Psychology 5153:
Principles and Adm of Guidance Services
INSTRUCTOR:
Dr. Barbara Hutchison Office:
Haskell Hall 106 Telephone: 918-456-5511 ext. 3012
Office hours: Haskell Hall - M -W- F 12:00 - 1:00; Tuesday 4-5; Thurs. 6-8,
and 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 -- Thursday
8:20 - 11:00
*Standards HH 309
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.
CONCEPTUAL FRAMEWORK:
The conceptual framework for the Psyc 5153 is based on the assumption
that the counseling program is an integral part of the entire school community
which facilitates learning opportunities and academic success.
The conceptual framework is implemented by a curriculum based on the following
sub-themes:
A. Academic development standards guide programs to maximize student learning
by providing a guidance program which encourages the acquisition of attitudes,
knowledge and skills which contribute to effective learning.
B. Career development standards provide guidelines which encourage students
to acquire skills, attitudes and knowledge which make a successful transition
to the world of work more likely.
C. Personal/social development standards establish guidelinesfor personal/social
growth.
*This course addresses CACREP standards A, B, C; NASP 2.2, 2.6, 2.10;
MAJOR GOALS:
This course will articulate classroom discussions and activities.
After completion of this course, the student will be able to:
1. Develop an understanding of the role, function and professional identity
of the school counselor
B Understand and apply the process of team building and collaboration to design
a comprehensive developmental school counseling program.
3. Identify requirements for NSU Guidelines for Guidance and Counseling Portfolio
4. Identify Oklahoma Standard requirements for comprehensive guidance plans.
EXPECTED COURSE OUTCOMES:
Students will be able to:
1. Acquire a knowledge of the history, philosophy and current trends in school counseling and how these factors have influenced the role and function of the school counselor within the school system.
2. Articulate the counselor role as including:
a. Referral and advocacy for all students
b. the use of both the counselor leadership role and program activities to
improve school climate and school learning environment;
c. The use of school and community collaboration to promote program goals
and comprehensive services to all students.
3. Use effective leadership and collaborative skills to plan and develop
a comprehensive developmental guidance program for a specific school:
a. An administered needs assessment as well as collaboration with school staff
and community members will be utilized in program development.
b. The guidance plan will include identification of student achievement competencies,
suggestions for implementation, monitoring and evaluation of the program and
a counseling calendar.
c. The plan defines the guidance program as an integral part of the school=s
total educational program.
4. Identify collaboration, coordination and team building strategies that can be used to promote program objectives as well as achievement for all students.
MULTI-CULTURAL DIVERSITY AND GLOBAL AWARENESS COMPONENT:
One of the goals of education is to provide an equal opportunity for all
children to learn. Multi-cultural education is an approach to teaching and
learning that is based upon democratic values and beliefs, and seeks to foster
cultural pluralism within culturally diverse societies and an interdependent
world (Bennet, 1995, p 13). One of the goals of this course is to provide
the teacher education candidate with those skills and strategies that are
necessary to teach the culturally diverse child in the classroom.
The Students Will Be Required To:
1. Discuss the role of diversity and quality in the counseling process
2. Articulate why Multi-cultural Education and Global Awareness is for all
students.
3. Create a plan for responsiveness to cultural diversity.
4. Articulate why Multi-cultural Education is just as important for students
who are members of a dominant group in our society as for those who are members
of powerless groups.
INSTRUCTIONAL MATERIALS:
(Required Textbook)
Gysbers, N.C. and Henderson, P. Developing and Managing your School Guidance Program, American Counseling Association, 1994.
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. Guest speakers will also be used for the purpose of enriching the students total experience.
Principles and Administration of Guidance Services
Session One: Course requirements; Introductions; to the course; Chapter 1: ; Assignment: Read Chapter 1 in Gysbers & Henderson; Bring to class a copy of the guidance program plan currently in use in a school of your choice.
Session Two: Discussion of Chapter 1: History and basic components of comprehensive guidance. The School Counselors= Guide: Developing a Comprehensive Guidance Program with Oklahoma Standards; Assignment: Read Chapter 2, Gysbers & Henderson; Read Section 1, Radd.
