to specific populations. KTS 1, 10, 11, 12; KSCS 4, 10, 11,

12

http://discovery.skillsone.com/slp.asp?adid=801&language=0

http://www.humanmetrics.com/cgi-win/jtypes1.htm

http://www.assessment.com/

http://www.self-directed-search.com/Default.aspx

http://wareseeker.com/free-strengthsquest-assessment



Diversity Assessment Reading/Litera

cy

Closing the

Achievement Gap

Candidates discuss

diversity in experience,

gender, age, race, religion, etc.

through: Studies within the

text on racial diversity,

exceptionality and tolerance;

and interactive experiences.

Discussion

forums; exams

throughout the reading;

activities throughout the

course; and the hallmark

task.

Students in this

class become aware of the

accepted terms and

definitions used in career

development. Students

use technology for

researching career

development as well as in

the practice of

counseling through

general study of


Many studies

(i.e. Durlak and

Weissberg) show that

social and emotional

learning programs

significantly improve

students‘ academic

performance. Hence,

preparing the counselor

to implement these

program closes the

achievement gap.


Class Participation: “Learning is not a spectator sport!” D. Blocher

Participating during class and engaging in readings and assignments outside of class are critical to successful

learning. In order to engage in active participation, it is imperative that students come to class prepared. This

includes having completed the readings, developed thoughtful questions and/or topics of discussion, and possessing

an open and receptive attitude toward discussing and listening during class. Students are expected to engage in

intelligent discussion of the assigned topic in all areas (Discussion Board Activities, Chats, Forums, Shared Papers,

etc.) to help you process course material or to demonstrate your understanding of the material.

Assignments:

1. Discussion Forum (Due by 8:00 p.m. following the class in which the discussion activities are assigned)


understanding of drug and alcohol counseling. These will correspond to the course topics we are on and

will involve practicing or utilizing new course concepts. They should be turned in by 8:00 p.m. of the day

following the class in which they are assigned.

2. Resume (Due Week 5, June 10)

Through further independent study on resume writing, students will prepare their own resume

utilizing the guidelines given in the text (Chapter 8) and your study. The instructor will grade the resume

based on its adherence to professional resume writing guidelines.

3. Cover Letter (Due Week 5, June 10)

Through further independent study on writing a cover letter, students will prepare their own cover

letter associated with the resume. The instructor will grade the cover letter based on its adherence to

professional cover letter writing guidelines.

4. Field Observations (Due Week 8 as Final Assignment) To help you understand Career Counseling, you will complete at least five hours of observation time with a

school counselor as s/he is conducting career counseling or a career counselor within an agency. For completion of your field observations, you will complete a signed time-sheet documenting your hours as

well as a written summary of what you observed and how it benefit you (What you learned).

5. Exams


understanding.



Counselor Standard 4. Understanding of career counseling is essential to meeting the Kentucky Counseling

Standards. This assignment allows the student to utilize knowledge about career counseling and apply this


Task: Career Inventory Each of you will take the Strong Interest Inventory, the Myers Briggs Type Indicator, the MAPP assessment, the

Self Directed Search, and an optional assessment - the StrengthsQuest. Then, you will create an analysis (in writing)

about the questions and comments you would want to share with this person (you) if, as a professional, you were

able to engage this client (you again!) in exploring some important aspect of career development. Determine the

priority areas that need attention, and then, using the guidelines from the text and class, address the key issues that

will focus on promoting insight, further inquiry, direction, or decision-making. Some of those are things that the

counselor really MUST cover with the client, while others appear minor, but might be worth bringing up, depending

on where the feedback discussion goes. Your paper should be at least five pages. Grading will be based on your

ability to employ key concepts and skills in the use of career assessments, as well as the technical quality of the

paper.

Grading Rubric

A Active and meaningful completion of the activity and demonstrates complete understanding of the

task.

B Significant completion of the activity and demonstrates significant understanding of the task.

C Partial completion of the activity and demonstrates partial understanding of the task.

D Limited completion of the activity and demonstrates minimal understanding of the task.


Field Experience Requirements: This course requires 5 field experience hours specifically related to career

counseling. For completion of your field observations, you will complete a signed timesheet documenting your

hours as well as a brief written summary of what you observed and how it benefits you (What you learned).








Course Guidelines:

Attendance: Study after study has linked successful academic performance with good class participation.

Those who assume positions of responsibility (that is, who become leaders) must ―show up‖ in order to be

effective. Therefore, students are expected to actively participate in class discussions by sharing ideas and

experiences and by responding to questions from the instructor.

Assignments: Assignments not submitted by the required date will result in a 20% loss of grade for that

assignment.

Work Policy: Students are responsible for obtaining assignments for each class and keeping track of any

changes throughout the course. If the student is unsure about any assignment or assistance is needed, the


Computer Excuses: Since this is an on-line class, you are advised to leave ample time for inevitable

disasters such as a system crash, lost files, forgotten passwords, none of which is an acceptable excuse for

late work or not attending/being tardy to the chat session. Save your work to disk early and often, make

multiples copies and check for viruses. Professors are not expected to be sympathetic to problems that

occur because students wait until the last minute to complete assignments or check the Wimba system.


Plan of Evaluation:


for each day it is late. There are no make-up exams without prior consent of the instructor. Graded work will receive

a numeric score reflecting the quality of performance. Relative weights assigned to graded work are as follows:

Grading Scale:











Technology Expectations















1) Discussion Forum (10 pts. x 7 activities) 70 points

2) Resume 50

3) Cover Letter 50


5) Career Conversation 150

6) Exams (15 pts. each x 7 exams) 105

Total 525 points

Grading A = 488 – 525 (93% - 100%)

B = 452 – 487 (86% - 92%)

C = 399 – 451 (76% - 85%) F < 398 (Below 75%)

Readings



Amundson, N.E., Harris-Bowlsbey, J. and Niles, S.G. (2005). Essential Elements of Career Counseling: Process

and Techniques. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Bluestein, D.L., Chaves, A.P. & Diemer, M.A., Gallagher, L.A., Bhati, K. & Sirin, S.R. (2002). Voices of the

forgotten half: The role of social class in the school-to-work transition. Journal of Counseling Psychology, 49(3),

311-323.

Blustein, D.L., McWhirter, E.H. & Perry, J.C. (2005). An emancipator communication approach to vocational development: Theory, research, and practice. The Counseling Psychologist, 33, 141-179.

Bolles, R. (2010). What color is your parachute?: A practical manual for job hunters and career changers. New

York: Random House/Ten Speed Press.

Diemer, M.A. and Bluestein, D.L. (2006). Critical consciousness and career development among urban youth. Journal of Vocational Behavior, 68(2), 220-232.

Flores, L.Y., Byars, A., Torres, D.M. (2002). Expanding career options and optimizing abilities: The case of Laura. The Career Development Quarterly, 50(4), 311-316.

Gibson, R.L. and Mitchell, M.H. (2006). Introduction to Career Counseling for the 21st Century. Upper Saddle

River, NJ: Pearson Merrill Prentice Hall.

O‘Brien, K. & Fassinger, R. (1993). A causal model of the career orientation and career choice of adolescent women. Journal of Counseling Psychology, 40(4), 456-469.

Richardson, M.S. (1993). Work in people‘s lives: A location for counseling psychologists. Journal of Counseling

Psychology, 40, 425-433.

Savickas, M.L. (1994). Vocational psychology in the postmodern era: Comment on Richardson (1993). Journal of

Counseling Psychology, 41(1), 105-107.

Savickas, M.L. (2001). A developmental perspective on vocational behavior: Career patterns, salience, and themes. International Journal for Educational and Vocational Guidance, 1, 49-57.

Seligman, L. (1994). Developmental Career Counseling and Assessment, 2nd

ed. Thousand Oaks, CA: SAGE

Publications.

Studer, J.R., Oberman, A.H., and Womack, R.H. (2006). Producing evidence to show counseling effectiveness in the schools. Professional School Counseling, 9(5), 385-392.

Sullivan, K.R. and Mahalik J. (2000). Increasing career self-efficacy for women: Evaluating a group intervention. Journal of Counseling and Development, 78(1), 54-62.

Zunker, V. (2002). Career counseling: Applied concepts of life planning, 6th

ed. Florence, Kentucky: Cengage

Learning/Wadsworth Publishing Company.

TENTATIVE COURSE CALENDAR

Class Schedule Lecture Topic Readings/Assignments Week 1: May 13

Course Orientation and Overview

Introduction to Career Development

Interventions

Chapter 1

Week 2: May 20

Understanding and Applying Theories

of Career Development

Understanding and Applying Recent

Theories of Career Development

Chapter 2

Chapter 3

Week 3: May 27

Career Development and Diverse

Populations

Career Information and Resources

Chapter 4

Chapter 6

Week 4: June 3

Assessment and Career Planning

Career Assessments

Chapter 5

Week 5:

June 10

Using Technology to Support Career

Counseling and Planning

Career Counseling Strategies and

Techniques

Chapter 7

Chapter 8

Resume Due


Week 6:

June 17 Designing, Implementing and

Evaluating Career Development

Programs and Services

Career Development Interventions in

the Elementary Schools

Chapter 9

Chapter 10

Week 7:

June 24 Career Development Interventions in

Middle and High Schools

Ethical Issues in Career Development

Interventions

Chapter 11

Chapter 14

Week 8:

July 1

Closure: Closing Comments/Reflection Field Observations Due

Signature Assessment Task

Due


Feedback Report for Career Conversations – Signature Assessment

Student Name:

Taking the Inventories (60 points) 60 √ Strong Interest Inventory

√ Myers Briggs Type Indicator √ MAPP Assessment √ Self-Directed Search (Optional)

Determining Priority Areas (30 points) 27

Could have broadened out from the already “assigned” careers

Addressing Key Issues/Priority Areas (30 points) 30

Technical Quality/Professionalism of Paper (30 points) 30

Very thorough – You actually used the format of a Psychological Assessment.

TOTAL (150 points) 147


COOL 539 Career Counseling

Career Conversation

Dr. Susan Rose


July 1, 2010

Career Counseling Report

Client‘s Name:

Age: 33 years, 5 months

Gender: Female

Occupation: Teacher/Academic Advisor

Date of Birth: 12/29/1976

Educational Level: Master‘s Degree/Secondary English Education

Date of Report: 07/01/10

Reason for Counseling

Ms. X requested career counseling for help in identifying an area of concentration for her Rank I

in education. The client expresses conflict among pursuing her educational and career interests

in the areas of school counseling, school administration, or curriculum and instruction. Tests

were utilized to identify the client‘s strengths in an attempt to help her choose an area of

concentration.

Evaluation Instruments or Techniques

MAPP Assessment

Myers-Briggs Type Indicator

StrenghtsQuest

Strong Interest Inventory

Background Information and Observations

An initial interview/informal assessment conducted with Ms. X provided background

information about her educational and career history. She taught high school English for eight

years, and has worked for the past two years under a temporary provisional certificate for

Guidance Counseling at Williamstown Independent Jr./Sr. High School.

Ms. X explains that, when a guidance position became available at Williamstown, she was

interested in and persuaded by others to apply. She was hired for the position and is satisfied in

her role, but she still expresses interest in other areas of education. She states confidence in the

use of intuition, caring for others, and the cathartic feeling acquired from helping others in her

role as counselor. She also feels confident in her ability to perform the clerical tasks of the job,

including writing letters of recommendation, creating and distributing newsletters to parents and


students, and administering tests. However, Ms. X feels that she needs continued education on

crisis counseling, drug and alcohol counseling, group counseling, and career counseling.

Ms. X enjoys writing and states that her dream career would be writing novels for a living,

although she states that the difficult process of publishing and the uncertainty of wages makes

her uncertain of her ability to pursue this dream. She does indicate that she had a near-perfect

score on the writing portion of her Graduate Record Examination, with one judge scoring her

writing as 5.5 out of 6 and another judge scoring her writing as 6 out of 6. Writing is obviously a

strong skill and a passion for Ms. X, and she would like to utilize this skill in an occupation. She

states that she misses teaching English sometimes because enjoyed teaching the writing process

to students.

While Ms. X is fairly certain that she wants to pursue her Rank I in School Counseling, she

wants to ensure that this is the right decision. She expresses some interest in curriculum and

instruction because she feels that she knows what good teaching looks like and that she could

help other teachers become great teachers. Ms. X also expresses interest in school administration

because she believes she has good management skills for that role. However, her perceived lack

of other skills—such as leadership and the lack of being a strong disciplinarian—make her

uncertain of her ability in these positions. She expresses that school counseling seems to suit her

most because she has a passion for helping individual students.

Assessment Results

MAPP Assessment

Ms. X‘s results on the Interest in Job Performance section of the MAPP Assessment reveals that

she prefers to work with others socially, organizationally, and recreationally. Further, she is

motivated to manage people and their activities and she utilizes perceptual, subconscious, and

conscious awareness. She is motivated when recognition is earned and she has a curiosity and

awareness about the nature and utility of things.

On the Temperament for the Job section of the MAPP Assessment, results indicate that Ms. X

likes to be actively engaged with others, she prefers change and variety on the job, she takes

responsibility, she is open-minded, curious and creative, she is motivated to influence and

convince others, and she is logical and analytical. Moreover, her results on the Aptitude for the

Job show that she is holistic and conceptual and maintains awareness of details.

Ms. X‘s results on the People section shows that she relates to people philosophically, in a

literary manner, scientifically, as a mentor, persuasively, assertively, empathetically, and

sympathetically. In relation to things, the results indicate that Ms. X does not prefer to work in

an assembly line or in vocational activities that require routine, constant monitoring. In regard to

data, the results indicate that Ms. X sees the big picture, has analytic and innovative research

perceptions, and is motivated to coordinate tasks.

Results on the Reasoning section indicate that Ms. X reasons by identifying, analyzing, and

solving. Her mathematical capacity shows that she is methodically curious, exploratory,

analytic, and systematic and she considers math as extending more toward theory, abstract


concepts, and experimental applications. Her language capacity indicates that she is motivated

to consider creative writing and communicating at professional levels. Her vocational

preferences tend to lean toward gathering, processing, recording, and transmitting.

The MAP Assessment reveals that Ms. X‘s top career areas include elementary education, radio

or TV announcing, human resource development, high school or college/university teaching or

counseling, supervisory or instructive teaching or managing, and news reporting.

Myers-Briggs Type Indicator

Ms. X took the Myers-Briggs Type Indicator, and the results indicate her type as Introverted

Intuitive Feeling Judging (INFJ). More specifically, her type is distinctively expressed introvert,

moderately expressed intuitive personality, moderately expressed feeling personality, and

moderately expressed judging personality, with the percentages of the strengths expressed being

67%, 50%, 50%, and 56%, respectively. Based on her type, the Myers-Briggs assessment

indicates that careers suitable to her type include social work, education, librarian, law, early

childhood education, psychology/psychotherapist, counseling, design, or science.

StrenghtsQuest

Results of the StrengthsQuest assessment reveal Ms. X‘s highest percentiles in occupational

interests as 90 in teaching/social service and 99 in writing. Her percentiles in work styles were

60, 68, and 21 in assertive, persuasive, and systematic areas, respectively. Her workplace fit

graph indicates high connections to artistic (creative) professions, investigative (thinkers)

professions, and enterprising (persuasive) professions. The workplace fit graph also indicates a

medium connection to conventional (organizers) and social (helpers) professions.

Strong Interest Inventory

Ms. X‘s results of the Strong Interest Inventory reveal her themes as realistic and investigative

(RI). The RI theme infers that Ms. X likes to work alone and with technical issues, and suggests

the career areas of engineering or scientific fields. However, the personal styles section of the

Strong Interest Inventory scores Ms. X‘s work style as 61, indicating that she can work well with

others as well as alone. Her learning environment score is 61, which indicates that she learns

best through lectures, reading, and coursework rather than hands-on activities. Her leadership

score was 61, which indicates that she leads with an outspoken, direct approach and that she

motivates, organizes, and persuades others rather than taking it upon herself to complete tasks.

The jobs that match Ms. X‘s styles, as indicated on the Strong Interest Inventory, include civil

engineering, marine/naval architect, petroleum engineer, electronic engineering technician, and

agricultural and food science technician.

Summary and Recommendations

After reviewing and discussing the assessment results with Ms. X, we connected the results to

the three career areas of interest to her: school counseling, school administration, and curriculum

and instruction. An overall analysis of the four assessments indicates that Ms. X would most

likely enjoy any of those careers, although it appears that school counseling would be the best fit.


Counseling is mentioned as a career interest in three of the four assessments, in addition to the

client expressing personal interest in this field. Also, Ms. X‘s personality type, as addressed in

the assessments, indicates that she enjoys working with others, is intuitive and feeling, and is

empathetic and sympathetic toward others, all of which are qualities of counseling.

Ms. X‘s results also indicate skills in the areas of school administration and curriculum and

instruction. For instance, she is noted as having persuasive, assertive, and motivational

leadership qualities in three of the four assessments, which indicates that she would thrive as a

school administrator. Also, she is noted as having creative, analytical, and logical reasoning

abilities, which would fit well with the area of curriculum and instruction.

In order to implement a vocational choice, Ms. X needs to use the assessment results, her

personal judgments, and other resources to make a final decision. I recommend continued

research before a final decision is made, such as interviewing and/or job shadowing individuals

in all three areas and researching all three areas in more depth.




COOL 630: Introduction to Drug and Alcohol Counseling (3 hours)

Course Syllabus – Spring 2010, Session 1


Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 630, Introduction to Drug and

Alcohol Counseling.


X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 630, Introduction to Drug and Alcohol

Counseling.


X X X














c. Consultation




Instructor: Susan R. Rose, Ph.D. Office Hours: By appointment

E-mail: [email protected] Phone: 502-468-1480 (Cell); 502-253-9859 (Home)

Required Text: Stevens, P., & Smith, R. (2009). Substance Abuse Counseling: Theory and Practice, 4th ed.

Columbus, OH: Merrill/Pearson Publishing. (ISBN: 0-13-24093-8)


Course Description: Students in this course explore the fundamental concepts and issues necessary to gain an

understanding of drug/alcohol counseling. Participants will be able to define chemical dependency and describe the

various models of addiction. Criteria for Substance Abuse Disorders will be examined and applied to illustrative

case studies. Participants will also be able to identify and discuss the unique clinical issues involved in treating the

rising population. These include: denial and defenses, stages of recovery, relapse and relapse prevention counseling,

shame and guilt, co-occurring disorders, effects on the family, intervention, and 12-Step groups. Modalities of

treatment and treatment practices will also be discussed. The participants will gain an understanding of the

knowledge, skills, and abilities required to be an effective counselor. The participants will be introduced to a code of

ethics for the professional and will be able to discuss its importance.


The Department of Education at University of the Cumberlands has adopted the motto ―Reflective Constructors of Quality



experiences through critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is placed on providing experiences that help all students learn. Each certification program is connected to this philosophy as shown

in the logo, at the Conceptual, Strategic, Evaluative or Communicative knowledge base.

Course alignment with the Conceptual Framework

1. Conceptual: Candidates are introduced to and revisit basic educational concepts and philosophies (i.e.:constructivism, critical

thinking)

This class will help you to better understand basic educational concepts through the specific study of philosophies behind the

theories and techniques of treatment and prevention of substance abuse, the study and application of the various treatment modalities, and the study of special issues and circumstances in drug and alcohol counseling. You will select your own

instructional goals through the choice of case studies for your papers. And, of course, you will demonstrate knowledge of the

specific course works as well as use of resources, including technology.


You will learn to provide both screening and treatment for drug and alcohol counseling for all students at all levels, K – 12, by

studying the theories of substance abuse counseling, the various treatment modalities and special issues and circumstances in

drug and alcohol counseling through readings, on-line discussions, and other assessments and activities outlined in the syllabus.

3. Evaluative: Candidates begin to examine formative and summative evaluation, performance evaluation knowledge to assess

their impact on student learning.

Students will practice evaluating their own learning through continuing their portfolio, writing scholarly papers and exams throughout the reading, and activities within the course.

4. Communicative: Candidates use communicative knowledge with P-12 partners and students through observation and/or

participation in field experiences.

