COUNSELING CHILDREN AND ADOLESCENTS COUN 534 SUMMER 2013 Syllabus. Course and Instructor

Transcription

1 COUNSELING CHILDREN AND ADOLESCENTS COUN 534 SUMMER 2013 Syllabus Course and Instructor Instructor: Dr. April Schottelkorb, LPC, NCC, Registered Play Therapist-Supervisor Office Hours: By appointment only Course Number: COUN 534 Course Title: Counseling Children and Adolescents Course Time: Tuesday and Thursday 4-9, June 11- July 11, 2013 Course Location: Education Building #106 Semester: Summer 2013 Credits: 3 credits Course Accreditation, Description, Objectives, Key Assessments CACREP Standards Addressed in the Course A.6. Understands the effects of a) atypical growth and development, b) health and wellness, c) language, d) ability level, e) multicultural issues, and f) factors of resiliency on student learning and development. A.7. Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events. C.1. Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. C.3. Knows strategies for helping students identify strengths and cope with environmental and developmental problems. C.5. Understands group dynamics including counseling, psychoeducational, task, and peer helping groups and the facilitation of teams to enable students to overcome barriers and impediments to learning. C.6. Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention. G.1. Understands the influence of multiple factors (e.g. abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. Key Assessments G.2. Knows the signs and symptoms of substance abuse in children and 1

2 adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs. I. 5. Understands the outcome research data and best practices identified in the school counseling research literature. M.1. Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. M.2. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. M. 3. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. M. 4. Understands systems theories, models, and processes of consultation in the school system setting. M. 5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. M. 7. Knows school and community collaboration models for crisis/disaster preparedness and response. Paper 1 Course Description This course provides an overview of developmentally appropriate approaches to counseling children and adolescents in school and mental health settings. Addresses individual and group work, expressive and talk therapies, assessment of treatment progress, working with parents and teachers, and ethical and legal considerations in working with this population. PREREQ: COUN 505 or PERM/INST. Methods of Instruction Class discussion, small group work, lecture, demonstration, experiential activities, guest speakers, student presentations, practice seeing children. Course Objectives Upon completion of the course the student will be able to: Describe effective counseling approaches for counseling children and adolescents in individual and group settings. Describe appropriate strategies in emergency situations and awareness of appropriate crisis counseling approaches. Demonstrate skills in counseling with children and adolescents. List several methods to evaluate the effectiveness of interventions used with children and adolescents. Critically evaluate research to determine evidence-based practice in working with children and adolescents. Demonstrate knowledge of consultation models used with parents and teachers. Identify ways to collaborate with school staff, parents, family members, and community to help advocate for needs of children and adolescents. 2

3 Technology Skills Addressed in the Course Instructor Application Student Application Utilize Blackboard technology Word process, including APA formatting Use a spreadsheet and a statistical package Acquire graphics from the web, digital camera, scanner, or Microsoft media and insert them into a poster or presentation Create and deliver a power point presentation Find material on the Web and review Web sites Be able to use , including document attachments Be able to sign in and participate in listservs Be familiar with computerized testing Be able to use digital recording equipment Required Text Axline, V. M. (1964). Dibs: In search of self. NY: Ballantine Books. Henderson, D. A. & Thompson, C. L. (2011). Counseling children (8 th ed.). Belmont, CA: Brooks/Cole. Also relevant readings as recommended by instructor. Academic Requirements and Evaluation Readings: It is expected that you will come to class having read the chapters assigned in order to facilitate discussion. Your opinions are important to both the class and your experience in the program, so please bring to the class your comments and reactions to the reading. Attendance and Participation: A rich and healthy exchange of ideas, reading, and feedback is essential to your growth as a counselor in terms of your theoretical thinking, conceptualization skills, and actual counseling skills. You are expected to be an active speaker as well as an active listener, contributing usefully to class discussions. Learning to be an effective counselor involves assessing one s personal values and assumptions and learning to understand the values and assumptions of others. Therefore, students will be expected to discuss their personal values and assumptions in class. Wise students will avoid missing class; absences will be detrimental to the student s grade. Missing more than 1 class will result in a one letter drop in grade. It is the student s responsibility to notify the instructor prior to an absence you know will occur. Course Assignments: 1. Class Participation and Attendance. When you have assigned readings due, you are expected to generate questions, reflections, and topics for discussion related to these readings. Please come prepared to these classes with questions or comments over your readings. You will be expected to share these questions/comments in class. 3

4 2. Exam One. Crisis counseling, disaster management, substance use/abuse, etc. Multiple chioice exam. More details given in class. 3. Exam Two. Individual and group counseling, factors that influence student personal/social, academic, and career development, etc. Multiple choice exam. 4. Paper 1: Best practices in school counseling. Survey the school counseling research and identify interventions that you would plan to utilize as a professional school counselor that has research documenting its effectiveness in the schools. Please identify at least one intervention/curriculum/strategy within each delivery component of the ASCA National Model (ie- guidance curriculum, individual student planning, responsive services, indirect student services) that you will plan to implement when you are a school counselor. Please utilize 3-5 resources (from peer-reviewed journals) and use APA style citations. 5. : Indirect Student Services. A significant and important piece of being a professional school counselor is collaboration and consultation with school staff, parents, and the greater community. For this paper, please identify a model of parent and teacher consultation you would plan to use when you are a school counselor. Describe the model and share the research supporting its effectiveness. Why would you adopt this type of consultation model and what are some potential pitfalls of the approach? How will you foster a collaborative team in the school setting? What are the benefits of family-school-community collaboration? How does consultation and collaboration impact student s academic, career, and personal/social development? Please utilize 3-5 resources (from peer-reviewed journals) and use APA style citations. 6. Experiential Component. You will see one child aged 3-10 and one child for this assignment. All of the sessions will take place during the last 2 weeks of class, and will be discussed further with April on the first night of class. You are welcome to work with the child using your theoretical approach. All of your sessions will be watched live by a supervisor and you will be given feedback immediately after your sessions. All sessions will take place on the 6 th floor of the education building. Other Expectations: All assigned work is expected to be completed. Time involvement depends upon the pace of the individual student. All work is expected to be original or specifically cited by source. I do not accept assignments via . Please do not me your assignments. It is your responsibility to get the assignment into me on time: please do not ask me to print out your paper for you! When you submit your assignments, you can choose to use recycled paper if you wish. Each of the following segments will be scored by means of a point system. Class Participation/Attendance (20 points each class) 180 points 40 points 40 points Paper 1 75 points 75 points Experiential Component 70 points 4

5 Total Points and Grading Scale Total Points: 480 points Grading Scale: = A = B = C Disability and Academic Integrity Statements Disability Statement: To request academic accommodations for a disability, contact the Disability Resource Center by phone, (208) , or , drcinfo@boisestate.edu. Students are required meet with a Disability Specialist prior to receiving accommodations and may be required to provide documentation to clarify accommodation requests. Information about a disability is confidential. More information on the accommodation process can be found at Academic Integrity Statement: Academic misconduct or dishonesty including cheating and plagiarism is unacceptable and appropriate penalties will be imposed. Course Schedule Session Topic Assignment/ Relevant Readings 6/11/13 Introductions Class expectations Syllabus review ASCA model review Child s world activity Discuss chapters 1 and 2 6/13/13 Chs. 3 and 4 review Evidence-based treatment for children Theory discussion Ethics? 6/18/13 Discuss Dibs Play therapy 6/20/13 Group therapy with children Activity therapy 6/25/13 Crisis counseling/response Abuse, substance abuse, grief, depression, divorce, children with disabilities Sandtray 6/27/13 Working with parents and teachers/families Consultation Henderson and Thompson Ch. 1 & 2 Henderson and Thompson Ch. 3 & 4, read chapter of guiding theory Dibs due, H & T ch. 17 H & T ch. 18 Paper 1 due H & T Chs. 19 & 20 Ch. 15, ch. 16 7/2/13 Finish areas haven t covered 5

6 7/3/13 Groups 1 & 2 sessions (9-12) Group 1 (Child 1: play therapy Rhyan Group 2 (Child 2: play therapy April _ 7/4/13 Independence Day No Class 7/9/13 Groups 3 & 1 (4-7) Group 3 (Child 3: play therapy Rhyan Group 1 (adolescent 1: April 7/10/13 Groups 2 (1-4), Groups 4 & 5 (1-3) Group 2 (Adolescent 2 April Group 4 (Adolescent 3 Rhyan Group 5 (Child 4: Play Therapy Lexie 7/11/13 Group 3 (4-7), Groups 4 & 5 (4-6) Group 3 (Adolescent 4 April Group 4 (Child 5: Play Therapy Lexie Group 5 (Adolescent 5 Rhyan due 6