Session Three: Discussion of assigned material; preparing an interview
Assignment: Read Chapter 3, Gysbers & Henderson; Rad,
Section 2
Session Four: Discussion of assigned material. Assignment: Read Chapter 4, Gysbers & Henderson;
Session Five: Discussion of assigned material; Assignment: Read Rad, Section 3; Prepare Counselor Interview questions for approval;
Session Six: Discussion of assigned material; Counselor Interview questions;
Assignment: Rad, Section 4; Gysbers & Henderson, Chapter
5;
Session Seven: Discussion of assigned material. Counselor Interviews due. Assignment: Mid-term exam
Session Eight: Mid-Term; Assignment: Gysbers & Henderson, Chapter 6;
Session Nine: Discussion of assigned material; Assignment: Gysbers & Henderson, Chapter 7;
Session Ten: Discussion of assigned material; Assignment: Gysbers & Henderson, Chapter 8;
Session Eleven: Discussion of assigned material; Assignment: Gysbers & Henderson, Chapter 9 & 10;
Session Twelve: Discussion of assigned material;
Session Thirteen: Guidance Plans due.
Session Fourteen: Presentations of Guidance Plans
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:
2. Program Framework
3. Identification of Needs
4. Development of Guidance Content Areas, Competencies and Activities
5. A Calendar of Activities
6. 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.
One article review: This assignment serves as the end product of an introduction to library research. An article is chosen after a topic is researched at the library. Students will give an oral summary of the article during the next class period.
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. After the assignment due date, work
will be accepted up to one week late with a corresponding grade reduction
of one letter grade. 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
Article Review -- 5% -- 70 - 79 = C
Comprehensive Guidance Plan -- 25% -- 60 - 69 = D
Mid-Term -- 25% -- Below 60 = F
Final Exam -- 10%
6. The final examination will be administered at 8:10 on Thursday,
December 13, 2001.
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 9, 2001. 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 106. Office hours enumerated above are also posted adjacent to the door.
PORTFOLIO ASSIGNMENT:
Types of Information and Artifacts to include in 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 Plan
Developmental Guidance Model Plan
Philosophical Motivation
STUDENT EVALUATION OF THE COURSE AND INSTRUCTOR:
At the conclusion of the semester, the students will have an opportunity to evaluate their instructor and the course PSYC 5153- Principles and Administration of Guidance Services. This will be done anonymously and will be used as a means to improve instruction, course content and the NSU Counseling program. The suggestions, comments and/or criticisms from students will be taken seriously and hopefully will contribute to the improvement of the course and NSU=s counseling program.
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.
INCLEMENT WEATHER / DISASTER POLICY:
The following are basic premises for the inclement weather policy at Northeastern State University:
1. Classes are expected to be held if at all possible.
2. It is the student's responsibility to receive the information when weather
is questionable.
3. Neither students nor faculty are expected to risk life or limb.
4. Faculty members are obligated to hold classes if the University is not
closed, unless the faculty member is unable to get to campus.
Policy: During times of inclement weather, decisions
concerning day classes will be made by 6:00 a.m. in order for the media to
be notified and for students to receive the announcement before they leave
home. Decisions concerning night classes will be made by 3:00 p.m.
The following media will be notified regarding closing of the campus:
Radio Stations -- Television Stations
KRMG 740 AM Tulsa -- KJRH Channel 2 Tulsa
KAYI 107 FM Tulsa -- KOTV Channel 6 Tulsa
KTLQ 1350 AM Tahlequah -- KTUL Channel 8 Tulsa
KEOK 102 FM Tahlequah -- KFSM Channel 5 Fort Smith
KBIX 1490 AM Muskogee -- Cable Channel 96 Tahlequah
KMMY 97 FM Muskogee
KVOO 1170 AM Tulsa
The automated attendant message on 918-456-5511 will be modified to include information concerning campus operations during inclement weather.
