National University




General Course Information for CED 607: School Counseling Orientation

Course: CED 607 - School Counseling Orientation
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

An exploration of the field of school counseling and its suitability as a personal career choice. Emphasis is on an understanding of the multiple roles of school counselors including counseling, cross cultural counseling, coordination, collaboration, crisis intervention, conflict resolution, and advocacy. Field experiences, using interviews and observations will give candidates insight into their future vocation. Emphasis is placed on oral, written communication, and observational skills. Practicum experience is required. Grading is S or U only.

Course Learning Outcomes:
  • Summarize the PPS Credentialing process and the structure requirements of the Masters in Educational Counseling at National University.
  • Compare appropriate observational skills through interviews, observations, and shadowing.
  • Analyze the variety of student support programs that work together at the school site.
  • Appraise the history and foundation, and current standards of the school counseling profession.
  • Argue the merit of school counseling professional associations and their role in advocacy.
  • Demonstrate graduate level skills in communication both verbally and in writing.
  • Appraise the ACA and ASCA ethical standards.
Specified Program Learning Outcomes:
  • Advocate academic success for all preK-16 students by employing appropriate standardized and non-standardized group and individual educational and psychological assessment data and data driven educational decisions/interventions.
  • Appraise and address relevant social and diversity concerns and crises of individuals and groups of students.
  • 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.
  • Develop and evaluate comprehensive guidance programs based on relevant data.
  • Differentiate relevant social and diversity concerns and crises of individuals and groups of students.
  • Distinguish among major developmental theories (personality, social, physical, emotional, and cognitive development) and chronological stages of life-long human development and the impact of these stages on school behavior and learning.
  • Distinguish among major developmental theories (personality, social, physical, emotional, and cognitive development) and chronological stages of life-long human development and their impact on school behavior and learning.
  • Evaluate legal mandates affecting education and school counseling and apply appropriate legal and ethical standards and practices to specific counseling situations.
  • Evaluate legal mandates affecting education and school counseling and apply approriate legal and ethical standards and practices to specific counseling situations.
  • Implement comprehensive guidance programs based on relevant data that has been developed and implemented buy the student.
  • 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.
  • Interpret findings of social science research, developed and implemented 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.
  • Perform as professional school counselors and professional leaders reflecting the history and trends of the profession to enhance the field of school counseling.
  • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.
  • Support academic success for all preK-16 students by employing appropriate standardized and non-standardized group and individual educational and psychological assessment data and data driven educational decisions/interventions.

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