Sharf, R. S. (1997). Applying career development theory to counseling. Pacific Grove, CA: Jossey-Bass.
Zunker, V. G., & Norris, D. S. (1998). Using assessment results for career development. Pacific Grove, CA: Brooks/Cole.
Note: Other suggested readings can be found on the instructor's homepage.
REQUIRED TESTS:
Students will be provided with a packet of tests to complete during the semester - see agenda for due dates. Unless otherwise instructed, please do not write on the tests. The tests must be returned at the end of the semester. Please see the instructor for assistance if you experience difficulty in completing any test. The packet also contains case studies that should be reviewed during the semester - see agenda for due dates. Each packet should contain the following tests:
The Self-Directed Search Career Maturity Inventory Career Web
Career Exploration Inventory McDaniels Career Transitions Considerations
Adult Career Concerns Inventory Individual Career Exploration
Students should also complete the following on-line tests:
Career Key - available at www.ncsu.edu/careerkey/
Keirsey Temperament Sorter -available at http://keirsey.com
SUGGESTED WORLD WIDE WEB SITES:
National Career Development Association - http://www.ncda.org
National Employment Counselors Association -http://www.geocities.com/Athens/Acropolis/6491/neca.html
National Center on Research in Vocational Education - http://ncrve.berkeley.edu/default.html
COURSE DESCRIPTION:
A counseling-oriented course designed to enable the counselor to understand the psychosocial dynamics of career development choices through the life span. Students will learn the major theories of career decision-making processes and the relationship between career development and lifestyle choices. Students will demonstrate career counseling techniques with individuals and groups through experiential assessment. Credit, 3 semester hours.
COURSE GOALS:
This course incorporates the competencies endorsed by NCDA and NBCC as well as the competencies mandated by NCATE and NCDPI. The specific competencies that correlate with the UNCP school counseling program competencies can be found on the homepage. Upon successful completion of the course, students should have knowledge and skills in the following content areas:
1. Historical foundations and contemporary trends in career development
2. Ethical practice of career counseling
3. Major assessment methods in career counseling
4. Major theoretical approaches and techniques in career development and counseling
5. Major print and computer career counseling resources
TOPIC OUTLINE:
Note: Subject to change, with notice, as instructor deems warranted to enhance course content
August 29 Orientation to career counseling
Reading: Sharf ch. 11
Test: Career Values Card Sort to be completed in class
September 5 Career counseling as a profession
Reading: Sharf ch. 1; handout package
Tests: Career Path Inventory
September 12 Personality approaches to career development & counseling - Parsons
Readings: Sharf ch.2; Zunker ch. 1,2,4-8
Tests: Bring uncompleted CEI & completed Career Web
Journal: Journal of Career Development (1994) Vol. 20 (4)
September 19 Personality approaches to career development & counseling - Holland
Reading: Sharf ch.4
Test: Bring completed SDS; Career Key, & Keirsey Temperament Sorter
Case Study: Sal
September 26 Family systems approaches to career development & counseling - Roe
October 3 Class review of career counseling demonstrations
Bring full size/equivalent videotape of CEI interpretation session
October 10 MIDTERM
October 17 Cognitive approaches to career development & counseling - Tiedeman
Readings: Sharf ch.14; Zunker ch. 12
Test: Career Assessment Card Sorts to be completed in class
Journal: Career Development Quarterly (1996) Vol 44(4)
Case Study: Ebo
October 24 Social Learning approaches to career development - Krumboltz
Reading: Sharf chs.13 & 15
Case Study: Jessie
October 31 Computers in Career Development
Reading: Zunker ch.13
Test: Career Explorer assessment will be completed in class)
November 7 Developmental (C-DAC) approach to career development - Super
Readings: Sharf ch.6; Zunker ch.10
Tests: Bring completed ACCI & SDS to class; Career Rainbow will be completed in class
Journal: Career Development Quarterly (1994) Vol. 43(1)
November 14 Child and Adolescent Career Development
Readings: Sharf chs.7, 8; Zunker ch. 9
Test: Career Maturity Inventory
Journal: Career Development Quarterly (1997) Vol 45(4)
November 21 Adult Career Development
Reading: Sharf chs.9, 10
Tests: Bring completed MCTC
November 28 Convergence in Career Development
Readings: Sharf ch.16; McDaniels C=W+L (handout)
C-DAC REPORT DUE
December 5 TOPIC INSTRUCTION (ALL PAPERS DUE)
December 12 TOPIC INSTRUCTION
December 19 FINAL (CASE STUDY DUE)
COURSE REQUIREMENTS:
Participation (10% of grade)
The participation grade will be influenced by student AMPs (attitude, motivation, and participation). It is necessary that students attend class sessions and participate in class discussions and small group activities. Several assessment instruments, role-plays, and case studies will be completed and processed in class. If a student has to miss class, he/she will be obligated to write a short paper on the assigned topic for that class (due September 12). If a student misses on an assignment due date, the project is to be mailed to the instructor with an appropriate postmark in order to receive full credit. Late assignments WILL be penalized. Missed exams MAY be rescheduled although the content items and date for the exam will be at the instructor's discretion. Presentations cannot ordinarily be made-up. If a student misses more than 9 hours (20%) of class, he/she should consider withdrawing from the course or risk receiving a failing grade.
Journal Article Reviews (P/F)
Several special edition journals have been dedicated to specific theoretical approaches to career development (see topic agenda). Each student will review a minimum of three articles and be prepared to share the information in class. The three article reviews may be from one journal or from several journals. Students may substitute other articles or journals on the identified topics. Prepare a 1-2 page report that contains the following information:
1. Journal citation (APA 4th ed. format)
2. Main idea represented in the article
3. Three supporting ideas that undergirds the main idea
4. Summary of data analysis
5. Summary and critique of the article
Career Counseling Session Demonstration (P/F)
Each student will demonstrate via videotape (student supplies the tape) skills in interpreting a career assessment instrument (Career Exploration Inventory) with an individual not associated with the counseling program. The tape should clearly documents skills in the area of exploring/clarifying the individual's interest, exploring/clarifying information about the world-of-work, and effective career planning.
C-DAC Evaluation (10%)
Each student will complete a battery of assessment instruments that are endorsed by Super's C-DAC model (i.e., Rainbow, ACCI, SDS, Value Card Sort) as well as a variety of other assessment tools (e.g., Career Web, ICE, MCTC). Each student will complete an analysis of the findings in an approximately 8 page report that:
1. Briefly describes your career development and goals
2. Describes the individual results of each assessment instrument: (minimum) Rainbow, SDS, ACCI, VCS
3. Provides a summary of the composite results
4. Describes how your test results support/not support your career goals
5. Provides a career development plan
Note: The grade for this requirement will based on the student's ability to accurately and thoroughly interpret test results and report conclusions. The grade will not be influenced by the student's test results or compatibility of test results and specified career goals.
Topic Research and Instruction (25%)
This requirement will provide students with an opportunity to explore an area of career development not emphasized in class. Each student will select a topic from the list below or propose one to the instructor (which must be approved before beginning work). Each topic can be chosen only once (a lottery system will be employed). Each student should provide approximately 30 minutes of instruction that includes lecture, visuals, handouts, interactive techniques, and any other strategy (e.g., inventories, readings) deemed necessary for successful completion of the requirement. In addition, each student will submit an approximately 15-page paper on the topic. The report should follow all APA 4th guidelines for format and style and should contain an appropriate number of references.
Pre-approved Topics:
1. Work Adjustment Theory (Personality) 6. Career development of women
2. Myers-Briggs Type Theory (Personality) 7. Career development of minorities
3. Career Self-Efficacy (Social Learning) 8. Career development of the disabled
4. Gottfredson (Developmental)
5. Sequential Elimination Approach (Cognitive)
Exams (midterm = 25%; final = 30% )
The purpose of this requirement is to test for mastery of course content. Please bring a #2 pencil and extra paper. The test items and answers derive from class readings, discussion, activities, tests, and lectures. The exams may contain objective, application, and essay items. The final exam will be comprehensive. As part of the final exam, each student will submit an analysis of the career development case of Sondra (packet) using a career development theory of the student's choosing. The analysis is worth 25 points and should be in the form of a typed, professional report. There is no specified length but at a minimum the analysis should answer the following questions:
1. According to the chosen theory - What are the key career issues presented in the case?
2. According to the chosen theory - What career development information does the client appear to need?
3. According to the chosen theory - What should be the career goals for the client, including short-term and long-term objectives?
4. According to the chosen theory - What might an action plan look like?
STUDENT EVALUATION: The numeric weighted average of all course requirements will be calculated. Letter grades will be assigned according to the following schema:
90 - 100 A 70 - 79 C
80 - 89 B Below 70 F
Note 1: On all assignments, you are expected to adhere to the Honor Code. If you are not familiar with the Code, please consult a University catalogue and see me if you have further questions.
Note 2: Any student with a documented disability needing academic adjustments is requested to speak directly to the Office of Disability Services as early in the semester as possible (preferably within the first class week). All discussions will remain confidential. Sometimes note takers are needed to assist students with disabilities. Students who are interested in serving as paid note takers in any course should contact the office of ADA Services as soon as possible.
This publication is available in alternate formats upon request. Please contact Mary Helen Walker Disability Support Services, Career Services Center, 521-6270.
University of North Carolina at Pembroke
Department of Psychology and Counseling
PCN 611 School Counseling Internship (Fall 2000)
Instructor:
D. Preston, Ph.D., LPC, NCCC EDUC 320: T,W,R 4-600 & by appt.
Prerequisites: PCN 610 and Completion of Core and Specialization Requirements.
In-depth study and supervised application of counseling and therapeutic intervention processes in a school setting. Students will demonstrate their ability to use theories and techniques in supervised counseling sessions and write case reports. Graded on a Pass/Fail basis. Credit, 3 semester hours.
Proof of liability insurance is a prerequisite to beginning counseling sessions with students.
Course Rationale:
A fundamental theme in the goals of the school counseling program at the University of North Carolina at Pembroke is to provide advanced study in the theory and skills of counseling and consultation in a setting that approximates a student's employment expectations. This course serves as the capstone experience for obtaining these goals. Students are assisted with a placement in a school setting and will serve as a counselor to a selected clientele under the direct supervision of a qualified counselor-on-site. Each student is expected to demonstrate proficiency in his/her abilities to apply and utilize appropriate theories, strategies, and techniques in school counseling sessions. Thus, the internship experience is an individually tailored pursuit of professional excellence.
Course Goals:
Course goals reflect the competencies endorsed by NBCC and ASCA and those mandated by NCDPI and NCATE. The specific course competencies that correlate to the portfolio program competencies can be found on the instructor's homepage.
Subsequent to the successful completion of the internship, each student should be able to:
function successfully as a member of an educational system with the common purpose of educating the whole child by providing goals, objectives, and activities that are appropriate for all students
engage in behavior that is ethical, legal, and professional
obtain experience in assisting students to translate educational, vocational, and personal-social information into goals, decisions, and actions
develop and demonstrate competence in the field of professional school counseling as it pertains to the following competency areas:
Program Planning
The school counselor initiates and implements the total counseling program for an individual school. Specific duties include assessing the needs of constituents (i.e., students, parents, administrators, and staff), determining program goals, creating program-sponsored activities, and evaluating program effectiveness.
Counseling
The school counselor provides individual and group counseling services to students that facilitate the resolution of educational, personal, social, or career concerns.
Consulting
The school counselor collaborates with constituents to provide and interpret information needed to enhance the personal, social, educational, and occupational development of all students.
Coordinating
The school counselor organizes all counseling services and informs constituents about their existence. The counselor advocates for all students, refers students to community agencies when necessary, and assists in facilitating student services.
Student Appraisal
The school counselor works with constituents in the interpretation of test results and other student data. The school counselor assists with the placement of students into various educational programs.
Professional practices and Development
The school counselor adheres to ethical standards of the counseling profession, and abides by the laws, policies, and procedures that govern schools. The school counselor participates in professional associations and upgrades professional knowledge and skills.
Text:
Faiver, C., Eisengart, S., & Colonna, R. (2000). The counselor intern's handbook. Pacific Grove, CA: Brooks/Cole.
Note: Other suggested references can be found on the instructor's homepage. Students are expected to research the literature as needed to develop accurate conceptualizations of client problems/needs and to develop research based interventions. Students must also read any materials required by the school in which the student is placed or other materials the UNCP instructor assigns based on specific student's placement or competency development needs.
Course Requirements:
1. Develop an internship contract. The contract should contain 10 -12 professional goals for the internship based on the self-evaluation completed in PCN 610 Counseling Skills Lab and self-evaluation of the UNCP school counseling program competencies. A minimum of ONE goal (with supporting objectives and performance indicators) should be developed for each of the competency areas of program planning, consulting, coordinating, student appraisal, and professional development, and FIVE goals in the area of counseling. Use the attached sheet as a format guide. Contract should be signed by the instructor, student, and site supervisor during the first site visit. The internship does not officially begin until contract goals are approved by all parties. The student should supply both supervisors with a copy of the approved contract and place a copy in the clinical section of the portfolio.
Example of a goal:
Goal 1: Increase the effective use of silence during individual counseling sessions.
Objective 1.1: Increase the pause time between client statement and counselor response by 3 seconds.
Objective 1.2: Increase the frequency of pause times in counseling sessions to 3 times in one session.
Objective 1.3: Increase the use of therapeutic "utterances" instead of response statements to 5 times per session.
Performance Indicator 1.1: Clock the length of pauses between client statement and counselor response.
Performance Indicator 1.2: Devise and use a tally sheet to track number of utterances.
Performance Indicator 1.3: Devise a survey form for the client to complete which asks for their feedback on how helpful the increased silences were. Use once a week for ten weeks.
2.Be contacted by the UNCP instructor. The UNCP instructor will make a minimum of three site contacts. The student will act as a liaison between the site supervisor and University instructor. Details and arrangements will be made during the first seminar meeting.
3. Successfully complete a minimum of 100 clock hours of direct client contact during a period of no less than 10 weeks. Documentation via time logs of hours should be included in the clinical section of the portfolio. Use the attached sheet as a format guide.
4. Meet with the site supervisor for a minimum of one hour (face-to-face) supervision for every ten internship hours. Supervision should include case consultation, observation, and feedback.
5. Video tape one client counseling session per week (ideally the same client from initiation to closure). NOTE: written permission to tape minors must be obtained from parent(s). Review previous texts/materials on ethical issues for guidelines. These tapes will be used in a seminar for instructional purposes. Be prepared to present tape and request specific class feedback (use the attached form). Do not use mini-tapes unless you have an adaptor.
6. Develop a case study for the targeted client. The format is at the discretion of the student but It should contain: client history, counseling goals, treatment plan, case notes, and case summary. Review previous texts/materials on case conceptualization for guidelines.
7. Design, implement, and evaluate a small structured counseling group for at least five weeks. The theoretical model for the group is at the discretion of the student but one model for conducting the group will be presented. Each student is to supply the University instructor with a written plan (due September 14) that must be approved before beginning work.
8. Design, implement, and evaluate a consultation plan with a teacher or parent. The intervention should involve one student or one classroom. Note: You may not use committee work in lieu of this requirement.
9. Attend a minimum of one individual instruction session on campus with the University instructor. Bring 2-3 videotapes of counseling sessions for counseling skills feedback.
10. Attend a minimum of four campus seminars during the semester. Each student is expected to contribute to the seminar by listening and critiquing individual and group counseling tapes and sharing in discussion of common problems encountered. The specific activities for each seminar include:
August 24
Seminar #1: Planning issues such as creating contract goals, dealing with confidentiality/liability issues, initiating counseling processes, developing case studies, designing groups, and conducting internship procedures.
Note: The first site visit will occur between August 25 - September 13
September 14
Seminar #2: Group feedback. Be prepared to present your client case study and play a segment of the tape for the purpose of peer evaluation. Ask for specific feedback (use the attached form).
Suggested Reading: Faiver chs. 4, 5, 6, 8, 11
Note: The second site visit will occur between September 15 - October 2. Individual instruction sessions will be conducted during the month of October so there will not be a group meeting.
November 16
Seminar #3: Presentation and defense of portfolios. Prepare a 20 minute presentation that CLEARLY demonstrates your competence in each area defined in the portfolio guidelines. Be prepared to answer questions.
November 30
Seminar #4: Conclusion issues such as terminating client cases, leaving internship, and submitting final portfolios and internship materials.
Note: The third site visit will occur between December 1 - December 12.
10. Submit and defend a professional portfolio (see Professional Portfolio guide). Portfolios will be reviewed by a panel consisting of the University instructor, an outside evaluator, and one other class member. Each student will make brief presentation of portfolio strengths to the class. Following the presentation, the panel will ask questions of the presenter and then submit written feedback to the presenter and to the University instructor. This information will be used by the instructor when evaluating the course grade.
Site supervision and individual instruction session schedule
Due to the time constraints we all have during an academic semester, it is imperative that assigned times be met, therefore, secure your site visit dates and times with your site supervisor early in the semester. Note your dates and times here:
First Site Visit:____________________________________________
Second Site Visit:_________________________________________
Third Site Visit:___________________________________________
Students must successfully complete all of the above course requirements in order to receive a "pass" for the internship experience. While information regarding student competence and progress will be obtained from the student, peers, and site supervisor the final judgement of pass or fail is made by the University instructor.
Summary of Due Dates:
It is imperative that due dates be observed. Failure to meet deadlines may result in ineligibility to earn a "pass" for the semester.
1. Insurance: Proof of liability insurance is due August 24.
2. Internship Contract: The proposed plan is due at first site visit. The final, typed copy with signatures due by September 14.
3. Group Counseling Plan: The proposed plan due by September 14. The final, approved plan is due at time of individual instruction session in October.
4. Site evaluations: Midterm and final site supervisor evaluations are due at time of second and final site visit, respectively.
5. Portfolio: The portfolio for presentation is due November 16. The final portfolios including case study, signed time logs, videotapes MUST be submitted by November 30 in order to be evaluated for the fall semester.
Note 1: Students should apply for graduation through the Office for the School of Graduate Studies (Dean Wm. Bruce Ezell).
Note 2: Students should apply for licensure recommendation through the Office for the School of Education (Mrs. Sue Moody).
Note 3: Any student with a documented disability needing academic adjustments is requested to speak directly to the Office of Disability Services as early in the semester as possible (preferably within the first class week). All discussions will remain confidential. Sometimes note takers are needed to assist students with disabilities. Students who are interested in serving as paid note takers in any course should contact the office of ADA Services as soon as possible.
This publication is available in alternate formats upon request. Please contact Mary Helen Walker Disability Support Services, Career Services Center, 521-6270.
Gysbers, N. C., & Henderson, P. (1994). Developing and managing your school guidance program (2nd edition). Alexandria, VA: American Counseling Association.
Thompson, C. L., & Rudolph, L. B. (2000). Counseling children. (6th edition). Pacific Grove, CA: Brooks/Cole.
Coursepack (library reserve). Note: The mainstay of the coursepack is the North Carolina Standard Course of Study for counseling. A revision of this document by NCDPI is in its final stages. The instructor will provide updated information and materials as they become available.
Note: Other suggested readings can be found on the instructor's homepage.
SUGGESTED WORLD WIDE WEB SITES:
American School Counselors Association http://www.schoolcounselor.org
ERIC/CASS http://uncg.edu/~ericcas2/
North Carolina Department of Public Instruction http://www.dpi.state.nc.us
COURSE DESCRIPTION:
A study of current needs, issues, and trends in school counseling practices and administration as related to various developmental levels and social/cultural systems including the foundations of the public school system. This course is both didactic and experiential. Opportunities will be provided for classroom discussion, video taping and feedback. Students may choose an elementary, middle, or secondary school emphasis. Credit, 3 semester hours.
COURSE GOALS:
This course incorporates the counseling competencies endorsed by NCDA and NBCC, and the competencies mandated by NCATE and NCDPI. The specific course competencies that correlate to the school counseling program competencies can be found on the instructor's homepage. Upon successful completion of the course, students should have knowledge and skills in the following content areas:
1. Foundations of professional school counseling
2. Ethical and legal practices of school counseling
3. National and state (North Carolina) standards for professional school counseling
4. Developing and administrating school counseling services
5. Major theories and techniques of counseling children and adolescents
TOPIC OUTLINE:
Note: Subject to change, with notice, as instructor deems warranted to enhance course content
August 23 Orientation to School Counseling as a Profession
Reading: Thompson ch. 1
August 30 Foundations of Professional School Counseling
Ethical and Legal Practice of Professional School Counseling
Readings: Thompson ch. 19; Gysbers Appendix C
September 6 Professional School Counseling in America
Reading: Handout packet
Professional School Counseling in North Carolina
Reading: Coursepack (library reserve)
September 13 Comprehensive School Counseling Programs - Planning
Reading: Gysbers chs. 2 - 4
September 20 Comprehensive School Counseling Programs - Designing
Reading: Gysbers ch. 5 & 6
September 27 Comprehensive School Counseling Programs - Implementing
Reading: Gysbers ch. 7 - 9
SEMINAR CLASS READINGS DUE
October 4 Comprehensive School Counseling Programs - Evaluation
Reading: Gysbers ch. 10
October 11 Seminars - Topics and readings TBD
October 18 MIDTERM
October 25 Applying Counseling Theory and Techniques to Children & Adolescents- Psychoanalytic & Adlerian
Reading: Thompson chs. 3 & 11
November 1 Applying Counseling Theory and Techniques to Children & Adolescents- REBT, Cognitive, and Behavioral
Reading: Thompson ch. 8 & 9
November 8 Applying Counseling Theory and Techniques to Children & Adolescents- Person Centered & Gestalt
Reading: Thompson ch. 6 & 7
November 15 Applying Counseling Theory and Techniques to Children & Adolescents- Reality Therapy & Brief Therapy
Reading: Thompson ch. 4 & 5
November 22 Program and Theory Presentations
ALL PROGRAMS AND PAPERS DUE
November 29 Counseling Children with Special Needs
Reading: Thompson chs. 13, 17 & 18
December 6 Program and Theory Presentations
Mini-grant Proposal Evaluation and Vote
December 13 FINAL
COURSE REQUIREMENTS:
Participation (5% of grade)
The participation grade will be influenced by student AMPs (attitude, motivation, and participation). It is necessary that students attend class sessions and participate in class discussions and small group activities. Students may choose to submit a videotape of counseling work to be reviewed and critiqued by the instructor. If a student has to miss class, he or she will be obligated to write a short paper on the assigned topic for that class (due December 6). If a student misses on an assignment due date, the project is to be mailed to the instructor with an appropriate postmark in order to receive full credit. Late assignments WILL be penalized.(expect 10% per day). Missed exams MAY be rescheduled although the content items and date for the exam will be at the instructor's discretion. Presentations cannot ordinarily be made-up. If a student misses more than 9 hours (20%) of class, he or she should consider withdrawing from the course or risk receiving a failing grade.