Through formal writing (i.e. reflection and essay papers), informal writing (i. e. discussion forums, chats), and speaking, you

will practice:









of drug and alcohol counseling. The course is designed to examine theories and techniques of drug and alcohol

counseling, sources of help and information in the field, methods of drug and alcohol counseling, assessment and

program planning. Both theory and the practical application of drug and alcohol counseling will be explored

through lectures, class discussions, readings, writings and projects. Ethical and legal issues, contemporary trends

and application of drug and alcohol counseling models to a variety of populations in school and community settings

will be explored.


Course Objectives Ky. Teacher Stds. (KTS)/

Ky. School Counselor Stds.

(KSCS)/

Demonstrate knowledge of Federal and State regulations regarding

confidentiality as it relates to chemical dependency

KTS 1, 11, 12; KSCS 11, 12

Demonstrate knowledge of the various treatment modalities including

self-help groups, psychotherapies (Cognitive, Reality Therapy, REBT),

both inpatient and outpatient treatment programs and their implications

for treatment and, specifically, prevention.

KTS 1, 11, 12; KSCS 11, 12

Evaluate screening of psychological, social and physiological signs and

symptoms of alcohol and other drug use and abuse.

KTS 1, 11, 12; KSCS 11, 12

Identify special issues affecting minority populations in the prevention,

identification and treatment of chemical dependency.

KTS 1, 11, 12; KSCS 11, 12

Display a fundamental understanding of the functional, biological,

developmental, and environmental factors surrounding addiction and

substance abuse and of the connection between trauma and addiction.

KTS 1, 11, 12; KSCS 11, 12

List the characteristic symptoms of intoxication and withdrawal from:

alcohol, opiates, cannabis, amphetamines, cocaine, hallucinogens, and the

major and minor tranquilizers.

KTS 1, 11, 12; KSCS 11, 12

Identify special issues in adolescent treatment of chemical dependency. KTS 1, 11, 12; KSCS 11, 12

Describe the addictive process as it affects family structure and the roles

characteristically assumed by family members in the presence of addiction. KTS 1, 11, 12; KSCS 11, 12

Apply counseling techniques to assist the student, client, and/or family in

examining the student‘s behavior, attitudes, and/or feelings if appropriate in

the treatment planning and referral in accordance with diversity issues.

KTS 1, 11, 12; KSCS 11, 12

Demonstrate knowledge of special issues and circumstances in alcohol

and drug counseling such as crisis intervention, specific cultural issues,

professional ethics and health-related issues such as AIDS, STDs, and

chronic conditions associated with alcoholism and other drug abuse.

KTS 1, 11, 12; KSCS 11, 12

Display skill and knowledge in alcohol and drug abuse treatment through

group processes.

KTS 1, 11, 12; KSCS 11, 12


Diversity Candidates discuss diversity through case studies within the text on racial diversity,

exceptionality and tolerance and discussions of these case studies along with interactive

experiences.

Literacy Students in this class become aware of the accepted terms and definitions used in legal and

ethical issues. The use of technology in graduate coursework is a tool that facilitates learning.

As such technology is used in this course.

Assessment Portfolio; reflection papers; exams throughout the reading; and activities throughout the course

Closing the

Achievement Gap Many studies (i.e. Durlak and Weissberg) show that social and emotional learning programs

significantly improve students‘ academic performance. Hence, preparing the counselor to

implement an appropriately legal and ethical program closes the achievement gap.










Assignments:

1) Discussion Forum (Due by 8:00 p.m. following the class in which the discussion activities are assigned)


understanding of drug and alcohol counseling. These will correspond to the course topics we are on and

will involve practicing or utilizing new course concepts. They should be turned in by 8:00 p.m. of the

Friday following the class in which they are assigned. Activities will be evaluated using the following

rubric:










2) Introduction with 3 personal learning goals and 1 change goal (Due Week 2, January 21 as introductory

assignment)

At the beginning of the class, write a paper letting your classmates and myself know something about yourself and 3

personal learning goals for the class. List also one thing you will give up or add on to your current behaviors (for

example, give up sugar or add exercise) of the duration of the class. The goal can be quite small; make it something

you really think you can do, because you will be reporting back to the class on it.

The purpose of this exercise is to be reminded of how difficult change can be. Make the goals very specific and

measurable and time-limited: ―I will give up sugar and sugar products for the next eight weeks‖; or ―I will drink

only 1 soda per day instead of my usual 5 for the next eight weeks‖; or ―I will walk a mile every day for the first

four weeks and two miles every day for the second four weeks.‖ The purpose is to help us remember how

challenging breaking an addiction or habit can be.

3) Closing Comments/Reflection on goals (Due Week 8 as Final Assignment)

This is an opportunity for you to reflect on how well you achieved your three personal learning goals for this class

and your personal change goal. You will write a brief written reflection, which you will turn in as well as report

verbally to the class in the final session.

4) Field Observations (Due Week 8 with Final Assignment)

To help you understand Drug and Alchohol as related to school counseling, you will complete at least five hours of

observation time with a school counselor. For completion of your field observations, you will complete a signed

time-sheet documenting your hours as well as a brief written summary of what you observed and how it benefit you

(What you learned).


5) Exams


understanding.


Counselor Standard 5. Understanding of drug and alcohol counseling is essential to meeting the Kentucky

Counseling Standards. This assignment allows the student to utilize knowledge about drug and alchohol counseling

and apply this knowledge to the counseling situation.

Task: Project (Due Week 5 as mid-term assignment)

Students may choose any combination of the activities below for a maximum of 120 points.

Interview ( 60 points): Students can interview a professional in the field of chemical dependency. The

purpose of the interview is to gain information about the methods used for drug and alcohol counseling

within their agency. Students will summarize their experience with the professional in a written paper

that will be shared with the class.

Book Review (60 points): Students can read and review a book on the supplemental reading list for up

to 60 points. Students will write a written review as well as share the information with the class.

Journal Reviews (30 points each): Students can read and review professional journal article(s) covering

any substance abuse information for up to 30 points per article review. Discuss the topics, trends, and

population samples. Rate the helpfulness of the articles (Would you use this particular journal?).

Students will write a written review as well as share the information with the class.

Annotated Bibliography (30 points): Choose any topic related to addictions. Go to the library and

choose seven books on that topic. (You do not need to check them out; you can gather the information

you need in one sitting.) Using those seven books, create an annotated bibliography in APA format and

alphabetical order. An annotated bibliography lists the author, date, title, publisher, then briefly

describes the book.

Attend Meetings (30 points each): Students can attend and report on AA, NA, or Alanon meetings for

up to 30 points per meeting. Students will write a written report as well as share the information with

the class.

Twelve Step Program Analysis (60 points): Analyze each of the 12 steps of AA and give a written

report on your interpretation of the steps and how the steps might be used in your own life. Students

will write a written report as well as share the information with the class.

Field Experience Requirements: This course requires 5 field experience hours specifically related to drug and

alcohol counseling. For completion of your field observations, you will complete a signed timesheet documenting

your hours as well as a brief written summary of what you observed and how it benefits you (What you learned).







instructors.‖ (UC catalog.)


Course Guidelines:






assignment.









Plan of Evaluation:




Grading Scale












1) Discussion Forum (10 pts. x 7 activities) 70

points

2) Introductory Paper and Presentation 25

3) Projects 120

4) Closing Comments 25



Total 420

points

Grading

A = 391 – 420 (93% - 100%)

B = 361 - 390 (86% - 92%)

C = 319 – 360 (76% - 85%)

F < 318 (Below 75%)
















Current, Updated Bibliography:

Counseling - general information, issues and skills:

Capuzzi, D. & Gross, P. (1997). Introduction to the Counseling Profession (2nd

ed.). Boston, MA: Allyn and Bacon.

Corey, G., Corey, M., & Callahan, P. (1998). Issues and Ethics in the Helping Professions (5th ed.). Florence, KY:

Brooks/Cole. Cormier, L. & Cormier, W. (1998). Interviewing Strategies for Helpers (4

th ed.) Florence, KY: Brooks/Cole.

Egan, G. (1998). The Skilled Helper (6th ed.). Florence, KY: Brooks/Cole.

Ivey, A., Gluckstern, N., & Ivey, M. (1993). Basic Attending Skills. Amherst, MA: Microtraining Associates.

Marlatt, G. (ed.). (1998). Harm Reduction: Pragmatic Strategies for Managing High Risk Behavior. New York,

NY: Guilford Press.

Marlatt, G., and Gordon, J. (1985). Relapse Prevention: Maintenance Strategies in the Treatment of Addictive

Behaviors. New York, NY: Guilford Press.

Assessment:

Blaine, J., Horton, A., and Towle, L., (eds.), (1995). Diagnosis and Severity of Drug Abuse and Drug Dependence.

Bethesda, MD: National Institute on Drug Abuse.

Diagnostic and Statistical Manual (DSM-IV). (1994). Arlington, VA: American Psychiatric Association.

Diagnostic Criteria for Alcohol Abuse and Dependence. (1995). Alcohol Alert #30, National Institute on Alcohol

Abuse and Alcoholism. Donovan, D., and Marlatt, G. (1988). Assessment of Addictive Behaviors. New York, NY: Guilford Press.

Kinney, J. (1991). Clinical Manual of Substance Abuse. St. Louis, MO: Mosby Year Book.

Screening and Assessment of Alcohol- and Other Drug-Abusing Adolescents. (1993).Treatment Improvement

Protocol #3, Center for Substance Abuse Treatment.

Family Issues:

Bradshaw, J. (1988). Bradshaw On: The Family. Deerfield Beach, FL: Health Communications, Inc.,

Bradshaw, J. (1988). Bradshaw On: Healing the Shame that Binds You. Deerfield Beach, FL: Health

Communications, Inc.,

Karr-Morse, R., and Wiley, M. (1997.) Ghosts from the Nursery: Tracing the Roots of Violence. Boston, MA:

Atlantic Monthly Press.

Lerner, R. (1995). Living in the Comfort Zone: The Gift of Boundaries in Relationships. Deerfield Beach, FL:

Health Communications, Inc.

Muller, W. (1987). Legacy of the Heart: The Spiritual Advantages of a Painful Childhood. New York, NY: Simon

& Schuster.

Satir, V. (1988) .The New Peoplemaking. Palo Alto, CA: Science & Behavior Books.

Wegscheider-Cruse, S. (1989). Another Chance: Hope and Health for the Alcoholic Family (2nd Ed.). Palo Alto,

CA: Science & Behavior Books. Wegscheider-Cruse, S. (1994). Family Reconstruction: The Living Theater Model. Palo alto, CA: Science &

Behavior Books.


Addiction and Recovery:

Beck, A.T., Wright, F.D., Newman, C.F., & Liese, B.S. (1993). Cognitive therapy of substance abuse. New

York: The Guilford Press.

Benshoff, J.J., & Janikowski, T.P. (2000). The rehabilitation model of substance abuse counseling. Belmont,

CA: Wadsworth/Thomson Learning.

Brown, M. (2001). A psychosynthesis twelve step program for transforming consciousness: Creative

explorations of inner space. Counseling and Values, 45, 103-117.

Drews, T. R. (1986). Getting Them Sober. Los Angeles, CA: Bridge Publications.

Fisher, G. and Harrison, T. (2009). Substance Abuse: Information for School Counselors, Social Workers,

Therapists, and Counselors. Boston, MA: Pearson: Allyn and Bacon.

Ellis, A., McInerney, J.F., DiGiuseppe, R., & Yeager, R.J. (1988). Rational-Emotive therapy with alcoholics

and substance abusers. New York: Pergamon Press.

Gorski, T. (1989). Passages Through Recovery. Philadelphia, PA: Harper & Row.

Hester, R.K., & Miller, W.R. (1995). Handbook of alcoholism treatment approaches (2nd ed.). Boston: Allyn

& Bacon. Johnson, V. E. (1980). I’ll Quit Tomorrow. Philadelphia, PA: Harper & Row.

Hester, R.K., & Miller, W.R. (2003). Handbook of alcoholism treatment approaches: Effective alternatives.

(3rd ed.). Boston: Allyn & Bacon.

Kinney, J., and Leaton, G. (1995). Loosening the Grip: A Handbook of Alcohol Information. Mosby, MO: Mosby

Publishing.

Ringwald, C.D. (2002). The soul of recovery: Uncovering the spiritual dimension in the treatment of

addictions. New York: Oxford University Press.

Intervention:

Johnson, V. E. (1986). Intervention: How to Help Someone Who Doesn’t Want Help. Minneapolis, MN: Johnson

Institute-QVS, Inc.

Schaeffer, D. (1987). Choices and Consequences. Minneapolis, MN: Johnson Institute-QVS, Inc.

Supplemental Internet Links

Counseling Skills/Issues:

American Association of Marriage and Family Therapists - http://www.aamft.org

American Psychological Association - http://www.apa.org

American Counseling Association - http://www.counseling.org

American Psychiatric Association - http://www.psych.org

American Psychological Society - http://www.psychologicalscience.org

Beck Institute - http://www.beckinstitute.org

Federal Agency for Health Care Policy and Research (a clearinghouse of treatment guidelines for major counseling

problems) - http://www.guideline.gov/asp/splash2.asp?cp=t&ck=t

General mental health site - http://www.mentalhealth.com

General mental health site - http://mentalhelp.net

Harm Reduction - http://www.harmreduction.org

Motivational Interviewing – http://www.motivationalinterview.org

National Association of Social Workers - http://www.naswdc.org

National Board of Certified Counselors - http://www.nbcc.org

National Association of School Psychologists - http://www.naspweb.org

Psychology-related information - http://www.psychwatch.com

Rational Emotive Behavior Therapy - http://www.rebt.org

Substance Abuse and Mental Health Services Administration (SAMHSA) - http://www.samhsa.gov General Information:

Alcoholics Anonymous – http://www.alcoholics-anonymous.org

American Society for Addiction Medicine – http://www.asam.org

Audio Recordings, Testimony and Information http://listen.to/recovery and http://www.xa-speakers.org/

Center for Alcohol and Addiction Studies – http://center.butler.brown.edu

Center for Substance Abuse Treatment http://csat.samhsa.gov/

Narcotics Anonymous – http://www.na.org/index.htm

http://www.aamft.org/

http://www.apa.org/

http://www.counseling.org/

http://www.psych.org/

http://www.psychologicalscience.org/

http://www.beckinstitute.org/

http://www.guideline.gov/asp/splash2.asp?cp=t&ck=t

http://www.mentalhealth.com/

http://mentalhelp.net/

http://www.harmreduction.org/

http://www.motivationalinterview.org/

http://www.naswdc.org/

http://www.nbcc.org/

http://www.naspweb.org/

http://www.psychwatch.com/

http://www.rebt.org/

http://www.samhsa.gov/

http://www.alcoholics-anonymous.org/

http://www.asam.org/

http://listen.to/recovery

http://www.xa-speakers.org/

http://center.butler.brown.edu/

http://csat.samhsa.gov/

http://www.na.org/index.htm


National Institute on Drug Abuse - http://www.drugabuse.gov

National Addiction Technology Transfer Center http://www.nattc.org

National Council on Alcoholism and Drug Dependence, Inc. - http://www.ncadd.org

National Clearinghouse for Alcohol and Drug Information – http://www.health.org

National Institute on Alcohol Abuse and Alcoholism – http://www.niaaa.nih.gov

National Institute on Drug Abuse http://www.nida.nih.gov

Substance Abuse and Mental Health Services Administration http://www.samhsa.gov

Web of Addictions – http://www.well.com/user/woa


Class

Schedule

Lecture Topic Readings/Assignments

Week 1:

January 14

Course Orientation/ Overview

Introduction to Substance Abuse Counseling

Chapter 1

Week 2:

January 21

Students present Introductions and Goals

The Major Substances of Abuse and the Body

Introductory Assignment due

Chapter 2

Week 3:

January 28

Etiological Theories of Substance Abuse

Assessment and Diagnosis

Chapter 3

Chapter 4

Week 4:

February 4

Treatment Setting and Treatment Planning

Group Treatment in the Continuum of Care

Chapter 5

Chapter 7

Week 5:

February 11

Project Presentations Written Project Assignments Due

Week 6:

February 18

Retaining Sobriety: Relapse Prevention

Strategies

Working with Selected Populations:

Treatment Issues and Characteristics; Children

of Alcoholics (COA)

Chapter 9

Chapter 10; Chapter 8, Pp. 257 -

262

Week 7:

February 25

Working with Diverse Cultures

Prevention

Chapter 11

Chapter 12

Week 8:

March 4

Ethical and Legal Issues in Substance Abuse

Counseling

Students present Closing

Comments/Reflections

Chapter 13

Closing Comments/

Reflections due

http://www.drugabuse.gov/

http://www.nattc.org/

http://www.ncadd.org/

http://www.health.org/

http://www.niaaa.nih.gov/

http://www.nida.nih.gov/

http://www.samhsa.gov/

http://www.well.com/user/woa


Feedback for Projects

Student Name:

Interview of a Professional in the field of Chemical Dependency (60 points) 54

Good information; could have been more personable with an actual interview

Book Review (60 points)

Journal Review (30 points)

Annotated Bibliography (30 points)

Attendance and Report of AA Meeting (30 points) 30

Good job!

Attendance and Report of Alanon Meeting (30 points) 30

Love how positive you were with this.

Twelve Step Program Analysis (60 points)


Counselor Interview


Feb. 11, 2010

I spoke with our counselor at school one day and explained that I had to do an

interview for a class and what I needed to know. She asked if she could email me the

information when she had time to think about what I needed. The following is the

information that she sent me.

Ms. X, M.S., LPCC (Licensed Professional Clinical Counselor)

-contracted by the Mercer County Substance Abuse Prevention Coalition to provide counseling

services for students in the school system at risk for substance abuse. This means they likely

have a family member(s) who are users/addicts.

Theories and Strategies: I work from an eclectic viewpoint on substance abuse, utilizing

cognitive-behavioral, family system, and emotional focused theories and strategies. Emphasis is

placed on problem solving, identifying and correcting maladaptive patterns of thinking and

behaving, reframing events and situations, developing coping strategies and stress management

skills, and increasing open communication within the family system.

I work with a broad age range of students, from Kindergarten through high school. Many

students are seen individually and some are seen in a group setting. Techniques vary depending

on the age of the client and type of session. Play therapy techniques are utilized with elementary

age children (including use of sand trays, drawing and puppet play). I use psycho-educational

group sessions with middle school and high school students to introduce them to factual


information about drugs and alcohol and to allow them a safe place to ask questions and explore

feelings related to drug use.

Grant information: The Mercer County Substance Abuse Prevention Coalition secured a

federal grant that has been in place for the past (7) years. The grant is aimed at reducing

substance abuse and providing a variety of services (including psychological service in the

schools) for at risk populations. Substance abuse is a chronic and detrimental problem facing our

society, which affects not only the abuser, but their family members, friends, and co-workers.

The grant money will eventually dissipate therefore, it is important that we pursue other funds to

continue providing services in areas of substance abuse prevention and treatment.


AA Meeting Report

Feb. 11, 2009

Interesting! That is the one word description that I would use to describe my

experience at a Monday night AA meeting in Frankfort. I had never been to an AA meeting

before so I had no idea what to expect. I mean I have seen movies so I knew that someone

would say, ―Hi, I‘m ____ and I‘m an alcoholic‖. But I didn‘t realize that every person that

spoke would say that and they would say it every time they spoke.

I was not really nervous about going to the meeting because Laurie and I were

able to plan to go together. We had also decided to go to a meeting in Frankfort so we would

have less of a chance to run into parents of our students. I thought maybe if someone knew us

they would be uncomfortable with our presence. However, I was concerned they would make

me speak. That was not the case luckily. One thing that did concern me was that when we were

looking for the meeting place there were all these shops and it didn‘t look like any of them had

meeting facilities. So we walked into the shop of the address that we found on the internet and

asked the lady. She said that AA did meet in the upstairs room of the shop. So we made our

way up and walked in. There were only three people there, two women and a man. They were

seated at the center table and we sat in chairs that outlined the room. We told them we were

students and that we needed to attend a meeting for a class. We asked if it was okay for us to sit

in on the meeting (the schedule stated that this meeting was an open meeting, but I still was not

sure that meant anyone could come?). They agreed that it was fine for us to be there because it

was an open meeting and any one was welcome. They also gave us a packet of information that

is given to new members when they enter the group.

They were very welcoming and asked about our class and introduced themselves.

Most of the members came up and introduced themselves as they walked in. I do not know for

Comment [DSR62]: I‘m glad you all have each

other as support.

Comment [DSR63]: Thoughtful!

