National University




General Course Information for CED601: Consultation in the Schools

Course: CED601 - Consultation in the Schools
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Prerequisite(s):
Course Description:

This course introduces School Counseling and Psychologist candidates to collaborative consultation leadership techniques and models, including communication, diplomacy and interpersonal skills necessary toward effective consultation at the individual, group, and systems level.

Course Learning Outcomes:
  • Compare Consultation/Collaborative models to be used when addressing student issues.
  • Foster collegial relationships with school administration, staff, parents, teachers and the community to provide support systems that will help maximize the potential of all children and youth in accordance with the school vision, mission, goals and objectives.
  • Collaborate and consult with appropriate school staff to monitor and develop data-driven interventions for students with behavior and learning problems while advocating for all students in an ethical manner and showing value for multicultural differences.
  • Analyze the results of collaborative student Individual Planning meetings and other diverse professional group meetings with administration, school staff, parents and community being mindful of students' best interests.
Specified Program Learning Outcomes:
  • Analyze consultative/collaborative relationships with school staff, parents, and community agencies in support of student success.
  • Conduct needs assessments and use data to plan, develop, and implement and evaluate comprehensive guidance programs.
  • Construct curriculum for diverse classrooms and classroom interventions strategies based on learning theory.
  • Construct curriculum for diverse classrooms and classroom interventions strategies based on learning theory.
  • Demonstrate knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity; demonstrates skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery
  • Demonstrate knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children's learning, socialization, and mental health; and methods to develop collaboration between families and schools; demonstrates skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/interactions with community agencies for enhancement of academic and social-behavioral outcomes for children.
  • Demonstrate knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services; demonstrates skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
  • Design a crisis intervention plan that includes responses that address both individual and school-wide emergency concerns.
  • Develop and evaluate comprehensive guidance programs based on relevant data.
  • Effectively apply positive consultative and collaborative relationships with school staff, parents, and community agencies in support of student academic, career, and personal/social success.
  • Evaluate various methods of assessment in order to make data-based decisions.
  • Identify themselves as professional school counselors who understand the history, development and trends in the profession and act as a professional leader to enhance the field of school counseling and the school system.
  • Implement group counseling skills and techniques to help students cope with personal and interpersonal problems appreciating the diversity of each student.
  • Implement individual counseling skills and techniques to help students cope with personal and interpersonal problems appreciating the diversity of each student.
  • Integrate computer technology relevant to the tasks and role of a school counselor.
  • Integrate computer technology relevant to the tasks and roles of a school counselor.
  • Integrate positive consultative and collaborative skills and techniques in communication with school staff, parents, and community agencies in order to support candidate academic, career, and personal/social success.
  • Interpret findings of social science research, developed and implement by the student, to professional practice.
  • Perform as professional school counselors and professional leaders reflecting the history and trends of the profession to enhance the field of school counseling.
  • Understand and utilize computer technology relevant to the tasks and role of a school counselor.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures