National University




General Course Information for CED610: Adv Coun Theories & Methods

Course: CED610 - Adv Coun Theories & Methods
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Prerequisite(s):
Course Description:

An examination of the major theories of individual counseling and their application for school counselors and school psychologists. The focus is on building the theoretical knowledge and practical skills required for expert counseling. Issues of social and cultural diversity in the context of helping relationships are addressed. Practicum Experience is required.

Course Learning Outcomes:
  • Synthesize current counseling theories in order to articulate one's own counseling theoretical orientation that will inform your practice in order to help all students achieve their potential.
  • Conduct counseling sessions with appropriate counseling techniques and theories to address the multicultural, social, academic and behavioral needs of students preschool through 16th grade.
  • Assess legal and ethical mandates, guidelines, policies and procedures that guide the educational counseling profession.
  • Implement a school and community-based counseling program that is connected to the parents, community, and related community institutions.
Specified Program Learning Outcomes:
  • Apply group counseling skills and techniques to help students cope with personal and interpersonal problems appreciating the diversity of each student.
  • Apply individual counseling skills and techniques to help students cope with personal and interpersonal problems appreciating the diversity of each student.
  • Appraise and address relevant social and diversity concerns and crises of individuals and groups of students.
  • Appraise principles related to prevention in the context of their ability to improve services provided to students.
  • Demonstrate a basic understanding of descriptive statistics and test and survey construction, as well as the purpose and uses of standardized and un-standardized group and individual assessment.
  • Demonstrate knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social-emotional functioning and mental health; demonstrates skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
  • 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 legal mandates affecting education and school counseling and apply appropriate legal and ethical standards and practices to specific counseling situations.
  • Demonstrate knowledge of 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.
  • Demonstrate knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health; demonstrates skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
  • Demonstrate knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists; demonstrates skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.
  • 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.
  • 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 legal mandates affecting education and school counseling and apply appropriate legal and ethical standards and practices to specific counseling situations.
  • Examine strategies related to family systems that support student success.
  • Identify and effectively address relevant social and diversity concerns and crises of individuals and groups of students.
  • 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.
  • Perform as professional school counselors and professional leaders reflecting the history and trends of the profession to enhance the field of school counseling.
  • 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.
  • Understand and utilize computer technology relevant to the tasks and role of a school counselor.
Course Requirements:

PRACTICUM EXPERIENCE:

Students are expected to complete 8 to 12 hours of field experience as a part of this course. The fieldwork experience should be noted on the practicum log of hours and a three to four page reflection on the experience should be written and submitted to the instructor. For this class appropriate field experiences may include observing counseling at a school, or a community or private agency that offer counseling to children, youth and adults. Candidates may visit local mental health agencies, boys and girls clubs, or local churches that offer counseling services by appropriate service providers (this includes Counselors, Social Workers, Psychologists, and Psychiatrists). All experiences must be logged and summarized for the instructor and signed by the appropriate representative from the field experience site. The reflection should include the following information:

  • What theory (is) was used as a strategy to help the client resolve the behavioral issues?
  • Would you have selected the same theory or a different one? Please explain.
  • Your view of the usefulness of the theory versus the presenting behavior.
  • Your reaction, criticisms of the counseling skills demonstrated by the counselor.
  • What did you learn that will inform your practical application of counseling theories in educational setting?
  • Summarize your experience, sharing your positive or negative view of the counseling session. What approach would you have used?

 

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