Comment [DSR64]: It does or I would not have

required it. Still, I will make a point to mention that

in my future classes. I hadn‘t thought of that as a

concern. Thanks for making me aware.


certain but it felt like the people who were in the group had belonged for a while. They were all

familiar with one another, you could sense that they were all comfortable with one another.

There was one new person, possibly, he seemed nervous and anxious. He did end up sharing and

stating that he was hoping to check into a treatment facility the next day.

When the time for the meeting to start came the secretary introduced herself and

stated that it was time for the meeting to begin. I liked that they said the Serenity prayer at the

beginning of the meeting – so necessary we all need to learn that we must accept what we cannot

change and change the things we can and go on with our lives! She had already asked others to

read from the 12 steps and the treasurer read his report and talked about paying rent for the

meeting place. I was surprised by that, I thought that they met at a place that was donated. They

explained that they were a self-supporting group and members donated money each meeting to

pay for coffee, rent and supplies. Who knew? With AA being so common, I just thought it was

an organization that relied on donated meeting space and supported by a national foundation. So

it was interesting to know that the members actually have to buy in and help support their

meeting if they want it to continue to be offered. Another reason I found this surprising is that

there are many meeting throughout the day and week in Frankfort. I‘m just surprised that so

many groups could be self-supporting.

After they read from the ―Big Book‖, which we found out was the AA guide

written by the founder/guru of AA. They actually have Big Book studies at a different time and

place for AA members. The secretary asked if anyone had anything to talk about and no one

said anything. Then she asked the lady that read from the Big Book to pick a topic from the

reading to discuss. I can‘t remember the exact topic that she chose but it started discussion

among the members. Several talked about their journey and how things had changed for them in

Comment [DSR65]: I‘m still working on that

one. As a matter of fact, I bought a bracelet with the

serenity prayer written on it to remind myself.

Comment [DSR66]: I think that‘s a wonderful

aspect of AA. They don‘t ask for government hand-

outs.


the past week. For instance, one man spoke about actually paying his bills on time and that

―normal‖ people do that all the time, but it was a huge accomplishment for him. How insightful!

I realized then that he must have felt completely out of control of his life until recently.

The one thing I really liked about the meeting is how when someone gets ready to

talk they say there name and state that they are an alcoholic and then everyone else says ―Hello

___‖. Then when they are finished talking everyone says ―Thank you, _____‖. I think that

makes everyone feel comfortable, wanted and heard. I also loved the fact that they end the

meeting with the Lord‘s prayer and base much of the meeting on a higher spiritual power than

themselves!

I found this experience to be insightful. I am glad that I chose to go outside of my

comfort zone and attend an AA meeting. I feel now that when I become a counselor if I have a

parent or co-worker who needs to attend or is thinking of attending AA meetings, I can at least

tell them what to expect. They will not be walking in with no idea of what to expect, they can

walk in expecting to hear others and talk freely if they choose.


AL-ANON Family Group Meeting

Feb. 11, 2009

Directly after leaving the AA meeting, we drove a couple of blocks to an Al-anon

meeting. We were less apprehensive coming from an AA meeting to this meeting. I felt that we

knew a basic format for the meeting because they were similar organizations in following a 12

step program.

It was interesting though because when we pulled up to the meeting place for the

Al-anon meeting the guy nervous guy going into treatment from the AA meeting was standing

outside. We were actually concerned for this individual and I had already told Laurie that I felt

he needed lots of prayers! I have actually thought of him several times since then. Anyway, we

later found out that there was an AA meeting downstairs at the same time of the Al-Anon

meeting. This makes it convenient for alcoholics and their families to attend meetings at the

same time if necessary for transportation, etc.

This meeting was in an upstairs part of a building that looked like it could have

been an apartment at one time. We walked up the stairs and were not sure we were in the right

place. When we opened the door there were three women and a man seated at a table. We asked

if this was the Al-anon meeting and they confirmed that we were in the right place. I then

explained that we were taking a class and needed to attend the meeting for the class. They said it

was okay for us to stay because it too was an Open meeting.

An older lady who seemed to be the group leader explained that they would read

from some of the books published by Al-Anon. One of the other ladies got us books to look at

during the meeting. These books basically seemed like prayer books. They also began their

Comment [DSR67]: It‘s neat how we connect

with people. He will probably never know you

thought and prayed for him, but I believe in the ―Pay

it forward‖ rule. You‘ll reap reward somewhere.


meeting with the Serenity prayer, which I think is very important as a family member of an

alcoholic because you can only change yourself not the other person!

When the meeting began (three more ladies had joined us, one of them was a lady

that had been at the AA meeting but did not speak) we went around the room in Round Robin

style and read from the twelve steps. One of the ladies read from one of the books and picked a

topic to discuss: patience and nurturing natures. She stated that this spoke to her because her

sister was in a treatment facility and had a court appearance coming up. She had called the

courts that day and found out what needed to be done to get the court date postponed so she

could remain in the treatment facility. When she then called the facility and spoke with a

counselor and told them that they needed to fax a paper to the Clerk‘s office, the counselor asked

why she was taking care of this. She stated that she did not want her sister to get in trouble and

the counselor told her that she needed to let her sister take care of it and to stop enabling

behaviors. She said this was an eye opener for her because she realized that she and her mother

had been doing and going out of their way to do for her sister. She needed to back off, take care

of her own problems and let her sister start taking care of hers.

I felt that the twelve steps and ideas that the Al-anon members discussed were

true for any family member, whether they had an alcoholic in their family or not. We all have

difficulties and issues within our families and need help dealing with our loved ones. I felt this

could just be a support group for the women and enablers of every family! I realize men can

sometimes be the enablers and nurturers within the family, so I am not excluding them.

This meeting was very familial like and cozy. However, I did not feel as

welcome at this meeting as I did the AA meeting. I feel that the members of this Al-anon group

had been meeting for a while and have lots of history together. I do think they tried to explain

Comment [DSR68]: Amen!


things to us, like they were self-sustaining as well and relied on donations from the members to

pay for rent and supplies. They also stated that what was said within the meeting was

confidential and anonymous.

This meeting also ended with the Lord‘s Prayer and a little hand shake/cheer thing

that they do! They also discussed a Spiritual higher power during this meeting. I really like that

AA and Al-anon realize (whether the members want it to be God or not) that we cannot struggle

alone and need the help of a higher power to make positive changes in our lives!

Again, I felt this experience was worthwhile so that if I have a friend, coworker or

client who needs to attend a meeting I will be able to give them some type of insight before they

walk in blindly.

Comment [DSR69]:




COOL 631: Legal and Ethical Issues of School Counseling (3 hours)



Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 631, Legal and Ethical Issues

of School Counseling.


X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 631, Legal and Ethical Issues of School

Counseling.


X X X X X X X X














c. Consultation







Phone: 502-468-1480 (Cell); 502-253-9859 (Home)

Required Text: Remley, T.P., & Herlihy, B. (2010) Ethical, Legal, and Professional Issues in Counseling, 3rd

ed. Upper Saddle River, NJ: Prentice Hall. (ISBN: 0137016719)


Course Description: This course provides an overview of the school counseling profession with an emphasis on

the application of ethical and legal processes to current school issues. The course explores the basics of ethics,

values, and morals against the backdrop of school counseling. Ethical and legal issues are analyzed including:

informed consent, confidentiality and privileged communications, records, technology and, professionalism and

malpractice, resolving legal and ethical issues, codes of ethics and standards of practice.









Course alignment with the Conceptual Framework



This class will help you to better understand basic educational concepts through the specific study of legal and

ethical issues within the system. You will select your own instructional goals through the choice of case studies

for your papers. And, of course, you will demonstrate knowledge of the specific course works as well as use of

resources, including technology.


You will learn to provide an ethical, legal and professional school culture and climate for all students by

studying the legal, ethical and professional guidelines of school counseling through readings, on-line

discussions, and other assessments and activities outlined in the syllabus.






observation and/or participation in field experiences. Through formal writing (i.e. reflection papers), informal writing (i.e. discussion forums, chats), and speaking,

you will practice:









of the legal and ethical issues of school counseling. The course is designed to examine the legal and ethical issues

of school counseling, sources of the ethical codes and information within the field. Both theory and the practical

application of the legal codes/law and ethical codes within school counseling will be explored through lectures, class

discussions, readings, writings and projects.




Differentiate between legal and ethical standards

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11

Articulate an understanding of the history of the profession of counselor,

specifically school counselor, and its roles as differentiated from other mental

health professionals

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11

Express awareness of their own needs and beliefs as they influence decision-

making in a variety of circumstances and with diverse clientele

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11

Consider the role of ethical conduct in achieving and maintaining professional

credentials for personal and societal benefit

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11

Demonstrate an understanding of the importance of and challenges involved

in advocating on behalf of the profession of counseling

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11

Apply ethical principles to work with individuals and groups regarding a

variety of specific problem situations, including those which relate to

differing cultures, social groups, etc.

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11

Effectively utilize familiarity with the ethical codes of the counseling

profession, and with the professional associations (ACA, AMHCA, ASCA,

ATA…) that offer ethical guidance to counseling professionals

KTS 1, 11, 12; KSCS 1, 2, 3, 4, 5, 6,

7, 8, 11


Diversity Candidates discuss diversity through case studies within the text on racial diversity,

exceptionality and tolerance and discussions of these case studies along with

interactive experiences.

Literacy Students in this class become aware of the accepted terms and definitions used in

legal and ethical issues. The use of technology in graduate coursework is a tool that

facilitates learning. As such technology is used in this course.

Assessment Portfolio; reflection papers; exams throughout the reading; and activities throughout

the course

Closing the Achievement Gap Many studies (i.e. Durlak and Weissberg) show that social and emotional learning

programs significantly improve students‘ academic performance. Hence, preparing

the counselor to implement an appropriately legal and ethical program closes the

achievement gap.


1) Class Participation: “Learning is not a spectator sport!” D. Blocher



includes having completed the readings, developed thoughtful questions and/or topics of discussion, and

possessing an open and receptive attitude toward discussing and listening during class. Students are expected to

engage in intelligent discussion of the assigned topic in all areas (Discussion Board Activities, Chats, Forums,

Shared Papers, etc.) to help you process course material or to demonstrate your understanding of the material.

Point adjustments will be taken for non-participation.


2) Discussion Forum Activities


understanding of counseling. These will correspond to the course topics we are on and will involve practicing

or utilizing new course concepts. They should be turned in by the due date. Activities will be evaluated using

the following rubric:










3) Exams


understanding.


Counselor Standard 11, specifically. Understanding of drug and alcohol counseling is essential to meeting the

Kentucky Counseling Standards. This assignment allows the student to utilize knowledge about drug and alchohol

counseling and apply this knowledge to the counseling situation.

Task: Reflection Papers (Each due on even weeks, i.e. Paper 1 due Week 2; Paper 2 due Week 4; Paper 3 due

Week 6; Paper 4 due Week 8)

Choose four (4) studies from among the cases within your text. In each case, put yourself in the place of the

counselor or supervisor. Identify one or more ethical issues raised by this case. Examine how the code(s) of ethics

addresses this question, and consider as well the influence of your own values as appropriate.

Develop your own position and back up these views with supporting evidence. The paper should be written in a

personal style and should reflect your study, research, and thought on given ethical and professional issues.

References to research should be cited according to APA format. Do not write in global or abstract ways. Avoid

writing about counselors in general or about counseling practice in general. Write as a current or future counselor

and about concrete issues that you have convictions about.

You will not be graded on your personal viewpoints. Instead, your grade is a function of your ability to clearly,

concisely, and fully express your ideas, demonstrating organization, depth of thinking, critical evaluation, and the

ability to apply key ideas and themes to practical situations. Each paper is in essence, an essay, and should not

exceed two typed double-spaced pages. Your paper will be evaluated using the following rubric:

5 points Identification of the ethical issues raised by the case

10 points Examination of how the code(s) of ethics addresses this question and consideration of

the influence of your own values

10 points Development of your own position with supporting evidence

5 points Scholarly Writing









Course Guidelines:






assignment.









Plan of Evaluation:




follows:

Grading Scale











Grading A = 363 – 390 (93% - 100%)

B = 335 – 362 (86% - 92%)

C = 296 – 334 (76% - 85%)

F < 295 (Below 75%)


1) Participation 40 points

2) Discussion Forum (10 pts. x 8 activities) 80

3) Reflections Papers (30 pts. x 4 papers) 120


Total 390 points
















Current, Updated Bibliography:

American Counseling Association. (1995). Code of ethics and standards of practice. Alexandria, VA: Author.

American Psychiatric Association. (2000). DSM-IV-TR; Diagnostic and statistical manual of mental disorders, text

revised. Washington, DC: Author.

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th

ed.). Washington, DC: Author.

Brown, D. & Srebalus, D. J. (2003). Introduction to the counseling profession (3rd ed.). Boston: Allyn & Bacon.

Corey, G., Corey, M. S., & Callanan, P. (2003). Issues and ethics in the helping professions (6th ed.). Pacific Grove,

CA: Brooks/Cole.

Erford, B. T. (2003). Transforming the school counseling profession. Upper Saddle River, NJ: Merrill Prentice-Hall.

Fuqua, D. R., & Newman, J. L. (2006). Moral and Ethical Issues in Human Systems . Consulting Psychology

Journal: Practice and Research, 58, 206-215.

Gladding, S. (2004). Counseling: A comprehensive profession (4th ed.). Englewood Cliffs, NJ: Merrill.

Gysbers, N. C. & Henderson, P. (2000). Developing and managing your school guidance program (3rd

ed.).Alexandria, VA: American Counseling Association.

Heinlen, K.T., Welfel, E.R., Richmond, E.N., & Rak, C.F. (2003) The scope of webcounseling: A survey of services

and compliance with NBCC Standards for the ethical practice of WebCounseling. Journal of Counseling &

Development, 81 (1), 61 – 69.

Herlihy, B., & Corey, G. (1996). Ethical standards casebook (5th ed.). Alexandria, VA: American Counseling

Association.

Maheu, M. M., & Gordon, B. L. (2000). Counseling and therapy on the Internet. Professional Psychology: Research

& Practice, 31 (5), 484-489.

Morrison, J. (1995). The first interview: Revised for the DSM-IV. New York, NY: Guilford Press.

Nagy, T.F. (2000). Ethics in plain English. Washington, D.C.: American Psychological Association.

Neukrug, E. (2003). The world of the counselor: An introduction to the counseling profession (2nd ed.). New York:

Merrill Prentice-Hall.

Newman, J. L., & Fuqua, D. R. (2006). What does it profit an organization if it gains the whole world and loses its own soul? . Consulting Psychology Journal: Practice and Research, 58, 13-22.

Owen-Kostelnik, J., Reppucci, N. D., & Meyer, J. R. (2006). Testimony and interrogation of minors: Assumptions About maturity and morality . American Psychologist, 61, 286-304.


Pope, K. S., Keith-Spiegel, P., & Tabachnick, B. G. (2006). Sexual attraction to clients: The human therapist and the (sometimes) inhuman training system . Training and Education in Professional Psychology, S, 96-111.

Remley, T. P., Huey, W. C., & Hermann, M. A. (Eds). (2003). Ethical and legal issues in school counseling (2nd

ed.). New York: Merrill Prentice-Hall.

Renninger, S. M., Veach, P.M., & Bagdade, P. (2002). Psychologists' knowledge, opinions, and decision-making processes regarding child abuse and neglect reporting laws. Professional Psychology: Research & Practice, 33

(1), 19-23.

Report of the Ethics Committee, 2005 (2006). American Psychologist, 61, 522-529.

Rogers, M. R. (2006). Exemplary multicultural training in school psychology programs . Cultural Diversity &

Ethnic Minority Psychology, 12, 115-133.

Swenson, L.C. (1997). Psychology and the law for the helping professions (2nd

Ed). Pacific Grove, CA:

Brooks/Cole.

Werth, J.L., JR, & Gordon, J.R. (2003). Amicus curiae brief for the United States Supreme Court on mental health issues associated with ―physician-assisted suicide.‖ Journal of Counseling & Development, 80 (2), 160-172.

Wulach, J. (1998). Law & mental health professionals: New Jersey (2nd

Ed). Washington, DC: American

Psychological Association.

Yarhouse, M.A., & VanOrman, B.T. (1999). When psychologists work with religious clients: Applications of the general principles of ethical conduct. Professional Psychology: Research & Practice. 30 (6) 557-562.



Week 1:

September 2 Course Orientation/ Introduction and Overview

Week 2:

September 9 Introduction

Professional Identity of Counselors

Chapter 1

Chapter 2

Week 3:

September 16 Professional Practice in a Multicultural Society

Client Rights and Counselor Responsibilities

Chapter 3

Chapter 4

Week 4:

September 23 Confidentiality and Privileged Communication

Records, Subpoenas, and Technology

Chapter 5

Chapter 6

Week 5:

September 30 No Class – Happy Thanksgiving

Week 6:

October 7 Competence and Malpractice

Boundary Issues

Chapter 7

Chapter 8

Week 7:

October 14 Counseling Children and Vulnerable Adults

Counseling Families and Groups

Chapter 9

Chapter 10

Week 8:

October 21 Evaluation, Testing and Diagnosis

Resolving Legal and Ethical Issues

Chapter 11

Chapter 16


Feedback Report for Reflection Paper 3

Student Name:

Identification of the ethical issue(s) raised by the case (5 points) 5

I love your reasons for choosing this case.

Examination of how the code of ethics addresses this/these issue(s) and consideration of your own values (10 points) 10

Very insightful!

Development of your own position with supporting evidence (10 points) 10

Wonderful! I can tell you put a lot of thought into this

Scholarly Writing/Professionalism – Clarity, Writing Style, Organization (5 points) 5

TOTAL (30 Points) 30


Reflection Paper 3: The Case of Benjamin

This case is about a young teenager named Mary that has just admitted to her high

school counselor that she has once smoked marijuana with her friends on a weekend. She says

that she has never tried any drugs and that she knows better than to ―get hooked on marijuana or

even try the hard stuff.‖ I chose this case because I know this very situation will probably come

up several times in my counseling career.

According to the ASCA ethical standards counselors have a duty to keep client

information confidential. However, counselors also have a duty to notify parents if a client‘s risk

taking behavior presents a sufficiently serious risk for harm. Given the small amount of

information within the case I think that at this point there is no immenent need to notify Mary‘s

parents if in fact this is the first time she has ―experimented‖ with this drug. I think breaching

confidentiality at this point would just harm the client/counselor relationship and there would be

a great chance that Mary wouldn‘t want to talk to me anymore.

Another thing that I would take into consideration would be my school‘s policy

on marijuana use. Obviously, if my school had a policy that I must report drug use to parents

then I would be obligated by my employer to report. My current employer would not hold me

legally accountable for not informing an adolescent‘s parents at this point and therefore I would

not do so.

Hopefully, if I was a competent counselor thaen I would know a little about my

client‘s maturity, past history, and family circumstances to consider. Many young teenage girls

are very impressionable and not mature enough to say ―no‖ in certain circumstances. Mary‘s

decision to use marijuana was probably brought on by peer pressure.

The statement that Mary made within the case study concerns me somewhat even though

she only admitted to using marijuana once. She says that she knows better than to ―get hooked

on marijuana.‖ She didn‘t say she knows better than to use marijuana or to use marijuana again.

I would probably address this statement by asking her what her future intentions are, what types

of people she is hanging around with, and what influenced her to want to try it in the first place.

I could give her a lesson on peer pressure and making smart choices. We could talk about

choosing friends wisely.

I would also be concerned about Mary‘s family circumstances. A number of family‘s in

my community have very liberal policies when it comes to marijuana use even though it is

illegal. Having experimented with marijuana before but never a frequent user I understand that

one time use probably wouldn‘t harm anyone but prolonged use could lead to harder drugs and

multiple other problems. I think by explaining the possible negative effects of marijuana use

without condemning or judging people that use marijuana would help me to not offend any of

Mary‘s immediate family members that may not see any harm in marijuana use. Her family

members may have taught her it is wrong to use but all so often I see parents send the wrong

message through their actions.

If I felt like Mary had a strong support system at home I would encourage her to inform

her parents. If this is the only time she has used thean an understanding, supportive family could

really help Mary to make better choices next time. I would follow up with Mary and schedule

future counseling sessions.

Comment [DSR70]: Sad, but you are correct!

Comment [DSR71]: I agree. It sounds like a

onetime experiment given the case study.

