National University




General Course Information for CED618: School Counseling Intern. III

Course: CED618 - School Counseling Intern. III
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Prerequisite(s):
Course Description: Students are placed in a school settings ranging from elementary to high school and expected to perform a variety of counseling related activities for a minimum of 600 hours of supervised practice to be scheduled over a period of at least two months. Students must maintain a grade of satisfactory throughout the internship series. Grading is by H, S, or U only.
Course Learning Outcomes:
  • Develop a functional understanding of the determinants of human behavior, including concepts of development and learning to practice.
  • Develop a knowledge of social concerns (including but not limited to poverty, pregnancy, rape, child abuse, substance abuse, gangs, and suicide) and cultural diversity issues.
  • Apply knowledge of the development and management of School Counseling Programs designed to meet the needs of school youth.
  • Apply an understanding of the basic theories of individual counseling.
  • Apply basic theories of group counseling and various other group techniques practiced by school counselors.
  • Apply consultation, crisis intervention, and conflict resolution skills.
  • Apply knowledge of career education programs including theories, major concepts, and resource materials.
  • Demonstrate proficiency with individual and group assessment instruments and their applications in the school setting.
  • Demonstrate proficient knowledge of legal, ethical, and professional issues as they affect the practice of counseling.
  • Demonstrate proficiency with the use of computers and technology in the counseling duties.
  • Reflect dispositions of a Professional School Counselor.
Specified Program Learning Outcomes:
  • MASTER OF SCIENCE IN EDUCATIONAL COUNSELING WITH PPSC CREDENTIAL OPTION
    • 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.
    • 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.
    • Develop and evaluate comprehensive guidance programs based on relevant data.
    • 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 the impact of these stages 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.
    • 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 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 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.
    • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.
    • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.
  • PUPIL PERSONNEL SERVICES CREDENTIAL SCHOOL COUNSELING (PPSC)
    • Appraise and address relevant social and diversity concerns and crises of individuals and groups of students.
    • 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.
    • 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 the impact of these stages 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.
    • Implement individual counseling skills and techniques to help students cope with personal and interpersonal problems appreciating the diversity of each student.
    • 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.
    • 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.
  • UNIVERSITY INTERNSHIP CREDENTIAL PROGRAM FOR PUPIL PERSONNEL SERVICES SCHOOL COUNSELING
    • 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.
    • 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.
    • 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.
    • Develop and evaluate comprehensive guidance programs based on relevant data.
    • 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.
    • 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 approriate 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 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.
    • 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 roles 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.
    • 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 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.
    • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.
    • Propose career based programs and interventions based on career development theories, and the impact of career development on school behavior and learning.

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