Psychology 5153:
Principles and Adm of Guidance Services
INSTRUCTOR:
Dr. Barbara Hutchison Office:
Haskell Hall 101 Telephone: 918-456-5511 ext. 3018
Office hours: Haskell Hall - M-T-TH: 11:30-12:30; Th: 6-8 p.m.; F 10-11; W:
BA 5:20-7:20; & by appt.
FAX: 918-458-2397
E-Mail: hutchisb@nsuok.edu
COURSE TITLE AND NUMBER -- CLASS DAY & TIME
Psyc 5153 - Principles and Adm of Guidance Services -- Wednesday
7:20 - 10:00 C220
PREREQUISITES:
Graduate standing.
CATALOG DESCRIPTION OF COURSE:
Principles and practices basic to guidance on both elementary
and secondary levels; functions of observing, interviewing, and evaluating
for understanding the pupil in counseling.
KNOWLEDGE BASE:
Psyc 5153 - Principles and Administration of Guidance Services - is based
on ASCA’s National Standards for School Counseling Programs and the
role of school counseling conceptualized by Norman Gysbers and Patricia Henderson,
and Tommye Rad.
EXPECTED COURSE OUTCOMES:
The student will be expected to achieve the following objectives:
1. Develop an understanding of the role, function and professional identity
of the school counselor
2. Identify Oklahoma Standard requirements for comprehensive guidance plans.
3. Understand and apply the process of team building and collaboration to
design a comprehensive developmental school counseling program.
4. Identify collaboration, coordination and team building strategies used
to promote program objectives and achievement for all students.
INSTRUCTIONAL MATERIALS:
(Required Textbook)
Gysbers, N.C. and Henderson, P. Developing and Managing your School Guidance Program, American Counseling Association, 2000.
Radd, T.R. Getting from Here to There: Education for the New Millennium, Grow with Guidance, 2000.
INSTRUCTIONAL PROCEDURES:
The expected course outcomes will be realized through a variety of instructional strategies to complement students’ field-based experiences. Those strategies include, but are not limited to, the following: expository-discussion, demonstration, inquiry, and group activities.
TENTATIVE COURSE OUTLINE:
Week Topic Text; Assignments
1 Course requirements; Introduction; History G & H: Ch1; School Counselor’s
Guide; Bring guidance plan
2 Developing a comprehensive guidance program G & H: Ch 2; School Counselor’s
Guide;
3 Organizational Framework G & H: Ch 3; Rad, Section 1
4 Program Assessment G & H: Ch 4; Rad, Section 2
5 Designing the Program G & H: Ch 5; Rad, Section 3
6 Planning a Transition G & H: Ch 6
7 Making the Transition G & H: Ch 7
8 Managing the Program G & H: Ch 8
9 Ensuring Counselor Competency G & H: Ch 9
10 Evaluating Guidance Programs G & H: Ch 10
11 Redesigning a Guidance Program G & H: Ch 11
STUDENT PERFORMANCE ACTIVITIES:
(Attendance/Punctuality)
Consistent and punctual class attendance is both expected and required; absences will be evaluated on a case-by-case basis. Death or grave illness in the family, childbirth, impassable roads are of course, beyond our control. Decisions to celebrate anniversaries, for example, or attend concerts, go on hunting safaris, or participate in a variety of extra-curricular affairs are not. Students will be expected to make up any work missed as a result of absence, whether or not the absence was justified.
WRITTEN ASSIGNMENTS:
Comprehensive guidance Plan: Students working
individually and as a group will collaborate with a selected school site to
develop a comprehensive school guidance plan for that school district. The
development of this plan requires students (using the Oklahoma State Department
of Education’s The School Counselors’ Guide as a reference) to
meet Accreditation Standards in the process of reviewing current school guidance
program with an advisory committee, collecting data and identifying needs,
and designing a guidance plan written that promotes academic, career and personal/social
development of all students. The plan will include:
5. Program Framework
6. Identification of Needs
7. Development of Guidance Content Areas, Competencies and Activities
8. A Calendar of Activities
9. Evaluation
Two Reaction Papers: These papers will be the student’s individual reaction or response to the counselor and school administrator interviews. The papers should include an analysis of the interviewee’s perception of the guidance program; program strengths as well as weaknesses; Administrative support of program; Students may also assess program barriers.
TIMETABLE FOR COMPLETING ASSIGNMENTS, ACHIEVING LEARNING OUTCOMES:
Assignments are due at the beginning of the class period on the due date
indicated when the assignment is given. Reading assignments are considered
preparation for the lecture period. The student is responsible for all material
assigned even if not discussed in class.
EVALUATION OF STUDENT ACHIEVEMENT AND LEARNING OUTCOMES:
The course grade will be based upon formal written examinations, written
assignments, attendance and participation:
Activity -- % of Grade -- Grading Scale
Attendance/ participation -- 15% -- 90 - 100 = A
2 reaction papers -- 20% -- 80 - 89 = B
Comprehensive Guidance Plan -- 25% -- 70 - 79 = C
Mid-Term -- 30% -- 60 - 69 = D
Final Exam -- 10% -- Below 60 = F
6. The final examination will be administered at 7:20 on Wednesday, December 11, 2002.
7. Students are advised that the last date during the semester when they may drop a course with an automatic "W" will be Friday, November 8, 2002. If you decide to drop after this date, you will receive the grade you have earned up to the drop date. The grade of "W" will only be assigned if your grade is a "D" or higher; and an "F" will be assigned if you stop attending and have not turned in assignments or have not taken scheduled tests prior to the drop date.
8. Students wishing to visit with the instructor about their standing in the class may visit her in her office which is located in the Haskell Hall, Room 101. Office hours enumerated above are also posted adjacent to the door.
PORTFOLIO ASSIGNMENT:
Artifacts to be included in the Professional Folio as required in the Northeastern State University Guidelines for Guidance and Counseling Portfolio for the M.ED. School Counseling:
Needs Assessment Developmental Guidance Model Plan
Developmental Guidance Plan Philosophical Motivation
STUDENTS WITH DISABILITIES:
If any member of the class feels that he/she has a disability and needs special accommodations, please advise the instructor of such disability at the first class attended.