Comment [DSR72]: Wonderful!! I love that

you linking school policy with law and ethics.

Comment [DSR73]: Insightful!

Comment [DSR74]: Good call. It may sound

like semantics, but it is an important difference.

Comment [DSR75]:

Comment [DSR76]: Great approach!

Comment [DSR77]: Again sad, but true. I have

seen so many parents tell their children not to smoke

while holding a cigarette.

Comment [DSR78]:




COOL 634: Group Counseling in Public Schools (3 Hours)

Course Syllabus – Spring 2010, Session 2

Tuesday, 8:00 pm – 9:30 pm

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 634, Group Counseling in

Public Schools.


X X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 634 Group Counseling in Public

Schools.


X X X X X X X X X














c. Consultation




Professor: Susan R. Rose, Ph.D.


Cell Phone: (502) 468 – 1480 Home Phone: (502) 253 – 9859


Required Text(s): Johnson, D. & Johnson, F. (2009). Joining Together: Group Theory and Group Skills, 10

th ed.

Columbus, OH: Merrill/Pearson Publishing. (ISBN:0-205-57863-2)

Recommended Readings:

Donigian, J. and Hulse-Killacky, D. (1999). Critical Incidents in Group Therapy. 2nd ed. Belmont, Albany, NY:

Brooks/Col . Wadsworth. (ISBN 0-534-35727-X)

Corey, G. (2004). Theory and Practice of Group Counseling. Pacific Grove, CA: Brooks/Cole-Thompson Learning.












This class will help you to better understand basic educational concepts through the specific study of the theories

and techniques of group counseling, the study and application of the various theories and techniques, and the study

of special issues and circumstances involved with group counseling. You will select your own instructional goals

through the choice of your outside group as well as your own philosophy and theory of group counseling. And, of

course, you will demonstrate knowledge of the specific course works as well as use of resources, including

technology.


You will learn to conduct group counseling sessions for all students at all levels, K – 12, by studying the theories

and techniques of group counseling through readings, on-line discussions, and other assessments and activities

outlined in the syllabus.






and/or participation in field experiences. Through formal writing (i.e. reflection and essay papers), informal writing (i.e. discussion forums, chats), and










Course Description: Students investigate group dynamics processes related to counseling theory and participate in

group counseling demonstrations. Group counseling will be clearly differentiated from group guidance. Potential

uses of group counseling in schools and methods of organizing group counseling sessions are addressed. Students

are expected to arrange a visit to a school or agency to observe an actual group at the level for which they are

seeking certification or the age groups with which they will be involved.

Course/Rationale/Purpose of this Course: This course is designed to provide the student with information and

experience in group membership and leadership. It will provide a solid understanding of the process of group

counseling through experiential exposure so that the student will be able to develop and lead various groups. It will

also provide knowledge of important concepts that underlie group dynamics as well as an overview of theories of

group counseling.




Principles of group dynamics, including group process components, group

development theories, group member roles, and group therapeutic factors.

KTS 1, 11, 12; KSCS 5, 6, 8, 9, 11,

12

Group leadership styles and approaches, including characteristics of various

types of group leaders and leadership styles.

KTS 1, 10, 11, 12; KSCS 2, 3, 5, 6,

8, 9, 10, 11, 12

Theories of group counseling, including commonalties, distinguishing

characteristics, and pertinent research and literature.

KTS 1, 11, 12; KSCS 5, 6, 9, 10, 11,

12

Group counseling methods, including group counselor orientations and

behaviors, appropriate selection criteria and methods, and methods of

evaluation of effectiveness.

KTS 1, 11, 12; KSCS 5, 6, 8, 9, 10,

11, 12

Approaches used for other types of group work, including tasks groups,

psychoeducational groups, and therapy groups.

KTS 1, 11, 12; KSCS 5, 6, 9, 10, 11,

12

Professional preparation standards for group leaders, including the

professional role, functions and professional identify of group counselors.

KTS 1, 11, 12; KSCS 1, 2, 3, 5, 6, 8,

9, 10, 11, 12

The impact of social and cultural factors upon group leadership and

membership.

KTS 1, 11, 12; KSCS 2, 5, 6, 9, 10,

11, 12

Ethical and legal considerations that are pertinent to group work. KTS 1, 11, 12; KSCS 1, 5, 6, 9, 10,

11, 12

How diversity of group members and leaders can influence the group

counseling experience.

KTS 1, 11, 12; KSCS 2, 5, 6, 9, 10,

11, 12


Diversity Assessment Reading/Literacy Closing the

Achievement Gap

Candidates discuss diversity in

experience, gender, age, race,

religion, etc. through: Case

studies within the text on

racial diversity, exceptionality

and tolerance; interactive

experiences; observations to

urban schools or instructional

settings with diverse

populations, including

exceptional students; field

experiences.

Portfolio; research paper;

exams throughout the

reading; activities

throughout the course;

and the hallmark task.

Students in this class

become aware of the

accepted terms and

definitions used in both

group counseling.

Students use technology

for researching learner‘s

literacy development as

well as in the practice of

literacy through general

study of


Many studies

(i.e. Durlak and

Weissberg) show that

social and emotional

learning programs



performance. Hence,


to implement these

program closes the

achievement gap.










Assignments:



understanding of drug and alcohol counseling. These will correspond to the course topics we are on and will

involve practicing or utilizing new course concepts. They should be turned in by 8:00 p.m. of the day following

the class in which they are assigned.

2. Group Reaction Paper (Mid-term Assignment; Due March 30)

The student will contact an outside group and ask permission to observe a session. The student will then write a

Reaction Paper to cover this session. The reaction paper should include the credentials of the group leader, how

the group was formed, screening issues, discussion of confidentiality, ethical issues aside from confidentiality,

the group process, the group stage and related issues. This paper will focus on process and not what was said in

the group. The paper must be typed (using standard type size), doubled spaced and be at least four pages.

3. Field Observations (Due Week 8 as Final Assignment) To help you understand Group Counseling within the schools, you will complete at least five hours of

observation time with a school counselor as s/he is conducting small group counseling. For completion of your

field observations, you will complete a signed time-sheet documenting your hours as well as a brief written

summary of what you observed and how it benefit you (What you learned).

4. Exams


understanding.

Signature Assessment Task: This assignment meets Kentucky Teacher Standard 1 and School Counselor Standard

2 along the School Counselor Program Objective 6 (Kentucky New School Counselor Standards). Understanding

of group counseling is essential to meeting the Kentucky Counseling standards. This assignment allows the student

to utilize knowledge about group counseling and apply this knowledge to the counseling situation.

Task: Group Development Paper Design a group for your school setting and population appropriate for delivery in their school. Your 7-10 page paper

(including the three forms) should include:

(a). Purpose and Goals of the Group: Describe the purpose and goals of the group, makeup of participants,

eligibility criteria regarding how they will be recruited and screened, and your exclusion and inclusion criteria.

Include length of group sessions, frequency of meeting and duration of weeks or meetings: Where, when, how often,

and how long will the group meet? What restrictions or challenges will be presented.

(b.) Your chosen theory and style of group leadership. How will the group‘s work be accomplished?

(c.) Appropriate groups norms, process, and procedures. Include structure and activities.

(d.) Forms: (bring copies for each of your fellow students)

- Group Flyer: Create a one page inviting and ethically honest description of your group which you will

give to students for their information.

- Evaluation criteria and client’s evaluation: Create a form that your group members can fill out at the

end of each meeting in 5 minutes or less. (We will discuss this in class). Those working with minors or


those under conservatorship or having other cognitive challenges will create a form matching the age and

intellectual capabilities of your participants.

- Therapist’s group meeting summary sheet (record keeping).

(e.) Ethical considerations.

(f.) First Meeting: Describe how you would begin the first meeting. How will you directly or indirectly begin

setting structure and modeling desired norms? Will you address potential absences? Tardiness?

(g.) Anticipate Critical Incidents: Given the type of group, the specific population and the meeting place of your

group, the expected issues your group addresses, and your chosen theory and style of group leadership, what

problems and critical incidents do you anticipate? How do you intend to handle them? (h.) Anticipate transference and countertransference issues. Given the population you would be working with,

what transference/countertransference issues do you expect, and how will you address and manage them? (i.) Closure/Termination/Aftercare/Referrals: How you will structure the ending of your group and what follow-

up if any, would you offer?

Summary – Briefly summarize your proposal and rationale.

Students must cite at least 4 references besides the text and any class readings. Secondary sources are acceptable,

but not desirable. At least one source must be an original research-based journal article.

Grading Rubric

A Active and meaningful completion of the activity and demonstrates complete understanding of the

task.

B Significant completion of the activity and demonstrates significant understanding of the task.


D Limited completion of the activity and demonstrates minimal understanding of the task.


Field Experience Requirements: This course requires 5 field experience hours specifically related to group

counseling. For completion of your field observations, you will complete a signed timesheet documenting your

hours as well as a brief written summary of what you observed and how it benefits you (What you learned).








Course Guidelines:






assignment.










Plan of Evaluation:




Grading Scale:

























2) Group Reaction Paper 100


4) Group Development Paper 150


Total 525 points

Grading

A = 488 – 525 (93% - 100%)

B = 451- 487 (86% - 92%)

C = 399 – 450 (76% - 85%)

F < 388 (Below 75%)

Readings





Atkinson, D.R. & Hackett, G. (1995). Counseling diverse groups. Dubuque, IA: Brown and Benchmark.

Borriello, J.F. (1991). Social systems approach to group psychotherapy. In H. Bernard, Klein, b. & Singer, D.

(Eds.) Handbook of contemporary group psychotherapy. NY: International Universities Press.

Brabender, V. (2002). Introduction to group therapy. New York: Wiley & Sons, Inc.

Corey, G., & Corey, M. (2006). I never knew I had a choice, 8th

edition. Belmont, CA:

Thompson Brooks/Cole. Corey, G. (1990). Manual for theory and practice of group counseling (Third Edition). Monterey, CA:

Brooks/Cole. Corey, M. S., Corey G. & Corey C. (2006). Groups process and practice. Belmont, CA: Brooks/Cole.

Coyne, R. K., Crowell, J. L. & Newmeyer, M. D. (2008). Group techniques. Upper Saddle River, NJ: Pearson.

Donigan, J., & Malnati, R. (1997). Systemic group therapy. Pacific Grove, CA: Brooks/Cole.

Ferch, S.R. (2001). Relational conversation: Meaningful communication as a therapeutic intervention. Counseling

and Values, 45, 118-135.

Gazda, G.M. (1984). Group counseling: A developmental approach (Third Edition). Boston: Allyn & Bacon.

Gladding, S. T. (2008). Groups a counseling specialty. Upper Saddle River, NJ: Pearson.

Hansen, J.C., Warner, R.W., & Smith, E.M. (1980). Group counseling: theory and process (Second Edition).

Chicago: Rand McNally.

Jacobs, E.E., Harvill, R.L., & Masson, R.L. (2009). Group counseling: strategies and skills. Belmont, CA:

Thomson.

Lakin, M. (1985). The helping group. Reading, MA: Addison-Wesley.

Levine, J.M. & Moreland, R.L. (1990). Progress in small group research. In M.R.

Rosenzweig, & L.W. Porter (Eds.), Annual review of psychology (pp. 585-634). Palo Alto, CA: Annual Reviews.

Mahrer, A.R. (1988). Discovery-oriented psychotherapy research. American Psychologist, 43, 694-702.


Class Schedule Lecture Topic Readings/Assignments Week 1: March 9

Course Orientation/ Introduction and

Overview

Week 2: March 16

Group Dynamics

Experiential Learning

Chapter 1 Chapter 2

Week 3: March 23

Group Goals, Social Independence and

Trust

Communication within Groups

Chapter 3

Chapter 4

Week 4: March 30

Leadership

Using Power

Chapter 5

Chapter 6

Outside Group Reaction Paper

Due

Week 5:

April 6 Decision Making

Controversy and Creativity

Chapter 7

Chapter 8

Week 6:

April 13

Managing Conflicts of Interest

Valuing Diversity

Chapter 9

Chapter 10

Week 7:

April 20

Leading Growth and Counseling

Groups

Team Development, Team Training

Chapter 12

Chapter 13

Week 8: Closure: Closing Comments/Reflection Field Observations Due


April 27 Hallmark Task Due

Feedback Report for Group Development Paper

Student Name:

Purpose and Goals of the Group (15 points) 15

Chosen Theory and Style of Group Leadership (15 points) 15

Group Norms, Process, and Procedures (15 points) 15

Ethical considerations (10 points) 10

Meeting plans, specifically first meeting (15 points) 15

Anticipated Critical Incidents (15 points) 15

Closure/Termination/Aftercare/Referrals (10 points) 7 Implied, but not specifically addressed

References – at least 4 references outside of text (5 points) 5

Group Flyer/Brochure (20 points) 20 Beautiful – Love the flower idea of representing the friends

Evaluation Criteria (10 points) 10

Evaluation Form (10 points) 10 Great!

Group Meeting Summary Sheet (10 points) 10

TOTAL 147


Running head: TRUE GIRL FRIENDS 1

True Girl Friends Group Counseling Program


CO/OL 536: Group Counseling in Public Schools

Dr. Susan Rose


TRUE GIRL FRIENDS 2

Abstract

Adolescent girls often experience difficulty with friendships. Understanding friendships,

acquiring social skills for dealing with relational aggression, learning and practicing skills for

dealing with and preventing common conflicts, and developing skills for dealing with silent

aggression are crucial for today‘s teenage girls. The True Girl Friends group counseling

program can assist teenage girls in dealing with friendship issues, build positive and lasting

friendships, and learn to treat other girls respectfully. Although friendship issues often carry into

high school, most of the problems tend to begin in middle school, and action needs to take place

during the middle school years to help teenage girls form positive friendships early on in their

adolescent years. Teachers, parents, guardians, school counselors, psychologists, and other

school staff members can identify and recruit students in need of developing friendship skills.

Careful screening of possible candidates for a group counseling program must be conducted to

ensure that all participants are dedicated to the process. The program must be carefully

structured, and group norms, processes, and procedures must be established at the initial meeting

and in all subsequent meetings to ensure the group reaches its maximum potential. All situations

that occur in the group session must be dealt with in an ethical manner, and the counselor must

be aware of issues such as transference, countertransference, and any critical incidents that could

occur. With strategic planning, a group counseling session can motivate teenage girls to learn

social skills that will enable them to develop and maintain effective friendships.

TRUE GIRL FRIENDS 3

Comment [DSR79]: Loved the title of the

group! Very positive.

Comment [DSR80]: What a tactful way of

making this understatement! (I don‘t know any

adolescent girl who has escaped relational

aggression/girl bullying.)

Comment [DSR81]: Amen! Adolescent girls are

literally dying over this.

Comment [DSR82]: So true! Proactive – Get it

before it starts!

Comment [DSR83]: Great intro – including all

aspects of the paper. It‘s obvious that you teach

Language Arts (or are a good writer).


True Girl Friends

The adolescent years can be turbulent for both boys and girls. Teenagers struggle with

issues such as body image, decision-making, communication, emotions, friendships,

relationships, self-esteem, stress, family dynamics, suicide, self-harm, and depression. While

both genders experience trouble in these areas, girls seem to have the most difficulty dealing

with these aspects in a healthy manner. Henrich et al. (2000) studied the effects of friendships

on early adolescent groups and found that ―girls‘ feelings of competence, relatedness with peers,

and behavioral and academic adjustment may be bolstered by belonging to a closely knit group

of friends.‖ Even though studies show that girls need friendships to be psychologically healthy,

building and maintaining positive friendships is a struggle for many adolescent girls, and group

counseling programs focused specifically on helping teenage girls acquire necessary social skills

can be beneficial.

Thus, I have developed a group counseling program, which I call True Girl Friends. The

purpose of True Girl Friends is to help middle school girls build healthy, constructive friendships

and relationships with one another. The goals of the True Girl Friends group counseling

program are based upon the five goals by Johnson and Johnson (2009), and are as follows: 1)

Decrease self-defeating patterns and increase self-enhancing patterns of behavior and attitudes

among adolescent female friendships; 2) Increase psychological health and decrease

psychological pathology by helping adolescent females build awareness of and manage

effectively their individual interactions with other adolescent females; 3) Increase adolescent

females‘ ability to build and maintain humanizing relationships in their friendships with other

adolescent females; 4) Increase self-actualization of adolescent females by meeting their

psychological needs of growth, development, and utilization of potential; and 5) Increase

Comment [DSR84]: As I work with teens more,

I wonder if this is actually true or if boys are just

taught to control their emotions more. It‘s an

interesting study!


interpersonal effectiveness by helping adolescent females realize that the consequences of one‘s

behavior matches their intentions and by helping them master interpersonal and small group

skills that will allow them to build and maintain healthy relationships. Specific lessons and

activities of the program will be taken from a group counseling curriculum called Girls in Real

Life Situations (G.I.R.L.S.), which includes lessons about understanding the meaning of

friendships, recognizing forms of aggression, learning social skills to help alleviate and deal with

aggression, exploring what it means to be a true friend and to have a true friend, dealing with

conflicts that arise between adolescent girls, and dealing with forms of bullying that are

prevalent among adolescent girls (Taylor and Trice-Back, 2007).

Each True Girl Friends session will be 60 minutes in length, and the entire program will

last eight to ten weeks. Sessions will take place in the guidance suite or a classroom in the

school building (depending on the number of participants), and all meetings will be held once per

week after school. Middle school girls in grades six through eight are eligible to participate in

the True Girl Friends program. In order to be eligible, the girls in the age group should be either

self-identified as needing to develop friendship skills or should be referred to the program by

others who recognize a need for the girls to develop such skills. To recruit participants, the

school counselor will inform school faculty and staff about the program and ask school

employees to suggest the names of possible candidates. Parents or guardians of middle school

girls will be informed about the program and will have the opportunity to contact the school

counselor to suggest participation for their child. School counselors, psychologists, and other

school administrators may also suggest possible candidates for the program based on their

interactions with students who may benefit. Finally, fliers will be placed throughout the school

(Appendix 1), intercom announcements will be made for three to four weeks prior to the initial

Comment [DSR85]: This is a wonderful

program develop by a colleague counselor. She

spoke at the Kentucky Counselor‘s Conference last

year.


meeting, and all school bulletins and/or newsletters will announce the program to recruit possible

participants.

Once possible candidates have been recruited, they will go through a screening process to

determine inclusion or exclusion. The school counselor in charge of the True Girl Friends

program will conduct informal interviews with the candidates. The interviews will be short and

succinct, and the purpose of the interviews will be to determine each student‘s need for and

commitment level to such a program. Girls will be accepted into the program if they meet the

following criteria: 1) Demonstrate an honest interest in the program; 2) Can ascertain at least two

benefits of joining the group; 3) Can articulate at least two aspects that they can offer to the

group; 4) Show an ability and willingness to follow the guidelines of the program; and 5)

Demonstrate a willingness to attend all group sessions and to make up any of the work in

sessions if they are absent (Appendix 2). If a student meets the criteria and is invited to

participate in the program, the student and her parent or guardian must sign a consent form,

which must be turned into the group counselor before the first session. This consent form will be

based on the ethics of experiential learning; specifically, the contract will include ideas based on

informed consent and mutual agreement (Johnson and Johnson, 2009). The True Girl Friends

consent form will include the intentions of the program, the objectives of the program, details

about freedom of choice, a date of termination for the program, and details determining referrals

and aftercare (Appendix 3).

In order to keep the group relatively small (five to ten participants) and to maximize

learning potential, some girls may be excluded. First, any student and/or her parent or guardian

who will not or does not sign the consent form and turn it in on time will be excluded. Second, if

two or more girls are already close friends and their relationship is deemed as a possible

Comment [DSR86]: Wonderful specificity!


hindrance to the group‘s progress, one or both of those girls may be excluded. Third, if two or

more girls have been or are currently in conflict with one another, they may be excluded if their

relationship is deemed as a possible hindrance to group progress. In such situations, if excluded

girls meet the criteria and would benefit from the program, they may be able to participate in

separate or future sessions.

Certain restrictions and challenges will undoubtedly be presented during True Girl

Friends group sessions. To avoid breaches of confidentiality, all group members will be required

to recite a confidentiality pledge at the beginning of all sessions, and the group leader will

practice confidentiality at all times, unless danger to self or others is presented. The possibility

of negative interactions among group members is always present in a group counseling situation.

To counteract this affect, the group leader will encourage and promote positive interactions

among group members. This will be established through a set of ground rules that will be

reviewed at the beginning of every session. If participants break the ground rules at any time,

participants can and will be dismissed if such action is deemed necessary. Other ways to handle

negative interactions include speaking individually and privately with any participants who break

the ground rules or who are exhibiting unusual behavior in an attempt to correct inappropriate

attitudes and/or behavior.

A major part of encouraging positive interactions among group members is the leadership

theory utilized by the group leader. In True Girl Friends, the school counselor will be the group

leader and will institute Robert Bales‘s Interaction-Process Analysis (1950, 1952, 1955). The

school counselor will most often assume the task-leadership role in True Girl Friends sessions to

direct, summarize, and provide ideas for the activities of the group. However, the school

counselor will also need to assume a social-emotional-leadership role so that any frustrations,

Comment [DSR87]: Good insight.

Comment [DSR88]:


tensions, or conflicts within the group can be effectively handled and to build trusting

relationships between the leader and the participants.

True Girl Friends will focus on emotional growth, improving interpersonal relationships,

and developing group skills, classifying it as a growth group (Johnson and Johnson, 2009). More

specifically, True Girl Friends is a structured growth group, focused on solving specific

interpersonal problems among female adolescent friendships and developing skills for building

and maintaining such relationships. Moreover, the exercises used in True Girl Friends will be

used to help participants practice the skills and behaviors they learn during group counseling

sessions (Johnson and Johnson, 2009).

In order to lead True Girl Friends in the style of a true structured growth group, group

norms, processes, and procedures will be established. According to Johnson and

Johnson (2009), ―when a group first meets…the coordinator should define the procedures

to be used, define the group‘s goals, establish the interdependence among members, and

generally organize the group and announce the beginning of the group‘s work.‖ Thus, at the first

meeting, the basics of the program, such as the length of the sessions, the duration of the

program, and the goals of the program will be stated. Next, the group norms of True Girl

Friends will be established through a set of ground rules that will be established at the initial

meeting and which will be repeated and reviewed at all subsequent meetings. The ground rules

developed for True Girl Friends were developed on the group norms established by Johnson and

Johnson (2009) and are stated as a pledge for each member to follow: As a member of True Girl

Friends, I will (1) take responsibility for my own performance and for the performance of my

group members; (2) provide help and assistance to my fellow group members; (3) respond to my

group members with acceptance, support, and trust; (4) make decisions that all of my group


members and I can live with; and (5) face and help solve any problems that my group faces.

Establishing these ground rules can help ensure positive group functioning, but the importance of

group processing is also an important factor.

In True Girl Friends, an approach similar to that used in cooperative classroom learning

environments will be utilized to ensure group processing (Johnson & Johnson, 2009). First,

feedback will be given to each individual group member and to the group as a whole. This

feedback will be given to process the effectiveness of the activities used in each particular

session. Second, reflection will be utilized during and after each counseling session. Each

participant will be asked to keep a personal journal during participation in the program to

encourage individual and personal reflection, and each participant will also complete a brief

questionnaire after each session (Appendix 4). Third, participants will be asked to analyze the

group process of each session through informal discussions in which all members explain what

actions led to the group effectively completing the tasks and offering suggestions for

improvement. After each session, the group leader will track progress on the Group Meeting

Summary Sheet (Appendix 5). At the end of the program, participants will celebrate their

success and complete both a formal evaluation as well as participate in an evaluative discussion

to review the skills they have learned.

As with any group counseling program, critical incidents are bound to occur and threaten

the success of True Girl Friends. Conflict, emotional outbursts, invalidated feelings and

emotions, isolation, nonparticipation and/or silence, and inappropriate behavior are some of the

incidents that should be anticipated. To handle such occurrences, the group member should

monitor participants‘ behavior, provide task assistance, intervene when necessary, and provide

closure to each lesson (Johnson and Johnson, 2009). Other basic tasks such as ensuring that each


session begins and ends on time, avoiding unnecessary interruptions, and scheduling dates that

do not interfere with other activities can help ensure the progress of the group. Each of these

things can contribute to the process of group cohesion and subsequently the success of the

program.

Transference and countertransference are other issues that the group leader must have

awareness of during True Girl Friends sessions. Participants could transfer

emotions toward a parent or a friend‘s parent to the group leader or toward a former

teacher or another authority figure who intervened in a former conflict or situation with a

friend. In Theory and Practice of Counseling and Psychotherapy (2009), Gerald Corey

states that ―The transference situation is considered valuable because its manifestations provide

clients with the opportunity to reexperience a variety of feelings that would otherwise be

inaccessible.‖ Corey further notes that ―Through appropriate interpretations and working

through of these current expressions of early feelings, clients are able to become aware of and to

gradually change some of their long-standing patterns of behavior.‖ If transference occurs in a

True Girl Friends session, then, the group leader would need to help the participant interpret and

work through those feelings in order to change their behavior. Possible countertransference

incidents might occur if the group leader were to reconnect to her own former conflicts with

friends as an adolescent. Corey (2009) states the importance of therapists becoming ―aware of

the countertransference so that their reactions toward clients do not interfere with their

objectivity.‖ The True Girl Friends group leader must be aware of and avoid any

countertransference in order to remain objective when helping participants learn the intended

skills of the program.


References

Corey, Gerald (2009). Theory and Practice of Counseling and Psychotherapy (8th

ed.).

Belmont, CA: Thomson Higher Education.

Henrich, C., Kuperminc, G., Sack, A., Blatt, S., & Leadbeater, B. (2000). Characteristics and

Homogeneity of Early Adolescent Friendship Groups: A Comparison of Male and Female

Clique and Nonclique Members. Applied Developmental Science, 4(1), 15. Retrieved from

Psychology and Behavioral Sciences Collection database.

Johnson, David W., & Johnson, Frank P. (2009). Joining Together: Group theory and group

skills (10th

ed.). Upper Saddle River, NJ: Pearson.

Taylor, Julia V. & Trice-Black, Shannon (2007). Girls in Real Life Situations: Group

Counseling Activities for Enhancing Social and Emotional Development. Champaign, IL:

Research Press.


Appendix 1

Are you a true friend?

Do you know what a true friend is?

Have you ever experienced gossiping or spreading rumors?

Have you ever felt left out?

Have you ever experienced backstabbing?

Have you ever been put down?

Has anyone ever told your secrets without your permission?

Have you ever felt like you didn’t fit in with the “popular” crowd?

Have you ever experienced the silent treatment?

If so, True Girl Friends can help you!!!!

What it is: True Girl Friends is a group counseling program for teen girls in

grades 6-8.

What you can learn: Skills for being a good friend and for building stronger

friendships.

Who is in charge: Your school guidance counselor will lead the group

counseling sessions.

When do we meet: Every Wednesday from 3:15 to 4:15, beginning the first

Wednesday in September and ending the second Wednesday in November.

Where do we meet: In the guidance office here at school.

STOP BY THE GUIDANCE OFFICE TODAY TO SIGN UP!


Appendix 2

True Girl Friends Screening Interview/Eligibility Criteria

Candidate Name: ______________________________________

Date: ___________________________

Interview Question #1: After learning about the program, how would you rate your interest in

the True Girl Friends program, on a scale of 1 to 5?

_____ 1 (Not interested)

_____ 2 (Need more information)

_____ 3 (Somewhat interested)

_____ 4 (Interested)

_____ 5 (Very Interested)

Interview Question #2: List some things you think would help your friendships if you were to

participate in the group.

Interview Question #3: What friendship qualities or skills do you think you could offer the

group?

Interview Question #4: After learning about the program, to what extent to you think you could

follow the guidelines (confidentiality, ground rules, absences/tardy policy, etc…)?

_____ 1 (Not at all)

_____ 2 (Fairly well)

_____ 3 (Somewhat)

_____ 4 (Most of the time)

_____ 5 (Completely)

Interview Question #5: If you were invited to join the group but you had to miss a session due

to illness or another scheduling conflict, how would you respond to your absence?

_____ Meet individually with the group leader or with another group member to make

up the work and learn the skills.

_____ Join in the next scheduled session without completing the activities missed at the

previous session.

_____ Quit the group because you let your group members down by being absent from

the previous session.


Appendix 3

True Girl Friends Parent/Guardian Consent Form

Dear Parents/Guardians,

Your daughter has been accepted into the True Girl Friends group counseling program. In this

program, teenage girls in grades 6-8 will learn how to build and maintain healthy relationships

with one another. Specifically, participants will understand the meaning of friendship, learn to

recognize and deal with forms of aggression, explore what it means to be a true friend and to

have a true friend, deal with peer conflicts, and deal with various forms of bullying.

In order to provide a safe and supportive environment for all participants, the True Girl Friends

program leader will maintain confidentiality for participants (unless there is a threat of harm to

the self or others) and will give all participants the option of not participating in any activity that

makes her feel uncomfortable. Further, the group leader will be available by appointment to

speak individually with any participant who needs further help, both during the program and

after the program. Any students who demonstrate the need for more intense counseling will be

referred to the school psychologist.

True Girl Friends will meet from 3:15 to 4:15 every Wednesday in the guidance office at school.

The program will begin the first Wednesday in September through the second Wednesday in

November. It is important that participants attend all sessions, so it will be necessary to

complete any work missed due to absence.

Please complete the consent form below and return it to me by the last Wednesday in October.

Sincerely,

Brandy Feagan

True Girl Friends Group Leader

------------------------------------------------------------------------------------------------------------

_____ I give my daughter permission to participate in True Girl Friends.

_____ I deny my daughter permission to participate in True Girl Friends.

Daughter‘s Name: __________________________________

Parent/Guardian Name (Please Print): __________________________________

Parent/Guardian Signature: _______________________________________

Date:_____________________

Home/Cell Number:_____________________________

Work Number:______________________

*Adapted from Girls in Real Life Situations by Julia V. Taylor & Shannon Trice-Black


Appendix 4

Session Evaluation Form

1. What did you learn from today’s True Girl Friends session?

2. What was the most helpful part of today’s True Girl Friends session?

3. What would you like to learn more about or practice in more depth after today’s

True Girl Friends session?

4. Did you feel that you were heard by the other girls in today’s session? YES or

NO. Explain and/or give an example of why you did or did not feel that you

were heard.

5. Did you feel comfortable about sharing personal information and/or being

involved in today’s activities? YES or NO. Explain why you did or did not feel

comfortable.

6. Did you find today’s session helpful? YES or NO.

7. Are you writing in your journal after each session? YES or NO.

8. Would you recommend that other girls you know participate in today’s session?

YES or NO.


Appendix 5

True Girl Friends: Counselor’s Group Meeting Summary Sheet

Group

Meeting

#

# of

Participants

Attending

# who

felt

heard

# who felt

comfortable

sharing

# who

found the

session

helpful

#

keeping

their

journal

# who

would

recommend

to another

Summary of What

Happened in the Session

1

2

3

4

5

6

7

8

9

10




COOL 636: Counseling Aspects of Grief and Loss (3 hours)

Course Syllabus

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 530, Introduction to School

Counseling.


X X X X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 530, Introduction to School Counseling.


X X X X X X














c. Consultation






Phone: 502-468-1480 (Cell); 502-253-9859 (Home)

Required Text: DeSpelder, L. and Strickland, A. (2005). The Last Dance: Encountering Death and Dying, 8

th Ed..

Columbus, OH: McGraw-Hill. (ISBN:9780073405469)

Suggested Texts:

Walsh-Burke, Katherine. (2006). Grief and Loss: Theories and Skills for Helping Professionals. New York, NY:

Pearson – Allyn & Bacon. (ISBN:0205398812)

Worden, J. W. (2002). Grief Counseling and Grief Therapy, 3rd

ed. New York, NY: Springer Publishing Company.

(ISBN: 0826141625)

Unit’s Conceptual Framework The Department of Education at University of the Cumberlands has adopted the motto ―Reflective Constructors of Quality Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual framework for its


experiences through critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is

placed on providing experiences that help all students learn. Each certification program is connected to this philosophy as shown in the logo, at the Conceptual, Strategic, Evaluative or Communicative knowledge base.


1. Conceptual: Candidates are introduced to and revisit basic educational concepts

and philosophies (i.e.: constructivism, critical thinking). This class will help you to better understand basic educational concepts of counseling through the specific

study of counseling aspects of grief and loss. You will build on the instructional goals of counseling and

practice your critical thinking through the learning activities within the course. And, of course, you will

demonstrate knowledge of the specific course work as well as use of resources, including technology, through

the outcomes of the learning and activities.

2. Strategic: Candidates use concepts to develop strategies to use in field experience. You will learn to counsel those going through grief and loss by studying the theories and techniques of grief

and loss and the strategies surrounding the field through readings, on-line discussions, field observations and

other assessments and activities outlined in the syllabus.


knowledge to assess their impact on student learning. Students will practice evaluating their own learning through continuing their portfolio with the anchor

assessment, writing reflective papers and responses within the discussion forums and exams throughout the

reading, and activities throughout the course.












Prerequisites: COOL 530, Introduction to Counseling

Course Description: This course will address the relevant knowledge and skill base needed to provide the school

counselor to work effectively with individuals and families coping with a range of experiences life transitions,

divorce, physical health changes, foster placement, as well as death and bereavement experiences. Students will

explore the dynamics of attachment and loss, life cycle reactions and needs of the dying and bereaved. The grief

process and factors to consider in work with grieving children, adolescents and adults will be introduced. The

assessment of complicated grief reactions and social work roles and tasks in facilitating the grief process will also be

presented. (3 hours)

Purpose of the Course and Pedagogical Features: School counselors inevitably work with people who are coping

with loss, both death and non-death related, and grief reactions. This course will address the knowledge and skills

needed to provide interventions to individuals and families coping with a range of loss experiences (normative and

non-normative life transitions, divorce, physical health changes, crisis, etc.) and death, dying and bereavement

experiences. We will look at a range of factors that can impact, impede, or facilitate the experiences of individuals

and families. The aim of education of about death, dying and bereavement is to contribute to general education as a

basis for personal development and responsible social participation. (IWG, Death Studies, 1992).

Alignment of Course Objectives, Tasks and Outcomes as related to Standards, Themes and Initiatives:



Examine personal and professional anxieties and attitudes about death and

separation which may interfere with students within the school environment

KTS 1, 3, 10, 11, 12; KSCS 5, 10,

11

Assess the impact of death and loss at various ages and stages of the life cycle in

order to help those who mourn revolve their grieving in a healthy manner

KTS 1, 3, 10, 11, 12; KSCS 3, 5,

10, 11

Examine the interpersonal, familial, socio-cultural and institutional dynamics

that can assist or impede students and staff members with the dying and

bereaved

KTS 1, 3, 10, 11, 12; KSCS 2, 3, 5,

8, 10, 11

Analyze the grief process and the roles and responsibilities of the school

counselor in providing service to the student of a family that has a terminally ill

patient and grieving client/family

KTS 1, 3, 10, 11, 12; KSCS 3, 5, 8,

10, 11

Appraise the dynamics of a sudden loss as well as an and expected death and the

differential grief reactions

KTS 1, 3, 10, 11, 12; KSCS 5, 10,

11

Compare the diverse cultural differences that affect the grieving process in

society

KTS 1, 3, 10, 11, 12; KSCS 2, 5,

10, 11

Compare and contrast theories examining the developmental impact of

bereavement, grief, and mourning within the life span of an individual, family,

groups and community.

KTS 1, 3, 10, 11, 12; KSCS 5, 10,

11

Demonstrate skill in methods to differentiate and treat normal and complicated

grief reactions including crisis intervention/brief therapy, short term dynamic

treatment, and grief therapy.

KTS 1, 3, 10, 11, 12; KSCS 5, 10,

11


Diversity This course will sensitize the student to cultural, familial, psychological and social

factors that influence and may interfere with the grief process and to the student‘s

anxiety with loss, death and grief. The grief process will be studied with an emphasis on

the differences in this experience in relation to the cause and timing of death in the life

cycle. Gender, racial, ethnic and religious influences that affect grief and loss reactions

will be explored as well as appropriate culturally sensitive practice interventions.

Literacy Students in this class become aware of the accepted terms and definitions used in grief

and loss counseling. Students use technology for researching learner‘s literacy

development as well as in the practice of literacy through general study of



Assessment Portfolio; research paper; exams throughout the reading; and activities throughout the

course

Closing the Achievement

Gap

Many studies (i.e. Durlak and Weissberg) show that social and emotional learning

programs significantly improve students‘ academic performance. Hence, preparing the

counselor to implement these programs closes the achievement gap.

School Safety Students study theories and techniques related to grief and loss, which ultimately reduce

student anger and improve both the attitude of the individual learner as well as the school

climate.


1) Participation

Class interactions will be large contributors to learning in this class. Therefore, students are expected to engage

in intelligent discussion of the assigned topic in all areas (Discussion Board Activities, Chats, Forums, Shared

Papers, etc.) to help you process course material or to demonstrate your understanding of counseling. Point

adjustments will be taken for non-participation.

You will complete several activities as part of participation designed to help you process course material or to

demonstrate your understanding of counseling. These will correspond to the course topics we are on and will

involve practicing or utilizing new course concepts. Discussion Board Activities should be turned in by the due

date. Activities will be evaluated using the following rubric:










2) Loss History/Personal Awareness (Due Week 4 as mid-term assignment)

Each of us develops our own unique style of coping with grief and loss. Understanding your attitudes, values,

reactions and any remaining grief issues or unfinished business will be an important part of the work that you

will do with students, staff and community members experiencing grief. The goal of this assignment is for you

to describe how your own experiences and style of dealing with loss may influence your interactions with

students. In the paper articulate the circumstances of the losses, the effect and impact of the losses on your life.

Articulate any lessons learned from those experiences and how or to what extent you have recovered from those

losses. You may also find it useful to look at the ways in which your family has responded to past losses and

deaths. Some students begin by describing their earliest moments of death and how it affected them. Try to

focus on personal and not theoretical understanding. Listed below are some guiding questions that will help

you organize the paper.

o Circumstance of the loss

A description of the loss

The way you initially responded upon learning the news, e.g., initial reaction.

o Effect and impact of the loss on you r life

How the loss affected your ability to function.

The stages of loss and grief you experienced

How have the following influenced your coping style?

People around you

Your cultural background, ethnicity, religion

Your personal values, attitudes, and beliefs


o Lessons learned from the experience

What major factors did you learn as a result of the loss?

How/to what extent you have recovered from the loss(es)

o Will the loss have any impact on how the student will council or provide services to others during

their loss

How do you think that personal loss experiences (or the absence of them) have influenced

your comfort level in working with others who are dealing with issues of grief and loss?

How might your own coping style influence the way your work with others?


15 points Circumstances of the loss(es)

15 points Effect and impact of the loss(es) on your life

15 points Lessons learned from the experience of loss(es)

15 points Impact of loss on counseling others

3) Exams


understanding.

4) Signature Assessment Task

This assignment meets Kentucky Teacher Standard 1 and Kentucky School Counselor Standard 5, specifically.

This assignment allows the student to utilize knowledge about grief and loss counseling and apply this


Cultural Diversity and Grief Presentation (Due Week 8 as Final Assignment)

Ask a colleague, friend, or family member to describe a cultural, religious, or ethnic tradition or ritual that is

associated with death and bereavement. For instance, you might ask a Jewish colleague to describe what happens

after someone dies and through the first month after death. Or you might ask a colleague from Asia to describe the

funeral and bereavement customs in their country of origin. Make sure you ask their permission to interview them and tell them it is for a class. Write up the description of the traditions in a paper, which you will share orally with

the class. Listed below are some guidelines that will help your organize the presentation.

o Research the beliefs, values, customs, rituals of members of your chosen group regarding the

following:

Illnesses and medical care

Health and healing

Euthanasia and suicide

Death and the process of dying

The afterlife, spiritual beliefs.

o Practices, customs and rituals following a death

o Cultural ―norms‖ regarding grief (expression, duration, rituals)

o Societal and historical issues for the cultural group you are addressing

o Current literature discussing common issues and concerns for this group

You may want to reflect on geographic or generational differences and issues of acculturation and social justice.

Remember to use cultural humility throughout – recognizing that your cultural/ethnic/spiritual background will

inform your understanding of this culture.

Include a list of references or sources of information in APA format. Include the name of the person you

interviewed in your references.



15 points Beliefs, customs, rituals of your chosen culture, religion or ethnic tradition/ritual

15 points Practices, customs and rituals following a death

15 points Cultural ―norms‖ regarding grief

15 points Societal and historical issues for the cultural group you are addressing

15 points Current literature discussing common issues and concerns for this group

15 points Presentation

10 points Professionalism of paper









Study after study has linked successful academic performance with good class participation. Those who assume








Late Work: Assignments, including postings on discussion threads, are to be completed on time according to

the timeline posted by the instructor. It is important to keep up and complete work on time. Late assignments

will NOT receive full credit.

Plan of Evaluation:




follows:


1) Participation (Includes Discussion questions and Chats) 80 points

2) Loss History/Personal Awareness Paper 60

3) Cultural Diversity and Grief Paper/Presentation 100


Total 380 points


Grading Scale:


























Adams-Greenly, M. and Moynihan, R.T. (1983). Helping the children of fatally parents. American Journal of

Orthopsychiatry, 53, 219-229.

Aguilera, D.C. (1998). Crisis intervention. St. Louis, MO: Mosby-Year.

Albom, Mitch. (2002). Tuesdays with Morrie: An old man, a young man, and life’s greatest lesson. New York, NY:

Random House. Barnes, G.E. and Prosen, H. (1985). Parent death and depression. Journal of Abnormal Psychology, 94, 64-69.

Becvar, D. (2001). In the presence of grief. New York, NY: Guildford.

Bendikson, R. and Fulton, R. (1975). Childhood bereavement and later behavioral disorders. Psychiatric Annals,

16, 276-280.

Benner, D.G. (1991). Counseling as a spiritual process. Oxford, UK: Clinical Theology Association.

Biegel, D.E., Sales, E., and Schulz, R. (1991). Family caregiving in chronic illness: Alzheimer’s disease, cancer,

heart disease, mental illness and stroke. Newbury Park, CA: Sage Publications.

Boyd-Webb, N. (2002). Helping Bereaved Children, 2nd

Ed. New York, NY: Guildford.

Bragdon, E. (1990). The call of spiritual emergency: From personal crisis to personal transformation. San

Francisco, CA: Harper & Row.

Grading

A = 353 – 380 (93% - 100%)

B = 327 – 352 (86% - 92%)

C = 289 – 326 (76% - 85%)

F < 288 (Below 75%)


Brunhofer, M.O. (1997). Mourning and loss: A life cycle perspective. In J.R. Brandell (Ed.), Theory and Practice in

Clinical Social Work. (pp. 662-688). New York, NY: The Free Press.

Burke, M.T. & Miranti, J.G. (Eds.) (1995). Counseling: The spiritual dimension. Alexandria, VA: American


Corr, C.A. and McNeil, J.N. (1986). Adolescence and death. New York, NY: Pergammon Press.

Doka, K.J. (1989). Disenfranchised grief: recognizing hidden sorrow. Lexington, MA: Lexington Books.

Doka, K. and Davidson, J. (1998). Living with grief: Who we are and how we grieve. Philadephia, PA: Taylor

Francis.

Eliade, M. (1987). The Encyclopedia of Religion. New York, NY: MacMillan Press.

Ernswiler, J. and Ernswiler, M. (2000). Guiding your child through grief. New York, NY: Bantam/Random House.

Freeman, S.J. (2005). Grief and loss: Understanding the journey. Belmont, CA: Thomson, Brooks/Cole.

Freud, S. (1917). Mourning and Melancholia. Standard Edition, 14: 237-258. London: Hogarth Press.

Gilbert, K.R. (1996). ―We‘ve had the same loss, why don‘t we have the same grief?: Loss and differential grief in families. Death Studies, 20, 269-283.

Gluhoski, V.L. (1995). A cognitive perspective on bereavement: Mechanism and treatment. Journal of Cognitive

Psychotherapy, (9)2, 75-84.

International Work Group on Death, Dying, and Bereavement. (1992). "A Statement of Assumptions and Principles Concerning Education about Death, Dying, and Bereavement." Death Studies, 16:59–65.

Irish, D.P., Lundquist, K.F., and Nelson, V.J. (1993). Ethnic variations in Dying, Death and Grief. Washington,

DC: Taylor and Francis.

James, R. and Gilliland, B. (2005). Crisis Intervention Strategies. 5th

Ed. Belmont, CA: Brooks/Cole Publishing

Johnson, C.J. and McGee, M.G. (Eds.). (2002). How different religions view death and afterlife. Philadelphia, PA:

The Charles Press. Johnson, S.W. and Maile, L.J. (1987). Suicide and the schools: A handbook for prevention, intervention, and

rehabilitation. Springfield, IL: Thomas Press.

Kamerman, J.B. (1988). Death in the midst of life: Social and cultural influences on death, grief and mourning.

Englewood Cliffs, NJ: Prentice-Hall. Lindemann, E. (1944). The symptomatology and management of acute grief. American Journal of psychiatry, 101,

141-148. Matsunami, K. (1998). International handbook of funeral customs. Westport, CT: Greenwood Press.

McGovern, M. and Barry, M. (2000). Death education: Knowledge, attitudes, and perspectives of Irish parents and teachers. Death Studies, 24(4), 325-333.

Parkes, M. Loringani, C. and Young, B. (1997). Death and bereavement across cultures. New York, NY:

Routlage.

Rando, T.A. (1984). Grief, dying and death: Clinical interventions for caregivers. Champaign, IL: Research Press.

Rando, T.A. (1993). Treatment of Complicated Mourning. Champaign, IL: Research Press.

Rothschild, Babette. (2000). The Body Remembers. New York, NY: W.W. Norton Publishing

Shapiro, E. (1996). Grief as a family process. New York, NY: Guildford.

Silverman, P. (2000). Never too young to know. New York, NY: Oxford Press.

Soricelli, J. and Utech, C.L. (1985). Mourning the death of a child: The family and group process. Social Work, 30,

429-434. Sprang, G. and McNeil, J. (1995). The many faces of bereavement: The nature and treatment of natural, traumatic,

and stigmatized grief. New York, NY: Brunner/Mazel.

Stroebe, M. and Schut, H. (1999). The dual process model of coping with bereavement: Rationale and description.

Death Studies, 23, 197-224.

Stroebe, M., Gergen, K., and Stroebe, W. (1992). Broken hearts or broken bonds: Love and death in historical

perspective. American Psychologist, 37, 1205-1212.

Valeriote, S and Fine, M. (1987). Bereavement following the death of a child: Implications for family therapy.

Contemporary Family Therapy: An International Journal, 9, 209-217.

Volkan, V.D. and Zind, E. (1993). Life after loss: The lessons of grief. New York, NY: MacMillan Publishing Co.

Walker, R. and Pomeroy, E. (1996). Depression or grief? The experience of caregivers of people with dementia. Health and Social Work, 21 , 247-254.

Walsh, F. and McGoldrick, M. (Eds.). (1991). Living beyond loss. New York, NY: W.W. Norton.

Worden, W. (2001). Children and Grief, 2nd

ed. New York, NY: Guildford.


RELATED QUOTES AND THOUGHTS

While I thought I was learning how to live, I was learning how to die. - Leonardo da Vinci

Life is measured not by its length, but by its depth. - Mary Fisher

Only people who avoid love avoid grief. The point is to learn from it and remain vulnerable to love. - John

Brantner


Class Schedule Lecture Topic Readings/Assignments Due

Week 1:

Course Orientation/ Introduction

and Overview

Attitudes Toward Death: A Cimate

of Change

Chapter 1

Week 2:

Learning About Death: The

Influence of Sociocultural Forces

Perspectives on Death: Cross-

Cultural and Historical

Chapter 2

Chapter 3

Week 3:

Death Systems: Matters of Public

Policy

Facing Death: Living with Life-

Threatening Illness

Chapter 5

Chapter 6

Week 4:

End-of-Life Issues and Decisions

Survivors: Understanding the

Experience of Loss

Chapter 7

Chapter 8 Loss History/Personal Awareness

Paper Due

Week 5:

Death in the Lives of Children and

Adolescents

Death in the Lives of Adults

Chapter 10

Chapter 11

Week 6:

Suicide

Risks of Death in the Modern

World

Chapter 12

Chapter 13

Week 7:

Beyond Death / After Life

The Path Ahead: Personal and

Social Choices

Chapter 14

Chapter 15

Week 8:

Student Presentations

Closure: Closing

Comments/Reflection

Signature Assessment Due


Feedback Report for Loss History/Personal Awareness Paper Student Name: Jane Doe Circumstances of the loss(es) (25 points) 25 √__ Includes a description of the loss √__ Discusses initial response upon learning the news/initial reaction. Effect and impact of the loss(es) on your life (25 points) 25 √__ Communicates how loss affected ability to function and stages of loss and grief experienced √__ Conveys how people, cultural background and personal values, attitudes and beliefs influenced coping style Lessons learned from the experience of loss(es) (25 points) 25 √__ Includes major factors learned as a result of the loss √__ Communicates extent of recovery from the loss(es) Impact of loss on counseling others (25 points) 25 √__ Reflect on the loss‟ influence to comfort level in working with others who are dealing with issues of grief and loss √__ Discuss how personal coping style influences the way counselors work with others

Professionalism/Clarity of Writing (20 points) 20 √__ Organization/Flow of paper represents Master‟s level performance √__ Spelling/Grammar/Style of writing represents Master‟s level performance



Loss History/Personal Awareness Paper

Jane Doe



At the beginning of this class when we were discussing types of loss, I

thought about the losses in my life, and they have actually been few and far between. I

could consider myself fortunate because of this. Shortly thereafter, I began to wonder if

infertility could be considered a type of loss. Technically, an infertile person has not „lost‟

a family member; a person has not „died‟ or „been removed.‟ But there is loss

associated with the situation. The more I thought about it, the more I decided that it is in

fact, a type of symbolic loss. This is by far the loss that has impacted my life the most.

As we grow up, we envision our lives following a certain pattern or

pathway. From the time we are born, we hear about „when we grow up,‟ „when we get

married,‟ „when you have children of your own.‟ Some of us hear about „when you go to

college,‟ „when you get a job,‟ and we begin to develop our own timeline for our lives.

Ask a young child about their life, and they will tell you, “when I grow up and have kids.”

So of course I did the same. I knew I would go to college, get a good job, get married,

have children, live the American dream, etc. etc. All of my life was spent preparing for

this. I was a good student in high school, was „well-behaved‟ and stayed out of trouble.

Initial Reaction

The first time I learned that I may have a problem having children was when I

was in 8th grade. My mother took me to the doctor, who had to look up my diagnosis in a

book. This was in 1995. I was diagnosed with Polycystic Ovarian Syndrome. The doctor

explained a few of the symptoms, but ensured me that it was a treatable condition and

everything would be fine. In 8th grade, of course I wasn‟t worried about having children,

so I took the diagnosis, and the medicine, for about 14 years.

Comment [SRR89]: Very definitely, especially

for women.

Comment [SRR90]: Wow! I may have sought

out another doctor as it‘s fairly common. (About 5 –

10% of women are affected by this.) But, this is

1995.


I decided to attend Cumberland College because I wanted to make the most of

my college experience. I always followed all of the rules, did what I was „supposed to

do.‟ I met my now husband at Cumberland College during the fall of 2001. When I knew

we were going to have a serious relationship, we talked about my health situation. It did

not bother him in the least, so I dropped the subject. However, when he asked me to

marry him, after the initial excitement, I distinctly remember crying my eyes out saying,

“I want to marry you, but I might not be able to have kids!” Again, it did not seem to

bother him. He kept saying, “I‟m not marrying you to have children; I love you no matter

what!” It consoled me at the time.

We were married for two years before the subject of having children arose again.

My husband asked me if we were ready, and I said, “Yes, but do not get your hopes

up.” By this time I had researched Polycystic Ovarian Syndrome, and knew that it would

not be an easy road. I had asked my regular doctor about the process. She said to stop

taking the medicine I was on and see what happens for three months. Initially I was all

excited to see what would happen, but when absolutely nothing happened, I was

disappointed but not surprised. My husband and I decided not to tell anyone about this

new „project,‟ until we saw the results of our efforts.

So began a long, stressful, worrisome rollercoaster ride called infertility. I went

back to my doctor, had some blood tests done, and needed an MRI. The results of the

MRI showed a small growth on my pituitary gland which caused even more hormonal

imbalances, and I had hypothyroidism. I was prescribed more medicine. For various

reasons, after a short time, I began seeing a different doctor, who prescribed infertility

medicine. This was the medicine I had been reading about. Finally, an answer to my

Comment [SRR91]:

Comment [SRR92]: This is commonly

associated with POS.


problems! I was convinced this was going to be the solution. I took an initial dosage,

nothing. Increased dosage, still nothing. A very high dosage, nothing. Each month I

would have to go to the doctor‟s office to get blood drawn to check if the medicine was

working. It clearly was not.

Walsh-Burke (2006) states in the text, “Often symbolic losses go

unacknowledged by others and therefore the grieving individual does not receive the

same kind or amount of support that those grieving a death may receive (p. 4).” I found

this to be very true. When I finally found the courage to tell a few select people about

this process, they would say, “Oh you‟re trying too hard.” “Just relax and it will happen.”

“Go on a vacation.” “You‟re thinking about it too much.” “When you least expect it, it will

happen.” My in-laws told me the last one. Really? I was forced to think about it all times.

It was consuming my life, thoughts and actions. I had to try hard; this was not going to

be an accident like (almost) everyone else! Believe me; I didn‟t expect anything to

happen. When my family finally found out I was going through this process, they would

joke, “You‟re going to be just like Jon and Kate! You are going to have a house full of

babies!” Those jokes were never funny to me, although I laughed alongside when they

were told. After a while, the jokes stopped. All of these aspects made me retreat even

more. I stopped telling my family about the process; I didn‟t talk to my co-workers about

it. My husband always took the attitude of, “If it happens, that‟s great, if not, that‟s

great.” I feel like he really meant that for a very long time. He would listen to my rants

and emotional breakdowns, but he never really understood them. Men and women

approach the subject so differently. I would not say the process took a toll on our

Comment [SRR93]: So true!!

Comment [SRR94]: Understatement of the year.


marriage; we still have a good marriage, but I still feel guilty sometimes because I know

he would have loved to have been a father.

This doctor then suggested surgery as a type of therapy, called Ovarian Drilling.

What a name for a surgery! This scared me a lot, so I again changed doctors. This time

I went to a specialist in Lexington, KY. This new doctor immediately prescribed a „new‟

medicine for women with PCOS. Again, I was convinced this was going to work for me.

We tried another infertility medication. Each time I would go to the pharmacy with new

hope, with new resolve. “This will be the time!” I told myself.

Effect and Impact

Under the care of this doctor in Lexington, I was required to drive almost weekly

from Williamsburg to be checked. This was very stressful. I would have to either take off

work or leave early from work. My students would ask where I was going and why I was

leaving so much. Of course we all know how kids/students can be. “Why haven‟t you

had a baby yet? What are you waiting for? Time‟s a-wasting! How long have you been

married?” “Mrs. Jones, when are you going to have a baby? Mrs. Williams has a baby.”

They were trying to get me on the bandwagon. Even the well-meaning janitors would

ask, almost weekly, “Any news Mrs. Jones?” I finally had to say, “No, please stop

asking. You will be the first to know, but don‟t hold your breath.” Each question and

comment was like a stab in my heart. I couldn‟t really blame them; they didn‟t know the

situation. So I had to think of „little white lies‟ to say each time. I would respond with

things like, “Oh I don‟t know.” “Not yet.” “You kids are enough for me!” “My husband is

enough trouble.” All the while I wanted to scream at the top of my lungs, “Shut up! I

want that more than anything!” But of course, as the polite, politically correct people that

Comment [SRR95]: It‘s not your burden or guilt

to bear. He chose to marry you with full knowledge

of the situation. You all are a team!

Comment [SRR96]: I‘ve often thought that!!

It‘s used for a lot of things, so many (Well, 10-15%)

of women go through it. They can surely come up

with a better name.


we are, try to appease everyone but ourselves. Once I told another co-worker I wish I

had some children to keep up with like they did. He said, “I didn‟t think you wanted any

children.” I told him that was my defense mechanism.

Looking back now, I can say that during this time was the darkest time of my

adult life. With passing time, I was becoming more and more depressed, more and

more angry, more and more resentful. Just the sight of a baby or the word „baby‟ or a

pregnant woman or a stroller or baby clothes at Wal-Mart would make me cry. There

were lots of times I did cry my eyes out. But no one really knew the real reason. During

this time I became so full of resentment and anger, I could really barely function. I did

not want to be around other people, especially parents or other teachers with young

children. One of my co-workers was a very good friend of mine, but during this time, she

had a baby, and I stopped all contact with her, after I planned her baby shower. I

stopped eating lunch with other teachers, I stopped calling her; I was consumed with

this black cloud that enveloped every part of my life. I looked online every day for some

new miracle remedy or other women‟s experiences, all to no avail. One day I realized

how bad this resentment was when a different co-worker found out she was pregnant,

but was not happy about the surprise. Imagine how I felt when I realized I did not resent

her. I felt so guilty for that. She even came to me for support when she thought her child

may have a physical disability. She was so distraught with guilt and worry. Helping her

actually helped me. I tried to listen to my own advice when I told her, “We can‟t help

how we feel. It‟s normal to feel this way.”

I started taking fertility injections, and again, got this new inspiration that this was

going to work this time! So I kept making the drives to Lexington, and now I know I was

Comment [SRR97]: Well said!!


wasting time and money. I knew the doctor had given up hope on me when he said,

“Well, there‟s always adoption.” So I never went back there. Each time I would go to the

appointments, like I was supposed to. I wouldn‟t say I had high hopes, but I did have

hope for a fleeting moment beforehand. Then I would sit on the table, look at the

screen, and know that nothing was working for me. About a year ago, I underwent the

surgery that scared me away the first time. There went the cycle of emotions again.

Hope, inspiration, disappointment, acceptance. I tried injectables again. All of my other

hormone levels are normal. My latest doctor tried his hardest to make sure everything

was normal. It was a constant cycle- hope, inspiration, disappointment, and

acceptance. Each time was so draining! Each time something didn‟t work out, I was in

the stage of bereavement and grief. It wouldn‟t be for another seven months or so

before I could progress to mourning.

As Christians, we say “God has a purpose; it will work itself out; if it‟s in God‟s

plan, it will happen.” Well, you can only hear these things so many times before they

turn into clichés. In my heart and spirit, I knew all of these things. In my heart and sprit, I

had faith. In my heart, I would tell myself, God knows everything, God knows your plan,

Jane, and just be patient. As women, we want to „fix‟ situations that are wrong. As

counselors we want to „help‟ situations that can be helped, and I, with a scientific

background, see a problem and „problem-solve.‟ But this was a problem that could not

be solved. And in my head I wanted some answers! I wanted to know “WHY is this

happening to me?! WHAT did I do wrong in my life? WHY am I not good enough? Do I

not DESERVE this? I‟ve always done „the right thing.‟ I‟ve always „followed the rules.‟

I‟ve always done „what I was supposed to do.‟ Doesn‟t that count for something? When

Comment [SRR98]: I would say seven months is

short. Give yourself credit!

Comment [SRR99]: The one I kept hearing

when I was going through this was ―God said He

wouldn‘t put us through more than we can bear.‖ I

was sure God thought I was stronger than I really

was.

Comment [SRR100]: I can so identify!!


do I get rewarded? Why do I feel as if I am being punished for something I didn‟t do?

Why do I have to grieve for a person who has not been born?” I became increasingly

angrier, I couldn‟t stand myself. All sorts of crazy things (I realize now; back then they

made perfect sense) would go through my head. I began to question my identity as a

woman. If I could not have children, what was the point of me even being here and

being married? I would think to myself.If I lived millions of years ago, I would have no

purpose and no one would even want me! I even went as far as telling my husband to

go find someone else to have children with.

I feel like infertility has caused me to lose the family I have always dreamed of. It

has taken my children away. I feel like I have lost the „American Dream‟ we all dreamt of

as children. It has changed my Christmas, Easter, Halloween, summer vacations. If you

are someone who has children, think of all of the aspects of your life that the mere

presence of them touches. But I think the worst part of all of this is the fact that I feel

guilty that my husband will not have these things, either.

A Turning Point

Then on November 7, 2010, my nephew was getting baptized at a church I had

never been to before. The service was very spiritual; the Holy Spirit was moving during

the entire service and I was really touched. During prayer, it was like I had an epiphany.

I was praying for strength to be a better witness to my family. The Lord spoke to me at

that time and I was asked how I could be any sort of witness with all of this hatred,

anger and resentment that is literally eating away at me? There is no possible way! It

was then I knew so clearly that I had to get rid of this emotion that was churning and

festering and really destroying me! And after I realized this, I felt such peace in my

Comment [SRR101]: I read a book titled God’s

Waiting Room that helped me during this time. It

didn‘t answer most of these questions, but helped me

―get a grip‖.

Comment [SRR102]:

Comment [SRR103]:

Comment [SRR104]: Remember he chose you!


heart. God gave me such peace of heart, mind, and spirit. He didn‟t tell me I would have

a family. He didn‟t tell me I‟d be „cured‟ or „healed.‟ But I felt such peace. I had heard of

other people feeling this peace but never experienced it. But I really felt it that night. All

of the anger, hatred and resentment went away that night. I won‟t say I‟m not still

disappointed that things didn‟t work out differently, but at least I got rid of the

depression, anger, hatred and resentment that had been building up over at least two

years! I was a new woman! I went to school the next day and apologized to the co-

workers I had been avoiding and just poured my heart out to them.

Mourning and Lessons Learned

I would say about three months ago I actually realized this is really not going to

happen. This has gone on for three years and two weeks, and I never even came close.

What major factors did I learn as a result of these losses? I learned that although I was

literally saying “God has a plan and I trust in it,” I didn‟t really believe that until after He

spoke to me that night. Now one of my favorite Bible verses is “For I know the plans I

have for you," declares the LORD, "plans to prosper you and not to harm you, plans to

give you hope and a future” (Jeremiah 29:11 NIV). And I also realize that I will have a

future and a family even if I don‟t have children.

Writing this paper has been very cathartic; from doing so I have realized how

depressed I actually was. From that I have learned to ask for help when I need it! I have

learned that I have come to terms with this situation for the most part. I have learned

how strong I really am. I have learned how much my husband actually loves me. I have

learned how strong my marriage is. I have learned that life is not fair. I have learned that

I can act very selflessly. I have learned that I have a very strong character. I have

Comment [SRR105]:

Comment [SRR106]: I‘m sure that was

cathartic.

Comment [SRR107]: This is my mother‘s Life

verse. It‘s so powerful!!

Comment [SRR108]: That‘s actually the

main purpose – to bring you closer to understanding

your own grief so you can help others.

Comment [SRR109]: Yeah!!!

Comment [SRR110]: As I said earlier, God

knows how strong we are even if we doubt

ourselves. It‘s humbling!!

Comment [SRR111]: A rare gift in today‘s

world!

Comment [SRR112]:


learned that this is part of my identity now, and maybe this was supposed to happen in

order for me to get this peace from God, and use that as my testimony.

Have I recovered? Yes, my mindset from where I was until now is totally

different. At my last appointment, my doctor said he would be glad to refer me to The

Cleveland Clinic or University of Kentucky for In vitro fertilization. But I am tired! I at

least want to take a break. Even if we decide to do that process, I feel like I have come

to terms with the possibility of not having children. My husband is not comfortable with

adoption, and right now I am not going to push the issue.

Impact on Services

I think this personal loss experience has influenced my comfort level in

working with others who are dealing with issues of grief and loss because I can relate to

the emotional issues that arise with a loss. This experience has not only influenced my

comfort level but my coping style will also influence the way I work with others. I would

encourage someone dealing with a loss to acknowledge and validate their feelings and

to not repress them as I did for a long time. Even if the person does not talk about their

feelings, they could participate in activities that help ease their mind. I would encourage

a person dealing with grief to actually feel their feelings and know that it is normal to feel

guilty sometimes. Although I do not feel fully comfortable yet with dealing with loss and

grief, I am confident I will get there eventually. I am definitely not comfortable attending

funerals, etc, because I feel awkward and do not know what to say to console a person.

But that is why I am in this class! According to the text, some things I could keep in mind

during a loss include the importance to acknowledge the multiple impacts of loss and

the normalcy of grief reactions. I should also encourage individuals to take time to

Comment [SRR113]: Insightful!

Comment [SRR114]: I hear you.

Comment [SRR115]: So important!

Comment [SRR116]: I don‘t think we ever feel

comfortable, but we learn what to say and go

anyway.


attend to their own feelings as well as those of others. I should acknowledge and

provide opportunities of expression and discussion of conflicting feelings. I should

promote social connections through peer support and group activities.

Another thing that I found in the text to be beneficial was reading about empathic

communication. Walsh-Burke (2006) states, “Active listening involves displaying

behavior that indicates we are listening, including appropriate eye contact, attentive

body language, and verbal following such as nodding and verbal statements such as “I

see” indicate you are interested” (p. 77). I need to implement this into my daily

conversations because I tend to be in a hurry and become impatient. The text also

mentions communication facilitation, which is a method of encouraging and clarifying

conversation, including, “Reflection of feeling, paraphrasing, use of minimal

encouragers, use of open-ended questions and therapeutic silence” (p. 78).

Interestingly, the text also listed some things to avoid, and I was ashamed to say I have

done some of these things, including “saying “I understand,” and thinking about or

planning my own responses instead of listening to what is being said” (p. 78).

Dealing with this symbolic loss has made me think about how I would counsel

someone going through a loss. The experience has helped to shape some of the ways I

could relate to someone dealing with a loss. Dealing with the symbolic loss of infertility

has definitely made me self-reflect upon my emotions, thoughts and attitudes not only

about my own character and feelings, but also about how I deal with loss in general,

and I am glad to say I came out on the other side a much stronger person.

Comment [SRR117]:

Comment [SRR118]: We all have been guilty of

this. It‘s not intuitive that this phrase is offensive.

That‘s why counseling is a specialized field.


References Walsh-Burke, K. (2006). Grief and Loss: Theories and Skills for Helping

Professionals. Boston: Pearson.




COOL 637: Counseling Practicum (3 Hours)

Course Syllabus

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 637, Counseling Practicum.


X X X X X X X X X X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 637, Counseling Practicum.
















c. Consultation




Professor: Susan R. Rose, Ph.D. Office Hours: By appointment



Required Text(s):

Parsons, Richard D. (2007). Counseling Strategies that Work! Evidence-based Interventions for School Counselors.

New York, NY: Pearson – Allyn & Bacon. (ISBN: 0205445586)

Practicum-Internship Handbook: Download from

http://www.ucumberlands.edu/academics/education/srose/Practicum-InternshipHandbook.doc












This class will help you to better understand basic educational concepts through the continued study and

application of school counseling. You will continue to build your knowledge of school counseling through the

application of the knowledge you have gained through the program, the reflection of that knowledge through

further study within the course, application and critical thinking. And, of course, you will demonstrate knowledge

of the specific course works as well as use of resources, including technology.

2. Strategic: Candidates use concepts to develop strategies to use in field experience. You will learn to apply the knowledge of school counseling to build a program for all students at all levels, K – 12,

by continuing your study of the theories and techniques of school counseling through readings, on-line discussions,

and other assessments and activities outlined in the syllabus as well as your practice of these theories and

techniques within the Practicum course.















Suggested Text: ASCA National Model for School Counselors, available at: http://www.schoolcounselor.org/

Prerequisites: COOL 530, Introduction to Counseling; COOL 531, Social and Cultural Foundations of School

Counseling; COOL 536 Psychological Assessments; COOL 537 Personality Assessments; COOL 538 Counseling

Individuals with Diverse Needs; COOL 539 Career Development; COOL 630, Introduction to Drug/Alcohol

Counseling; COOL 631 Legal and Ethical Issues in School Counseling; COOL 634, Group Counseling in Public

Schools; COOL 636 Counseling Aspects of Grief and Loss; EDOL 532, Evaluation Measurement and Assessment;

EDOL 630, Research Methods in Education; EDOL 631 Advanced Human Behavior Developments and Learning;

SPOL 530, Issues and Trends in Special Education.

Course Description: The practicum is a class that allows candidates to promote their development as a skilled

practitioner capable of applying the knowledge base in counseling in an ethical, reflective, and culturally responsive

manner. This course is intended to provide candidates with faculty supervision of direct counseling experience at

placement sites and supplements the on-site and on-line supervision experience.

Purpose of the Course and Pedagogical Features: The Practicum experience provides a clinical based opportunity

for application of knowledge and skills learned throughout the program. University Supervisors will utilize group

and individual consultative feedback approaches to support this supervised practical application. On-site

supervisors will meet weekly with practicum students to discuss implementation of their guidance plans and provide

a forum for the exchange of ideas and resources.




Apply knowledge and skills in supervised counseling relationships.

KTS 1, 11, 12; KSCS 1, 2, 3,4, 5, 6,

7, 8, 9, 10, 11, 12

Practice, through supervision from the site-supervising counselor, the many

roles and functions of the school guidance counselor including the

relationship to the academic and student services programs

KTS 1, 2, 3, 4, 8, 10, 11, 12; KSCS

1, 2, 3,4, 5, 6, 7, 8, 9, 10, 11, 12

Evaluate the effectiveness of specific strategies and assess counselee‘s

progress.

KTS 1, 5, 9, 11, 12; KSCS 1, 2, 3,4,

5, 6, 7, 8, 9, 10, 11, 12

Describe the organizational structure consisting of both the political and

educational climates within the school in which the practicum is assigned.

KTS 1, 3, 11, 12; KSCS 1, 2, 3,4, 5,

6, 7, 8, 9, 10, 11, 12

Explain the rudiments of the professional school counselor‘s role in relation to

other selected school personnel.

KTS 1, 7, 11, 12; KSCS 1, 2, 3,4, 5,

6, 7, 8, 9, 10, 11, 12

Establish an awareness of ethical standards and principles with counselees,

colleagues, and others.

KTS 1, 11, 12; KSCS 1, 2, 3,4, 5, 6,

7, 8, 9, 10, 11, 12

Participate in the activities associated with a position as a professional

counselor in a school setting

KTS 1, 2, 3, 4, 8, 9, 10, 11, 12;

KSCS 1, 2, 3,4, 5, 6, 7, 8, 9, 10, 11,

12

Increase knowledge of resources, including technology, available to students,

parents, and teachers that promote informed academic, career, and

personal/social development.

KTS 1, 6, 11, 12; KSCS 1, 2, 3,4, 5,

6, 7, 8, 9, 10, 11, 12

Demonstrate understanding of the role of diversity and equity issues in the

particular school community including opportunities to enhance as well as

barriers that may impede academic, career, and personal/social success and

overall development.

KTS 1, 11, 12; KSCS 1, 2, 3,4, 5, 6,

7, 8, 9, 10, 11, 12




Diversity Assessment/Te

chnology

Reading/Litera

cy

Closing the

Achievement Gap

Aspects of diversity are

addressed by the candidate in

the counseling practicum. The

practicum candidate must

acquaint themselves with the

different diverse groups of

students and faculty present in

the school environment.

Moreover, the practicum

candidate must show respect

and appreciation for the

diverse population of

individuals on the campus.

Portfolio; exams



course; and the signature

task.

Students in this course

use Infinite Campus and

other software programs

to help tack and schedule

students under the direct

supervision of the school

counselor.

Candidates in this course

have the opportunity to

use the literacy

terminology they have

acquired in previous

courses through the

semester long practicum

experience.

Many studies (i.e. Durlak

and Weissberg) show

that social and emotional

learning programs



performance. Hence,


to implement these

program closes the

achievement gap.









It is your responsibility to ask for assistance whenever you are in doubt or have a question about policies or

procedures. Your Site Supervisor and University Instructor are available to help you. If in doubt, ASK! Revisit the

ASCA Ethical Standards and abide by them. If you perceive a violation of any of the ethical standards you should

consult with your Site Supervisor and/or University Instructor immediately. You will become a professional school

counselor by conducting yourself in a professional and ethical manner. You are not required to purchase

professional liability insurance as your teaching contract covers you within the district, but some elect to do so for

peace of mind. (The American Counseling Association (ACA) has a professional liability insurance program

through Health Care Providers Service Organization (HPSO) which is very affordable ($20 per year). To obtain this

insurance, log onto http://hpso.com. You are not limited to carrier. The information is given as an option.)

Assignments:

1. Practicum Log (Due Week 16 as Final Assignment) The Practicum consists of a minimum of 100 hours on site during the semester involving counseling and

guidance related activities. You are expected to conduct as many counseling sessions as possible and as

appropriate for the site. Individual counseling, small group counseling, classroom guidance, and

consultation with parents/teachers must account for at 40 of the hours. Non-direct hours in guidance

related activities will be determined by the Site-Supervisor and University Instructor. For completion of

your practicum, you will complete a signed time-sheet documenting your hours as well as a written

summary of what you learned and how the practicum experience benefitted you.

a. Recommended Weekly Schedule for the 40 Direct Contact Hours:

i. Individual Counseling: Brief counseling model. Usually 1-3 sessions that are goal

focused and involve the problem solving model. Referral, if needed is then made in

conjunction with site supervisor (12 hours)

ii. Small Group Counseling: 2 groups per week beginning in week 6 – 7 to allow for set-up

and ending in week 12 – 13 to allow for closure (12 hours)

iii. Classroom Guidance : 2 lessons per week beginning in week 6 – 7 to allow for

http://hpso.com/


preparation and ending in week 12 – 13 to allow for closure (12 hours)

iv. Consultation: as appropriate (4 hours)

Of course, this is just a guideline. Your schedule will vary.



understanding of school counseling. These will correspond to the course topics we are on and the activities

within your practicum experience. They should be turned in by 8:00 p.m. of the day following the class in

which they are assigned.

3. Summative and Formative Assessments: The Site Supervisor and University Instructor will complete

assessments throughout the semester, which will become part of the course evaluation for the candidate.

4. Signature Assessment Task: This assignment meets Kentucky Teacher Standard 1 and School Counselor

Standard 12. The clinical experience is essential to meeting the Kentucky Counseling standards. This

assignment allows the student to utilize knowledge they learned in coursework and apply this knowledge to

the counseling situation.

Task: Video Tapes

Students will present a minimum of four video tapes of counseling done at the Practicum site during the

semester. These tapes should include at least one individual, small group, consultation, and classroom

guidance session. You should view your tape and complete a tape evaluation form prior to submitting the

tape. If the quality of the tape is poor (can‘t hear/see or skills are not adequately demonstrated), you will be

expected to choose another experience to tape and submit.

a. Tape 1 – Due Week 6

b. Tape 2 – Due Week 9

c. Tape 3 – Due Week 12

d. Tape 4 – Due Week 15

Grading Rubric

A

Active and meaningful completion of the activity and demonstrates complete

understanding of the task.

B Significant completion of the activity and demonstrates significant understanding of the

task.


F Limited or No completion and/or no attempt to understand the task/lesson/activity.

5. Exams


understanding.

Field Experience Requirements: This course requires 100 clinical experience hours. For completion of your field

observations, you will complete a signed timesheet documenting your hours as well as a brief written summary of

what you learned and how it benefitted you.









Course Guidelines:






assignment.








occur because students wait until the last minute to complete assignments or check the Elluminate system.

Plan of Evaluation:




Grading Scale:













2) Tapes (4 x 75 points/each) 300

3) Practicum Log 100

4) Practicum Summary 150

5) Formative and Summative Assessments 175


Total 900 points

Grading

A = 837– 900 (93% - 100%)

B = 774 – 736 (86% - 92%) C = 684 – 773 (76% - 85%)

F < 772 (Below 75%)

















Baer, L. (2000). Getting control: Overcoming your obsessions and compulsions, rev. ed. New York, NY:

Plume/Penguin Books.

Barrett, P. and Ollendick, T. (Eds.) (2004). Handbook of interventions that work with children and adolescents:

prevention and treatment. Chichester, West Sussex, UK: Wiley.

Bourne, E.J. (2000). The anxiety and phobia workbook, 3rd

ed. Oakland, CA: New Harbinger Publications, Inc.

Brock, S.E., Lazarus, P.J. and Jimerson, S.R. (Eds.) (2002). Best practices in school crisis and intervention.

Bethesda, MD: National Association of School Psychologist.

Cizek, G.J. (2003). Detecting and preventing classroom cheating. Thousand Oaks, CA: Corwin Press.

Dacey, J.S., Fiore, L.B. (2000). Your anxious child: How parents and teachers can relieve anxiety in children. San

Francisco, CA: Jossey-Bass, Inc.

Dendy, C. (2000). Teaching teens with ADD and ADHD: A quick reference guide for teachers and parents.

Bethesda, MD: Woodbine House.

Epstein, J.L., Coates, L. and Salinas, K.C., Sanders, M.G., and Simon, B.S. (1997). School, family, and community

partnerships: Your handbook for action. Thousand Oaks, CA: Corwin.

Espelage, D.L. and Swearer, S.M. (Eds.) (2004). Bullying in American Schools. Mahwah, NJ: Erlbaum Associates,

Inc.

Gajria, M. and Salend, S.J. (1995). Homework practices of students with and without learning disabilities: A comparison. Journal of Learning Disabilities, 28 (5) 291-296.

Jamison, K.R. (1999). Night Falls fast: Understanding Suicide. New York, NY: Knopf.

Koplewicz, H.S. (2002). More than Moody: Recognizing and Treating Adolescent. New York, NY: Putnam.

Larson, J. and Lochman, J.E. (2002). Helping school children cope with anger: A cognitive-behavioral intervention.

New York, NY: Guildford Press.

Liaupsin, C.J., Scott, T.M., and Nelson, C.M. (2000). Functional behavior assessment: An interactive training

module: User’s manual and facilitator’s guide (2nd

ed.). Longmont,CO: Sopris West.


Lochman, J.E., Salekin, R.T., and Haaga, D.A. (2003). Prevention and intervention with aggressive and disruptive

children: Next steps in behavioral intervention research. Behavior Therapy, 34 (4), 413-319.

Merrell, K.W. (2001). Helping students overcome depression and anxiety: A practical guide. New York, NY: The

Guildford Press.

Mondimore, F.M. (2002). Adolescent depression: A guide for parents. Baltimore, MD: Johns Hopkins.

Page, R.M. and Page, T.S. (2003). Fostering emotional well-being in the classroom. Sudbury, Mass.: Jones and

Bartlett Publishers.

Power, T.J., Karustis, J.L., Habboushe, D.F. (2001). Homework success for children with ADHD: A family-school

intervention program. New York: Guildford Press.

Rief, S.F, and Heimburge, J.A. (2002). How to reach and teach ADD/AD/HD children: Practical techniques,

strategies and interventions for helping children with attention problems and hyperactivity. San Francisco, CA:

Jossey-Bass.

Reinecke, M.A, Dattilio, F.M. and Freeman, A. (2003). Cognitive therapy with children and adolescents: A

casebook for clinical practice, 2nd


Whitley, B.E., Jr., and Keith-Spiegel, P. (2002). Academic dishonesty: An educator’s guide. Mahwah, NJ: Erlbaum.

Witt, J.C., Daly, E.M. and Noell, G. (2000). Functional assessments: A step-by-step guide to solving academic and

behavioral problems. Longmont, CO: Sopris West.

TENTATIVE COURSE CALENDAR Class Schedule Lecture Topic Readings/Assignments Week 1:

Course Orientation/ Introduction

and Overview

Week 2:

ADHD: Interventions

Disruptive Behaviors: Tantrums, Out-of-Seat, Clowning

Chapter 1 Chapter 2

Week 3:

Dishonesty: Cheating & Stealing

Low Self-Efficacy and Motivational Issues

Chapter 3 Chapter 4

Week 4:

Task Completions and Homework Issues

Chapter 5

Week 5:

Shyness, Social Withdrawal and Social Anxiety

Chapter 6

Week 6:

Violence, Aggression and Bullying Chapter 7 Tape 1 Due

Week 7:

Non-compliance, Defiance and Oppositional Behavior

Conduct Problems and Antisocial Behavior

Chapter 8 Chapter 9

Week 8:

Prejudice Chapter 10

Week 9: Anxiety: Separation, Social and Test

Chapter 12 Tape 2 Due

Week 10: Stress Chapter 13


Week 11: Obsessive-Compulsive Disorder Chapter 14

Week 12: Improving and Maintaining Self-Esteem

Chapter 15 Tape 3 Due

Week 13: Depression Chapter 16

Week 14: Suicidal Ideation and Behavior Chapter 17

Week 15: Eating Disorders Chapter 19 Tape 4 Due

Week 16: Closure: Closing Comments/Reflection

Practicum Log Due




COOL 638: Counseling Internship (3 Hours)

Course Syllabus

Matrix Connecting Kentucky and University of the Cumberlands‘ Standards to COOL 638, Counseling Internship.


X X X X X X X X X X X














Code of Ethics

Matrix Connecting Kentucky School Counselor Standards to COOL 638, Counseling Internship.
















c. Consultation



Professor: Susan R. Rose, Ph.D. Office Hours: By appointment



Required Text:

Practicum-Internship Handbook: Download from


ASCA National Model for School Counselors, available at: http://www.schoolcounselor.org/












This class will help you to better understand basic educational concepts through the continued study and

application of school counseling. You will continue to build your knowledge of school counseling through the

application of the knowledge you have gained through the program, the reflection of that knowledge through

further study within the course, application and critical thinking. And, of course, you will demonstrate knowledge

of the specific course works as well as use of resources, including technology.

2. Strategic: Candidates use concepts to develop strategies to use in field experience. You will learn to apply the knowledge of school counseling to build a program for all students at all levels, K – 12,

by continuing your study of the theories and techniques of school counseling through readings, on-line discussions,

and other assessments and activities outlined in the syllabus as well as your practice of these theories and

techniques within the Practicum course.
















Prerequisites: COOL 530, Introduction to Counseling; COOL 531, Social and Cultural Foundations of School

Counseling; COOL 536 Psychological Assessments; COOL 537 Personality Assessments; COOL 538 Counseling

Individuals with Diverse Needs; COOL 539 Career Development; COOL 630, Introduction to Drug/Alcohol

Counseling; COOL 631 Legal and Ethical Issues in School Counseling; COOL 634, Group Counseling in Public

Schools; COOL 636 Counseling Aspects of Grief and Loss; EDOL 532, Evaluation Measurement and Assessment;

EDOL 630, Research Methods in Education; EDOL 631 Advanced Human Behavior Developments and Learning;

SPOL 530, Issues and Trends in Special Education.

Course Description: The internship is the culminating field experience of the Masters of Arts in Education School

Counseling program. The internship is designed to provide the advanced candidate with an on-site placement in a

public or private school setting that will create the necessary bridge between training and professionalism. Students

are expected to function per the expectations of other full-time employees and counseling staff at the internship site.

The internship is the final course in the prescribed program and must follow a successful practicum experience.

Purpose of the Course and Pedagogical Features: Council for Accreditation of Counseling and Related

Educational Programs (CACREP) Related Standards

General CACREP Standard H: The program requires candidates to complete a supervised internship of 600 clock

hours that is begun after successful completion of the practicum (as defined in Standard III.G). The internship

provides an opportunity for the candidate to perform, under supervision, a variety of counseling activities that a

professional counselor is expected to perform. The student‘s internship includes all of the following:

1. 240 hours of direct service with clients appropriate to the program of study;

2. weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision,

throughout the internship, (usually performed by the on-site supervisor;

3. an average of one and one half (1 1/2) hours per week of group supervision provided on a regular schedule

throughout the internship, usually performed by a program faculty member;

4. the opportunity for the student to become familiar with a variety of professional activities in addition to

direct service (e.g., record keeping, supervision, information and referral, inservice and staff meetings);

5. the opportunity for the student to develop program-appropriate audio and/or videotapes of the student‘s

interactions with clients for use in supervision;

6. the opportunity for the student to gain supervised experience in the use of a variety of professional

resources such as assessment instruments, technologies, print and nonprint media, professional literature,

and research; and

7. a formal evaluation of the student‘s performance during the internship by a program faculty member in

consultation with the site supervisor.

School Counseling Standard D:

For the School Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a school counseling

setting, under the supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement

includes a minimum of 240 direct service clock hours. The program must clearly define and measure the outcomes

expected of interns, using appropriate professional resources that address Standards A, B, and C (School Counseling

Programs).

]




Enhance abilities to conceptualize student counselees from a chosen

theoretical perspective.

KTS 1, 11, 12; KSCS 1, 2, 3,4, 5, 6,

7, 8, 9, 10, 11, 12

Apply theoretical knowledge of child and adolescent development and

improve skills and strategies in working with students throughout the course

of the internship experience.

KTS 1, 10, 11, 12; KSCS 1, 2, 3,4,

5, 6, 7, 8, 9, 10, 11, 12


Demonstrate and expand understanding and skills/strategies for planning,

designing, implementing and evaluating school counselor programs aimed at

improved academic career and personal/social outcomes for all students.

KTS 1, 2, 5, 7, 9, 11, 12; KSCS 1, 2,

3,4, 5, 6, 7, 8, 9, 10, 11, 12

Develop a comprehensive view of the internship setting and gain skills and

knowledge specific to a school setting.

KTS 1, 3, 11, 12; KSCS 1, 2, 3,4, 5,

6, 7, 8, 9, 10, 11, 12

Apply theoretical knowledge about consultation and coordination to actual

practice to interact effectively with co-workers and other professionals in the

school community.

KTS 1, 8, 11, 12; KSCS 1, 2, 3,4, 5,

6, 7, 8, 9, 10, 11, 12

Practice following the ethical standards and guidelines of ASCA as well as

the school district in which they are interning.

KTS 1, 11, 12; KSCS 1, 2, 3,4, 5, 6,

7, 8, 9, 10, 11, 12

Demonstrate receptiveness to feedback from site and university supervisors

and enhance candidate abilities to provide peer supervision.

KTS 1, 2, 8, 10, 11, 12; KSCS 1, 2,

3,4, 5, 6, 7, 8, 9, 10, 11, 12

Apply methods of program and action planning, implementation and

evaluation of a school counseling program integrated into the total school

curriculum through the use of data and emerging technology.

KTS 1, 6, 11, 12; KSCS 1, 2, 3,4, 5,

6, 7, 8, 9, 10, 11, 12

Advance candidate understanding of and ability to successfully integrate

cultural differences of counselees into the counseling relationship.

KTS 1, 11, 12; KSCS 1, 2, 3,4, 5, 6,

7, 8, 9, 10, 11, 12


Diversity Assessment/Technology Reading/Literacy Closing the

Achievement Gap

Aspects of diversity are

addressed by the interning

school counselor. The

candidate must acquaint

themselves with the different

diverse groups of students and

faculty present in the school

environment. Moreover, the

internship candidate must

show respect and appreciation

for the diverse population of

individuals on the campus.

Portfolio; exams



course; and the signature

task.

Students in this course

use Infinite Campus and

other software programs

to help tack and schedule

students under the direct

supervision of the school

counselor.

Literacy in terms of

school counseling is

extremely important.

Individuals completing

their year long internship

are daily exposed to a

variety of terms regarding

school counseling as well

as the administration of a

public or private school.

Many studies (i.e. Durlak

and Weissberg) show

that social and emotional

learning programs



performance. Hence,


to implement these

program closes the

achievement gap.


It is your responsibility to ask for assistance whenever you are in doubt or have a question about policies or

procedures. Your Site Supervisor and University Instructor are available to help you. If in doubt, ASK! Revisit the

ASCA Ethical Standards and abide by them. If you perceive a violation of any of the ethical standards you should

consult with your Site Supervisor and/or University Instructor immediately. You will become a professional school

counselor by conducting yourself in a professional and ethical manner. You are not required to purchase

professional liability insurance as your teaching contract covers you within the district, but some elect to do so for

peace of mind. (The American Counseling Association (ACA) has a professional liability insurance program

through Health Care Providers Service Organization (HPSO) which is very affordable ($20 per year). To obtain this

insurance, log onto http://hpso.com. You are not limited to carrier. The information is given as an option.)

http://hpso.com/


Internship Program Development

The scope of the internship is broad. Areas of potential involvement include direct service contact and other

counselor functions. School counseling internships will consist of 600 contact hours. A minimum of 240 of the 600

contact hours must be direct service contact.

Interns will work with the site supervisor to design an internship experience, which includes schedules and areas of

involvement. It is important to schedule sufficient direct service hours. The university supervisor serves as a

consultant to both parties and is the final authority on the appropriateness of the agreement. A wide range of

valuable experiences can be planned for the intern. Planning will direct the intern toward experiences that will

develop ability and stature as a professional, consistent with the established program repetitions, routines, and

clerical chores.

The Intern will sign an agreement along w2ith with the site supervisor and university supervisor. This form is to be

completed and submitted at the beginning of each semester. A copy of the form should be given to the site

supervisor, university supervisor, and retained by the intern.

Internship Log

Interns will be responsible to keep daily logs recording the activities they engage in and the amount of time spent in

each. The log of time spent in activities will be used to make a final summary of internship activities, which will

become a part of the intern‘s permanent record.

The Internship consists of a minimum of 600 hours on site during the semester involving counseling and guidance

related activities. You are expected to conduct as many counseling sessions as possible and as appropriate for the

site. Direct Service (Individual counseling, small group counseling, classroom guidance, and consultation with

parents/teachers) must account for at least 240 of the hours. Non-direct hours in guidance related activities will be

determined by the Site-Supervisor and University Instructor. For completion of your practicum, you will complete a

signed time-sheet documenting your hours as well as a written summary of what you learned and how the practicum

experience benefitted you.

a. Recommended Weekly Schedule for the 240 Direct Contact Hours:

i. Individual Counseling: Brief counseling model. Usually 1-3 sessions that are goal

focused and involve the problem solving model. Referral, if needed is then made in

conjunction with site supervisor (60 hours)

ii. Small Group Counseling: Approximately 2 groups per week x 30 weeks (60 hours)

iii. Classroom Guidance : Approximately 2 lessons per week x 30 weeks (60 hours)

iv. Consultation: Approximately 2 per week x 30 weeks & includes parent or teacher

education workshop (60 hours)

Of course, this is just a guideline. Your schedule will vary.

Field Experience Requirements: This course requires 100 clinical experience hours. For completion of your field

observations, you will complete a signed timesheet documenting your hours as well as a brief written summary of

what you learned and how it benefitted you.









Course Guidelines:






assignment.








occur because students wait until the last minute to complete assignments or check the Elluminate system.

Plan of Evaluation:

The evaluation process will include:

Evaluation of the stated goals and the objectives in the agreement and forms signed by the site and

university supervisors, which hold all parties responsible for the guidelines given in the Internship

Handbook.

Evaluation of the Hourly Logs

Evaluation of the Portfolio

Evaluation of the intern by the site supervisor

Evaluation of the site and university supervisors by the intern.

The University Supervisor is responsible for assessing the evaluations and assigning the final grade. The Intern will

have a midterm meeting with both supervisors to clarify whether or not adequate progress is being made. These

evaluation forms will be used for the final evaluation. The Internship Agreement and Evaluations will become part

of the student‘s permanent file in the department. They will serve as proof of the number of supervised hours

completed by the student and offer qualitative data on the student‘s performance.

Grading is based on input from the Site Supervisor, growth in counseling skills, participation in the internship group,

and performance on the tasks listed in the Internship Handbook.

























Baer, L. (2000). Getting control: Overcoming your obsessions and compulsions, rev. ed. New York, NY:

Plume/Penguin Books.

Barrett, P. and Ollendick, T. (Eds.) (2004). Handbook of interventions that work with children and adolescents:

prevention and treatment. Chichester, West Sussex, UK: Wiley.

Bourne, E.J. (2000). The anxiety and phobia workbook, 3rd

ed. Oakland, CA: New Harbinger Publications, Inc.

Brock, S.E., Lazarus, P.J. and Jimerson, S.R. (Eds.) (2002). Best practices in school crisis and intervention.

Bethesda, MD: National Association of School Psychologist.

Cizek, G.J. (2003). Detecting and preventing classroom cheating. Thousand Oaks, CA: Corwin Press.

Dacey, J.S., Fiore, L.B. (2000). Your anxious child: How parents and teachers can relieve anxiety in children. San

Francisco, CA: Jossey-Bass, Inc.

Dendy, C. (2000). Teaching teens with ADD and ADHD: A quick reference guide for teachers and parents.

Bethesda, MD: Woodbine House.

Epstein, J.L., Coates, L. and Salinas, K.C., Sanders, M.G., and Simon, B.S. (1997). School, family, and community

partnerships: Your handbook for action. Thousand Oaks, CA: Corwin.

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Class Schedule Topic/Content Outline

Week 1:

Group Supervision: Course Overview and discuss strategies for

successful completion of all internship requirements. Review policies

and procedures for Internship. Review ethical, legal, and professional

issues including confidentiality, child abuse, and assessment of harm

to self and others. Discuss Internship Handbook.

Week 2:

Group Supervision: Guidelines for the development, implementation

and evaluation of plans for internship.

Week 3:

Group Supervision: Sharing and discussion of Learning Objectives

Contract, strategies for implementation of plans, plans for assessing

student outcomes, potential and existing concerns/issues and on-site

resources. Week 4:

Week 5:

Group Supervision: Discuss progress/issues related to the four

services areas: Individual and Small Group Counseling, Classroom

Guidance and Consultation. Share successful site experiences and

plan strategies to address current site issues/concerns. On-line

networking (resource sharing, consultation regarding site needs/cases,

etc.

Week 6:

Week 7:

Week 8:

Week 9:

Week 10:

Week 11:

Week 12:

Week 13:

Week 14: Group Supervision: Sharing of highlights from internship experiences,

site evaluations, and portfolio reviews/evaluations Week 15:

Week 16: Group Supervision: Closure/ Closing Comments/Reflection

Internship Log & Portfolio Due


UNIVERSITY OF THE CUMBERLANDS

FACULTY EVALUATION

Faculty Member ___Susan R. Rose_______ Evaluation Made by:

(√) Faculty Member

Rank ___Associate Professor____________ ( ) Department Chair

( ) Vice President for Academic

Department __Education_______________ Affairs

Evaluator ____________________________

(if not same as Faculty Member)

Please rank each area 1-5 according to the following scale: 1 = In Need of Significant

Improvement, 2 = Weak, 3 = Adequate, 4 = Strong, 5 = Superior

_4__ Teaching – primarily classroom performance, based upon student course

evaluations, other student feedback, peer or supervisory feedback, and/or

professional judgment.(weight factor: 3)

_4__ Academic Advising – includes providing reliable information in planning

students‘ schedules and in keeping with graduation requirements (weight factor 2)

_5__ Service to and Involvement in the Life of the University – includes committee

service, student activities/club involvement, attendance at other on or off campus

activities, other co-curricular activities (eg INSIGHTS, Admissions calling, other

recruitment activities), etc. (weight factor: 2)

_5__ Scholarship and Professional Activities – includes publications, presentations,

attendance at conferences, professional memberships, etc. (weight factor: 2)

_4__ Service to the Community – includes both civic and church involvement

(weight factor: 1)

TOTAL EVALUATION POINTS: _44_

(the sum of each score multiplied by its weight factor)

Projections/Plans/Changes for the Following Academic Year:

__Susan R. Rose________________ ____03/28/2011__________

(Signature of Evaluator (Date)


Please comment on and/or summarize performance as is appropriate for each area. Attach additional

sheets, if necessary. (Supervisors need complete this section only if the supervisor‘s assessment differs

significantly from that of the faculty member or if otherwise desired.)

Teaching (including narrative evaluation of student course evaluation data) Course evaluations reflect superior (5) rating, but this is only my second year as a full-time professor so I hesitate to

rate superior. Everybody has room for learning and growth. Hence, I self-rated as strong (4). The single negative

of ―Give detailed criteria for assignments … Better directions for students‖ will further be addressed in not only

providing criteria for assignments and directions for students within the syllabus as well as on I-Learn and my web-site, www.counselingtoday.com, but also in reminding students in writing on the syllabus as well as the introductory

e-mail in each course that I am available for individual questions and support through phone (both home/office and

cell), e-mail and face-to-face meetings upon request.

Academic Advising Academic advising is strong due to communication with each candidate upon admission as well as during the initial

counseling course, COOL-530, Introduction to School Counseling. As I teach this initial course, I am able to assist

the students in planning their program through to completion as a group. This not only provides strong advising, but

also a model of group and career counseling. I hesitate to mark this as superior as the Graduate Advising Center

provides support to use as advisors and thus deserves part of the credit.

Service to and Involvement in the Life of the University This year, I have been involved in service to the University through:

Participation on the committee to write the Teacher Leader Program

Participation on the committee to write the Principal Redesign Program

Leading the committee to write an Ed.S. in School Counseling

Presenting Behavior Management, a three hour workshop, to Undergraduate Candidates in Student

Teaching semester at UC. January 13, 2011.

Participation in the QEP cadre

I also help with recruitment by visiting schools and speaking at conferences and seminars – always representing

UC‘s Department of Education as well as the School Counseling program.

Scholarship and Involvement in Professional Activities This year, my scholarship is reflected in :

Presentations:

Rose, Susan R. (2011). School Counselor Perceptions and Competencies for Closing the Achievement Gap:

Implications for Counselor and Higher Education Programs for All Educators. Overview of paper published in

ACA Vistas Online, March 24, 2011.

Rose, Susan R. (2011). Life’s Levels of Grief: A Follow-Up. A break-out session presented for K – 12 counselors.

Kentucky School Counselors Association Conference. March 3, 2011. Rose, Susan R. (2011). Life’s Levels of Grief. A six hour pre-conference workshop presented for K-12 counselors.

Kentucky School Counselors Association Conference. March 2, 2011. Rose, Susan R. (2011). Behavior Management. A three hour workshop presented for Undergraduate Candidates in

Student Teaching semester at University of the Cumberlands. January 13, 2011. Publications:

Rose, Susan R. (2011). School Counselor Perceptions and Competencies for Closing the Achievement Gap: Implications for Counselor and Higher Education Programs for All Educators. ACA Vistas Online, 2011.

Retrieved from http://counselingoutfitters.com/vistas/VISTAS_Home.htm. Organizations/Conference activities:

Elected Post-Secondary Vice President of Kentucky School Counselors Association, March 2011- two year term.

Attended American Counselor Association (ACA) Conference. New Orleans, Louisiana. March 2011.

Service to the Community I serve the community by providing seminars and professional development as well as publishing books,

especially on Character Education and Grief and Loss.

http://www.counselingtoday.com/

https://ucmail.ucumberlands.edu/owa/redir.aspx?C=8f8ec1c8c5e940d4819e0ddb8900a9c6&URL=http%3a%2f%2fcounselingoutfitters.com%2fvistas%2fVISTAS_Home.htm


University of the Cumberlands Education Department Professional Growth Plan for 2011-12

Name __Susan R. Rose_________________

These sections are to be completed following the annual Faculty Evaluation Review with the Dept.

Chair.

Objective(s) based on need(s)

identified in the Faculty

Evaluation.

Action(s)/Target Dates. What will be the Evidences of

Completion?

Continue to seek

opportunities for service at

UC

Continue to seek opportunities for Service

within the communities of

the Counseling Candidates

Continue to improve teaching abilities

Provide detailed criteria for

assignments in several

locations to ensure that

candidates are aware

Ongoing

Ongoing

April 2012

April 2012

Participation in committees

and organizations at UC

Participation in organizations within the

communities of the

Counseling Candidates

Student work; Student evaluations

Student work; Student

evaluations

____ Susan R. Rose____________ _________________________________

Instructor‘s Signature/Date Department Chair‘s Signature/Date

This section is to be completed by April 1, 2012 and submitted to the Department Chair at that

time.

Instructor‘s presentation of the data indicating the degree to which each objective has been met:

List of committees and organizations showing service at UC.

List of committees and organizations showing service within the community.

Next set of evaluations should show strong teaching skills.

Next set of evaluations should show that detailed criteria for assignments were given in several

locations so that candidates work is turned in on time with guidelines followed.

Department Chair‘s comments:

___ Susan R. Rose___________ __________________________________

Instructor‘s Signature/Date Department Chair‘s Signature/Date


American Counselors Association (ACA) Conference – New Orleans, Louisiana

March 24 – 27, 2011

VISTA

Author‘s

Banquet

Breakout

Session

UNIVERSITY of the CUMBERLANDS - Counseling Today · Candidates in Student Teaching semester at...

Documents

Transcript of UNIVERSITY of the CUMBERLANDS - Counseling Today · Candidates in Student Teaching semester at...