Bulletin Board (P/F)
The class will form three groups that represent the grade level groupings (elementary, middle, secondary) in the public schools system. Students will demonstrate knowledge of the specific components of the school counseling program for the representative level. Students will communicate this knowledge through visual display (i.e., bulletin boards)
Seminar (5%)
Each student will have the opportunity to lead an approximately 30 minute class discussion on an issue that is unique to counseling in the school setting. The choice of topic is at the discretion of the individual but there can be only one topic per student (an election system will be employed). Typical topics include character education, testing, and coping with "other duties as assigned." The topics and assignments will be finalized September 6. Each individual will provide a discussion agenda and reading materials for the class. The materials are due September 27. Material from the seminars will be on the final exam.
Exams (50% total)
The purpose of this requirement is to test for mastery of course content. Please bring a #2 pencil and extra paper. Test items and answers will derive from class readings, discussion, activities, and lectures. Both exams will contain objective, application, and essay items. The final exam will contain information from student seminars as well as an audio component. The audio component will test student skill in accurately analyzing and responding to client statements. Students will be provided with the opportunity to hone and practice these skills at specific times during the semester.
Counseling Theory Paper and Presentation (20%)
Each student will independently research a specialty area of counseling that can be applied in a school setting and present the theory to the class. Student will submit an approximately 20-page paper (remember: APA 4th ed.) with approximately 20-25 references. Students should review the paper specifications for PCN 500 Professional & Ethical Issues (see homepage) as well as the comments from previously critiqued papers so as to submit a paper that is at the level expected for advanced graduate students. Each student will also give an approximately 20-25 minute presentation to the class that includes the effective use of handouts, visuals, and activities that will enhance class comprehension of the theory. Each student should provide the class with a copy of an annotated bibliography that summarizes and critiques approximately ten of the best resources on the topic. The topic must be approved prior to beginning work and only one student per topic will be allowed (an election system will be employed). Topic assignments will be finalized September 6.
Pre-approved topics include play therapy, grief therapy, counseling special populations, specific issues (e.g., substance abuse, school violence, drop-out prevention)
Comprehensive School Counseling Program Plan (20%)
Each student will create an original comprehensive school counseling program plan. The plan should be based on a theoretical model and address the student competencies mandated by the North Carolina Department of Public Instruction (see guidelines). Students will have the opportunity to make an approximately 20-25 minute presentation of their plan. Obviously, existing school plans may not be used, including plans that may have previously been designed by the student.
Each student will include a mini-grant proposal with the program plan. A model for writing a mini-grant will be presented in class. Each student should supply the class with a copy of the grant proposal. Students will be provided the opportunity to review the proposals and will then vote for one proposal to be "funded." The student winning the vote will receive a prize.
Note: Each student will make one 45-minute presentation that will provide information on the counseling theory, program plan, and grant proposal.
STUDENT EVALUATION:
The numeric average of all course requirements will be calculated. Letter grades will be assigned according to the following schema:
90 - 100: A
80 - 90: B
70 -80: C
Below 70: F
Note 1: On all assignments, you are expected to adhere to the Honor Code. If you are not familiar with the Code, please consult a University catalogue and see me if you have further questions.
Note 2: Any student with a documented disability needing academic adjustments is requested to speak directly to the Office of Disability Services as early in the semester as possible (preferably within the first class week). All discussions will remain confidential. Sometimes note takers are needed to assist students with disabilities. Students who are interested in serving as paid note takers in any course should contact the office of ADA Services as soon as possible.
This publication is available in alternate formats upon request. Please contact Mary Helen Walker Disability Support Services, Career Services Center, 521-6270.
Comprehensive School Counseling Program Plan
Guidelines
The program plan should be based on a theoretical model, adhere to national and state standards for school counseling programs, and contain the following elements:
