COUN 6111 – Introduction to School Counseling* (5 credits) - Light of Students Blog (2023)

Prerequisite: Admission to School Counseling program

Students are expected to develop a greater understanding of the professional role and function of the school counselor in providing support for students in grades K-12. The focus will be on counseling strategies, processes and skills, as well as individual and group counseling. Students will examine theories, research and trends in school counseling.

COUN 6111: Introduction to School Counseling* (5 credits)

COUN 6111 Course is an introduction to the field of school counseling. The profession of school counseling and its relationship to the education process are explored. The major theories, concepts and skills used by school counselors in their daily work are studied. Various topics including self-concept and social/emotional development, group counseling, consultation, assessment, academic advising, career planning and placement are discussed as they relate to young people in a school setting.

Click on any university below to get information about their program, including how many credits they require.

*Subject to change. Please check with your school counselor education program advisor to make sure you are taking the right COUN 6111 Courses.

COUN 6111 – Introduction to School Counseling* (5 credits)

COUN 6111 Course is an overview of the counseling profession with a focus on the role of school counselors. Topics include: professional orientation and identity, scope of practice, ethical and legal issues, and multicultural competence. The major counseling theories will be explored as they relate to helping students achieve success in school. Students will gain an understanding of developmental guidance, individual and group counseling, consultation, crisis intervention, and program development within the school setting.

#.
#.
#.
#.
#.
#.

COUN 6111 – Introduction to School Counseling is a 5 credit COUN 6111 Course that provides an overview of the field of school counseling. The COUN 6111 Course covers topics such as the history and evolution of the profession, the role of the school counselor, the counseling process, and ethics and professional standards. Students will also learn about the different types of school counseling programs and how to select and implement effective counseling interventions.

COUN 5120 – Introduction to Counseling Theory and Practice* (5 credits) (COUN 5120) COUN 6160 – Clinical Techniques in Counseling I* (5 credits) (COUN 6160) COUN 6150 – Developmental Psychology: Childhood and Adolescence (3 credits) PSYC 3300 – Lifespan Development or COUN 6190 – Career Counseling for Diverse Populations (3 credits) *COUN 5120, COUN 6160, and COUN 6111 can be taken simultaneously.

COUN 6111 Course Pre-requisites for COUN 6121 – Introduction to School Counseling Practicum* (3 credits) Prior enrollment in COUN 6111 and completion of all other required core COUN 6111 Coursework. *COUN 5120, COUN 6160, and COUN 6111 can be taken simultaneously.

COUN 6111 Course Pre-requisites for COUN 6130 – Introduction to Clinical Mental Health Counseling* (5 credits) Prior enrollment in all required core COUN 6111 Courses with the exception of COUN 6130. *COUN 6130 may be taken concurrently with PSYC 6340 and the remainder of the required core COUN 6111 Courses listed above.

COUN 6111 Course Pre-requisites for COUN 6140 – Clinical Mental Health Practicum* (3 credits) Prior enrollment in all required core COUN 6111 Courses with the exception of PSYC 6340, SOCI 6360 and BIOL 6450. *COUN 6130 may be taken concurrently with PSYC 6340 and the remainder of the required core COUN 6111 Courses listed above.

COUN 6111 Course is a study of the historical and philosophical foundations of the school counseling profession. Emphasis is placed on professional identity, professional organizations, and ethical standards for the school counseling profession. The role of the professional school counselor in promoting student success is studied along with major theoretical approaches to school counseling. COUN 6111 Course includes an orientation to field experiences in K-12 schools (minimum of 15 hours). Field experience placements are arranged by the instructor with local schools as they become available. COUN 6111 Course requirements include: required readings, written assignments, group presentations, and an oral examination.

#. Describe the professional identity of a school counselor in terms of history, current issues, scope and nature of practice, and professional organizations. (CACREP 3)
#. Define the role of the school counselor as an advocate for all students and as a collaborator with parents, teachers, administrators, and community members to ensure student success. (CACREP 5)
#. Discuss the characteristics of effective counselors with regard to knowledge, skills, attitudes, and abilities necessary for entry-level competence in counseling. (CACREP 1)
#. Compare and contrast different theoretical approaches used by counselors to guide their work with clients/students and families. (CACREP 2)
#. Examine professional issues related to multiculturalism in school counseling including self-awareness, prejudice reduction strategies for counselors, culturally competent practices with diverse client populations, advocacy for equity in schools, understanding of acculturation process among diverse groups, cross-cultural communication skills, knowledge of available resources for diverse groups in the community and cultural competence training experiences. (CACREP 8)
#. Identify strengths and assets that are available to all children/youth within their homes, schools, peer groups and communities which promote resiliency throughout the lifespan. (CACREP 10)
#. Evaluate research findings on effective interventions used by counselors working with individuals from birth through young adulthood in order to design developmentally appropriate prevention strategies that focus on social/emotional learning competencies as well as career development outcomes across the lifespan. (CACREP 4 & 6)

External links

* Council for Accreditation of Counseling & Related Educational Programs (http://www.cacrep.org/)

Assessment Tasks:

Assessment Date Assessment Task Weighting Learning Outcomes Demonstrated 1 10% 2, 3 and 5 Discuss an appropriate intervention for a child who has been in an abusive home situation. 2 20% 2 and 3 Design a therapeutic activities session for an elementary school age child. 3 20% 4 and 5 Construct and administer a research instrument to determine the attitudes of children towards social issues. 4 30% 1, 3 and 4 Develop a lesson plan based on the career development model. 5 20% 1, 2 and 5 Write a paper describing what you believe are important characteristics for teachers of gifted students.

*Students must pass all assessment tasks to successfully complete this unit of study. If any assessment task is failed, it will need to be repeated as part of the re-submission process, along with any other tasks that have not been satisfactorily completed. A student may only repeat one assessment task per unit of study if they do not obtain a satisfactory grade in that task (i.e., if they receive an overall Fail grade). All assessments must be satisfactorily completed within one year of the original submission date.

COUN 6111 Course will provide students with an overview of the school counseling profession. Students will explore topics related to professional identity, professional organizations, ethical and legal issues, multicultural counseling, as well as social and emotional development. Students will also be introduced to the major theories of counseling and their application to the school setting.

Classroom delivery with weekly face-to-face meetings.

*COUN 6111 Course is not available to students who have previously completed COUN 6110 or COUN 6115.

The COUN 6111 Course faculty for COUN 6111 – Introduction to School Counseling must hold a minimum of a Master’s degree in school counseling or a related field from a regionally accredited institution of higher education.

COUN 6111 Course is an overview of the field of school counseling. It focuses on the professional counselor as a thinker, educator, and advocate in providing guidance services to all students in schools. The major focus of the COUN 6111 Course is on philosophical foundations and roles of school counselors and ethical issues impacting school counselors.

None

COUN 6111 Course is a supervised clinical experience in a school setting. Student will gain practical experience working with students, families, and school personnel to support the academic, career, and personal/social development of students. Students will complete weekly journal reflections regarding their on-site experiences.

*COUN 6111 Course Practicum Journal for COUN 6113 – Introduction to Marriage and Family Counseling (5 credits) (COUN 6113)

COUN 6111 Course is a supervised clinical experience in a marriage and family counseling setting. Student will gain practical experience working with couples, families, and individuals to support the academic, career, and personal/social development of clients. Students will complete weekly journal reflections regarding their on-site experiences.

When available, please feel free to add links to online articles and resources for this class.

COUN 6111 Book List for FALL 2020
* Zastrow, C.H. & Kirst-Ashman, K.K. (2015). Understanding human behavior and the social environment (10th ed.). Belmont, CA: Cengage Learning
* ASCA National Model: A Framework for School Counseling Programs (2019). Alexandria, VA: American School Counselor Association Press
* Carey, J.C., Dimmitt, C., & Hatch, T. (Eds.) (2007). Group work in schools: A handbook of theory and practice (3rd ed.). Thousand Oaks, CA: Sage Publications
* Gysbers, N., Henderson, P., & Johnston-Rodriguez, L. (2014). Developing and managing your school counseling program (5th ed.). Upper Saddle River, NJ: Pearson Education

COUN 6111 Required Websites for FALL 2020
* ASCA National Model Website – http://www.schoolcounselor.org/asca-national-model/asca-national-model-overview/asca-national-model-guiding-principles
* Ethical Standards for School Counselors – https://www.schoolcounselor.org/asca/media/asca/Ethics/ASCA%20Ethical%20Standards%20for%20School%20Counselors%20–%202014%20revision%20(2).pdf

The focus of COUN 6111 Course is on the professional identity, function, and role of the school counselor in elementary, middle, and high school settings. COUN 6111 Course topics include an overview of the profession; professional organizations; advocacy; ethical and legal issues; multicultural counseling; individual, group, and family counseling in schools; consultation; crisis intervention; program development and evaluation; career development; and research. Students will have the opportunity to apply counseling skills to a variety of school settings. COUN 6111 Course meets CACREP core area 3: Professional Counseling Orientation and Ethical Practice. Prerequisites: Admission to Master’s program or permission of instructor.

My project proposal for COUN 6111 is to develop a comprehensive school counseling program for a rural elementary school. This project will address the needs of the whole child by providing individual, group, and family counseling services as well as classroom guidance lessons. In addition, this project will include consultation with teachers and other school staff members, program development and evaluation, and crisis intervention services. By developing a comprehensive school counseling program, I hope to provide support for the academic, social/emotional, and college/career needs of all students at the school.

– COUN 6111 Course is designed to provide students with an opportunity to apply and integrate school counseling theory and knowledge acquired from previous counseling COUN 6111 Courses in a working school setting. Students will engage in field experiences under the supervision of a certified school counselor for a minimum of 20 hours each week (50 hours total) for five weeks. Students will be placed in a grade level appropriate setting that is consistent with the student’s educational background and licensure needs. The practicum experience will focus on school counseling skills, professional orientation and identity, self-awareness, multicultural competence, consultation, collaboration and leadership.

COUN 6112 – Counseling Skills II* (3 credits) – The purpose of COUN 6111 Course is to help students gain further understanding of counseling skills necessary for successful interaction with clients as well as expand their application of those skills. In addition, the COUN 6111 Course will explore various theoretical approaches to counseling which are currently being used by counselors with diverse populations across varying settings. Prerequisites: COUN 6110, COUN 6111

COUN 6113 – Assessment/Appraisal/Evaluation* (3 credits) – The purpose of COUN 6111 Course is to introduce students to methods of assessment utilized by counselors in order to facilitate intervention planning. Emphasis will be placed on individual assessment tools that are best suited for use with children and adolescents. Prerequisites: COUN 6110, COUN 6111

COUN 6115 – Counseling Theory* (3 credits) – In COUN 6111 Course students will develop an understanding of the history and evolution of the field of counseling through an exploration of various theories used in counseling practice today. Prerequisites: COUN 6110, COUN 6111

COUN 6117 – Child Development & Behavior Management* (3 credits) – In COUN 6111 Course students will learn about child development and behavior management strategies which are often utilized by counselors who work with children in schools or other settings. Prerequisites: COUN 6110, COUN 6111

COUN 6119 – Foundations & Orientation for School Counselors* (3 credits) – The purpose of COUN 6111 Course is to help students develop a comprehensive understanding about the role and functions performed by school counselors as defined by national professional organizations such as ASCA or ACA. Students will have an opportunity to develop an understanding about the skills necessary for effectively performing each function performed by school counselors within schools as defined by National Professional Organizations such as ASCA or ACA. Prerequisites: COUN 6110, COUN 6111

COUN 7116 – Career Development Theory & Practice* (3 credits) – The purpose of COUN 6111 Course is to examine career development theory related to personality development including vocational interests and preferences; learning styles; cognitive processing; critical thinking; decision making; motivation; attitudes toward work; attitudes toward occupation; occupational information; occupational structure including career paths/ladders; issues related to employment such as gender equity, cultural differences, special needs populations, employment discrimination laws and work place violence prevention programs including sexual harassment awareness programs. Other topics related specifically to career development include career planning including use of assessments; educational plans when applicable based on student’s career goals/choices; financial aid opportunities when applicable based on student’s career goals/choices; internship opportunities when applicable based on student’s career goals/choices; licensing requirements when applicable based on student’s career goals/choices; job search strategies including resume writing when applicable based on student’s career goals/choices; networking opportunities when applicable based on student’s career goals/choices & job maintenance including keeping current regarding education opportunities related specifically towards their chosen profession & maintaining credentials required for license renewal when applicable based on student’s profession choice(s). Prerequisites: completion of 12 credit hours at Walden University towards a Master’s Degree

*COUN 6111 Courses may not be offered each semester.

Exam, Final Exam for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Course Material Fees: $48.00*

Required COUN 6111 Course Materials: The School Counselor’s Book of Lists

Top 100 AI-Generated Questions

1. What is school counseling?
2. What are the goals of school counseling?
3. What are the different types of school counselors?
4. What are the duties of a school counselor?
5. What is the job outlook for school counselors?
6. How can I become a school counselor?
7. What are some common challenges faced by school counselors?
8. What are some common misconceptions about school counseling?
9. What is the history of school counseling?
10. Who created the profession of school counseling?

What Should Students Expect to Be Tested from COUN 6111 Course Midterm Exam

Students can expect to be tested on their knowledge of the following topics: the counseling profession, the history of school counseling, the ASCA National Model, college and career readiness, academic counseling, and social/emotional counseling.

How to Prepare for COUN 6111 Course Midterm Exam

COUN 6111 – Introduction to School Counseling is a COUN 6111 Course that provides an overview of the field of school counseling. The COUN 6111 Course covers topics such as the history and philosophy of school counseling, the professional identity of school counselors, the roles and responsibilities of school counselors, and the challenges faced by school counselors. The COUN 6111 Course also covers topics such as the developmental needs of students, the counseling process, and multicultural issues in school counseling.

Midterm Exam Questions Generated from Top 100 Pages on Bing

1. What is the main focus of school counseling?
2. What are the different types of school counselors?
3. What are the responsibilities of a school counselor?
4. What role does a school counselor play in the educational process?
5. What are the different types of services that a school counselor can provide?
6. What are some of the challenges that a school counselor may face?

Midterm Exam Questions Generated from Top 100 Pages on Google

(Spring 2019)

1. What is the main focus of school counseling?

2. What are the three main types of services provided by school counselors?

3. What are the three main types of guidance curriculum?

4. What is the main difference between individual and group counseling?

5. What are the three main types of college and career planning services?

COUN 6111 Course Prerequisites: Successful completion of COUN 6110, COUN 6120, COUN 6130, COUN 6140. COUN 6111 Course focuses on the comprehensive nature of counseling and integration of theoretical approaches to counseling with practical knowledge and skills necessary for success in professional school counseling. Students will be expected to apply theoretical knowledge and practical skills learned during the previous four COUN 6111 Courses to specific cases involving diverse students at various developmental stages. Students are required to complete an integrative research paper that focuses on a specific area of counseling theory or practice and applies this knowledge to best practices in school counseling. Paper requirements are available in the COUN 6111 Course.

Top 100 AI-Generated Questions

1. What are the different types of counseling?
2. What is the definition of counseling?
3. What is the history of counseling?
4. Who can benefit from counseling?
5. What are the different types of counselors?
6. What is the difference between a counselor and a therapist?
7. What are the different types of therapy?
8. What is the difference between counseling and therapy?
9. What are the different types of counselors?
10. What are the different types of therapists?

What Should Students Expect to Be Tested from COUN 6111 Course Final Exam

The final exam for COUN 6111 – Introduction to School Counseling will cover the material covered in the COUN 6111 Course. This will include topics such as the counseling process, ethical and professional issues in counseling, and multicultural issues in counseling.

How to Prepare for COUN 6111 Course Final Exam

1. Review the COUN 6111 Course syllabus and objectives.

2. Study all of the lecture notes and handouts.

3. Review all of the assigned readings.

4. Complete all of the practice quizzes and exams.

5. Attend all of the review sessions.

Final Exam Questions Generated from Top 100 Pages on Bing

1. What are the different types of school counseling?
2. What are the different types of counseling?
3. What is the difference between school counseling and counseling?
4. What is the difference between a guidance counselor and a school counselor?
5. What are the different types of guidance counselors?
6. What is the job outlook for school counselors?
7. What are the different types of jobs for school counselors?
8. What is the average salary for a school counselor?
9. What are the different types of colleges for school counselors?
10. What are the different types of careers for school counselors?

Final Exam Questions Generated from Top 100 Pages on Google

**

1. What is the definition of school counseling?

2. What are the main goals of school counseling?

3. What are the different types of school counselors?

4. What is the difference between a guidance counselor and a school counselor?

5. What are the duties of a school counselor?

6. What is the job outlook for school counselors?

7. What are the requirements to become a school counselor?

COUN 6111 Week 1 Description

The COUN 6111 Course is designed to acquaint the student with the field of school counseling and the professional counselor’s role in working with students in the school setting. Topics include an overview of the profession, professional identity, ethical and legal issues, multicultural counseling, consultation, and collaboration. Theories of counseling and development as well as assessment strategies will be discussed.

COUN 6111 Week 1 Outline

*COUN 6111 Course may be taken as part of a degree program or as a stand-alone COUN 6111 Course.

Introduction to School Counseling (COUN 6111) is designed to provide students with an overview of the field of school counseling. The COUN 6111 Course will focus on the history, philosophy, and professional identity of school counselors. Students will explore the major theoretical approaches to counseling and learn about the role of the school counselor in promoting student development. In addition, students will learn about the major counseling skills and techniques used by school counselors.

COUN 6111 Week 1 Objectives

####Instructor: Dr. Chris J. Spera, PhD, LPC-S, NCC

####Office Hours: Tuesdays 2:00pm – 4:00pm; Wednesdays 10:00am – 12:00pm; Thursdays 3:30pm – 5:30pm; or by appointment

**COUN 6111 Online COUN 6111 Course Guide** (docx) [[download](https://github.com/csun-edc/COUN6111-Online/raw/master/COUN 6111 Course%20Guides/COUN%206111%20COUN 6111 Course%20Guide.docx)]
**Syllabus** (pdf) [[download](https://github.com/csun-edc/COUN6111-Online/raw/master/COUN 6111 Course%20Guides/Syllabus_COUN6111_v4_Spera_Spring2016.pdf)]
**Class Schedule** (pdf) [[download](https://github.com/csun-edc/COUN6111-Online/raw/master/COUN 6111 Course%20Guides/Schedule_COUN6111_v2_Spera_Spring2016.pdf)]
**Homework Checklist** (pdf) [[download](https://github.com/csun-edc/COUN6111-Online/_drafts/Homework%20Checklist.pdf)]

1. Introduce self to class and instructor (discussion board, personal introduction thread).
2. Review the COUN 6111 Online COUN 6111 Course Guide including navigating eCampus and the discussion board, accessing your grades and the student handbook for the department of counseling ([[download](https://github.com/csun-edc//COUN 6111 CourseGuides//COUN 6111 Course%20Guides//COUN%206111%20COUN 6111 Course%20Guide//docx)]), and reviewing the syllabus ([[download](https://github.com//csun-edc////syllabus// Syllabus // COUN // 6111 // pdf)].
3. Review assignments for week one ([[Schedule]]).
4. Read Chapter 1 & 2 of The School Counseling and School Social Work Treatment Planner by Arthur E., Jr., Jongsma, Liana Lowenstein with Timothy Bruce ([[Textbook]]).
5. Review Assignment 1 – Diagnosis Assignment – Complete pages 11 & 12 in The School Counseling and School Social Work Treatment Planner by Arthur E., Jr., Jongsma, Liana Lowenstein with Timothy Bruce ([[Assignment Description]]).
6. Complete COUN 6111 Course Evaluation [found here]
7. Complete Asynchronous Discussion Board Post 1 – Theory Assignment – View Powerpoint titled “Theory” located in this folder for further instructions [found here].

COUN 6111 Week 1 Pre-requisites

The following prerequisites must be completed prior to starting COUN 6111: COUN 6010 – Introduction to Counseling and Development or equivalent, COUN 6020 – Psychopathology, DPI 6003 – Educational Psychology, and DPI 6015 – Statistics for Educational Research I.

COUN 6111 requires a grade of B- (2.7) or higher in each prerequisite COUN 6111 Course. Students with a grade below B- (2.7) in any of the prerequisite COUN 6111 Courses must repeat the COUN 6111 Course(s). Students who are taking any of the prerequisite COUN 6111 Courses concurrently with COUN 6111 will have their enrollment in COUN 6111 canceled if they receive a grade below B- (2.7).

COUN 6111 Week 1 Prerequisites for COUN 6112 – Clinical Theory* (5 credits) (COUN 6112)

The following prerequisites must be completed prior to starting COUN 6112: COUN 6011 – Lifespan Development or equivalent, COUN 6022 – Theories of Counseling and Psychotherapy, COUN 6030 – Abnormal Psychology and Counseling, and DPI 6003 – Educational Psychology.

COUN 6112 requires a grade of B- (2.7) or higher in each prerequisite COUN 6111 Course. Students with a grade below B- (2.7) in any of the prerequisite COUN 6111 Courses must repeat the COUN 6111 Course(s). Students who are taking any of the prerequisite COUN 6111 Courses concurrently with COUN 6112 will have their enrollment in COUN 6112 canceled if they receive a grade below B- (2.7).

COUN 6111 Week 1 Prerequisites for EDUC 6319 – Multicultural Education* (3 credits) (EDUC 6319)

The following prerequisites must be completed prior to starting EDUC 6319: DPI 6004 – Educational Psychology II and DPI 6006 – Research Methods I & II or equivalent research methods COUN 6111 Coursework at the undergraduate level. Students who complete DPI 6004 before taking this class may register for EDUC 6319 without completing DPI 6006 first; however, DPI 6006 should be taken before starting other research methods classes at UW Stout such as RESM 6560 .

COUN 6111 Week 1 Duration

Introduction to School Counseling (COUN 6111) Overview (COUN 6111) COUN 6111 Course is designed for school counselors and other school personnel who work with children, adolescents, and families in the school setting. Content will include a focus on counseling theory and techniques, professional orientation, and curriculum development. In addition, COUN 6111 Course will focus on issues related to working in schools with culturally diverse populations. *PLEASE NOTE: For each week of class there is a learning activity that must be completed. Students are expected to participate in weekly discussions by posting at least twice per week as well as responding to one another at least once per week. An additional assignment is required each week that includes reading the textbook and completing the quizzes associated with each chapter as well as an application exercise (i.e., assignment based on application of theory).

COUN 6111 Week 2 Learning Activity Assignment To be completed during the first week of class: Assignment Due Date:Sunday at 11:59 p.m. CT

COUN 6111 Week 2 Discussion Participation Please post your initial response in each weekly discussion forum no later than Thursday at 11:59 p.m. CT; you should also respond to at least two other students’ initial posts no later than Sunday at 11:59 p.m. CT each week; this is the expectation for full participation in the weekly discussions; please refer back to the Participation Rubric found in COUN 6111 Course Resources for specific guidance regarding expectations for full participation; please note that you are required to complete all discussions for a given week before beginning the next discussion for that same week .

COUN 6111 Week 2 Developmental Activities Assignment To be completed during Weeks 1 & 2: Assignment Due Date: Sunday at 11:59 p.m. CT

COUN 6111 Week 3 Learning Activity Assignment To be completed during the third week of class: Assignment Due Date: Sunday at 11:59 p.m. CT

COUN 6111 Week 1 Learning Outcomes

(Spring 2014)

– Learn the definition of counseling and the various types of counseling.
– Understand the different types of relationships that counselors form with clients.
– Become familiar with the major theories and approaches to counseling.
– Understand the professional identity of counselors and the role of counseling in society.

COUN 6111 Week 1 Assessment & Grading

Introduction to School Counseling

*Assessment and Grading for COUN 6111 – Introduction to School Counseling (5 credits) (COUN 6111)

The purpose of this assessment is to provide students the opportunity to demonstrate mastery of the concepts and principles taught in COUN 6111 Course. The following are the types of assessments used in COUN 6111 Course.

Assignment 1: Individual Autobiography

For this assignment, you will write a 2-3 page autobiographical essay that focuses on your personal development as it relates to your current or future role as a professional school counselor. You will reflect on significant life experiences, people who have influenced your life, and how your personal history has shaped your professional identity as a school counselor.

Assignment 2: Group Activity

For this assignment, you will participate in an online discussion with your classmates. You will be assigned to a small group (3-4 students) and will be asked to discuss a case study related to child/adolescent development. Each group member will be required to post at least two times during the discussion period. The instructor will evaluate each student’s level of participation in the discussion.

Assignment 3: Final Exam

The final exam for COUN 6111 Course is a comprehensive exam that covers all of the major topics covered in the COUN 6111 Course. The exam consists of 50 multiple-choice questions and is worth 100 points.

COUN 6111 Week 1 Suggested Resources/Books

Prerequisite: Admission to the School Counseling Program. An overview of the field of counseling and its professional orientation, with special emphasis on a philosophical, historical, and comparative study of counseling within the context of education. Includes a survey of contemporary educational issues as they relate to school counselors’ roles in counseling and other related services. Emphasizes professional skills in group work, individual counseling, consultation, and other related services.

No textbook is required for COUN 6111 Course.

COUN 6111 Week 1 Assignment (20 Questions)

1. What is school counseling? School counseling is a specialized form of counseling that focuses on the academic, social, and emotional development of students. School counselors work with students, parents, teachers, and administrators to help students succeed in school and reach their full potential.

2. What are the main goals of school counseling? The main goals of school counseling are to help students develop academically, socially, and emotionally; to assist students in making responsible decisions; and to promote positive relationships between students and adults in the school community.

3. What services do school counselors provide? School counselors provide a variety of services to students, including individual and group counseling, classroom guidance lessons, consultation with teachers and parents, and referrals to community resources.

4. How do school counselors work with students? School counselors work with students in a variety of ways, including individual counseling, group counseling, classroom guidance lessons, and consultation with parents and teachers. Counselors also work with students on an individual basis to help them develop academic plans and set goals for their future.

5. How do school counselors work with parents? School counselors work with parents in a variety of ways, including consultations, workshops, and parent-teacher conferences. Counselors also refer parents to community resources when necessary.

6. How do school counselors work with teachers? School counselors work with teachers in a variety of ways, including consultations, workshops, and teacher in-service training. Counselors also refer teachers to community resources when necessary.

7. What is the role of the school counselor in student achievement? The role of the school counselor in student achievement is to provide support and assistance to students as they strive to reach their academic potential. Counselors help students set goals, develop academic plans, and overcome obstacles that may impede their success.

8. What is the role of the school counselor in student behavior? The role of the school counselor in student behavior is to help students develop positive social skills and make responsible decisions. Counselors teach students about conflict resolution, anger management, and other topics related to positive behavior. Counselors also work with students who are experiencing behavioral problems to help them identify the root causes of their issues and find constructive ways to address them.

9. What is the role of the school counselor in student mental health? The role of the school counselor in student mental health is to promote wellness and prevent mental health problems from developing or worsening. Counselors work with students who are experiencing emotional difficulties to help them cope with their problems in healthy ways. Counselors also provide referrals to mental health professionals when necessary.

COUN 6111 Week 1 Assignment Question (20 Questions)

University of Phoenix

Create a PowerPoint® presentation that includes information about the following topics:
* Introduction to the field of school counseling.
* Basic overview of what school counselors do.
* The different types of counseling approaches.
* The different types of professional organizations for school counselors.
* The different types of licensure and certification available for school counselors.

COUN 6111 Week 1 Discussion 1 (20 Questions)

COUN 6111 Week 2 Discussion 1 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 3 Discussion 1 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 4 Discussion 1 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 1 DQ 1 (20 Questions)

What are some commonalities that all students share? How can you use this information to build a relationship with your students?

Some commonalities that all students share are the need for belonging, the need for connection, and the need for support. Building relationships with students is essential in order to provide them with the necessary support system they need to be successful. When developing relationships with students, it is important to be genuine, authentic, and understanding. It is also important to remember that each student is unique and will require different levels of support.

COUN 6111 Week 1 Discussion 2 (20 Questions)

COUN 6111 Week 1 Discussion 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

TOPIC: INTRODUCTION TO SCHOOL COUNSELING: GOALS, ROLES, AND ETHICS

“Introduction to School Counseling” Please respond to the following:

Assume you are a counselor in training who has just been hired as an elementary school counselor at an inner-city school. The majority of your students come from low-income families and have limited experience with successful adults. Describe how you would incorporate three of the American School Counselor Association’s (ASCA) National Standards into your counseling program. Next, discuss how you would use your knowledge of multicultural issues and advocacy to help create a more supportive learning environment for each student in the school. Be specific and provide examples.

COUN 6111 Week 1 DQ 2 (20 Questions)

Week 1 DQ 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) Please Note: This is an accelerated COUN 6111 Course and there are no extensions allowed. You must complete all assignments, discussions, and exams during the weeks assigned. Module/Week 1 Discussion Board Instructions 20 Questions on Introduction to School Counseling Directions: Read each question carefully. Respond to at least 10 questions total, with a minimum of one response per question. Your responses should be thoughtful and well developed with specific references to the text and other scholarly resources. Your instructor will grade your work on the following criteria: • The quality of your thoughts, insights, and reflections • The development of your ideas • The organization of your posting • The use of specific examples from reading or experience • The application of concepts from reading or experience • APA format • Grammar and spelling Post by Day 3 in a minimum of 300 words (approximately three paragraphs). Reference at least two scholarly sources in addition to the textbook. Please refer to the instructions in the Student Success Center for how to use Level 1 headings. Complete this week’s required readings prior to beginning this discussion board thread: Required Readings: Career Development Chapter 4 & 5 in Career Development Theory & Practice (Dahir, 2012) & Vocational Development Chapter 7 in Career Development Theory & Practice (Dahir, 2012) & Optional Resources Books Required Textbook Dahir, C. A. (2012). Career development theory and practice: Integration through multicultural counseling (3rd ed.). Thousand Oaks, CA: Sage Publications Inc. Module/Week 1 Discussion Board Questions Question #1 Scenario 1: In reading chapter 4 I found myself becoming frustrated when it came time for Mrs. Smith’s appointment with Dr. Kirkpatrick because she was unsure about her career goals or what her main interests were as far as her future career options are concerned; however I would have liked for Dr. Kirkpatrick to take more time out with Mrs. Smith before trying out any assessments on her because it seemed that Mrs. Smith was almost giving up on herself because she was unsure about what she wanted in her future career path even though she had a few ideas that just did not seem appealing to her but were worth looking into more deeply before making a final decision on anything such as school learning everything that is required regarding a medical field career and then finding out after all that she is still not sure if it is something that she would like doing as a career or not because it was something that interested her more than some other options but she still was not certain if it was something that would make her happy doing so it seemed like this could be an important factor when deciding on anything else related to what she would like doing in her future career path so taking some extra time with Mrs. Smith could have been useful for both parties rather than rushing into things before taking some time out first so that Mrs. Smith could have learned more about herself prior to making any decisions regarding her future career path choices Question #2 In chapter 5 I read about six major steps regarding goal setting which includes identifying one’s strengths weaknesses opportunities and threats identifying and evaluating available resources identifying employment objectives outlining plans for achieving goals identifying deadlines for achieving goals and reviewing one’s plan periodically throughout the process; however I believe there are also a few other important steps involved such as communicating one’s goals seeking guidance from family members friends co-workers supervisors managers professors instructors those who have achieved similar goals helping others achieve their goals setting short term goals rather than long term goals setting realistic goals seeking emotional support being patient accepting criticism taking risks being persistent staying motivated believing in oneself reaching higher levels of success allowing room for failure being open minded about alternatives accepting change remaining positive pursuing opportunities learning from mistakes seeking advice adjusting plans keeping up with trends building self confidence acquiring skills improving skills developing new skills developing good study habits practicing active listening practicing critical thinking practicing decision making implementing time management techniques delegating tasks creating an efficient work environment maintaining proper nutrition maintaining physical fitness spending quality time with family members friends co-workers supervisors managers professors instructors those who have achieved similar goals using stress management techniques attending personal development seminars attending professional development seminars attending industry trade association meetings attending corporate meetings continuing education classes taking certification COUN 6111 Courses taking advanced COUN 6111 Courses taking refresher COUN 6111 Courses applying skills maintaining passion engaging passion pursuing opportunities having fun meeting new people enjoying life traveling exploring experiencing dancing swimming singing painting drawing cooking baking writing speaking volunteering serving donating networking joining groups contributing cooperating motivating inspiring coaching training mentoring tutoring teaching sharing visiting observing participating investing celebrating reflecting repenting repenting praying meditating studying researching analyzing learning connecting connecting connecting connecting connecting connecting connecting connecting connecting connecting connecting connecting connecting Question #3 In chapter 7 I read about many different stages of vocational development including self concept self efficacy self awareness identity exploration identity moratorium identity achievement early work exploration work consolidation work disengagement retirement; however I do not feel comfortable putting my own parents into any particular stage because they never seem to talk about their jobs much except when my mother complains about wanting a new job because she believes that her current job is stressful or my father complaining about his boss or co-workers whenever he arrives home from work every day so based off of what little information I know about their jobs they both seem pretty unhappy with them but yet they continue working at their jobs anyway; however according to what I read most people tend not to enter the disengagement stage until later on in life such as midlife crisis during their late 30s or early 40s? Question #4 According to Vondracek Super’s developmental stages How do you think someone can move through these stages faster? How do you think someone can become stuck at one stage? What has helped you move through these stages? What factors may hinder you from moving through these stages? When do you feel most productive? Why? Question #5 In chapter 4 we learned about several different types of assessments including interviews inventories journals checklists observation performance based tests personality tests achievement tests aptitude tests intelligence tests interest inventories psychological testing online personality testing online ability testing online interest inventories etc.; however according to the video lecture “How To Get Started” there are also two additional types of assessments including an assessment profile which involves answering questions regarding years of experience previous employers education training certifications etc.; however there is also an assessment interview which involves asking questions regarding desired salary range desired location desired title desired responsibilities desired company size preferred company culture preferred working hours etc.; however I believe these two additional assessments can help better understand what someone is looking for specifically rather than trying multiple types of assessments without knowing much else first which can possibly make it difficult trying figure out what type of assessment someone may need next based off those results plus everyone seems different so everyone may require different types of assessments depending on individual needs plus some assessmen

COUN 6111 Week 1 Quiz (20 Questions)

COUN 6111 – Introduction to School Counseling (5 credits)
COUN 6111 Course is designed to provide an overview of the counseling profession with an emphasis on school counseling. Students will be introduced to the foundations of the counseling profession, professional orientation and identity, multiculturalism, professional ethics, and professional development. Students will also explore issues related to the education system, learning theories, individual differences, and psychological development as they relate to students in educational settings.

COUN 6111 Week 1 MCQ’s (20 Multiple Choice Questions)

1. Which of the following statements about effective school counseling is true?

A) Effective school counselors are those who are highly trained and experienced.
B) Effective school counselors are those who are able to relate to their students on a personal level.
C) Effective school counselors are those who are able to work with students of all backgrounds and abilities.
D) All of the above

D) All of the above

COUN 6111 Week 2 Description

COUN 6111 Course is an overview of the counseling profession with a focus on the role of the school counselor. Theories and techniques of counseling will be explored along with an overview of the helping relationship. Ethical and legal issues in counseling will also be addressed.

COUN 6111 Week 2 Outline

Week 2: Developmental Theories

This week, we will be exploring developmental theories. We will discuss various theorists’ perspectives and compare and contrast their ideas. You will have an opportunity to apply some of these concepts to your own life experience, as well as to the development of your own counseling style.

Learning Objectives for the Week:

By the end of this week, students will be able to:

1. Compare and contrast various developmental theories.
2. Analyze how developmental theories can be applied to counseling.
3. Describe how developmental theories can inform the development of a counseling style.

COUN 6111 Week 2 Objectives

COUN 6111 Course Objectives: To gain knowledge about the structure and function of schools; to become familiar with the issues, problems, and challenges faced by students and educators in today’s schools; and to be able to apply counseling skills to working with children, adolescents, and families.

1. Understand the historical context of school counseling and its development as a profession.

2. Understand the major theories and models of school counseling.

3. Understand the major roles and responsibilities of school counselors.

4. Understand the major ethical issues faced by school counselors.

5. Be familiar with the major laws and policies governing school counseling.

6. Understand the process of developing and implementing a comprehensive school counseling program.

7. Understand the process of individualized planning for students in school counseling programs.

8. Understand how to assess student needs and develop appropriate interventions.

9. Be familiar with techniques for working with students, parents, and teachers in school settings.

COUN 6111 Week 2 Pre-requisites

– Pre-requisites for COUN 6111 – Introduction to School Counseling* (5 credits)

School Counseling Theory I: An Overview of School Counseling as a Profession* (COUN 6120) – School Counseling Theory I: An Overview of School Counseling as a Profession* (3 credits)

Counseling Theory and Research* (COUN 6130) – Counseling Theory and Research* (3 credits)

Counselor Preparation Comprehensive Examination Review COUN 6111 Course** (CPCE)* – Counse- lor Preparation Comprehensive Examination Review COUN 6111 Course** (CPCE)* (1 credit) Week 3 Assessment in Counseling: An Introduction to Student Developmental Models, Career Development and Vocational Choice, Learning Styles, Group Processes, and Multicultural Issues In Counselor Education* (COUN 6131) – Assessment in Counseling: An Introduction to Student Developmental Models, Career Development and Vocational Choice, Learning Styles, Group Processes, and Multicultural Issues In Counselor Education* (3 credits) Week 4 Theories of Psychopathology for School Counselors* (COUN 6210) – Theories of Psychopathology for School Counselors* (3 credits)

COUN 6111 Course Teacher Days Time Room Assignments Cost CC6111 Taught by Dr. Mark R. Webb on Mondays from 8am – 8pm at the College Park campus. $195 / credit hour CC6120 Taught by Dr. Terri Wagner on Tuesdays from 8am – 9pm at the Decatur campus. $195 / credit hour CC6130 Taught by Dr. Deborah Hargett on Wednesdays from 8am – 9pm at the Decatur campus. $195 / credit hour CC6131 Taught by Dr. Luz Vega on Thursdays from 8am – 9pm at the Decatur campus. $195 / credit hour CC6210 Taught by Dr. Nancy Kayser on Fridays from 8am – 9pm at the Decatur campus. $195 / credit hour CPCE Taught by Drs. Kayser and Wagner on Saturday & Sunday 2/12/11 & 2/13/11; 6 hours each day at DeKalb County Extension office 535 McKoy Road Stone Mountain GA 30083 $300 Flat Rate Total Cost for Both COUN 6111 Courses = $2,960 + fees ($25 Tech Fee & 3% Processing Fee per transaction). * These COUN 6111 Courses count towards the total 54 required hours for Georgia State Certification in School Guidance and Couse- ling through GACE II testing** ** Students must complete all degree requirements before taking the CPCE examination unless prior approval is granted by department chairperson

COUN 6111 Week 2 Duration

Week 2 Introduction to School Counseling (COUN 6111) Week 2 Introduction to School Counseling

*COUN 6111 Course is for 3 weeks for COUN 6111 – Introduction to School Counseling*

Week 2 of COUN 6111 covers the following topics:

COUN 6111 Week 2 Learning Outcomes

1. Analyze the major theories and practices of school counseling to understand individual, family, and community development;

2. Examine effective counseling strategies and techniques for working with students in a school setting;

3. Understand the major concepts and issues related to working with diverse populations in a school setting;

4. Develop an understanding of the professional roles and responsibilities of school counselors; and,

5. Understand how to use research to inform school counseling practice.

COUN 6111 Week 2 Assessment & Grading

COUN 6111 Week 3 (Week 3: January 15 – 21) Assessment & Grading for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 4 (Week 4: January 22 – 28) Assessment & Grading for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 5 (Week 5: January 29 – February 4) Assessment & Grading for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 2 Suggested Resources/Books

**

Please note that this is a suggested list of resources and is not required for the COUN 6111 Course. The instructor will also provide resources throughout the semester.

Required Textbooks:

Blank, J., & Berger, J. (2017). The developing person through childhood and adolescence (11th ed.). New York, NY: Worth Publishers. [ISBN-13: 978-1-4641-4749-6]

Peterson, G. (2012). Counseling in a multicultural society (7th ed.). Belmont, CA: Brooks/Cole – Cengage Learning. [ISBN-13: 978-0-8400-3457-0]

Additional Suggested Resources:

The following resources are recommended as supplementary texts to be used during COUN 6111 Course to help with writing assignments, term papers and literature reviews. These books may be found in your local library or at an online bookstore such as Amazon.com or Barnes and Noble or on www.cengagebrain.com .

COUN 6111 Week 2 Assignment (20 Questions)

1. What are the three types of stressors that can cause psychological problems?

2. How do you think people react differently to different types of stressors?

3. What is the difference between acute and chronic stress?

4. How does the body respond to stress?

5. What are some of the physical and psychological effects of chronic stress?

6. What is the difference between eustress and distress?

7. What are some ways that people can cope with stress?

8. What are some of the benefits of positive coping strategies?

9. What are some of the risks associated with negative coping strategies?

10. What is resiliency?

11. Why is it important for counselors to understand resiliency?

12. What are some of the factors that contribute to resiliency?

13. How can counselors help clients develop resiliency?

14. What is crisis counseling?

15. When is crisis counseling appropriate?

16. What are some of the goals of crisis counseling?

COUN 6111 Week 2 Assignment Question (20 Questions)

1. How does the ASCA National Model fit with the AYP definition of school counseling?

2. What is the definition of No Child Left Behind?

3. What are the three types of data that can be used to measure AYP?

4. How do you think schools will be held accountable for AYP in the future?

5. What are some of the challenges associated with implementing the ASCA National Model?

6. What is the definition of college and career readiness?

7. What are some of the benefits of implementing a comprehensive school counseling program?

8. What are some of the challenges associated with implementing a comprehensive school counseling program?

9. What is the definition of data-driven decision making?

10. Why is it important for school counselors to be data-driven in their decision making?

COUN 6111 Week 2 Discussion 1 (20 Questions)

DQ1: What is your philosophy of counseling? Include in your discussion a description of the following concepts: (a) what is counseling and the counseling process, (b) what are the goals of counseling, and (c) how do you plan to help clients achieve these goals? (400 words minimum)

DQ2: How do counselors address issues related to diversity? Why is it important for counselors to be aware of their own biases and prejudices? How can counselors ensure that they provide culturally competent services to all clients? (400 words minimum)

COUN 6111 Week 2 DQ 1 (20 Questions)

Complete 20 Questions

Discussion 2: Types of Groups

Describe the various types of groups that school counselors might facilitate, including in-class guidance activities, lunch bunch, student support groups, and peer helper groups. Explain how each type of group can be used to address student needs.

COUN 6111 Week 2 Discussion 2 (20 Questions)

Introduction to School Counseling is designed to introduce the student to the field of school counseling. The history and philosophy of counseling are explored as well as current issues in education and counseling. Multicultural issues, ethical considerations, and professional organizations are also examined. Major theories of counseling and their application to education are discussed.

COUN 6111 Week 2 DQ 2 (20 Questions)

What are some of the ways you can assess a student’s strengths? How do you think these strengths can be used to help the student succeed in school and in life? What are some of the ways you can assess a student’s areas of need? How do you think these areas of need can be addressed? How do you think assessment data can be used to develop goals for students? What are some of the ways you can use assessment data to monitor student progress?

COUN 6111 Week 2 Quiz (20 Questions)

COUN 6111 Week 2 Quiz (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111) Question 1 20 / 20 points If a school counselor is feeling overwhelmed and does not have time to see all students in the week, what is the best COUN 6111 Course of action? Question options: 1. Use triage to see which students are in crisis and need to be seen first. 2. Meet with the principal and ask for a schedule change. 3. Let all students know they will need to wait a week or more to be seen by the counselor. 4. Cancel all appointments for the week. 5. Refer students to outside agencies or other counselors in the building if possible. Feedback The correct answer is: Use triage to see which students are in crisis and need to be seen first. While you may not be able to see all of your students that week, you can always prioritize crisis situations and put them at the top of your list. Question 2 20 / 20 points Which of the following is an example of using technology as an intervention? Question options: 1. Tracking student behavior online 2. Sending emails or texts to parents about student behavior 3. Contacting outside agencies for referrals 4. Using social media such as Facebook or Twitter 5. Doing online research on interventions Feedback The correct answer is: Doing online research on interventions This could include looking up strategies for working with a specific disability, finding a new intervention that looks promising, or watching webinars related to counseling techniques or strategies from other professionals who specialize in specific areas of counseling interest such as ADHD or anger management issues. Question 3 0 / 20 points Based on the ASCA National Model, which area should most closely align with college and career readiness? Question options: 1. Guidance curriculum 2. Individual planning 3. Responsive services 4. System support 5. Developmental guidance services Feedback The correct answer is: Guidance curriculum College and career readiness is an essential part of every guidance curriculum! Students should receive guidance starting in elementary school through high school so they are prepared for life after graduation! Question 4 20 / 20 points In order for schools to implement a comprehensive guidance program that aligns with both state standards and national standards, what is required? Question options: 1. Schools must have a full-time counselor on staff who has been trained in comprehensive guidance and counseling programs 2. Schools must have at least three counselors on staff who have been trained in comprehensive guidance and counseling programs 3. Schools must have at least one counselor on staff who has been trained in comprehensive guidance and counseling programs 4. Schools must participate in weekly training sessions conducted by local counselors who are familiar with both state standards and national standards 5. Schools must have a minimum of three counselors on staff who can offer individualized attention to each student Feedback The correct answer is: Schools must have at least one counselor on staff who has been trained in comprehensive guidance and counseling programs While having more than one counselor trained in comprehensive guidance and counseling programs would be ideal, it is not required by either state standards or national standards! It is essential that schools have at least one counselor on staff who has received this type of training so they can provide a comprehensive program for all students!

COUN 6111 Week 2 MCQ’s (20 Multiple Choice Questions)

In order to receive full credit, you must answer all questions. Each question is worth 0.5 points.

1. According to the text, which of the following is NOT a role of the professional school counselor?

a. Advocate
b. Leader
c. Consultant
d. Researcher
e. Teacher

2. The text mentions that professional school counselors are often ___________ in their roles as consultants and leaders.

a. Excluded
b. Inclusive
c. Intrusive
d. Supportive
e. Controlling

3. Which of the following is NOT a common task of professional school counselors?

a. Helping students develop academic plans
b. Helping students develop social skills
c. Helping students develop college and career plans
d. Helping teachers develop instructional strategies
e. Helping parents navigate the school system
4. The text mentions that one of the challenges professional school counselors face is ___________ in schools.

a. High teacher turnover rates
b. Lack of resources
c. Large class sizes
d. Deficient teacher training
e. All of the above

5. According to the text, which of the following is NOT a reason why some teachers may be reluctant to seek out consultation from school counselors?

a. Fear of being perceived as needing help themselves b. Lack of time c. Concerns about confidentiality d. Not knowing how to initiate contact e. None of the above

COUN 6111 Week 3 Description

COUN 6111 Course introduces students to the world of school counseling. Through readings, discussions, and hands-on experiences, students will develop an understanding of the professional role of the school counselor and the various tasks associated with this role. Students will also explore the major theories and approaches to counseling that are most relevant to school counselors.

COUN 6111 Week 3 Outline

Week Three (January 18th-22nd): Group Work

Lecture: Introduction to Group Work, Part I
Group Activity: Group Processes and Leadership Skills
Assignment: Complete Readings for Week Three

COUN 6111 Week 3 Objectives

Students should be able to identify and explain the following concepts as a result of completing COUN 6111 – Introduction to School Counseling:

-The major theories and models of counseling
-The major ethical and legal issues in counseling
-The major techniques and interventions used in counseling
-The major research methods used in counseling
-The major professional organizations in counseling

COUN 6111 Week 3 Pre-requisites

COUN 6111 Course Description: COUN 6111 Course will provide an overview of the field of school counseling, including the development of students’ academic, career and personal/social competencies. The COUN 6111 Course includes a review of major theoretical approaches to counseling, models for organizational development and guidance program implementation, and current issues in public education. The role of the certified school counselor as a member of the educational team will be emphasized. Developing a professional identity in school counseling will be addressed through an understanding of historical developments, effective leadership practices and professional advocacy strategies.

COUN 6111 Course Goals: After completing COUN 6111 Course students will be able to: Explain how learning theories can be applied to promote academic achievement among students; Describe how career development theories can be used by counselors in assisting students in making decisions about their future; Apply different counseling theories and techniques to empower children/adolescents to resolve personal issues that may hinder academic success; Assess the importance of social emotional learning (SEL) in student development; Analyze ethical standards related to providing counseling services; Evaluate current issues impacting school counseling services and discuss evidence-based practices for addressing these challenges; Examine methods for developing comprehensive guidance programs that meet state/national standards; Compare different approaches for conducting effective classroom guidance lessons with elementary and secondary students.

COUN 6111 Week 3 Duration

Module 1 (5-8 days) Introduction to School Counseling In this first module, we will define counseling and school counseling. We will also look at the history and the future of counseling, as well as some legal issues and ethical principles that counselors must follow.

Module 2 (4-7 days) Theories in Counseling Theory is an essential component in helping you to understand how counseling works. In this module, we will explore different types of theories that are used in counseling including psychodynamic theories, cognitive behavioral theories, humanistic theories, and solution focused theories. We will explore how these theories can help to explain how clients think about themselves and how they respond to different situations. We will also discuss how these theories can be used by counselors to help clients make positive changes in their lives.

Module 3 (4-7 days) Theories in Counseling Theory is an essential component in helping you to understand how counseling works. In this module, we will explore different types of theories that are used in counseling including psychodynamic theories, cognitive behavioral theories, humanistic theories, and solution focused theories. We will explore how these theories can help to explain how clients think about themselves and how they respond to different situations. We will also discuss how these theories can be used by counselors to help clients make positive changes in their lives.

Module 4 (4-7 days) Techniques in Counseling This module focuses on techniques that counselors use with clients during the counseling process. We will explore different techniques that can be used to help clients explore their thoughts and feelings, set goals, and make changes in their lives.

Module 5 (4-7 days) Group Counseling In this module, we will focus on group counseling. We will discuss the different types of groups that counselors can facilitate, as well as the different stages that a group goes through during the counseling process. We will also discuss the different roles that members of a group can play and the challenges that can arise during group counseling.

Module 6 (4-7 days) Career Counseling Career counseling is an important part of the school counseling process. In this module, we will discuss the different steps involved in career counseling, as well as the different resources that counselors can use to help students choose a career path. We will also discuss the different challenges that students may face when choosing a career path and how counselors can help them overcome these challenges

COUN 6111 Week 3 Learning Outcomes

1. Understand and apply the major theories, practices, and ethical principles of counseling as they relate to school settings.

2. Understand and apply the major theories, practices, and ethical principles of guidance as they relate to school settings.

3. Understand individual differences in children and adolescents, including developmental stages and special needs.

4. Understand the impact of family, culture, and society on children and adolescents.

5. Understand educational systems and how they operate.

6. Develop counseling skills such as interviewing, assessment, referral, and consultation.

COUN 6111 Week 3 Assessment & Grading

COUN 6111 Week 3 assessment and grading for COUN 6111 – Introduction to School Counseling. Graded A-F, P/D/F, Audit
Not Recorded. Learn more about grades

COUN 6111 Week 3 Suggested Resources/Books

• Theories and Strategies in Counseling and Psychotherapy by D. Capuzzi, P.D. & D.R. Stauffer
*These resources are available through the CSU Online Library (eBooks).

COUN 6111 Week 3 Assignment (20 Questions)

## Introducing my school counseling program (1 point each):

1. What degree are you pursuing?
I am pursuing a Master’s of Education in School Counseling.
2. Where did you attend your undergraduate studies?
I attended Western Kentucky University in Bowling Green, Kentucky.
3. What was your undergraduate major?
My undergraduate major was psychology with a minor in sociology.
4. Why do you want to be a school counselor?
I want to be a school counselor because I want to help children grow into their best selves and help them navigate the challenges of growing up. I also want to help make schools a place where every child feels valued, respected, and supported.
5. What do you think will be the most challenging part of being a school counselor?
The most challenging part of being a school counselor, for me, will be maintaining confidentiality while still meeting the needs of all students.
6. What do you think will be the most rewarding part of being a school counselor?
The most rewarding part of being a school counselor will be seeing students overcome challenges and reach their goals.
7. How did you first learn about the field of school counseling?
I first learned about the field of school counseling when I was in high school and my guidance counselor helped me navigate the college application process and choose a major that would fit my interests and skills.
8. What influenced your decision to pursue school counseling?
My decision to pursue school counseling was influenced by my own experiences as a student and by my desire to help others grow and succeed.
9. What do you think are the most important qualities for a successful school counselor?
The most important qualities for a successful school counselor, in my opinion, are empathy, compassion, patience, and the ability to build relationships with students, families, and staff members.
10. What do you think are the biggest challenges facing school counselors today?
The biggest challenges facing school counselors today are lack of funding and resources, large caseloads, and working with students who have multiple needs.

COUN 6111 Week 3 Assignment Question (20 Questions)

Counseling Theories and Techniques (COUN 6115)COUN 6115 – Counseling Theories and Techniques

1. Define counseling theories in your own words.

2. Explain what a theory is and how it can be used in counseling.

3. Discuss the major schools of thought in counseling.

4. Identify and describe the major counseling theories.

5. Compare and contrast the major counseling theories.

6. Explain how different counseling theories can be integrated.

7. Describe the major techniques used in counseling.

8. Explain how different techniques can be integrated in counseling.

9. Discuss the importance of research in counseling.

10. Identify the major research methods used in counseling.

COUN 6111 Week 3 Discussion 1 (20 Questions)

Unit III Discussion 1

Please respond to the following: (1-2 paragraphs)

Identify one important transition that occurred during your own developmental journey. What did this transition teach you about the importance of adaptability? How did it affect your values, identity, and beliefs? Include a brief description of how you navigated this transition, and what skills you needed in order to do so. What advice would you give to others who may be experiencing a similar transition in their lives? Provide specific examples and references to support your response.

COUN 6111 Week 3 DQ 1 (20 Questions)

COUN 6111 – Introduction to School Counseling (5 credits) COUN 6111 Course is designed to provide an overview of professional school counseling. Students will be introduced to the professional school counseling role, ethical and legal issues, theoretical foundations and techniques, assessment, consultation and collaboration skills, individual and group counseling approaches, leadership skills in counseling programs, and cultural issues in counseling. (COUN 6111)

COUN 6111 Week 3 Discussion 2 (20 Questions)

COUN 6111 – Introduction to School Counseling (5 credits)

COUN 6111 – Introduction to School Counseling (5 credits)

COUN 6111 Course is an overview of the professional field of school counseling with an emphasis on the counselor’s role in today’s schools. Topics include an overview of the history and philosophy of school counseling, professional organizations and issues, and an introduction to the major theoretical approaches to counseling. Theories are applied to individual, group, and family counseling in school settings. Practicum experiences are not a part of COUN 6111 Course.

COUN 6111 Week 3 DQ 2 (20 Questions)

This discussion forum will be graded for content, not just participation. It is expected that you will read the responses of your classmates and add to their comments with thoughtful and substantive remarks. Be sure to address the following questions in your initial post: 1. What are the three elements of CACREP’s definition of school counseling? 2. How has your view of school counseling changed as a result of taking COUN 6111 Course? 3. Discuss at least one way in which you have used your new knowledge about school counseling this week. 4. What did you learn from reading Chapter 6? What were some ideas that were new to you? 5. What surprised you in reading this chapter? 6. After reading Chapter 7, what do you think makes a good guidance program? 7. What are some of the strengths and weaknesses of the basic guidance model? 8. Which of the major approaches discussed in Chapter 8 do you think would be most effective with students? 9. Compare and contrast developmental guidance and counseling, providing an example for each one. 10. How does professional collaboration affect school counselors’ work with students? 11. Identify several themes discussed in Chapter 9 that are evident in working with individual students or small groups at your clinical placement site (or another setting). 12. Describe how you plan to use what you learned about assessment from Chapter 10 in your future practice as a school counselor (this could include discussing specific examples from your clinical placement site). 13. How can we help parents become involved partners in their child’s education? 14. Discuss how we can best work together to support student achievement and provide opportunities for student success (e.g., working with parents, teachers, administrators, etc.). 15. Discuss how classroom teachers can utilize the skills learned in basic guidance classes to enhance student learning and development within the classroom environment (i.e., teaching social skills, conflict resolution, study skills, etc.). 16. Why is it important for school counselors to understand legal issues related to counseling services in schools? 17. Discuss an ethical dilemma faced by a professional school counselor with whom you have worked (or been familiar) during this class or while working on clinical placement sites during your educational career thus far (in terms of both academic training experiences and field-based/clinical experiences). 18. What are some ways that research can be used effectively by professional school counselors during daily practice? 19 Identify several themes discussed in Chapters 15–17 that are evident at your clinical placement site (or another setting) with regard to multicultural issues facing children/students today 20 Explain what recommendations identified by ASCA would be most effective in addressing the needs of students at your clinical placement site

COUN 6111 Week 3 Quiz (20 Questions)

Question 1. Question :

The term “role” is defined as the set of behaviors that are expected of a person in a particular situation. In order to be an effective school counselor, it is essential to understand what your role is within the framework of the educational system.

Question 2. Question :

Which of the following statements about the role of a school counselor is FALSE?

Question 3. Question :

A comprehensive developmental guidance and counseling program must encompass all three types of guidance services: individual, group, and classroom. Which type of guidance service is designed for students who have common interests or needs?

Question 4. Question :

The most basic goal that any type of guidance service seeks to accomplish is helping individuals become more self-aware and better able to cope with their environment. Which type of guidance service is designed to assist individuals in developing solutions to personal problems?

COUN 6111 Week 3 MCQ’s (20 Multiple Choice Questions)

(COUN 6111)

1. Which of the following is an example of an educational goal?

A. To learn how to read
B. To become a better reader
C. To read at grade level
D. All of the above

2. Which of the following is not an example of an environmental goal?

A. To improve air quality in the school
B. To reduce bullying in the school
C. To increase funding for the school counseling program
D. To improve communication between parents and teachers

3. Which of the following is not an example of a personal/social goal?

A. To learn how to handle conflict effectively
B. To develop a more positive self-image
C. To reduce anxiety about taking tests
D. To improve study habits

4. Which of the following statements about educational goals is true?

A. Educational goals should be specific and measurable.
B. Educational goals should focus on improving academic performance.
C. Educational goals should be attainable within a specified time frame.
D. All of the above are true statements about educational goals.

5. Which of the following statements about environmental goals is true?

A. Environmental goals should be specific and measurable.
B. Environmental goals should focus on improving school climate and culture.
C. Environmental goals should be attainable within a specified time frame.
D. All of the above are true statements about environmental goals

COUN 6111 Week 4 Description

COUN 6111 Course is an overview of the field of school counseling and the professional school counselor. The

COUN 6111, Section 5091 – Introduction to School Counseling 1 online COUN 6111 Course at UNO. Designed as a first COUN 6111 Course in school counseling, this class focuses on the counseling profession and its impact

Introduction to School Counseling, COUN 6111 Section: 7238 Instructor: Dr. Ann Marie Klotz Office: Education Building Room 237 Phone: 504-280-7819 E-Mail: aklotz@uno.edu Office Hours: Wednesday 9am-12pm & by appointment Class meets Tuesdays 4pm-7pm online via WebTycho; please check Canvas for specifics regarding class start and end times, deadlines, etc. Textbook and Required Readings : American School Counselor Association (ASCA). (2005). ASCA National Model: A framework for school counseling programs (3rd ed.). Alexandria, VA: American School Counseling Association. ISBN# 9781575423221 Available through UNO Bookstore https://unobookstore.unomaha.edu/txtbooks/textbook_info.php?term=202002&crn=60224&subject=COUN&COUN 6111 Course_number=6111&section=5091

View Notes – COUN 6111 COUN 6111 Course Syllabus from COUN 6111 at University of New Orleans. Introduction to School Counseling COUN 6111 Course SYLLABUS Fall 2016 coun6111_fall2016_counselingprograms Office: Education

Introduction to School Counseling For complete details on this program and how to apply, please see the Graduate Program Handbook . All required COUN 6111 Courses must be completed with a grade of C or higher for graduation purposes. COUN 6111 Course is designed as an introduction to the field of counseling with a focus on professional identity formation of counselors as agents of change within society who work with diverse individuals in various settings and across the lifespan to promote human development and individual well-being. Introduction to School Counseling, 3 credits COUN 6111 Course Description Major emphasis is placed on developing professional identity as a counselor within a multidisciplinary team environment including relationships with parents, teachers

COUN 6111 Week 4 Outline

COUN 6111 Course Description COUN 6111 Course is designed to provide students with an overview of the field of school counseling. Students will be introduced to a wide range of topics including, but not limited to: the history and philosophy of school counseling, developing a comprehensive school counseling program, individual and group counseling approaches, multicultural considerations in school counseling, career development theory and practice in school settings, testing and assessment in schools, consultation and collaboration in the schools, managing crisis and trauma in schools, professional identity development as a school counselor. In addition to learning about the role of the professional school counselor within elementary, middle/junior high and senior high schools COUN 6111 Course will focus on creating an understanding of the professional standards set forth by the American School Counseling Association (ASCA). Specific attention will be given to integrating religious values and principles into all aspects of professional practice as a school counselor. A focus on educational planning for students with diverse abilities will also be emphasized. Prerequisites: COUN 6005 (COUN 6011). COUN 6111 Course Outline Week 1 1. Introduction: Theories & Methods 2. History & Philosophy 3. Professional Identity Development 4. Multicultural Competence 5. Educational Planning for All Students Week 2 6. Individual Counseling 7. Group Counseling 8. Career Development Theory & Practice 9. Consultation 10. Crisis Management Week 3 11. Testing & Assessment 12. Transition 13. Building Relationships with Schools & Families 14. Developing a Comprehensive School Counseling Program 15. Managing Ethical Issues *Subject to change

COUN 6111 Week 5 Outline for COUN 6112 – Counselor Supervision* (3 credits) (COUN 6112) COUN 6111 Course Description COUN 6111 Course is designed to prepare counselors who are currently working as supervisors or who desire to work as supervisors in the future with the necessary knowledge base required for effective supervision practices across diverse settings including agency based settings, private practice settings and educational settings such as college counseling centers, community colleges and schools at all levels (elementary through high school). Theory is integrated with practice using various teaching methods such as lecture-discussion format including videos; case studies; experiential exercises; journaling; participation in learning communities; individual written assignments; small group activities; class presentations; observation experiences and other creative learning opportunities designed specifically for COUN 6111 Course that allows students to develop their skills as an effective supervisor within multiple environments by applying theoretical concepts learned in class that can be used with diverse client populations across multiple settings within our community today and tomorrow! Prerequisites: COUN 6005/6011 or equivalent COUN 6111 Coursework completed at another institution prior to enrollment at Liberty University Online plus prior completion of two years post master’s clinical experience working directly with clients plus graduation from an accredited master’s degree program recognized by CACREP plus passing score on independent study exam administered by Drs Doreen Arcusa or Troy Campbell prior to enrolling in this class which can be taken either online via Liberty University Online Campus or on campus via classroom or one day intensive which must be completed before enrolling in this class (please note: if you are taking this class online you must completeindependent study exam before beginning class work – no exceptions!). *Subject to change

COUN 6111 Week 6 Outline for COUN 6113 – Clinical Skills Lab II* (3 credits) (COUN 6113) COUN 6111 Course Description This lab is designed primarily for those students who have been unable to take Clinical Skills Lab I during their first semester because they were completing online COUN 6111 Courses only during that semester – it is highly recommended however that any student who did not take Clinical Skills Lab I their first semester complete both COUN 6111 Courses because they are linked together conceptually through integrated didactic lectures taught during both classes! Students who take this class should take Coun 6110 immediately before taking this class so they will get “a double dose” of real life clinical training! This lab requires 15 hours per week devoted specifically toward meeting weekly responsibilities identified below which include attending regular weekly live sessions held every Tuesday night at 6 pm EST which starts off each week followed by participating in weekly group tasks assigned by Dr Arcusa which must be completed before next live session where students receive feedback about their tasks from Dr Arcusa herself; writing weekly reflections about your experience during each live session including what you observed during role plays conducted during live sessions performed by fellow students receiving clinical supervision plus participating each week throughout duration of lab being observed yourself performing actual clinical tasks including leading individual therapy sessions conducted one-on-one via video chat software program known as Skype™ plus writing additional reflections along with completing individual written assignments related directly toward each specific lab task assigned throughout duration of Clinical Skills Lab II so you can apply what you learn during classroom lectures throughout this lab directly toward improving your clinical skills while simultaneously gaining valuable experience working directly with clients via Skype™ – don’t miss out on this unique opportunity! Don’t let distance get in the way of receiving hands-on clinical training experience similar to what you would get if you took a traditional Clinical Skills Lab I COUN 6111 Course taught face-to-face right here at Liberty University – register now while seats are still available! Please note: ALL required textbook readings MUST BE completed PRIOR TO ATTENDING FIRST LIVE SESSION WHICH STARTS IMMEDIATELY AFTER START OF SEMESTER! NO EXCEPTIONS! In addition related materials needed for each live session will also be posted under Resources section inside classroom so please check these materials frequently throughout duration of clinic so you can come prepared for each live session which begins promptly at 6 pm EST every Tuesday night – NO EXCEPTIONS!!! Also please do NOT attempt any lab tasks unless YOU HAVE READ INSTRUCTIONS COMPLETELY before beginning any task assigned because some tasks require more time than others depending upon whether client agrees almost immediately or takes awhile longer considering he/she may have one or more people he/she needs ask permission from before giving consent so it is important that you understand process completely before beginning so that nothing gets missed while collecting data which could potentially cause delays when trying figure out how best address problem identified by client so therefore regardless how long it takes make sure everything done correctly!! Important Note Regarding Grading: Our goal is help you successfully pass all labs required complete degree program therefore we grade fairly making sure everyone has equal opportunity pass without fail however personal responsibility always comes into play as well even though we want assist everyone much possible please understand at times not always possible provide assistance requested due time constraints since we teach number classes throughout day however do everything possible make sure everyone receives help needed succeed but only those make effort help themselves usually succeed making positive strides toward completing labs successfully!! Welcome Skynet Online Clinic!!! Join us today!!! Prerequisites:Coun 6005/6011 or equivalent COUN 6111 Coursework completed at another institution prior enrollment at Liberty University Online plus prior completion two years post master’s clinical experience working directly with clients plus graduation from accredited master’s degree program recognized by CACREP plus passing score independent study exam administered Drs Doreen Arcusa Troy Campbell prior enrolling class which can taken either online via Liberty University Online Campus campus via classroom one day intensive must completed enrolling class subject change

COUN 6111 Week 7 Outline for COUN 7101 – Counselor Identity Development* (3 credits) (COUN 7101) COUN 6111 Course Description Many challenges exist regarding how mental health practitioners develop professional identities independently while also navigating their career paths over time within different environments that may shape their professional perspectives differently depending upon how they respond personally toward challenges presented them on daily basis whether these challenges arise from inside outside work environment especially when individuals realize soon after entering work force already developed identity preferences due past experiences gained both personally professionally that might actually differ greatly toward persons currently working alongside them which often result conflict between persons sharing same workplace especially when others feel certain ways about individuals holding different perspectives regarding how “the world works” since two perspectives may actually prove incompatible rendering difficult negotiate differences resulting conflict unless parties involved find common ground allow change occur over time across different environments thereby generating greater understanding towards diversity present among individuals sharing same environment apart from mutual respect shared beliefs allowing “room” different perspectives emerge based upon knowledge gained new experiences provided opportunity present itself therefore when working together parties need realize importance developing mutual respect understanding towards diversity present then creating meaningful opportunities learning community should improve significantly allowing productive outcomes emerge based upon shared knowledge mutually beneficial approaches engaging processes that generate greater appreciation towards differences present resulting increased quality relationships due increased amount cooperation overall therefore common goal becomes facilitating mutual support toward achieving success reach goals set forth parties involved particularly when successful resolution reached regarding conflict experienced thus helping others fully embrace form potentiality coexisting peacefully thus facilitating development stronger relationships strengthened bonds versus weakened ones experienced previously between parties involved based upon mutual respect shared goals commonalities shared between individuals sharing same environment although occasionally challenges arise due slight differences might exist among persons sharing same space but overall positive results usually generated due increased awareness openness willingness embrace diversity form potentiality truly coexist peacefully accept differences experienced providing great opportunity gain greater understanding towards others consequently greater appreciation willingness embrace experiences provided opportunity present itself mindfully considered context within surrounding environment thus fostering mutual respect shared desires work together achieve common goals set forth parties involved = THUS WELCOME SKYNET ONLINE CLINIC WHERE WE EMPHASIZE DEVELOPING GREATER MUTUAL RESPECT SHARED UNDERSTANDING TOWARDS DIVERSITY PRESENT BOTH WITHIN WITHOUT WORKPLACE ENVIRONMENT WHILE CREATING MEANINGFUL OPPORTUNITIES LEARNING COMMUNITY WHICH WILL CREATE STRONGER BONDS BETWEEN INDIVIDUALS SHARING COMMON GOALS RESULTING INCREASED COOPERATION OVERALL THEREFORE FACILITATING MORE PRODUCTIVE OUTCOMES BASED UPON SHARED KNOWLEDGE MUTUALLY BENEFICIAL APPROACHES ENGAGING PROCESSES THAT GENERATE GREATER APPRECIATION TOWARDS DIFFERENCES PRESENT WITHIN OUR COMMUNITIES TODAY TOMORROW FOREVER!! WELCOME NEW BEGINNINGS AWAIT YOU INSIDE SKYNET ONLINE CLINIC WHERE WE ENCOURAGE DIVERSITY FORM POTENTIALITY TRULY COEXIST PEACEFULLY ACCEPT DIFFERENCES EXPERIENCED PROVIDING GREAT OPPORTUNITY GAIN GREATER UNDERSTANDING TOWARDS OTHERS CONSEQUENTLY GREATER APPRECIATION WILLINGNESS EMBRACE EXPERIENCES PROVIDED OPPORTUNITY PRESENT ITSELF MINDFULLY CONSIDERED CONTEXT WITHIN SURROUNDING ENVIRONMENT THUS FOSTERING MUTUAL RESPECT SHARED DESIRES WORK TOGETHER ACHIEVE COMMON GOALS SET FORTH PARTIES INVOLVED = THUS WELCOME NEW JOURNEY AWAITS YOU INSIDE SKYNET ONLINE CLINIC WHERE WE FOCUS DEVELOPMENT PROFESSIONAL IDENTITIES INDIVIDUALLY WHILE NAVIGATING CAREER PATHS OVER TIME ACROSS DIFFERENT ENVIRONMENTS SHAPE PROFESSIONAL PERSPECTIVES DIFFERENTLY DEPENDING HOW RESPOND PERSONALLY TOWARD CHALLENGES PRESENT THEM DAILY BASIS WHETHER THESE CHALLENGES ARISE FROM INSIDE OUTSIDE WORK ENVIRONMENT ESPECIALLY WHEN INDIVIDUALS REALIZE SOON AFTER ENTERING WORK FORCE ALREADY DEVELOPED IDENTITY PREFERENCES DUE PAST EXPERIENCES GAINED BOTH PERSONALLY PROFESSIONALLY MIGHT ACTUALLY DIFFER GREATLY TOWARD PERSONS CURRENTLY WORKING ALONGSIDE THEM WHICH OFTEN RESULT CONFLICT BETWEEN PERSONS SHARING SAME WORKPLACE ESPECIALLY WHEN OTHERS FEEL CERTAIN WAYS ABOUT INDIVIDUALS HOLDING DIFFERENT PERSPECTIVES REGARDING HOW “THE WORLD WORKS” SINCE TWO PERSPECTIVES MAY ACTUALLY PROVE INCOMPATIBLE RENDERING DIFFICULT NEGOTIATE DIFFERENCES RESULTING CONFLICT UNLESS PARTIES INVOLVED FIND COMMON GROUND ALLOW CHANGE OCCUR OVER TIME ACROSS DIFFERENT ENVIRONMENTS THEREBY GENERATING GREATER UNDERSTANDING TOWARDS DIVERSITY PRESENT AMONG INDIVIDUALS SHARING SAME ENVIRONMENT APART FROM MUTUAL RESPECT SHARED BELIEFS ALLOWING “ROOM” FOR DIFFERENT PERSPECTIVES EMERGE BASED UPON KNOWLEDGE GAINED THROUGH NEW EXPERIENCES PROVIDED OPPORTUNITY PRESENT ITSELF THEREFORE WHEN WORK TOGETHER PARTIES NEED REALIZE IMPORTANCE DEVELOPING MUTUAL RESPECT UNDERSTANDING TOWARDS DIVERSITY PRESENT THEN CREATING MEANINGFUL OPPORTUNITIES LEARNING COMMUNITY SHOULD IMPROVE SIGNIFICANTLY ALLOW PRODUCTIVE OUTCOMES EMERGE BASED UPON SHARED KNOWLEDGE MUTUALLY BENEFICIAL APPROACHES ENGAGING PROCESSES THAT GENERATE GREATER APPRECIATION TOWARDS DIFFERENCES PRESENT WITHIN OUR COMMUNITIES TODAY TOMORROW FOREVER!! WELCOME NEW BEGINNINGS AWAIT YOU INSIDE SKYNET ONLINE CLINIC WHERE WE EMPHASIZE CREATING POSITIVE RELATIONAL SYNERGIES WITH CLIENTS OTHER STAFF MEMBERS JOINTLY ENGAGEMENT COLLABORATIVE EFFORTS DESIGN SUPPORT POSITIVE LONG TERM TRANSFORMATIONS CLIENT SYSTEMS PLACEMENTS WHETHER INDIVIDUALIZED GROUP OR COMMUNITY LEVEL CONTEXTS WITHOUT DELAY NEVER FAIL REALIZATION CLIENTS STAFF MEMBERS ARE SIMPLY HUMAN BEINGS DESERVE AUTHENITIC SUPPORT WHICH CAN ONLY BE PROVIDED WHEN CREATIVE IDEAS ARE RECOGNIZED DISCUSSION ENCOURAGEMENT FOLLOW THROUGH AS SOON AS POSSIBLE HENCE WHY EVERYONE MUST REMAIN OPEN MINDD AT ALL TIMES CAPABLE ADAPTING CHANGIJNG NEARBY SOCIAL SYSTEM CONTEXTS CONSIDER BOTH LONG SHORT TERM GOALS NEEDS IDENTIFIED INDIV

COUN 6111 Week 4 Objectives

Week 4 Objectives for COUN 6111 – Introduction to School Counseling* (5 credits)

1. Understand the role of the school counselor in supporting the academic success of all students.

2. Understand the importance of developing positive relationships with students.

3. Understand how to create a safe and supportive learning environment for all students.

4. Understand the importance of student engagement in the school counseling program.

5. Understand how to use data to inform school counseling program planning and implementation.

COUN 6111 Week 4 Pre-requisites

COUN 6111 Course Description: The purpose of COUN 6111 Course is to prepare students to become effective school counselors. Through the use of lectures, discussions, readings, audio-visuals, and practical experiences, students will learn how school counseling programs can enhance student development and academic achievement by examining the following: professional orientation and foundation; program design, implementation, evaluation; counseling process and skills; consultation; advocacy; collaborative relationships with educators, parents/families, community resources; individual differences of children/youth; crisis intervention; cultural considerations in working with diverse populations. Students will also be introduced to the ethical standards of school counseling as set forth by the American School Counselor Association (ASCA).

*Note: This class is only available for students who have been accepted into the Online School Counseling Master’s Degree program.

COUN 6111 Week 4 Duration

This is a five week class.

Week 1: Introduction to the Counseling Profession

Week 2: Theories and Techniques of Counseling

Week 3: Developmental Counseling and Therapy

Week 4: Group Counseling and Psychotherapy

Week 5: Career Counseling

COUN 6111 Week 4 Learning Outcomes

COUN 6111 – Introduction to School Counseling (5 credits)

COUN 6111 Course is designed to provide an overview of the professional field of school counseling with emphasis on the counseling process, theories, and techniques. Other topics include assessment and intervention in individual and group settings, consultation, professional identity development, and ethical and legal issues in school counseling.

COUN 6111 Week 4 Assessment & Grading

COUN 6111 Course Description: COUN 6111 Course is designed to provide an introduction to the field of school counseling, its history, philosophy and rationale. The emphasis of COUN 6111 Course will be on the professional identity of the school counselor, professional orientation and research. The major focus will be on developing an understanding of the role and function of the school counselor. The COUN 6111 Course will focus on a review of current educational research and issues related to counseling students in grades K-12; including social, emotional, intellectual and career development. In addition, COUN 6111 Course will explore how diversity affects a child’s development.

COUN 6111 Week 4 Suggested Resources/Books

COUN 6111 Week 4 Suggested Resources/Books for COUN 6111 – Introduction to School Counseling* (5 credits)

1. Theories of Counseling and Psychotherapy: An Integrative Approach by Leroy G. Baruth and Charles R. McCullough

2. Psychodynamic Psychotherapy: A Clinical Manual by Nancy McWilliams

3. Person-Centered Therapy by Carl Rogers

4. Solution-Focused Brief Therapy by Bill O’Hanlon and Michael J. Weiner

COUN 6111 Week 4 Assignment (20 Questions)

**

**COUN 6111 – Introduction to School Counseling:** The focus of COUN 6111 Course is to provide a comprehensive survey of the field of school counseling, which includes an examination of professional identity, philosophy, history, and ethics. The COUN 6111 Course also explores issues related to diversity, social and cultural foundations, career development theory and practice, guidance curriculum and classroom management, individual counseling theories and techniques, and group counseling. In addition, COUN 6111 Course addresses current issues in elementary, middle school and high school counseling. Practicum experiences are also included in COUN 6111 Course.

COUN 6111 Week 4 Assignment Question (20 Questions)

1. How do you think the role of school counselors has changed since you were in high school?

The role of school counselors has changed significantly since I was in high school. In my experience, counselors were largely focused on providing academic and career guidance, and while they still play an important role in those areas, they are now also expected to provide social and emotional support to students. This is likely due to the increased awareness of the importance of mental health in recent years.

2. What do you think are the most important qualities for a successful school counselor?

I think the most important qualities for a successful school counselor are empathy, patience, and a genuine desire to help others. Counselors must be able to understand and relate to the experiences of their students, and they must be patient in order to help students work through their challenges. Additionally, it is important that counselors have a genuine desire to help their students succeed, both academically and personally.

3. What do you think is the most challenging part of being a school counselor?

I think the most challenging part of being a school counselor is dealing with the various issues that students may be facing. These can range from academic difficulties to social or emotional problems, and it can be difficult to know how to best help each individual student. Additionally, counselors must often deal with sensitive topics such as abuse or suicide, which can be emotionally taxing.

4. What do you think is the most rewarding part of being a school counselor?

I think the most rewarding part of being a school counselor is seeing students overcome their challenges and succeed, both academically and personally. It is also gratifying to know that you have helped make a positive difference in someone’s life.

5. What do you think are some of the biggest challenges facing school counselors today?

I think some of the biggest challenges facing school counselors today are working with increasingly diverse student populations and dealing with limited resources. With more schools serving students from a variety of backgrounds, it can be difficult to meet the needs of all students. Additionally, many schools have limited budgets, which can make it difficult to provide adequate counseling services.

COUN 6111 Week 4 Discussion 1 (20 Questions)

The instructor will post a topic related to this week’s readings. The purpose of the discussions is to generate interaction among the students in order to develop deeper thinking about weekly topics. Therefore, your initial posting should include a well-developed paragraph that adds to the instructor’s question. You are encouraged to respond to at least two other students and continue the conversation. The discussions are due by Wednesday at 11:59 p.m., ET. Please refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Week 4 Discussion 1

Question: Adlerian theory proposes a holistic approach to counseling with an understanding of human beings as social beings with a need for belonging and significance (Corsini & Wedding, 2019). As you have read, this theory emphasizes birth order as an important factor in human development and functioning. What did you find most helpful from this theory? How can you apply it in your practice?

COUN 6111 Week 4 DQ 1 (20 Questions)

COUN 6111 – Week 4 – DQ 1 (20 Questions)

Respond to at least 2 classmates. Include at least 1 direct question in your initial post for each classmate. Respond to each question with a thoughtful and thorough answer of 50-100 words.

Directions: Answer the following 20 questions in a discussion forum. Be sure to put your name and question number with your response and respond in complete sentences. Remember that APA requires that you use 3rd person point of view when writing professionally, so do not use “I”, “we”, or “you”. You are encouraged to post early, so if you have a question that someone else has already asked, feel free to add on to their response or ask another question related to the topic. Please do not wait until the last day of class to post all 20 responses, as this will make it difficult for others to respond in a timely manner. Once you have posted all 20 responses, please respond directly and thoughtfully to 2 other students using at least 1 direct question per student. The grade will be based on the quality of your answers and engagement with your classmates. Your discussions are worth 25 points towards your grade, which includes both initial responses as well as replies to other students’ postings.

1. Define crisis counseling and explain how you would approach a student who has recently experienced their parent’s divorce?

2. Compare and contrast prevention and intervention activities in school counseling?

3. Why is it important for school counselors to collaborate with other professionals in order to best support students? Provide an example of how school counselors might collaborate with another professional (e.g., teacher, social worker, administrator).

4. Describe the role of consultation in school counseling? What are some benefits of consultation for school counselors? For students/clients? For teachers/consultees? Provide an example of how you might consult with a teacher regarding one of his/her students who is struggling academically.

5. What is advocacy and why is it important for school counselors? What are some ways that school counselors can advocate for students? Provide an example of how you might advocate for a student who has been repeatedly bullied by classmates and has not received any support from administrators or teachers despite bringing the issue to their attention on multiple occasions.

6. How can individual counseling help students achieve academic success? Describe how you would approach individual counseling with a student who is struggling academically but refuses to seek help from teachers or administrators because he/she is embarrassed about his/her grades.

7. How can group counseling help students achieve academic success? Describe how you would approach group counseling with a group of students who are struggling academically but refuse to seek help from teachers or administrators because they are embarrassed about their grades.

8. Describe how career counseling can help students achieve academic success? How can career counseling help students make the transition from high school to college or from college to the workforce? Describe how you would approach career counseling with a student who is struggling academically but has no idea what he/she wants to do after graduation (i.e., no career goals).

COUN 6111 Week 4 Discussion 2 (20 Questions)

COUN 6111 – Introduction to School Counseling (5 credits)

COUN 6111 Course Description: COUN 6111 Course is designed to introduce school counseling students to the various roles and responsibilities of the professional school counselor. Students will develop an understanding of the unique developmental needs of students in elementary, middle, and high school. COUN 6111 Course topics include counseling theory, assessment, consultation, ethical and legal issues in counseling, crisis intervention, individual and group counseling, diversity issues in counseling, career development, consultation services for schools, collaboration with parents and families, substance abuse prevention education programs for schools, individualized education programs (IEPs), and 504 plans. Prerequisite: Admission to Master’s degree program in School Counseling or permission of instructor.

COUN 6111 Week 4 DQ 2 (20 Questions)

Question 1: Identify three factors that contribute to the development of a comprehensive counseling program.

There are many factors that contribute to the development of a comprehensive counseling program. Some important factors to consider are the school’s mission and vision, the needs of the students, and the resources available.

The school’s mission and vision provide a framework for what the counseling program should look like. The mission statement should be clear and concise, and it should guide all decisions made about the counseling program. The vision statement should be aspirational, and it should describe what the ideal counseling program would look like.

The needs of the students must be taken into account when developing a comprehensive counseling program. The student population served by the school will have different needs, and the counseling program must be designed to meet those needs. It is important to assess the needs of the students on an ongoing basis so that the counseling program can be adjusted as necessary.

The resources available to the school will also play a role in shaping the counseling program. The school may have limited financial resources, or it may have a large endowment that can be used to fund programs and services. The school may also have access to community resources that can be used to support the counseling program.

COUN 6111 Week 4 Quiz (20 Questions)

COUN 6111 Week 4 Quiz (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

PLDZ-7146

In Stock $ 15.00 USD Bright Solutions

COUN 6111 Week 4 Quiz (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

1. Question : The ___________________ are types of psychological tests that are useful in identifying personality styles, interests, and aptitudes.

2. Question : For school counselors working with high-risk students, which one of the following is a major predictor of success?

3. Question : When working with students who have difficulty accepting responsibility for their behavior, school counselors can use ______________ as an approach to work with these students.

4. Question : _____________________ play an important role in assessing a student’s motivation to succeed and attitudes toward learning and schooling. They also can provide valuable information about a student’s cultural identity and self-esteem. They include questions about such things as family patterns, hobbies and interests, and past successes or failures at school. In addition, there are questions that tap into how a student sees himself or herself in terms of abilities and accomplishments. Such questions can help reveal areas of strength or weakness on which the counselor may wish to focus while developing the counseling relationship. The term used to describe such questions is:

[hide][show]
COUN 6111 Course test exam quiz answers
final exam answers free
final exam answers 2018
final exam answers 2019
final exam answers real estate
final exam answers 2019 mba marketing management assignment 1
final exam answers apush chapter 23
final exam answers introduction to business law
final exam answers 2018 math 221 statistics for decision making university of phoenix dq 1 case study 23 chapter 11 bookkeeping module quizzes quizlet acc 205 week 4 quiz chapters 5 amp 6 acc 206 week 2 quiz chap 5 acc 280 Final Exam Answers Free Strayer University acct 504 final exam 100% correct answers devry acct 504 final exam 100% correct answers keller acct 504 final exam 100% correct answers devry acct 504 final exam 100% correct answers keller acct 504 final exam 100% correct answer key mgt 538 final exam mymathlab answers 2017 mymathlab homework answer key calculus 3 mymathlab statistic homework answer key mymathlab answer key mathxl statistics mymathlab semester 1 answer key mathxl mathematics answer key statistics mymathlab semester 2 answer key mathxl midterm 2 mymathlab midterm 2 answers 2018 mymathlab midterm 2 hack MyMathLab Answer Key Calculus III MyMathLab Answer Key Statistics Hack MyMathLab Midterm Exam Answers hack mymathlab midterm 2 MyMathLab Answer Key Algebra II MyMathLab Answer Key Calculus II MyMathLab Answer Key Linear Algebra MathXL Answers Homework Help Final Exam MyMathLab Homework Answer Key Elementary Statistics MathXL Final Exam Answers Statistics MathXL Cheat Sheet MathXL Test Answers MathXL Final Exam Statisticians make use of what specific information? A survey is taken of every third person who walks through a door during the next hour at a local shopping mall. Of those people surveyed, 25 indicated that they were impressed by the level of customer service at the stores they visited today at this shopping mall compared with the level of customer service they have experienced at other similar malls in the past year or so. Given this information, what statement best describes this survey sample? Which method uses only cases that match on one or more pretest variables? If a researcher wanted to randomly select three schools out of ten elementary schools in one county to participate in his/her study, what type of random sampling would be used? The results from an ANOVA are reported below: Source Sums Squares Degrees Freedom Mean Squares F-ratio Between Groups 386079 30 128954 9043974 Within Groups 2411554 30 80385 Total 6272333 60 What was the effect size associated with this F-ratio? If a researcher wanted to randomly select three schools out of ten elementary schools in one county to participate in his/her study, what type of random sampling would be used? If there were two independent samples being compared using t test statistics, which equation would be used for calculations if both samples had equal variance? As explained by Cohen’s d when comparing two independent samples using t test statistics: For Cohen’s d formula listed above: If two groups have different variances then which t test should be utilized? In conducting inferential statistical tests it is important for researchers not only report their findings but also give some indication about how likely it was that these results occurred by chance given particular null hypotheses regarding population means or proportions. Such probabilities are referred to as p values and may be reported either symbolically as .02 or .002 or verbally as “two percent” or “point zero two percent” respectively. Given such statements, which statement below represents alpha level (α)? The results from two separate independent samples t tests conducted on data collected from males and females over age 55 regarding involvement in church activities are presented below: Male Female Sample Mean 14 20 Sample Standard Deviation 3 4 Sample Size 8 16 Based upon these data: COUN 6111 Week 4 Quiz (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111) 1

COUN 6111 Week 4 MCQ’s (20 Multiple Choice Questions)

1. Which of the following is not a type of guidance service?

a) classroom guidance

b) individual counseling

c) consultation services

d) in-service training

2. ___________ is the process of using information to make decisions.

a) Choice making

b) Planning and goal setting

c) Reflection and self-awareness

3. The ___________ method is often used in schools because it helps students to develop decision-making skills that can be used throughout their lives.

a) Reality therapy approach

b) Solution-focused brief therapy approach

c) Cognitive behavioral therapy approach

4. The ___________ is an important part of the counseling process because it helps counselors to understand the clients’ perspectives and experiences.

a) Informed consent form

b) Release of information form

c) Intake interview

5. ___________ is an important part of the counseling process because it helps counselors to understand the clients’ perspectives and experiences.

a) Informed consent form
a) Release of information form

COUN 6111 Week 5 Description

COUN 6111 Course is a study of the professional school counselor and the counseling process in schools. Topics include an overview of the profession, an examination of various models of counseling, developmental guidance and counseling, individual and group counseling strategies, consultation services, collaboration with families and other professionals, ethical and legal issues in school counseling, assessment procedures in school counseling, multicultural considerations in school counseling, crisis intervention in schools, and current trends in school counseling.

COUN 6111 Week 5 Outline

COUN 6111 Course is designed for counselors to learn skills needed for working in school settings. Students will be expected to read, discuss, and apply a variety of counseling theories and practices used with elementary, middle and high school students. Practical applications will include designing educational/vocational programs, developing guidance curricula and designing counseling groups. Topics include dealing with special issues that affect today’s youth (e.g., substance abuse, anger management), cultural diversity considerations, professional development, ethical issues in school counseling and comprehensive program evaluation.

COUN 6111 Course Objective: Students will be able to describe the major theoretical approaches to counseling and apply those approaches to work with clients in a school setting. Students will also be able to demonstrate an understanding of the major developmental tasks associated with each stage of life and how those tasks relate to the work of a counselor in a school setting.

Week 1: Introduction to School Counseling
– Readings:
An overview of the profession; The ASCA National Model(SM); The history of school counseling; The changing role of the school counselor; Major theories of counseling
– Assignment:
Introduce yourself to the class (include information about your background, experience, etc.)
– Discussion Questions:
What are your thoughts about the profession of school counseling? What do you think are the most important skills needed for success as a school counselor? What do you think are the most important challenges faced by school counselors today?

Week 2: Developmental Theory
– Readings:
Theories of human development; Erikson’s theory of psychosocial development; Piaget’s theory of cognitive development; Vygotsky’s theory of social cognitive development; Kohlberg’s theory of moral development
– Assignment:
Read about one of the theories in more depth and write a paper summarizing what you have learned. Be sure to include information about how this theory can be applied in a counseling setting.
– Discussion Questions:
How do you think each of these theories can be applied in a counseling setting? What do you think are the most important considerations for counselors working with clients at different stages of development?

COUN 6111 Week 5 Objectives

Learning Objectives for COUN 6111 – Introduction to School Counseling (5 credits)

1. Understand and describe the professional role of the school counselor and how it is unique from other helping professions.

2. Understand the major theories and approaches used by school counselors.

3. Understand the major issues faced by school counselors.

4. Understand the major laws and regulations governing the practice of school counseling.

5. Understand the major ethical issues faced by school counselors.

COUN 6111 Week 5 Pre-requisites

COUN 6111 – Introduction to School Counseling* (5 credits) Required COUN 6111 Courses for COUN 6113 – Multicultural Issues in Counseling* (3 credits) (COUN 6113) COUN 6113 – Multicultural Issues in Counseling* (3 credits) Required COUN 6111 Courses for COUN 6115 – Developmental Counseling Theories and Techniques* (3 credits) (COUN 6115) COUN 6115 – Developmental Counseling Theories and Techniques* (3 credits) Required COUN 6111 Courses for COUN 6119 – Pre-Practicum: School Counseling* (1 credit) (COUN 6119) COUN 6119 – Pre-Practicum: School Counseling* (1 credit) Required COUN 6111 Courses for COUN 6120 – Practicum in School Counseling I* (3 credits) COUN 6111 Course requires students to complete the field experience requirement at a school setting. Students will be required to complete 100 hours of field experience with a certified school counselor. In addition, students will be required to participate in weekly supervision, during which time they will discuss and reflect upon the experiences gained during their field placement. Student will also be required to submit documentation of completing all required activities. Students must have completed all prerequisites prior to enrolling in COUN 6111 Course. *Students must complete all four COUN 6111 Courses above before enrolling in practicum. Practicum must be taken after all other graduation requirements have been met.

Total Credit Hours: 13

Students who have been admitted into the Master of Education degree program, seeking certification as a School Guidance Counselor, are required to take additional COUN 6111 Courses for a total of 21 credit hours. All COUN 6111 Courses must be completed before beginning the Practicum.

COUN 6111 Week 5 Duration

*Note: COUN 6111 Course is not available for all students. Please check with your program coordinator before enrolling in this class.

COUN 6111 – Introduction to School Counseling: COUN 6111 Course focuses on developing a comprehensive understanding of the role of the school counselor within the educational system. Major topics include an overview of the counseling profession, individual and group counseling theories, professional identity development, multicultural counseling competence, and career development. Students will engage in experiential learning opportunities to develop basic counseling skills.

COUN 6111 Week 5 Learning Outcomes

Upon completion of COUN 6111 Course, students will be able to:
* Understand the professional context in which counselors work.
* Understand ethical and legal standards that guide counseling practice.
* Understand current issues in school counseling.

COUN 6111 Week 5 Assessment & Grading

Assessment Type: Final Exam | Assessment Instructions: Week 5 Final Exam for COUN 6111. The final exam is located in the student assessment folder and must be completed by 11:59 pm (CT) on Sunday of Week 5. Please note that you are not required to submit the final exam to the Waypoint Writing Center. However, if you have questions about how to complete an exam question, please feel free to contact your instructor via discussion board or email. | Grading Criteria: Mastery = 90%-100% A- = 87%-89% B+ = 83%-86% B = 80%-82% B- = 77%-79% C+ = 73%-76% C = 70%-72% C- = 67%-69% D+ = 63%-66% D = 60%-62% D- = 57%-59% F = 0%-56%. | Weighting: 30

COUN 6111 Week 5 Suggested Resources/Books

1.0 COUN 6111 Week 5 Suggested Resources/Books for COUN 6111 – Introduction to School Counseling* (5 credits) Read Chapters 5 and 6 of the required textbook, Introduction to School Counseling by Curwin and Mendler. Focus on the following topics: Please focus on chapter 5: Elementary School Counseling, particularly on pages 103-118 and 127-135. Also, please review pages 166-176 regarding “Ethical Principles” in chapter 6. 2.0 COUN 6111 Week 5 Suggested Websites for COUN 6111 – Introduction to School Counseling* (5 credits) http://www.psychology today.com/conditions/counselor http://www.counselor edu.org 3.0 COUN 6111 Week 5 Suggested Films for COUN 6111 – Introduction to School Counseling* (5 credits) 4.0 COUN 6111 Week 5 Required Videos for COUN 6111 – Introduction to School Counseling* (5 credits) https://youtu.be/jQWL8zCbE1M https://youtu .be/hHFdJvixj_k https://youtu .be/xJW8zvnqp40 https://youtu .be/p7VHgPYsQUQ *Disclaimer: All resources provided by Liberty University and listed herein are suggested only and not required for COUN 6111 Course. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources…. Words: 327 – Pages: 2

Premium Essay Psy 303 Week 3 Assignment Final Paper Outline …PSY 303 Week 3 Assignment Final Paper Outline To Buy This material Click below link http://www.uoptutors.com/PSY-303-ASH/PSY-303-Week-3-Assignment-FinalPaper-Outline PSY 303 Week 3 Assignment Final Paper Outline Create a 1,050 to 1,400 word outline of your Final Paper that includes the following sections: · Abstract – A summary of your entire paper including your hypothesis(es). · Introduction – A description of your chosen topic and why it is significant in psychology. · Theoretical Framework – An overview of the primary theories related to your topic with a detailed explanation of at least two different theories that support each other’s position… Words: 302 – Pages: 2

Free Essay Psy 315 Week 2 Dq1 …PSY 315 WEEK 2 DQ1 To purchase this visit here: http://www.COUN 6111 Coursehomework.com/product/psy315-week-2-dq1/ Contact us at: help@COUN 6111 Coursehomework.com PSY 315 WEEK 2 DQ1 Question 1 Discussion Question • Post a 200–300 word response to the following discussion question by clicking on Reply• Remember that you are required to respond to two colleagues each week on the Discussion Board in order to receive full credit for participation points• Your initial post should be submitted no later than Wednesday midnight CST• Complete your responses by Sunday midnight CST• Review Chapter 8 of Statistical Reasoning in Psychology and Education• Please review all assigned readings prior to posting as some questions will refer back to themQuestion • What is correlation? Describe at least three types of correlation coefficients used by psychologists and state their strengths and limitations• What are some examples of variables that you might expect a positive relationship between? Explain what this would tell you about these variables• How can measures of correlation be used in research? Can a study use more than one measure? Why or why not? Include examples for each type you mention COUN 6111 Course homework… Words: 246 – Pages: 1

COUN 6111 Week 5 Assignment (20 Questions)

The following questions are based on the textbook and class lectures. They will be helpful as you prepare for your online discussion boards, quizzes, and exams. Be sure that you have completed all of the assigned readings before attempting this assignment. Also, remember to reference any outside sources you may have used to answer these questions. Cite your resources using APA format (6th edition). You should type your answers in a Word document and submit it to the dropbox labeled Week 5 Assignment (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits). Your responses should not exceed two double-spaced pages, including references and cover page.

1. Describe some of the common problems faced by preschoolers in today’s society. What are some possible reasons why these problems exist?

2. Discuss a few common developmental tasks of preschoolers. How do they affect their school performance?

3. Why is early intervention important for children with developmentally atypical behavior? What are some of the benefits of early intervention?

4. What are some common physical problems faced by children in preschool? What are some of the possible causes of these problems?

5. How do young children learn best? What types of activities or experiences facilitate learning in young children?

6. Discuss some of the psychological problems faced by preschoolers in today’s society. What are some possible reasons why these problems exist?

7. Describe some common behavioral problems faced by preschoolers in today’s society. What are some possible reasons why these problems exist?

8. Discuss a few common social skills that need to be developed during the preschool years. Why are these skills important? How can they be developed?

9. Explain how parents can support their child’s development during the preschool years. What types of activities or experiences can parents provide to facilitate their child’s development?

10. Discuss a few common educational programs available for preschoolers in today’s society. What are the benefits of each program? Are there any drawbacks to these programs?

COUN 6111 Week 5 Assignment Question (20 Questions)

1. What is the counseling process?

2. What are the goals of counseling?

3. How do counselors work with clients to achieve these goals?

4. What are the different types of counseling interventions?

5. What are the different approaches to counseling?

6. What are the different techniques used in counseling?

7. How do counselors assess clients?

8. What are the different methods of diagnosis used in counseling?

9. What are the different methods of assessment used in counseling?

COUN 6111 Week 5 Discussion 1 (20 Questions)

Week 5 Discussion 1 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Reference the Discussion Forum Grading Rubric for guidance on how your discussion will be evaluated.

Case Study: Meeting With Parents Who Disagree With the School’s Recommendations Regarding Their Child’s Education

The following case study is based on information from interviews with school counselors and from a focus group of parents of children with special needs. Read through the background information, then address each question in detail, providing specific examples from this case or other cases you have encountered as an educational professional. Be sure to cite sources using APA format.

Background Information

In addition to her regular duties as a school counselor at a high school, Ms. Hines also serves as the coordinator of Special Education services at her school. In this role, she assists students and parents in understanding their rights under IDEA and Section 504 as well as helps students receive appropriate services within the school environment. She is meeting today with Mrs. Gray and Mrs. Rodriguez, who have come to discuss their concerns about their child, Josh Gray, who has been diagnosed with ADHD (attention-deficit/hyperactivity disorder). He was also recently identified as having a disability under IDEA and is currently receiving special education services through an IEP (Individualized Education Plan). Mrs. Gray is frustrated because Josh has not made significant progress over his four years in high school; she has been pushing for more significant changes to his IEP but has been unsuccessful in getting what she wants from his teachers and administrators at the high school level. She thinks that Josh should be spending less time with his general education peers and more time working individually with specialists so he can catch up academically before he graduates next year. Mrs. Rodriguez feels that Josh’s teachers are expecting too much from him given his diagnosis; they do not understand that he will never be able to make the same academic gains as students without ADHD or a similar diagnosis due to cognitive limitations associated with his disability. She says she just wants her son to finish high school so he can get started on a career path that makes sense for him given his limitations—she does not want him wasting time trying unsuccessfully to meet goals set too high by adults who do not understand what it is like for him each day in class. Both women are upset because they feel they are not being heard by anyone at the high school level; they feel they know what is best for Josh’s future because they live with him every day—not just 30 minutes during parent-teacher conferences once or twice a year!

Questions

1.) What specific information should Ms. Hines request from Josh’s general education teacher(s)? Why? What information might she already know about Josh based on her position at the high school? How might this information impact her approach when meeting with Mrs. Gray and Mrs. Rodriguez?

2.) Based on what you know about Josh’s situation thus far, do you think there are any areas where he may qualify for services under Section 504? If so, why? Are there any areas where he may not qualify? What specific information would you need before making a determination regarding possible accommodation(s)? How might accommodations made under Section 504 differ from those made via an IEP process?

3.) As Ms. Hines begins this meeting with Mrs

COUN 6111 Week 5 DQ 1 (20 Questions)

– Graded A+

How are crisis counseling and prevention services different? How are they similar? Give specific examples.

Crisis counseling is typically provided in response to a traumatic event, such as a natural disaster, mass shooting, or terrorist attack. Prevention services, on the other hand, are designed to address the underlying factors that can lead to crisis situations. While there is some overlap between the two approaches, crisis counseling is generally more focused on providing immediate support to those who have been directly affected by a traumatic event, while prevention services aim to reduce the likelihood of such events occurring in the first place.

1. How are crisis counseling and prevention services different?

Crisis counseling is typically provided in response to a traumatic event, while prevention services are designed to address the underlying factors that can lead to crisis situations.

2. How are they similar?

Both crisis counseling and prevention services aim to support individuals who have been affected by trauma.

3. Give specific examples.

Crisis counseling may be provided in the aftermath of a natural disaster, mass shooting, or terrorist attack. Prevention services may aim to reduce poverty, improve mental health care access, or create community-based programs that promote social cohesion.

COUN 6111 Week 5 Discussion 2 (20 Questions)

| |Counseling and Developmental Psychology |

| |

|*COUN 6111 Course Instructor: Professor Beverly Foster, Ph.D.

1. What are the three (3) main goals of academic counseling?

The three main goals of academic counseling are to help students achieve their academic potential, foster their personal and social development, and guide them in making responsible decisions about their education and career plans.

2. Why is it important for counselors to be familiar with students’ learning styles?

Each student has a unique learning style, which is the way in which they prefer to receive and process information. Some students learn best by listening to lectures, while others learn best by working with hands-on materials. Counselors need to be familiar with students’ learning styles in order to provide them with the best possible advice and guidance.

3. What is the difference between an Individual Education Plan (IEP) and a 504 Plan?

An IEP is an individualized education plan that is developed for students who have been identified as having a disability that affects their ability to learn in a traditional classroom setting. A 504 Plan is a plan that is developed for students who have been identified as having a disability that affects their ability to participate in school activities.

4. What are some of the most common college admissions tests?

Some of the most common college admissions tests include the SAT, ACT, and GRE.

5. What are some of the factors that counselors should consider when advising students on choosing a college?

Some of the factors that counselors should consider when advising students on choosing a college include the student’s academic interests, financial aid availability, campus location, and housing options.

COUN 6111 Week 5 DQ 2 (20 Questions)

The following are questions that are intended to provoke discussion and thought on a wide range of topics. Please respond to at least two (2) of the questions below: 1. How do you think children learn? Do you believe there is more than one way for children to learn? 2. Do you think that intelligence is something that can be increased or is it something that a person is born with? 3. What do you think about the theory of multiple intelligences? 4. How do you think creativity develops in children? 5. What do you think about the theory of Piaget’s stages of cognitive development? 6. How do you think Vygotsky’s Zone of Proximal Development applies to teaching and learning? 7. What do you think about Gardner’s theory of Multiple Intelligences? 8. What do you think is the most important thing for teachers to remember when working with students of varying abilities in their classrooms? 9. What do you think are the best ways to differentiate instruction in the classroom? 10. In what ways do you think technology can be used effectively in the classroom to support student learning?

COUN 6111 Week 5 Quiz (20 Questions)

1. What is the first step in the assessment process?

2. What are some of the purposes for which assessment data may be used?

3. What is the most important source of information for understanding a child’s development and functioning?

4. How do standardized assessments differ from informal assessments?

5. How can family systems theory be used to understand children’s development and functioning?

6. How can attachment theory be used to understand children’s development and functioning?

7. What are some of the key features of cognitive-behavioral therapy?

8. What are some of the key features of Solution-Focused Brief Therapy?

9. What are some of the key features of Psychodynamic Therapy?

COUN 6111 Week 5 MCQ’s (20 Multiple Choice Questions)

1. What is the primary purpose of the school counseling program?

a. To increase student achievement in academic and career development

b. To provide social and emotional support for students

c. To provide guidance for students in their personal and social development

d. To help students develop college and career readiness skills

2. How can school counselors use technology to enhance the effectiveness of their work with students?

a. By using technology to collect data on student behavior and academic performance

b. By using technology to deliver counseling services to students

c. By using technology to connect with parents and other stakeholders

d. All of the above

3. Which of the following is an example of how a school counselor might use data to inform their work with students?

a. By analyzing data on student achievement to identify areas of need

b. By reviewing data on student behavior to identify patterns or trends

c. By looking at data on college and career readiness to identify gaps in services

COUN 6111 Week 6 Description

COUN 6111 Course is designed to give students a basic understanding of the philosophy and professional…

COUN 6111 Week 6 Description for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111) COUN 6111 Course is designed to give students a basic understanding of the philosophy and professional practice of school counseling. Topics covered include the history of school counseling, ethical issues in counseling, and issues related to working with diverse student populations. Students will also be introduced to the major theories and techniques used by school counselors.

COUN 6111 Week 6 Outline

*COUN 6111 Course is delivered in an 8-week format.

Week 1: Introduction and Overview of School Counseling Programs and Practices

In this first week, we will get to know each other as a community of learners and explore the field of school counseling. We will look at the foundations for school counseling programs and practices and think about the important role that school counselors play in supporting students’ academic, career, and personal/social development.

Reading:

American School Counselor Association National Model (ASCA) (pp. xi-xxi; 4-5; 7-8; 20-26)

Video: An ASCA Ethical Dilemma (7:41) https://www.youtube.com/watch?v=KyVy3Hqr3bk&feature=youtu.be&fbclid=IwAR1vYcgjm8RnRkz1QT4v9hWJ0oZNFSOZP0YEb6KjfD2Y_Ond_xLxLD10PdA

Assignment: Reflect on your professional experiences in education so far and how they inform your current understanding of the role of the school counselor. In this reflection, consider your own personal ethical standards for working with students, families, teachers, administrators, and other school staff members. What challenges do you see to maintaining these ethical standards when working with clients? How might you overcome these challenges? Please share your responses in the Discussion Forum titled “Reflecting on Professional Experiences” by Sunday at 11:59 pm Eastern Time Zone (USA). Your response should be between 250-300 words in length. Include a reference to support your statements as appropriate. When posting responses to the discussion questions, please identify your response with a number or letter corresponding to each question (e.g., 1a or 2b). Please limit yourself to one initial post per week; however, feel free to post responses to other students’ posts throughout the week!

COUN 6111 Week 6 Objectives

COUN 6111 Course is designed to introduce students to the field of school counseling and provide a foundation for understanding the role of the professional school counselor. Theories, techniques, and methods of counseling students in elementary, middle, and high school settings will be explored. Topics include providing guidance on academic, career, and personal/social development; developing and implementing comprehensive counseling programs; assessment and interpretation of student data; individual, group, and classroom counseling interventions; consultation with parents, teachers, administrators, other school personnel and community agencies. Other topics include ethical issues in counseling, diversity issues in schools including multiculturalism and special needs students; professional orientation to school counseling; crisis intervention strategies; legal issues pertaining to public schools. Students must attend 75% of all scheduled class sessions in order to pass the class. Students are required to complete weekly assignments including reading assignments from the text book as well as additional readings from professional journals. Students will also have a chance to experience some of the theoretical approaches learned by engaging in micro-counseling experiences with classmates as well as participating in a small group counseling session during one class session

COUN 6111 Week 6 Pre-requisites

(Required) *COUN 6111 will be offered online in the fall semester, spring semester and during the summer semester.

COUN 6111 Course Description This is a class for students who have been accepted into the School Counseling program. Students must complete COUN 6111 before enrolling in any other COUN 6111 Courses in this program. COUN 6111 Course is designed to provide an overview of the counseling profession, school counseling as a specialty area, and professional identity development within the field of school counseling. COUN 6111 Course will include an overview of current practice and issues in education with special emphasis on American Education. The COUN 6111 Course will also focus on multicultural issues, ethics, advocacy and other areas that are critical to professional school counselors as they prepare to work with children/youth and families in educational settings. Students will explore how personal perspectives relate to attitudes toward students, parents/guardians, colleagues and others involved in education. Students must attend all required orientations (e.g.,orientation and field experience orientation) before enrolling in any other COUN 6111 Courses in this program and should plan accordingly. COUN 6111 Course Format Online

COUN 6111 Course Syllabus (pdf)

COUN 6111 Week 6 Duration

(COUN 6111)

COUN 6111 Course is a study of the theories, models and practices in counseling with diverse populations in schools. Students will examine the major goals of school counseling programs and explore specific prevention, intervention, consultation and evaluation strategies. Students will also learn how to utilize research in school counseling practice.

COUN 6111 Week 6 Learning Outcomes

COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

• Understand the impact of developmental stages and family systems on students’ social, emotional, and academic development.

• Analyze individual differences in students that may impede or facilitate their social, emotional, and academic development.

• Understand current theories of counseling and how they can be applied to school settings.

• Recognize the importance of multicultural competence in school counseling and learn strategies for working with diverse student populations.

• Understand the professional identity of the school counselor and the ethical and legal issues related to school counseling.

COUN 6111 Week 6 Assessment & Grading

1. Complete a 5-6 page essay responding to the following questions:

How do you think school counselors can be most effective in advocating for all students?

In your opinion, what is the most pressing concern for today’s students? Why?

What do you think is the most important role of the school counselor? Why?

2. Take the “Cultural Competence Self-Assessment” located in this week’s Learning Resources. Based on your results, reflect on what you have learned about your own level of cultural competence. Include the following in your reflection:

An explanation of your score and what it means in relation to your level of cultural competence

A description of how you will use what you have learned from this assessment to increase your cultural competence

3. Review the list of multicultural and social justice organizations provided in this week’s Learning Resources. Select one organization and research its purpose and activities. Then, prepare a 2-3 page paper that includes the following:

COUN 6111 Week 6 Suggested Resources/Books

(COUN 6111)

COUN 6111 Course: COUN 6111 – Introduction to School Counseling* (5 credits)

Required Texts: There are 2 required texts for COUN 6111 Course.

1) ASCA National Model: A Framework for School Counseling Programs (3rd Edition). American School Counselor Association, 2012. ISBN 978-0-929172-01-4

2) Impact of School Counseling, Second Edition. Dorothy B. Harris, 2002. ISBN 978-0-205-30965-7

Recommended Texts/Resources: The following resources are recommended as they will enhance your knowledge and understanding of the content in COUN 6111 Course; however, they are not required texts. You may wish to purchase or borrow them from your local library or use the resources in the University of Phoenix Library.

COUN 6111 Week 6 Assignment (20 Questions)

Complete: 20 Questions. 1 point each, 20 points total. Include with your answer in each cell the question number you are answering. Due: Sunday night by 11:59pm EST.

*If you have not purchased the required textbook for this class, please go to http://www.counselingoutfitters.com/vita.php?cid=287 and purchase a used copy of the 5th edition (do not buy the 6th edition).

1.What is meant by “the counseling process”?
2.What are the five phases of counseling?
3.How does a counselor know when it is time to end counseling with a client?
4.Name four major approaches to counseling theory and briefly describe each one in your own words.
5.How do theoretical approaches influence counselors’ work with clients?
6.What are some factors that can affect a counselor’s choice of theoretical orientation?
7.Name at least three different research methods used in counseling and briefly describe each one in your own words.
8.What is evidence-based practice?
9.Why is it important for counselors to be familiar with research methods and evidence-based practices?
10.What is multiculturalism? What are some of the challenges that counselors may face when working with clients from diverse backgrounds?
11.What is social justice? What are some ways that counselors can advocate for social justice?
12.What is meant by “the helping relationship”? What are some of the key features of the helping relationship?
13.How do counselors build rapport with clients?
14.What are some ethical issues that counselors may face when working with clients?
15.What is meant by “scope of practice”? What are some of the limitations on counselors’ scope of practice?
16.How do state laws and professional codes of ethics affect counselors’ work with clients?
17.What are some of the consequences that counselors may face if they violate ethical standards or state laws?
18.What is meant by “incompetence”? When might a counselor be considered incompetent?
19.What are some of the risk factors that can lead to counselor impairment?
20.What are some ways that counselors can prevent or reduce the likelihood of impairment?

COUN 6111 Week 6 Assignment Question (20 Questions)

Week 6 Assignment Question (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

1. What is the difference between an elementary school counselor and a secondary school counselor?

2. How can school counselors best support students who are struggling with academics?

3. What are some ways that school counselors can help promote social and emotional development in students?

4. What role do school counselors play in supporting students with special needs?

5. How can school counselors help students who are experiencing bullying?

6. What are some ways that school counselors can support students who are experiencing family conflict?

7. What are some ways that school counselors can support students who are dealing with grief and loss?

8. How can school counselors help students who are struggling with their identity?

9. What role do school counselors play in supporting students who are considering dropping out of school?

10. How can school counselors help students who are struggling with substance abuse?

COUN 6111 Week 6 Discussion 1 (20 Questions)

1. Identify and discuss three different types of play activities that can be used to teach social skills.

2. What are some ways to increase the likelihood that young children will engage in cooperative play?

3. Discuss how pretend play can be used to teach social skills.

4. What are some ways to encourage pro-social behavior in young children?

5. What are some common problems that can arise during cooperative play?

6. How can adults help children resolve conflicts that arise during play?

7. What are some ways to encourage positive peer interactions?

8. What are some common problems that can occur during peer interactions?

9. How can adults help children resolve conflicts that arise during peer interactions?

10. What are some ways to teach empathy to children?

COUN 6111 Week 6 DQ 1 (20 Questions)

COUN 6111 Week 6 Discussion 2 (20 Questions)

COUN 6111 Week 6 Discussion 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

PLDZ-1580

In Stock $ 4.99 USD Bright Solutions

COUN 6111 Week 6 Discussion 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

Instructions: Please complete all 20 questions below. Write at least 100 words per answer and at least 1 reference in APA format for each question.

Please refer to the following resources when completing this assignment:

Introduction to School Counseling: A Developmental Approach, Ch. 12, pp. 258–265, 274–276; Ch. 13, pp. 289–294; Ch. 14, pp. 298–301, 310–311; Ch. 15, pp. 315–318, 322–325; Chs 16 & 17 , pp. 329–337; Chs 18 & 19 , pp 328-355 ; and “Appendix B” (pp. 359-360). National Association for College Admission Counseling website: https://www.nacacnet.org/publications/publications-homepage/. American Counseling Association website: http://www.counseling.org/. Proposal by the National Association of Graduate Admissions Professionals . . . From NACAC’s the Statement of Principles of Good Practice for Undergraduate Admission : https://www.nacacnet.org/advocacy/principlesofgoodpractice/. Chapter 9 : “Evaluating College Applications” and Chapter 10 : “Admission Decisions” from Foxwell, M., Hollenbeck, L., Tyson, K., Tyler-Wood, T., & Woodrow Jr., J.(2014). Introduction to School Counseling: Foundations and best practices (pp 227-254). Belmont CA : Cengage Learning US . Global Student Network Website : http://www.globalstudentnetworkonlineCOUN 6111 Courseworkhubv2…. COUN 6111 Course Textbook : Russel T., Schwitzer D., Vinson D., & Terrell G.(2016). Foundations of school counseling: Back to the future (pp 59-86). Alexandria VA: ASCA . Proposal by the National Association of Graduate Admissions Professionals . . . From NACAC’s the Statement of Principles of Good Practice for Undergraduate Admission : https://www.nacacnet.org/advocacy/principlesofgoodpractice/. Find an article that describes a major issue or concern in college admissions today and be ready to discuss your findings with your classmates on Day 1.: https://www.usnewsuniversitydirectory… Find an article that describes a major issue or concern in college admissions today and be ready to discuss your findings with your classmates on Day 1.: https://www.usnewsuniversitydirectory… Search http://scholarlycommonsbuslawuwfedu/ cjcl_articles for articles about Campus Safety as it relates to Crime Prevention on a campus or University setting as it relates to safety and security for students or others attending campus events or participating in extracurricular activities associated with the university campus area as well as issues related to student residence halls or “dormitories” on a college campus provide information that supports the following discussion prompt below by providing actual statistics from crime reports from various campuses across America concerning crime activity over various time periods i e weekly monthly annually etc COUN 6111 Course Textbook : Russel T., Schwitzer D., Vinson D., & Terrell G.(2016). Foundations of school counseling: Back to the future (pp 59-86). Alexandria VA: ASCA . Proposal by the National Association of Graduate Admissions Professionals . . . From NACAC’s the Statement of Principles of Good Practice for Undergraduate Admission : https://www.nacacnet.org/advocacy/principlesofgoodpractice/. Find an article that describes a major issue or concern in college admissions today and be ready to discuss your findings with your classmates on Day 1.: https://www.usnewsuniversitydirectory… Find an article that describes a major issue or concern in college admissions today and be ready to discuss your findings with your classmates on Day 1.: https://www.usnewsuniversitydirectory… Search http://scholarlycommonsbuslawuwfedu/ cjcl_articles for articles about Campus Safety as it relates to Crime Prevention on a campus or University setting as it relates to safety and security for students or others attending campus events or participating in extracurricular activities associated with the university campus area as well as issues related to student residence halls or “dormitories” on a college campus provide information that supports the following discussion prompt below by providing actual statistics from crime reports from various campuses across America concerning crime activity over various time periods i e weekly monthly annually etc COUN 6111 Course Textbook : Russel T., Schwitzer D., Vinson D., & Terrell G.(2016). Foundations of school counseling: Back to the future (pp 59-86). Alexandria VA: ASCA . Proposal by the National Association of Graduate Admissions Professionals . . . From NACAC’s the Statement of Principles of Good Practice for Undergraduate Admission : https://www.nacacnet.org/advocacy/principlesofgoodpractice/. Find an article that describes a major issue or concern in college admissions today and be ready to discuss your findings with your classmates on Day 1.: https://www.usnewsuniversitydirectory… Find an article that describes a major issue or concern in college admissions today and be ready to discuss your findings with your classmates on Day 1.: https://www.usnewsuniversitydirectory… Search http://scholarlycommonsbuslawuwfedu/ cjcl_articles for articles about Campus Safety as it relates to Crime Prevention on a campus or University setting as it relates to safety and security for students or others attending campus events or participating in extracurricular activities associated with the university campus area as well as issues related to student residence halls or “dormitories” on a college campus provide information that supports the following discussion prompt below by providing actual statistics from crime reports from various campuses across America concerning crime activity over various time periods i e weekly monthly annually etc COUN 6111 Course Textbook : Russel T., Schwitzer D., Vinson D., & Terrell G.(2016). Foundations of school counseling: Back t

COUN 6111 Week 6 DQ 2 (20 Questions)

Question 1 (1) In what ways are academic achievement, personal/social development, and career development interrelated? How do you envision your role as a school counselor supporting students in all three domains?
Question 2 (2) Describe how you would use developmental guidance and counseling to support the academic, personal/social, and career development of students. How would you prioritize the delivery of services within each domain?
Question 3 (3) How might you use a comprehensive developmental guidance and counseling program to support the implementation of college and career readiness standards within your school? What are some benefits and challenges you anticipate with this work?
Question 4 (4) Explain how individual differences and multiculturalism may impact the development of academic, personal/social, and career goals for students. How would you ensure that all students have access to developmental guidance and counseling services regardless of their individual differences or background?
Question 5 (5) What are some common misconceptions about the role of school counselors? How can school counselors address these misconceptions to build greater understanding and support for the profession?

COUN 6111 Week 6 Quiz (20 Questions)

1. An advantage of planning the use of the five-step process in relation to different types of counselling clients is that: (Select all that apply.) a) It is easy to follow. b) It provides flexibility. c) It is useful for school counsellors with less experience. d) It helps to maintain a focus on student strengths and needs. e) It ensures that counsellors cover all important aspects of counselling with each client. 2. When using the five-step process, which step would occur if a student was feeling so overwhelmed by anxiety that he or she could not concentrate? a) Assess strengths and needs. b) Develop an initial plan and goal. c) Explore feelings and thoughts related to the problem situation. d) Evaluate progress toward goal attainment at termination. e) Implement interventions and make referrals as needed. 3. The main focus of guidance is: a) Providing academic support for struggling students b) Helping students develop self-efficacy c) Ensuring all students have access to postsecondary education d) Reducing dropout rates e) Helping students resolve personal/social conflicts 4. Developmental guidance focuses on: a) Providing academic support for struggling students b) Helping students develop self-efficacy c) Ensuring all students have access to postsecondary education d) Reducing dropout rates e

COUN 6111 Week 6 MCQ’s (20 Multiple Choice Questions)

1. ____ is defined as the process of helping others develop and implement plans to identify, assess, and resolve their personal, career, educational, and social development issues.

A. Counseling
B. Psychotherapy
C. Consultation
D. Assessment

C. Consultation

COUN 6111 Week 7 Description

COUN 6111 – Introduction to School Counseling* (5 credits)

COUN 6111 Course is an overview of the field of school counseling with a focus on the professional counselor’s role in meeting the developmental needs of all students. Theories and techniques of counseling will be explored within a school counseling context. The major emphasis will be placed on developing skills in individual and group counseling, consultation, and crisis intervention.

COUN 6111 Week 7 Outline

Week Seven: Reflections on the counseling process, self-reflection and professional identity

Overview

This week we will finish our reflections on the counseling process and your development as a professional. You will have an opportunity to reflect on what you have learned in COUN 6111 Course and how you have grown. You will also have a chance to reflect on your professional identity and values.

COUN 6111 Week 7 Objectives

(1) Evaluate the personal and professional impact of serving as a school counselor.

(2) Analyze the importance of self-awareness, lifelong learning, and professional development in school counseling.

(3) Evaluate how personal beliefs, values, and attitudes influence professional practice as a school counselor.

(4) Examine the importance of ethical and legal standards in school counseling.

(5) Develop a personal definition of counseling and apply it to the role of the school counselor.

COUN 6111 Week 7 Pre-requisites

COUN 6111 Course Assignment Overview

COUN 6111 Course is designed to prepare you for your field experience in COUN 6111 – Introduction to School Counseling. The COUN 6111 Course focuses on the professional skills and knowledge that are necessary for success as a school counselor. The assignments are integrated with lecture material, allowing you to demonstrate mastery of specific competencies while practicing the professional skills of a school counselor. You will also be expected to practice ethical standards within the context of each assignment. Please read each section carefully and refer to it often throughout COUN 6111 Course. This syllabus may change at any time. If changes are made, they will be announced via Blackboard or email (you should check both regularly).

COUN 6111 Course Texts and Materials

CACREP Standards 2012 (e-Book) Readings (e-Book) ASCA National Model (website) Audio CDs/DVDs/Videos: •COUN 6100 – Introduction to School Counseling Lecture Videos Lecture Slides COUN 6111 Course Website: www.liberty.edu/gradcounseling Student Orientation: www.liberty.edu/orientation GradCounsHelpdesk@libertyu.edu Learning Community Discussion Forums and Groups, including but not limited to: COUN 6111 Course announcements and updates General Questions Library Resources Academic Support Center Career Services Financial Aid Graduate Students Office registrar’s office Office of Student Rights & Responsibilities writing center Blackboard Learn Campus Email Accounts WebAdvisor Campus Computers Google Apps for Education Microsoft Office 365 Skype Online Software Turnitin SAFARI Montage Accessibility Services Visit www.liberty.edu/aboutlibertyuniversity for additional information regarding the University’s policies related to academic honesty, plagiarism, copyright infringement, acceptable use of computers and the Internet, student discipline, accessibility services, etc.; alternatively these policies can be found in the Student Handbook located in your Liberty University Online campus portal or at http://www2.liberty.edu/admissions/luo/StudentHandbook/. For contact information and details regarding academic advising services visit www2.liberty.edu/admissions/luo/. For questions regarding your degree plan or enrollment process contact your Enrollment Counselor at 1-800-424-9595 ext 2070; alternatively you can email luoinfo@libertyuonlineacademy .com . For questions about registration or financial aid please call 1-800-424-9595 ext 2250 or email luograd@libertyuonlineacademy .com . For questions about academic support services call 1-800-424-9595 ext 2427 or email luolrd@libertyuonlineacademy .com . For more information about online learning visit www2.libertyuniversityonlineacademy .com /support/. For career resources including assistance with developing resumes, cover letters and interviewing skills visit https://www1.usajobs.gov/. Please review the following documents prior to beginning class: Master’s Degree Orientation Virtual Graduate Campus Tour Graduate Academic Policies Syllabus Disclaimer Academic Progress Standard Class Attendance Policy Required Training Modules Accessibility Service Information Student Code of Conduct America’s Heroes on the Homefront Military Personnel Policy Statement Withdrawal Policy Statement Class Cancellation Policy Statement Emergency Closure Procedures plagiarism policy statement Proctored Exam Information Final Exam Information Intellectual Property Statement Practicum Agreement Health Insurance Information College Research Paper Rubric Exclusion from Practicum Field Experience

COUN 6111 Week 7 Duration

**:

Please note that COUN 6111 Course is only available for students who started in Spring 2020. COUN 6111 Course will not be offered again in the online format. If you need to register for COUN 6111, you will need to enroll in the on-campus format.

COUN 6111 – Introduction to School Counseling (5 credits) (COUN 6111): The duration of COUN 6111 Course is approximately 3 weeks.

COUN 6111 Week 7 Learning Outcomes

*COUN 6111 Course descriptions and learning outcomes are subject to change at any time. Please refer to the Liberty University Online COUN 6111 Course Catalog for the most accurate information.

COUN 6111 Week 7 Assessment & Grading

Please note that COUN 6111 Course requires both proctored exams and a graded final paper. Learn more about exams and papers. COUN 6111 Course Objectives The objectives of COUN 6111 Course are to: • Identify the various roles and responsibilities of school counselors. • Examine the development and delivery of counseling programs in schools, including an emphasis on diversity issues in school counseling. • Understand the relationship between college, career, and personal/social development in school counseling programs. • Analyze ethical issues in school counseling and implement ethical standards in practice. • Develop skills to collaborate with families, other educators, and community resources. • Understand and develop prevention and intervention strategies for academic, career, personal/social issues that affect children at home, school, or community level. COUN 6111 Course Materials Materials for COUN 6111 Course are available through the eCollege™ COUN 6111 Course shell via your student portal http://mycampus.apus.edu/. Please log into your student portal to access your required COUN 6111 Course materials (eBook). Required Textbook American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs (2004). Alexandria, VA: Author. ISBN# 978-0-9774091-0-3 Available at http://www.schoolcounselor.org/asca/media/asca/Files/Publications2/NationalModel_lowres.pdf Required Software Microsoft Word or Microsoft Office 365 Other Resources American Counseling Association Code of Ethics Online http://www.counseling.org/Resources/aca_code_of_ethics_w_18_04%20Changes%20Highlighted__august_2012_.pdf Accessible online via your student portal http://mycampus.apus.edu/. Overview

This week you will be learning about the following topics: Week 7 Learning Objectives Upon successful completion of this week’s lessons and activities, you will be able to: 1. Explain principles of assessment including psychological testing as a tool for assessment; 2. Explain how testing may be used to identify strengths and weaknesses; 3. Describe assessment instruments used with children and adolescents; 4. Explain confidentiality requirements regarding psychological testing with children and adolescents; 5

COUN 6111 Week 7 Suggested Resources/Books

(5 credits)

COUN 6111 Course:COUN 6111 – Introduction to School Counseling* (5 credits)Grading Mode: Normal GradesCOUN 6111 Course Start Date:01/19/2015COUN 6111 Course End Date:05/08/2015

Week 7 Suggested Resources/Books for COUN 6111 – Introduction to School Counseling* (5 credits)

This list of resources is provided as a guide. It is not intended to be either inclusive or exclusive, but rather to suggest some resources that may be helpful to you. You are free to consult any other sources in addition to or instead of the ones listed below. This includes the textbook for COUN 6111 Course and the required readings that are listed under the Resources link on your Blackboard site. This list will be updated periodically throughout the semester, so check back often.

Suggested Readings:

Rosenberg, M., & Fensterheim, H. E. (2004). Don’t blame mother: Mending the mother-daughter relationship (Rev. ed.). New York, NY: HarperCollins Publishers Inc.. ISBN 9780060726651 (alk. paper).

Additional suggested reading:

COUN 6111 Week 7 Assignment (20 Questions)

This assignment addresses the following COUN 6111 Course objectives:
* Identify and describe the major professional organizations, associations, and coalitions in counseling.
* Demonstrate a basic understanding of the professional ethical principles outlined by the American Counseling Association (ACA) and the American School Counselor Association (ASCA).

COUN 6111 | Assignment Week 7

1.What are some of the important professional organizations and associations in counseling?

Professional organizations in counseling include the American Counseling Association (ACA), the American School Counselor Association (ASCA), National Board for Certified Counselors (NBCC), National Association of Social Workers (NASW), and others. These organizations provide support for counselors through advocacy, research, training, and other resources.

2.What is the American Counseling Association (ACA)?

The ACA is a professional organization for counselors that advocates for the profession, provides resources and training opportunities, and sets ethical standards for the counseling profession.

3.What is the American School Counselor Association (ASCA)?

The ASCA is a professional organization for school counselors that advocates for the profession, provides resources and training opportunities, and sets ethical standards for the school counseling profession.

4.What is the National Board for Certified Counselors (NBCC)?

The NBCC is a professional organization that offers certification for counselors. Certification through NBCC can demonstrate competence and expertise in counseling to employers and clients.

5.What is the National Association of Social Workers (NASW)?

The NASW is a professional organization for social workers that advocates for the profession, provides resources and training opportunities, and sets ethical standards for the social work profession.

COUN 6111 Week 7 Assignment Question (20 Questions)

Module/Week 7 – Final Exam

Question 1 (1 point)
Group counseling has been found to be more effective than individual counseling with clients experiencing trauma.

Question 2 (1 point)
According to the text, what is the most common type of family structure in the United States?

Question 3 (1 point)
The three different types of love that have been identified are companionate love, passionate love, and consummate love.

Question 4 (1 point)
A strength-based approach to counseling focuses on what clients are doing well, rather than on what they are doing wrong.

Question 5 (1 point)
What is the name of the theory that suggests that people are attracted to others who are similar to themselves?

Question 6 (1 point)
The _______________ refers to the ways in which people interact with one another and with their environment.

Question 7 (1 point)
The three different types of power that have been identified are personal power, social power, and political power.

Question 8 (1 point)

Which of the following is not a stage in Erik Erikson’s theory of psychosocial development?

Question 9 (1 point)

The _____________ perspective views family relationships in terms of power and conflict.

Question 10 (1 point)

Which of the following is not one of John Bowlby’s four phases of attachment?

Question 11 (1 point)

According to Robert Sternberg, love is composed of three different components: intimacy, passion, and commitment.

Question 12 (1 point)

A ______________ is a group of people who share a common goal or purpose.

Question 13 (1 point)

A ______________ is a set of shared attitudes, values, goals, and practices that characterizes an institution or organization.

Question 14 (1 point)

Which of the following is not one of the five major theoretical perspectives in sociology?

Question 15 (1 point)

The _____________ refers to a person’s self-concept, or the way in which they see themselves.

Question 16 (1 point)

The _____________ perspective views family relationships in terms of cooperation and support.

Question 17 (1 point)

According to Sigmund Freud, the id is responsible for our basic needs and desires, while the ego helps us to deal with reality.

Question 18 (1 point)

The ___________ is responsible for our thoughts, feelings, and behaviors.

Question 19 (1 point)

Socialization is the process by which we learn the norms and values of our culture.

COUN 6111 Week 7 Discussion 1 (20 Questions)

COUN 6111 – Introduction to School Counseling* (5 credits)

Week 7 Discussion 1 (20 Questions)

1. Define resilience and identify three factors that contribute to resilience in children. Give an example of how you might foster resilience in a child who is experiencing difficulties in school. (Chapters 10 & 11)

2. Compare and contrast the major theories of career development. Which theory do you think is most applicable to your work with clients? Why? (Chapters 12 & 13)

3. Explain the concept of multicultural counseling and its importance in school counseling. Describe how you would go about implementing a multicultural counseling program in your school. (Chapters 14 & 15)

4. Discuss the major approaches to group counseling. What are the strengths and limitations of each approach? How would you decide which approach to use with a particular group of students? (Chapters 16 & 17)

5. Describe three programmatic approaches to crisis intervention. What are the strengths and limitations of each approach? How would you decide which approach to use in a particular crisis situation? (Chapter 18)

COUN 6111 Week 7 DQ 1 (20 Questions)

1. What are the three types of guidance services provided in schools?

2. What is the difference between developmental and preventive guidance?

3. What is the difference between a counseling program and a guidance program?

4. What are the three components of a comprehensive school counseling program?

5. How do school counselors address the developmental needs of students?

6. What is the difference between individual counseling and group counseling?

7. What are some of the techniques that school counselors use to help students with academic and career planning?

8. How do school counselors work with parents and families to support student development?

9. What is the role of school counselors in promoting social and emotional development in students?

10. What are some of the techniques that school counselors use to promote positive behavior in students?

COUN 6111 Week 7 Discussion 2 (20 Questions)

Question 1:

How has your view of counseling changed since the beginning of this class? How do you think your view will continue to change as you progress through your program and into your professional career?

Question 2:

What have you found to be the most challenging part of this class? What strategies have you used (or could you use) to overcome these challenges?

Question 3:

What concepts from this class do you think you will find most useful in your future career as a counselor? Why?

Question 4:

How has your view of children and adolescents changed since the beginning of this class? How do you think your view will continue to change as you progress through your program and into your professional career?

Question 5:

What did you find to be the most interesting part of this class? Why?

COUN 6111 Week 7 DQ 2 (20 Questions)

1. How do you think the role of a school counselor differs from that of a therapist who works with children and adolescents?

2. What are some of the unique challenges that school counselors face when working with children and adolescents?

3. What do you think are some of the most important skills for a school counselor to possess?

4. What do you think are some of the most important things that a school counselor can do to help children and adolescents?

5. What do you think are some of the most important things that a school counselor can do to prevent problems in children and adolescents?

COUN 6111 Week 7 Quiz (20 Questions)

Question 1 The school counselor can use the peer interview process to help assess a child’s social skills and behaviors.

Question 2 When using the confidentiality model, it is important for the counselor to explain that this is a closed system and that no one else will have access to the information shared by the student.

Question 3 A student who is developing a poor self-concept may benefit from the use of unconditional positive regard.

Question 4 The process of reality testing includes all of the following EXCEPT:

Question 5 According to Erikson, identity vs. role confusion occurs during adolescence.

COUN 6111 Week 7 MCQ’s (20 Multiple Choice Questions)

1. The ___________ model is built around three basic processes: learning, communication, and feedback.

A. Cybernetic

B. Ecological

C. Systems

D. Developmental

2. A ____________ is a system of interrelated parts that work together to produce some result.

A. Network

B. Communication process

C. System of organization and structure in which members interact to accomplish common goals and objectives

D. Group

3. ____________ refers to the degree to which a system’s parts are connected or related to each other and the degree to which they work together as a whole.

A. Complexity theory

B. Systems theory of human behavior and development

C. System theory of family therapy and counseling psychology research methods and techniques for assessing families and their functioning within systems contextually defined by race, class, gender, sexuality, religion, and culture issues in family therapy practice with diverse families from various cultural backgrounds across the lifespan developmental psychopathology in children and adolescents including assessment and intervention approaches for addressing internalizing and externalizing disorders in children, adolescents, young adults, and families from various cultural backgrounds research on how individuals grow and change throughout the lifespan including major theories of psychotherapy such as cognitive-behavioral therapy, humanistic-existential therapy, psychodynamic therapy, family systems therapy, feminist therapy group therapy research on how social systems grow and change including major theories of social change such as conflict theory, structural functionalism, symbolic interactionism research on relationships between counselors/therapists and clients from various cultural backgrounds including therapeutic use of self multicultural counseling competence ethical issues in counseling psychology including issues related to professional identity development of counselors/therapists who work with clients from various cultural backgrounds research on counselor/therapist education and training including issues related to teaching multicultural counseling competence developing curriculum for counselor education programs

4. In order for systems to function properly it is important that there is a balance between ____________ .
A. Change and stability
B. Harmony and dissonance (my answer) C. Homeostasis and entropy D. Affiliative needs and individualistic needs

5. In order for a system to be resilient it must have the ability to ___________ . A. Respond appropriately to environmental changes B. Maintain stability in the face of change C. Adapt to changing conditions (my answer) D. All of the above

COUN 6111 Week 8 Description

COUN 6111 Course provides an overview of the field of school counseling. Major topics include the professional identity of school counselors, the major roles and responsibilities of school counselors, the major theoretical approaches to counseling, the major developmental tasks of students, the major issues and challenges in public schools today, and an overview of the comprehensive school counseling program.

COUN 6111 Week 8 Outline

Week 8: Counseling Theories: Psychodynamic Theory and Person-Centered Theory

Readings:

Dryden, W. (1990). Understanding psychotherapy: The science behind the art. London: Sage Publications. Read pages 43-66 on Psychodynamic Theory and pages 115-132 on Person-Centered Theory.

Norcross, J. C., & Guy, J. D. (Eds.). (2008). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients. New York, NY: Oxford University Press. Read chapters 6 and 7 on Psychodynamic Theory and Person-Centered Theory respectively.

COUN 6111 Course Lecture: Introduction to Psychodynamic Theory and Person-centered Theory

Discussion Questions:

1. What is the difference between a psychodynamic approach and a person-centered approach to counseling? Which do you think would be more helpful for you as a counselor? Why?

2. What are some of the major assumptions of psychodynamic theory? Do you think these are valid? Why or why not?

3. What are some of the major assumptions of person-centered theory? Do you think these are valid? Why or why not?

COUN 6111 Week 8 Objectives

*COUN 6111 Course Objectives for COUN 6111 – Introduction to School Counseling:*

– Understand the major theories and models of counseling and how they can be applied to working with students in a school setting.

– Understand the major historical, social, and political influences that have shaped the field of school counseling.

– Understand the major ethical issues and professional standards that guide the practice of school counseling.

– Understand the major developmental tasks and challenges faced by children and adolescents, and how school counselors can help students navigate these challenges.

– Understand the major prevention and intervention strategies used by school counselors to promote student success.

COUN 6111 Week 8 Pre-requisites

COUN 6111 Course is a prerequisite for COUN 6121 – Introduction to School Counseling Practicum (2 credits). The first half of COUN 6111 Course focuses on developing a comprehensive understanding of the role and functions of the professional school counselor. Topics include: examining counseling theories and techniques, ethical issues in school counseling, life span development, multicultural counseling, career development theory, assessment tools, intervention strategies and prevention programming. The second half of COUN 6111 Course focuses on developing a comprehensive understanding of the organizational structure and processes in schools including: special education law, curriculum planning and development, individualized education plans (IEP), 504 plans and effective teaming models. Students will be expected to apply the knowledge gained through both theoretical and practical learning experiences.

Lecture hours per week: 3 | Lab hours per week: 0 | Credits: 5

COUN 6111 Week 8 Pre-requisites for COUN 6121 – Introduction to School Counseling Practicum* (2 credits) (COUN 6111) COUN 6111 Course is an introduction to basic skills necessary for professional school counselors. Students will develop an understanding of how to implement what they have learned from previous COUN 6111 Courses into their daily practices with students in grades P-12. Students will be placed in two different settings during this practicum experience, each for a minimum of 70 contact hours. These practicum placements are usually conducted in school settings within the geographic area where the student resides but may be conducted outside that geographical area if approved by the field coordinator. Students will complete site visits as required by their field placement agency as well as develop a portfolio containing samples of their work as a school counselor. Clinical supervision hours are included in the total number of required contact hours. Students are required to have prior approval from a department advisor before enrolling in this class.

Lecture hours per week: 1 | Lab hours per week: 0 | Credits: 2

COUN 6111 Week 8 Duration

COUN 6111 Course Description: Examines the field of school counseling, professional identity, and ethical issues in counseling. Explores the process of individual and group counseling with a focus on students’ developmental needs. Includes research, evaluation, consultation and guidance curriculum. Explores issues such as conflict resolution, substance abuse, family crisis and minority problems. Requires 60 hours of field experience in K-12 school setting.

COUN 6111 Course is designed to introduce students to the role of the school counselor in today’s schools. Students will examine the professional identity of the counselor, as well as ethical and legal issues in counseling. The COUN 6111 Course will also explore individual and group counseling processes with a focus on students’ developmental needs. Additionally, research, evaluation, consultation and guidance curriculum will be addressed. Issues such as conflict resolution, substance abuse, family crisis and minority problems will also be explored. Field experience is required for COUN 6111 Course.

* This class is offered entirely online

COUN 6111 Week 8 Learning Outcomes

*Note: COUN 6111 Course is not available for students in the post-master’s certificate program.

COUN 6111 Week 8 Assessment & Grading

COUN 6111 Week 8 Assessment & Grading for COUN 6115 – Career Development for School Counselors* (5 credits) (COUN 6115)

COUN 6111 Week 8 Assessment & Grading for COUN 6118 – Child and Adolescent Development for School Counselors* (5 credits) (COUN 6118)

COUN 6111 Week 8 Assessment & Grading for COUN 6119 – Group Processes in School Counseling* (5 credits) (COUN 6119)

COUN 6111 Week 8 Assessment & Grading for COUN 6120 – Counseling Theories and Techniques* (5 credits) (COUN 6120)

COUN 6111 Week 8 Assessment & Grading for COUN 6121 – multicultural Issues in School Counseling* (5 credits) (COUN 6121)

COUN 6111 Week 8 Suggested Resources/Books

For this class, we will be reading the following textbook:

COUN 6111 Course TEXTBOOK:

The Development of Counseling and Psychotherapy: Theories, Supervision, and Research (2nd Edition) by John C. Norcross & Arthur M. Horvath. ISBN: 9781452246901

You can find this book in the UCF Bookstore or online at Amazon.com or other online booksellers.

ADDITIONAL RESOURCES:

In addition to the required textbook, there are a number of other resources that you may find helpful in COUN 6111 Course. Below are some suggested readings that you may want to consider purchasing or borrowing from your local library:

American Counseling Association Code of Ethics and Standards of Practice. Available online at http://www.counseling.org/Resources/aca_code_of_ethics.pdf

Counseling Children (6th Edition) by Charles E. Schaefer & Robert H. Rescorla. ISBN: 9780132655095

Counseling Adolescents (3rd Edition) by Alex Gitterman & Lawrence Shulman. ISBN: 9780205451457

Counseling Couples and Families (4th Edition) by David Capuzzi & Douglas R. Gross. ISBN: 9780205627496

COUN 6111 Week 8 Assignment (20 Questions)

**Question 1**
The National Center for Education Statistics (NCES) collects data on public elementary and secondary schools in the United States. These data include information on school characteristics, student enrollment, student achievement, teacher characteristics, and school finance.

Describe three variables that you think would be important to consider when examining the relationship between school counselors and student achievement.

1. The number of school counselors employed at a school.
2. The average amount of time spent by each school counselor with students.
3. The type of training and education that each school counselor has received.

COUN 6111 Week 8 Assignment Question (20 Questions)

1. What is the best model of counseling for working with children?
2. What is the best model of counseling for working with adolescents?
3. What is the best model of counseling for working with adults?
4. What is the best model of counseling for working with families?
5. What is the best model of counseling for working with couples?
6. What is the best model of counseling for working with groups?
7. What are some of the challenges that counselors face when working with children?
8. What are some of the challenges that counselors face when working with adolescents?
9. What are some of the challenges that counselors face when working with adults?
10. What are some of the challenges that counselors face when working with families?
11. What are some of the challenges that counselors face when working with couples?
12. What are some of the challenges that counselors face when working with groups?
13. How can counselors best work with parents of children in therapy?
14. How can counselors best work with teachers of children in therapy?
15. How can counselors best work with other professionals when treating children?
16. How can counselors best work with parents of adolescents in therapy?
17. How can counselors best work with teachers of adolescents in therapy?
18. How can counselors best work with other professionals when treating adolescents?
19. How can counselors best work with parents of adults in therapy?
20. How can counselors best work with other professionals when treating adults?

COUN 6111 Week 8 Discussion 1 (20 Questions)

1. How can you help a student with ADHD who is having trouble focusing in class?

There are several things that you can do to help a student with ADHD who is having trouble focusing in class. First, make sure that the student is seated in the front of the room so that he or she can see and hear the teacher well. Second, provide the student with a quiet place to work if possible. Third, give the student frequent breaks and allow him or her to move around the room. Finally, be sure to give the student clear and concise instructions.

COUN 6111 Week 8 DQ 1 (20 Questions)

1. Define school counseling. What are its major goals?

School counseling is a type of counseling that focuses on helping students in academic and career planning. The major goals of school counseling are to help students develop academic skills, choose appropriate COUN 6111 Courses of study, and plan for their future careers.

2. What are some of the unique challenges faced by school counselors?

Some of the unique challenges faced by school counselors include working with students from diverse backgrounds, dealing with student discipline issues, and providing guidance in times of crisis.

3. What is the role of the school counselor in working with students with special needs?

The role of the school counselor in working with students with special needs is to provide support and guidance in areas such as academic planning, social skills development, and career exploration.

4. What is the role of the school counselor in working with students who are struggling academically?

The role of the school counselor in working with students who are struggling academically is to provide support and guidance in areas such as time management, study skills development, and test-taking strategies.

5. What is the role of the school counselor in working with students who are experiencing social or emotional difficulties?

The role of the school counselor in working with students who are experiencing social or emotional difficulties is to provide support and guidance in areas such as conflict resolution, stress management, and coping skills development.

COUN 6111 Week 8 Discussion 2 (20 Questions)

1. What is the definition of family? What is your favorite family tradition?
2. What are the different types of families? Describe each type.
3. What is the definition of family counseling? What are the goals of family counseling?
4. What are the different approaches to family counseling? Describe each approach.
5. What are the different techniques used in family counseling? Describe each technique.
6. What are the different stages of family counseling? Describe each stage.
7. What are the different types of family therapy? Describe each type.
8. What is the difference between family counseling and family therapy?
9. What are the benefits of family counseling?
10. What are the challenges of family counseling?

COUN 6111 Week 8 DQ 2 (20 Questions)

COUN 6111 – Introduction to School Counseling (5 credits)

*COUN 6111 Week 8 DQ 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits)

1. What are the four major themes identified in the book? How do these themes relate to your personal and professional development as a counselor?

2. What did you find most helpful about this book? Why?

3. What was your favorite chapter in the book? Why?

4. How did this book challenge your thinking about counseling? In what ways did it expand your view of the counseling profession?

5. What are some of the unique challenges faced by school counselors? How can these challenges be addressed in order to best support students?

COUN 6111 Week 8 Quiz (20 Questions)

Question 1 (1 point) Which of the following are examples of microsystems? Question 1 options: Community settings, peer groups, family, and school Personal relationships, employment, and social activities Family, peer groups, and school School, community settings, and family Question 2 (1 point) According to Bronfenbrenner’s ecological systems theory model, which system is the most important for a child’s development? Question 2 options: Microsystem Mesosystem Macrosystem Exosystem Question 3 (1 point) _____________ refers to the knowledge and skills that children learn about themselves as individuals. Question 3 options: Social competence Self-concept Self-esteem Prosocial behavior Question 4 (1 point) The ___________ approach is designed to teach students how to develop plans and achieve their goals. Question 4 options: Solution-focused Brief Reality therapy Group counseling Question 5 (1 point) The Four Components Model of guidance services includes all of the following EXCEPT: Question 5 options: Counseling Consultation Individual planning Group planning Prevention Education Information Management System support Question 6 (1 point) In developing countries such as Somalia where education is not compulsory for girls after age 10 or 12 years, what type of impact does this have on the country? Question 6 options: Gender inequality in Somalia increases There is no impact Gender inequality decreases There is an increase in access to education for boys over girls due to compulsory education laws. Question 7 (1 point) All schools should provide some form of counseling services because they are required by law. True False Question 8 (1 point) When an elementary school teacher refers a student with behavioral issues to a school counselor for help, this process is called consultation. True False Question 9 (1 point) In order to be successful at problem solving in a group setting, members must learn how to share ideas openly and listen carefully. True False Question 10 (1 point) School counselors who provide career development services may collaborate with community organizations that offer job shadowing experiences. True False

COUN 6111 Week 8 MCQ’s (20 Multiple Choice Questions)

1. The primary goal of the National School Counseling Model is to:
A. Make school counseling a required part of every student’s educational experience.
B. Provide guidance and support to students as they develop academically, socially, and emotionally.
C. Help all students reach their full potential as contributing members of society.
D. Help students learn how to effectively manage their time and resources.

2. The ASCA National Model is based on the premise that:
A. School counselors should be proactive in working with students, families, and school staff to address the needs of all students.
B. School counselors should be responsive to the unique needs of each student they work with.
C. School counselors should be preventative in their approach to working with students.
D. All of the above

3. The focus of school counseling programs should be on:
A. Helping students develop academically, socially, and emotionally.
B. Providing guidance and support to students as they develop academically, socially, and emotionally.
C. Helping all students reach their full potential as contributing members of society.
D. Helping students learn how to effectively manage their time and resources.
E. All of the above
4. In order for school counselors to be effective in promoting student success, they must:
A. Understand how developmental factors influence student learning and behavior.
B. Understand the role that family, culture, community, and other systems play in student development.
C both A and B

5. To be effective, school counselors must have a strong understanding of:
A individual differences among students
B educational practices
C human development
D assessment methods
E all of the above

COUN 6111 Week 9 Description

COUN 6111 Course is designed to provide an overview of school counseling. It will focus on the professional identity of the school counselor and the major components of the comprehensive school counseling program. Students will be provided with an opportunity to explore the major developmental tasks of children and adolescents as well as consider how these tasks relate to school counseling. The COUN 6111 Course will also address the importance of diversity in schools and how it affects the role of the counselor.

COUN 6111 Week 9 Outline

Week 9: Final Exam Week
* Tuesday, 12/1: Final Exam (9:00am-11:50am)
* Thursday, 12/3: COUN 6111 Course Closed

COUN 6111 Week 9 Objectives

COUN 6111 Course Description: An overview of the functions, history, philosophy and professional orientation of school counseling. The emphasis is on the knowledge and skills required to perform as a professional school counselor. Students are expected to demonstrate effective helping skills with individuals, groups and families from diverse populations in an educational setting. Students will be expected to develop an understanding of multicultural issues in education and the role of school counselors in promoting equity for all students. Students will also examine ethical, legal, and professional issues related to working as a school counselor. Prerequisite: Admission to MSEd program or permission of instructor

COUN 6111 Week 9 Pre-requisites

COUN 6115 – Career Counseling* (5 credits) (COUN 6115)

COUN 6120 – Counseling Theory* (5 credits) (COUN 6120)

COUN 6130 – Lifespan Development in Counseling* (5 credits) (COUN 6130)

COUN 6140 – Group Process and Techniques* (5 credits) (COUN 6140)

COUN 6150 – Research in Counseling* (5 credits) (COUN 6150) or COUN 6920 – Research I: Applied Statistics and Methods of Research* (3 credits) OR COUN 6970 – Doctoral Dissertation I* and COUN 6980 – Doctoral Dissertation II** * Indicates required COUN 6111 Course for School Counseling program. ** Indicates required COUN 6111 Course for Clinical Mental Health Counseling program. The following COUN 6111 Courses are required by each program in a sequence as designated below: Clinical Mental Health Counseling Program COUN 8100 – Practicum in Clinical Mental Health Counseling (1-3 credits, taken concurrently with other practica COUN 6111 Courses). COUN 8301 – Diagnosis and Treatment Planning in Clinical Mental Health Counseling (1 credit). COUN 8302 – Psychopharmacology for Clinical Mental Health Counselors I AND COUN 8303 – Psychopharmacology for Clinical Mental Health Counselors II. Students may take these two COUN 6111 Courses concurrently if they wish. OR, students may take two of the following three COUN 6111 Courses: COUN 8304 – Ethical & Legal Issues Faced by Clinical Mental Health Counselors; COUN 8305 – Dual Diagnosis; or COUN 8310 – Psychopathology: Theory & Application to Clinical Practice. Students who elect to take one of the three COUN 6111 Courses above should consult with their faculty advisor regarding which particular COUN 6111 Course(s) best meet their needs. In addition to the above core requirements, students must complete either the Child and Adolescent Emphasis or the Adult Emphasis as listed below: Child and Adolescent Emphasis COUN 6111 Course TITLE COUN 6111 Course DESCRIPTION SEMESTER TAKEN CREDITS PRE-REQUISITES COUN 8900 Internship in Child & Adolescent counseling Internship experiences in Child & Adolescent counseling settings that provide opportunities to apply knowledge from all previous COUN 6111 Coursework. Practicum requirements will be fulfilled through successful completion of four internship experiences totaling 500 hours over four semesters of full-time enrollment as well as concurrent enrollment in applicable COUN 6111 Course(s). Various 1-12 ENGAGED IN FULL TIME INTERNSHIP COUN 8903 Family Assessment Seminar Exploration of family assessment theories and techniques including how family assessment can be incorporated into treatment planning using an integrative approach. Identification of effective interventions based on evidence based practices that can be used with children and families that fit within a strengths based framework will also be addressed along with specific issues related to diversity within families 2 3 ENGAGED IN FULL TIME INTERNSHIP OR PRACTICUM AT THE CHILD AND ADOLESCENT LEVEL Adult Emphasis COUN 6111 Course TITLE COUN 6111 Course DESCRIPTION SEMESTER TAKEN CREDITS PRE-REQUISITES CNCE 8000 Internship I Students engage in supervised clinical fieldwork experiences during this first semester on an advanced level, applying knowledge from all previous COUN 6111 Coursework. Practicum requirements will be fulfilled through successful completion of four internship experiences totaling 500 hours over four semesters of full time enrollment as well as concurrent enrollment in applicable COUN 6111 Course(s). Various 1-4 ENGAGED IN FULL TIME INTERNSHIP OR PRACTICUM AT THE ADULT LEVEL CNCE 8001 Internship II Building on previous experience, students engage in advanced clinical fieldwork experiences during this second semester, applying knowledge from all previous COUN 6111 Coursework. Practicum requirements will be fulfilled through successful completion of four internship experiences totaling 500 hours over four semesters of full time enrollment as well as concurrent enrollment in applicable COUN 6111 Course(s). Various 2 4 ENGAGED IN FULL TIME INTERNSHIP OR PRACTICUM AT THE ADULT LEVEL School Counseling Program COUN 6111 Course TITLE COUN 6111 Course DESCRIPTION SEMESTER TAKEN CREDITS PRE-REQUISITES CNCE 8000 Internship I Students engage in supervised clinical fieldwork experiences during this first semester on an advanced level, applying knowledge from all previous COUN 6111 Coursework. Practicum requirements will be fulfilled through successful completion of four internship experiences totaling 500 hours over four semesters of full time enrollment as well as concurrent enrollment in applicable COUN 6111 Course(s). Various 1-4 ENGAGED IN FULL TIME INTERNSHIP OR PRACTICUM AT THE KINDERGARTEN TO 12TH GRADE LEVEL CNCE 8001 Internship II Building on previous experience, students engage in advanced clinical fieldwork experiences during this second semester, applying knowledge from all previous COUN 6111 Coursework. Practicum requirements will be fulfilled through successful completion of four internship experiences totaling 500 hours over four semesters of full time enrollment as well as concurrent enrollment in applicable COUN 6111 Course(s). Various 2 4 ENGAGED IN FULL TIME INTERNSHIP OR PRACTICUM AT THE KINDERGARTEN TO 12TH GRADE LEVEL

COUN 6111 Week 9 Duration

Week 9 runs from Monday, April 12th through Sunday, April 18th.

*If you are enrolled in COUN 6111 for 3 credits, your schedule will be different. Please refer to your COUN 6111 Course of Study or contact your Instructor for more information.

COUN 6111 Week 9 Learning Outcomes

####*Week 9: Learning Outcomes for COUN 6111 – Introduction to School Counseling* (5 credits)

1. Develop an understanding of how to work with diverse populations in a school setting.
2. Understand the importance of developing positive relationships with students, families, and school staff.
3. Understand the need for comprehensive school counseling programs and how to develop such a program.
4. Understand the professional identity of school counselors and the ethical and legal issues surrounding the profession.

COUN 6111 Week 9 Assessment & Grading

**

*Assessment and grading for COUN 6111 is the same for all three delivery methods (on-campus, hybrid, and online). Students enrolled in COUN 6111 are expected to complete the following assessment tasks during each week of the COUN 6111 Course:

Week 1: Complete the required readings and complete a learning journal entry (1–2 pages) describing your understanding of the following concepts presented in this week’s readings: counseling in schools; cognitive development; Piaget’s theory of cognitive development. Include two specific examples to support your understanding of each concept. Journal entries will be assessed using this rubric.

Week 2: Using a format such as PowerPoint, Word, or video, create a presentation or video (10 minutes) summarizing what you believe to be the most important aspects related to child guidance theories and techniques presented in this week’s readings. The presentation should include 3–4 slides or sections, which address the following:

A description of at least three different types of guidance/counseling theories/approaches. Include at least one example from your own experience that illustrates how you have used one of these theories/approaches. A description of at least four specific guidance/counseling techniques that could be used with children and adolescents. Include at least one example from your own experience that illustrates how you have used one of these techniques. A description of how you would select among different theories/techniques when working with a child or adolescent client. An evaluation of how well these theories/techniques work in schools today compared to when they were first developed (e.g., Adlerian theory was developed before many concepts regarding individual differences were understood). Include at least two specific examples that illustrate how school counseling has changed as a result of new understandings regarding developmental psychology and learning principles. Include two additional sources beyond those provided by Capella University Library that inform your understanding and use of child guidance theories and techniques in school settings today (e.g., an article discussing research on specific child guidance techniques). These additional sources must be published within the last five years, peer reviewed, and relevant to this topic area in school counseling; therefore, please do not use general references such as Wikipedia or general Web sites such as Encarta Encyclopedia Online as references for this assignment! Be sure to include proper APA citations for all resources used in preparing your presentation/video summary.(COUN 6111 Child Guidance Theories & Techniques Summary Rubric) Note : The School Counseling Child Guidance Theories & Techniques Summary Rubric is located under Resources . This rubric will be used by your instructor when assessing your summary throughout Weeks 2–3 .

Week 3: Review feedback received on Week 2’s Child Guidance Theories & Techniques Summary assignment to determine areas on which you need to improve before completing Week 4’s Children’s Rights & ResponsibilitiesSummary assignment due later in this week. After reviewing feedback received on Week 2’s summary assignment and identifying areas on which you need improvement, revise your summary based on this feedback using a format such as PowerPoint, Word, or video no longer than 10 minutes. In addition to revision based on instructor feedback received on Week 2’s summary assignment, also include two additional resources found within Capella University Library that address current issues related to children’s rights and responsibilities in school settings today.(COUN 6111 Children’s Rights & Responsibilities Summary Rubric) Note : The School Counseling Children’s Rights & Responsibilities Summary Rubric is located under Resources . This rubric will be used by your instructor when assessing your summary throughout Weeks 3–4 .

Week 4: Review feedback received on Week 3’s Children’s Rights & Responsibilities Summaryassignment to determine areas on which you need improvement before completing Week 5’s Cross-Cultural Counseling Summary assignment due later in this week. After reviewing feedback received on Week 3’s summary assignment and identifying areas requiring improvement, revise your summary based upon instructor feedback received during Week 3 using a format such as PowerPoint, Word, or video no longer than 10 minutes. In addition to revision based upon instructor feedback received during Week 3 , also include two additional resources found within Capella University Library that address current issues related to cross-cultural counseling strategies for students with diverse backgrounds attending elementary and secondary schools today.(COUN 6111 Cross Cultural Counseling Summary Rubric) Note : The School Counseling Cross Cultural Counseling Summary Rubric is located under Resources . This rubric will be used by your instructor when assessing your summary throughout Weeks 4–5 .

COUN 6111 Week 9 Suggested Resources/Books

(COUN 6111)

(Required Textbook) Herr, E. L., & Cramer, S. J. (2018). Theories of counseling and psychotherapy: A case approach (7th ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN-10: 0134695712 ISBN-13: 978-0134695716

Book Description: Intended for COUN 6111 Courses in theories of counseling and psychotherapy, this book presents a comprehensive overview of major counseling theories from an evidence-based perspective with a clear focus on practical application. It begins with an introduction to the history and evolution of counseling theories and then applies these theories to actual cases via a comprehensive case presentation format. The content reflects the changing landscape of contemporary counseling theory by focusing on emerging methods that are most popular among practitioners today. This text provides readers with a solid framework for understanding each theory’s basic concepts, applications, strengths, and limitations.

Instructional Materials Required for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111) (COUN 6111)

COUN 6111 Week 9 Assignment (20 Questions)

1. Define and describe the stages of grief as they relate to counseling grieving individuals.
2. How might a counselor help an individual who is grieving?
3. Describe the concept of disenfranchised grief and how it might impact an individual’s ability to grieve.
4. What are some common reactions to grief?
5. What are some helpful interventions for grief?
6. Describe how loss can impact an individual’s identity.
7. How can a counselor help an individual who is struggling with loss?
8. Describe the concept of post-traumatic growth and how it can occur after a traumatic event.
9. What are some helpful interventions for trauma?
10. Define and describe burnout as it relates to counselors.
11. What are some signs and symptoms of burnout?
12. What are some helpful interventions for counselors who are experiencing burnout?
13. Describe the importance of self-care for counselors.
14. What are some self-care strategies that counselors can use to prevent or reduce burnout?
15. Define and describe compassion fatigue as it relates to counselors.
16. What are some signs and symptoms of compassion fatigue?
17. What are some helpful interventions for counselors who are experiencing compassion fatigue?
18. Describe the importance of self-care for counselors in preventing or reducing compassion fatigue.
19. What are some self-care strategies that counselors can use to prevent or reduce compassion fatigue?

COUN 6111 Week 9 Assignment Question (20 Questions)

COUN 6111 – Introduction to School Counseling* (5 credits)

COUN 6111 Week 9 Assignment Question (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits)

Question 1: What is a student’s most important need?

A student’s most important need is to feel safe and secure in their environment. They need to feel like they belong somewhere and that they are valued. They need to feel like they can trust the people around them and that they will be supported if they need help.

COUN 6111 Week 9 Discussion 1 (20 Questions)

*COUN 6111 Week 9 Discussion 1 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

Don’t use plagiarized sources. Get Your Custom Essay on *COUN 6111 Week 9 Discussion 1 (20 Questions) for COUN 6111 – Introduction to School Counseling* Just from $13/Page Order Essay

NOTE: You will not submit any written assignment this week. This week, you will participate in a threaded discussion with your classmates regarding the following questions. Please post your responses to each of the questions and comment on at least two of your classmates’ responses. In total, you should have four posts for this discussion (two original posts and two responses). Remember that this is a threaded discussion and that you must respond to your instructor’s initial post and at least two other classmates by Day 7 in order to earn full credit for participation. Please refer to the graded threaded discussions expectations document found under COUN 6111 Course Home for further guidance on how to post and respond effectively in threaded discussions. The instructor will post an evaluation of your performance on Day 7.

Question 1: Conceptualize what it means to be an effective school counselor. How would you describe what being an effective school counselor means? What do you think are some specific actions/behaviors that effective school counselors exhibit? What factors do you think would influence someone’s ability or inability to be an effective school counselor?

Question 2: Describe why effective classroom management is essential for implementing an effective comprehensive guidance program within schools. How does classroom management influence student behavior, teacher-student relationships, the learning environment, etc.? What do you think are some specific actions/behaviors that teachers can exhibit in order to manage their classrooms effectively? Why is it important for school counselors to have a good understanding of various classroom management techniques?

COUN 6111 Week 9 DQ 1 (20 Questions)

1. Counselor trainees learn about the different types of standardized tests that may be given to students. What are some of the different types of standardized tests?

2. What is the purpose of standardized testing?

3. How do standardized tests compare students to one another?

4. How do standardized tests help educators identify areas where students need improvement?

5. How do students feel about taking standardized tests?

6. Some states have begun to do away with standardized testing. Do you think this is a good idea? Why or why not?

7. How do you think standardized tests will change in the future?

8. Some people argue that standardized tests are culturally biased. Do you agree or disagree with this statement? Why?

9. What are some of the pros and cons of using standardized tests to assess student achievement?

10. In what ways do you think standardized tests can be used effectively in the classroom?

COUN 6111 Week 9 Discussion 2 (20 Questions)

1. Define and discuss the key components of an effective comprehensive school counseling program?

2. How can counselors use data to assess the needs of students and drive programmatic decisions?

3. Discuss the importance of collaboration in developing and implementing a comprehensive school counseling program.

4. Describe the process of developing and implementing a guidance curriculum. What are some challenges that counselors may face when developing and implementing a guidance curriculum?

5. How can individual counseling, small group counseling, and classroom guidance be used to support the implementation of a comprehensive school counseling program?

6. What are some ways that counselors can advocate for their program and ensure that it is meeting the needs of students?

7. Discuss the role of technology in school counseling. How can technology be used to support the implementation of a comprehensive school counseling program?

8. What are some ethical considerations that counselors need to be aware of when implementing a comprehensive school counseling program?

9. Discuss the importance of professional development for counselors who are implementing a comprehensive school counseling program. What are some ways that counselors can participate in professional development activities?

10. What are some challenges that counselors may face when implementing a comprehensive school counseling program? How can these challenges be addressed?

COUN 6111 Week 9 DQ 2 (20 Questions)

What is a career counselor? How is this different from a school counselor?

A career counselor is someone who helps people choose careers. They may work in schools, but they also work in private practice and other settings. A school counselor is someone who helps students with academic and social issues.

COUN 6111 Week 9 Quiz (20 Questions)

**

1. Question : A school counselor is working with a student who is trying to decide whether to attend college or enter the job market after high school. In discussing this decision, the counselor should explain that

2. Question : The director of guidance in a high school with a large dropout rate has been asked by the principal to increase the number of freshman students enrolled in college. In order for this to happen, the director must

3. Question : A major strength of the cognitive information processing model is that it

4. Question : A school counselor is working with a ninth-grade student who has an IEP and struggles academically. The student’s parents have requested counseling services because they are concerned about their son’s grades and poor study habits, and they would like some help in supporting him at home. In addition to academic interventions, what other counseling techniques might be appropriate for this student? Select all that apply.

5. Question : Which of the following statements about students receiving special education services is TRUE? Select all that apply.

6. Question : This theory states that every person makes his or her own unique contributions to society based on his or her talents and abilities and that these need not be traditional ones such as academic success or leadership skills but could also include nonacademic interests such as sports or music performance, volunteerism, community service, homemaking, parenting, etc.:

7. Question : An elementary school counselor is working with third-grade students who are struggling in reading and math proficiency tests at the end of the year. The counselor has recommended different academic interventions based on each child’s needs but also wants to focus on promoting positive attitudes towards learning and test taking within these children so they can carry these attitudes over into fourth grade next year when their standardized testing becomes even more difficult (and important). What counseling theory best reflects this approach? 8. Question : In order for secondary schools counselors to best function in today’s educational environment, which of the following should be considered? Select all that apply: 9. Question : The basic premise of career counseling includes which two main goals? 10 .Question: When using ___________ as a school counseling intervention strategy with students across developmental levels and groups , counselors use guidance curriculum materials to promote psychological development . 11 .Question: If a student has an IEP from kindergarten through fifth grade , then he or she must receive additional supports during sixth through twelfth grade . 12 .Question: ___________ is defined as “those factors that affect both individual motivation and ability “; examples include aptitude , achievement , work values , personality traits , motivation , interests , environmental factors , current level of functioning in areas related to ability/achievement 13 .Question: What type of lesson plan would you use if you were teaching stress management skills ? 14 .Question: All three types of assistance mentioned above require increased communication between home and school ; however, ___________ assistance provides extra resources outside of the general education classroom 15 .Question: Mrs . Smith works at an alternative high school for students ages 16 – 19 . She takes on many roles at her job including teacher , career coach , mentor , tutor , direct service provider 16 .Question: ___________ refers to how effectively individuals perceive themselves as users / developers / processors / consumers 17 .Question: ___________ involves using knowledge about how emotions develop into emotional reactions 18 .Question: ___________ includes making decisions about how we want to spend our time; what occupations do we want to pursue; how much money do we want to earn; etc 19 .Question: Theories used by professional counselors include which four basic components ? 20 .Question: When developing lesson plans focused on academic success skills development , which goal will be your primary focus ?

COUN 6111 Week 9 MCQ’s (20 Multiple Choice Questions)

COUN 6111 – Introduction to School Counseling (5 credits) COUN 6111 – Introduction to School Counseling

1. A major purpose of the school counseling program is to _____.

A. Foster personal/social development of all students
B. Enhance academic achievement of all students
C. Help students choose appropriate COUN 6111 Courses for their future plans
D. All of the above

2. The _____ is responsible for the day-to-day operation of the school counseling program.

A. Program coordinator
B. School counselor
C. Principal
D. Superintendent

3. The _____ is the blueprint that guides the implementation of the school counseling program.

A. Curriculum map
B. Master schedule
C. Program evaluation plan
D. Comprehensive school counseling program (CSCP) design

4. A(n) _____ is a person who provides support and assistance to the professional school counselor, but is not a certified counselor themselves.

A. Paraprofessional
B. Teacher aide
C. Volunteer
D. All of the above

5. The _____ is/are the group(s) of people with whom the school counselor works most closely to promote student success and address student needs.

A. Parents/guardians
B. Teachers/administrators
C. Students/peers D. Community agencies/organizations

2

COUN 6111 Week 10 Description

COUN 6111 Course is a study of the role of the professional school counselor with an emphasis on developmental guidance programs, individual and group counseling, and consultation. Various delivery models for counseling services will be examined.

COUN 6111 Week 10 Outline

This is a 5 credit COUN 6111 Course. It is a combination of lecture and discussion with some individual and group work. The focus of the COUN 6111 Course will be on developing an understanding of the professional school counselor and his/her role in schools. Topics covered include: professional identity, professional organizations, codes of ethics, advocacy, consultation, collaboration, leadership, assessment, guidance curriculum, individual and group counseling, and crisis counseling. The major project for COUN 6111 Course will be the development of a comprehensive school counseling program.

COUN 6111 Week 10 Objectives

(COUN 6111)

COUN 6111 Course Description: COUN 6111 Course is designed to introduce students to the field of counseling, with an emphasis on school counseling. Students will be introduced to various counseling theories, practices, and professional issues in school counseling. Students will also learn about the historical foundations of counseling, multicultural counseling, ethics in counseling, career development theories and their applications, assessment and diagnosis in counseling. Students will have opportunities to observe different types of counselors and gain hands-on experience in applying basic counseling skills.

COUN 6111 Course Objectives:

By the end of COUN 6111 Course, students will be able to:

1. Understand the historical foundations of counseling and how they have influenced the field of school counseling.

2. Understand various counseling theories and their applications in school counseling.

3. Understand multicultural issues in counseling and how to work with clients from diverse backgrounds.

4. Understand ethical issues in counseling and how to apply ethical principles in school counseling.

5. Understand career development theories and how to apply them in school counseling.

6. Understand assessment and diagnosis in counseling and how to use them in school counseling.

COUN 6111 Week 10 Pre-requisites

*COUN 6111 Course is a prerequisite for COUN 6111 – Introduction to School Counseling.

The following prerequisites must be completed prior to enrolling in COUN 6111 – Introduction to School Counseling:
– Admission into the M.A. School Counseling Program
– Minimum GPA of 3.0

COUN 6111 Week 10 Duration

– Online

There are three required synchronous class sessions (COUN 6111.003) scheduled in COUN 6111 Course. These sessions are indicated on the COUN 6111 Course calendar. Each of the three sessions will be recorded and posted online for students who cannot attend live or who want to review the material. The instructor will provide opportunities for students to interact with each other during the live session and through discussion boards.

COUN 6111 Course has a total of 15 weeks, including all days reserved for final examinations.

*This duration may be different than the “standard” duration for COUN 6111 Course listed in SIS because of adjustments made to accommodate the hybrid delivery format of this term’s offering of COUN 6111 – Introduction to School Counseling (5 credits).

COUN 6111 Week 10 Learning Outcomes

1. Develop a student’s ability to interact with teachers and administrators in a professional manner.

2. Develop a student’s ability to conduct individual and group counseling sessions with students.

3. Develop a student’s ability to create and implement effective school counseling programs.

4. Develop a student’s ability to consult with parents and guardians about their child’s academic and social development.

5. Understand the ethical and legal standards governing the practice of school counseling.

COUN 6111 Week 10 Assessment & Grading

1. Assessment and Grading for COUN 6111 – Introduction to School Counseling (5 credits)

The purpose of this assessment is to evaluate your understanding of various assessment and grading practices in school counseling. You will be asked to design an assessment and grading system for a school counseling program based on specific COUN 6111 Course learning objectives.

In this assessment, you will demonstrate your mastery of the following COUN 6111 Course learning objectives:

• Design an assessment system for a school counseling program.

• Develop a grading system for a school counseling program.

To complete this assessment, do the following:

Part 1: Design an Assessment System for a School Counseling Program (1,000-1,200 words)

Based on the information provided in the “School Counseling Program Assessment Overview” document, design an assessment system for the school counseling program. Be sure to address the following:

a. Define what data you will collect and how often you will collect it. Include a description of how you will use the data collected to improve student outcomes and/or your school counseling program. Be sure to use specific examples from the “School Counseling Program Assessment Overview” document in your response.

COUN 6111 Week 10 Suggested Resources/Books

COUN 6111 Course Title: Introduction to School Counseling

Credits: 5

COUN 6111 Course is an overview of the profession of school counseling with an emphasis on the role of the school counselor in meeting the developmental needs of all students. Students will examine professional and ethical issues, legal mandates, and multicultural considerations in school counseling. In addition, an overview of the comprehensive school counseling program model will be presented. Prerequisite: Admission to the MSEd School Counseling Program or consent of instructor.

COUN 6111 Week 10 Assignment (20 Questions)

1. You are interested in counseling children and adolescents, what are some of the things you will consider before beginning to work with a client?

2. How would you explain the difference between individual and family counseling?

3. What are some of the ethical considerations you need to be aware of when working with children and adolescents?

4. What are some of the unique challenges you may face when working with clients from different cultures?

5. What are some of the developmental issues you need to be aware of when counseling children and adolescents?

6. What are some of the different types of assessment tools you may use when working with children and adolescents?

7. What are some of the different types of interventions you may use when working with children and adolescents?

8. What are some of the different issues you need to be aware of when working with clients who have special needs?

9. How can you create a supportive environment when working with children and adolescents?

10. What are some of the different ways you can promote positive social skills in children and adolescents?

COUN 6111 Week 10 Assignment Question (20 Questions)

1.What are the three types of research?

2.What is a null hypothesis?

3.What is a research question?

4.How is a research question different from a hypothesis?

5.What are the four steps of the scientific method?

6.What is an operational definition?

7.What are the six basic types of variables?

8.What is an independent variable?

9.What is a dependent variable?

10.What is an extraneous variable?

11.How can variables be controlled in an experiment?

12.What are the three major types of experimental designs?

13.What is a control group?

14.What is a randomized experiment?

COUN 6111 Week 10 Discussion 1 (20 Questions)

*COUN 6111 is a 3-credit COUN 6111 Course, with one additional credit required for the completion of COUN 611. The additional credit can be fulfilled through COUN 615, COUN 616, or COUN 617 (all 1-credit COUN 6111 Courses).

Counseling Theories and Techniques (COUN 6111)

COUN 6111 Course Overview

COUN 6111 Course is an introduction to the theories and techniques used in counseling. Students will learn about different types of counseling theories and how they can be applied to various populations. In addition, students will be introduced to different counseling techniques that can be used in a variety of settings.

COUN 6111 Week 10 DQ 1 (20 Questions)

What are your thoughts regarding the role of creativity in human development? How do you think creativity influences a person’s ability to interact with others and solve problems? Give some examples of how creativity can be used in counseling.

COUN 6111 Week 10 Discussion 2 (20 Questions)

*COUN 6111 Course is a required COUN 6111 Course for students enrolled in the School Counseling program at Walden University.

**Students will not be able to access the quiz until Friday, April 17, 2020 at 11:59 pm EST.**

Complete the Week 10 Discussion 2 Quiz.

COUN 6111 Week 10 DQ 2 (20 Questions)

“Discuss at least five topics that would be beneficial to include in a training program for teachers and school administrators on the topic of providing effective guidance to students with ADHD. What are some of the challenges that students with ADHD face in school?”

COUN 6111 Week 10 Quiz (20 Questions)

• Question 1 2 out of 2 points In which one of the following ways is a state’s lead agency responsible for counseling? Selected Answer: The state lead agency is responsible for certification of counselors and licensing of counselor educators. Correct Answer: The state lead agency is responsible for counseling research, professional development, and advocacy. • Question 2 2 out of 2 points A school counselor who has worked with a student over an extended period and has developed positive relationships is likely to be more effective in helping a student to develop more positive attitudes towards school. Selected Answer: True Correct Answer: True • Question 3 0 out of 2 points Although parental involvement in the education process has been shown to be helpful for students, parents’ lack of involvement does not significantly hinder academic success for their children. Selected Answer: False Correct Answer: False • Question 4 2 out of 2 points According to the ASCA National Model, guidance curriculum should provide all students with opportunities to learn academic, career, and personal/social competencies that promote lifelong learning and success. Selected Answer: True Correct Answer: True • Question 5 0 out of 2 points Some critics have argued that guidance programs are unnecessary because they do not address real problems or make a difference in outcomes for students. Selected Answer: True Correct Answer: False • Question 6 0 out of 2 points Counselors need to avoid taking sides in conflicts between parents and schools when parents disagree with school policies or practices. Selected Answer: True Correct Answer: False • Question 7 0 out of 2 points Personnel decisions should always be made by considering how a candidate’s characteristics can contribute to the strengths and needs of the school as well as how these characteristics will fit into the current staff mix at the school. Selected Answer: True Correct Answer: True • Question 8 0 out of 2 points One benefit derived from participating in professional organizations is that they allow counselors to fulfill continuing education requirements for licensure/certification maintenance at little or no cost. Selected Answer: False Correct Answer: True • Question 9 0 out of 2 points The major goal in group counseling is to help group members become more aware of themselves as individuals so they can better relate to others outside the group setting. Selected Answer: False Correct Answer: False • Question 10 0 out of 2 points Parent groups can be used effectively as an intervention strategy by inviting some parents into the school on a regular basis, thus allowing them greater opportunity to observe their child’s behavior in various situations within the school setting. Selected Answer: True Correct Answer

COUN 6111 Week 10 MCQ’s (20 Multiple Choice Questions)

1. What is the significance of school counseling?

A. School counseling is a process that helps students achieve academic success.
B. School counseling is a process that helps students develop social skills.
C. School counseling is a process that helps students overcome personal challenges.
D. All of the above

2. Which of the following statements about school counselors is true?

A. School counselors are expected to be experts in all areas of child development.
B. School counselors are expected to have a working knowledge of all areas of child development.
C. School counselors are expected to be experts in one or two areas of child development.
D. There is no expectation for school counselors regarding child development expertise.

3. What is the main goal of school counseling?

A. The main goal of school counseling is to help students academically succeed.
B. The main goal of school counseling is to help students develop social skills.
C. The main goal of school counseling is to help students overcome personal challenges.
D. All of the above are goals of school counseling.

4 out of 20

COUN 6111 Week 11 Description

**

COUN 6111 Course is designed to provide an overview of the major issues, practices, and principles of professional school counseling. The focus is on developing a comprehensive, developmental guidance program. The major topics include the professional orientation of school counselors, counselor development, supervision, individual and group counseling for elementary and secondary students, consultation with parents and teachers, as well as administrative leadership in the guidance program.

COUN 6111 Week 11 Outline

*Please note that the following outline may change at the discretion of the instructor.

Week 11: Legal and Ethical Issues in Counseling (3 days)

Tuesday

• Intellectual Property Law for Counselors (Copyright, Trademark, and Trade Secret) – All materials are protected under intellectual property law. Counselors must understand these laws to avoid infringement. The first two areas of intellectual property law we will cover today are copyright and trademark laws. Then we will discuss trade secret laws which protect information from being released to others. Finally, we will look at some ways to avoid infringement by using the “fair use” doctrine and some resources for finding appropriate materials for your practice.

• Ethical Principles of Psychotherapy – We will begin this session by discussing the major ethical principles of counseling as set forth by the American Counseling Association (ACA). These principles are important to understand as they guide counselors in their decision-making when working with clients. We will also discuss specific ethical codes related to school counselors as set forth by the American School Counselor Association (ASCA). These codes address issues such as confidentiality, informed consent, dual relationships, and multiculturalism. Finally, we will discuss some of the major ethical dilemmas faced by counselors including boundary issues and sexual attraction/misconduct.

COUN 6111 Week 11 Objectives

*Students in COUN 6111 Course should have completed COUN 6100, 6101, and 6103 before enrolling.

COUN 6111 is the final COUN 6111 Course of the Introduction to School Counseling series. In COUN 6111 Course, students will be expected to:

COUN 6111 Week 11 Pre-requisites

COUN 6110 – Introduction to Counseling and Psychotherapy (5 credits)

COUN 6120 – Fundamentals of Counseling and Psychotherapy (5 credits) OR COUN 6125 – Theory & Practice of Counseling and Psychotherapy: Humanistic/Existential (5 credits) OR COUN 6130 – Theory & Practice of Counseling and Psychotherapy: Cognitive Behavioral (5 credits)

COUN 6135 – Theory & Practice of Counseling and Psychotherapy: Integrative (5 credits) OR COUN 6140 – Theory & Practice of Counseling and Psychotherapy: Existential-Humanistic (5 credits) OR COUN 6150 – Theory & Practice of Counseling and Psychotherapy: Experiential (5 credits)

COUN 6160 – Theory & Practice of Counseling and Psychotherapy: Solution Focused (5 credits) OR COUN 6165 – Theory & Practice of Couples and Family Therapy I (5 credits) OR COUN 6170 – Theory & Practice of Couples and Family Therapy II (3 credits)

COUN 6210 – Multiculturalism in counseling*(2.5 credits) COUN 6111 Course Description This is an introductory COUN 6111 Course to school counseling. It covers topics such as professional orientation, foundations, roles, responsibilities, relationships, consultation skills, approaches to guidance in schools, curriculum development, program planning, individual assessment techniques for students with learning problems, emotional problems or career development difficulties; dealing with crisis; effective school counseling practices; student diversity; ethics; research. Students are also introduced to the best practices for providing prevention services at elementary, middle and high school levels. Learning Objectives By the end of this class you will be able to… Understand what it means to be a professional counselor in a school setting; Understand the role of a school counselor; Understand the foundations of school counseling as it relates to helping children reach their academic potential. Become familiar with child development stages across the lifespan; Gain an understanding about basic assessment techniques for identifying students’ strengths and weaknesses; Learn about some effective ways in which a school counselor can help foster positive behaviors in children using a positive behavior intervention approach; Understand how individual differences affect learning styles in different cultures; Understand the impact that trauma has on students’ ability to learn as well as behave appropriately in a school setting; Describe some strategies that school counselors can use when working with students who have chronic mental health issues. COUN 6111 Course REQUIREMENTS COUN 6111 Course requires students to complete weekly discussion posts based on readings from required texts listed below. Each week you will post your thoughts on each week’s topic by 9 am EST on Sunday morning. The instructor will provide feedback on all discussion posts no later than 10 pm EST on Tuesday nights during each week of class. For each weekly assignment you will receive 4 points per discussion post plus 2 bonus points if your discussion post is longer than 3 pages. A total score will be calculated out of 100 points per week so there are 500 total possible points available for COUN 6111 Course including participation points. Participation – There are 20 participation points available for COUN 6111 Course distributed evenly across all weeks except week 12 which is final exam week. Participation points include responding to peers posts at least once per week plus responding on time to polls that may be conducted from time to time throughout the COUN 6111 Course by the instructor. Class Assignments – There are 500 total possible points available for COUN 6111 Course including participation points. Students must earn at least 90% or more out of 100% possible points for each weekly assignment for passing grades for COUN 6111 Course consisting off 50% discussions + 25% assignments + 25% final exam writing component). Final Exam – The final exam is due no later than 11 pm EST on Monday night / Tuesday morning during final exam week in Week 12 . There are 100 possible points available for COUN 6111 Course including participation points . Weekly discussions – There are 4 point s available per weekly discussion post plus 2 bonus point s if your discussion post is longer than 3 pages . A total score will be calculated out of 100 point s per we ek so there ar e 500 total possible po ints available f or thi s c ourse including participation po ints . Participation – There ar e 20 participatio n po ints ava ilable f or thi s c ourse distr ibuted evenly across all weeks exc ept w eek 12 wh ich i s final exam w eek . Participati on po ints includ e respondin g t o p eers p osts at le ast once per we ek plu s re spondin g on time t o poll s that may b e conducted fro m ti me t o ti me throughout th e cour se by th e instructor . Class Assignments – There ar e 500 total possible po ints availab le f or thi s cour se including participati on po ints . St udents mu st earn at least 9 0 % or mo re out of 1 00 % possibl e po ints fo r each we kly assignmen t fo r passing grad es fo r thi s c ourse consis ting off 50 % discussio ns + 25 % assignments + 25 % final ex am writing co mponent). Final Exam – The fin al ex am i s due no later than 11 pm ES T o n Mond ay night / Tuesda y mornin g during final ex am w eek i n We k 12 . Ther ar 100 possibl po ints availabl fo r thi cour se incl uding participati po ints .

COUN 6111 Week 11 Duration

Dates: 1/13/2014 – 2/23/2014 (Closed)

View COUN 6111 Course Syllabus

*COUN 6111 Course is online only and will not meet face-to-face. Students are expected to complete COUN 6111 Course in the time frame specified.

COUN 6111 Week 11 Learning Outcomes

Students will:
– Understand the process of ethical decision making and the role of professional codes of ethics in school counseling.
– Understand the importance of self-awareness, self-monitoring, and self-care in ethical decision making.
– Understand major contemporary issues in school counseling.
– Understand how to work with families from diverse backgrounds.
– Understand how to develop positive relationships with students.

COUN 6111 Week 11 Assessment & Grading

**Please note that this is a draft syllabus and may be subject to change.

COUN 6111 Week 11 Suggested Resources/Books

COUN 6111 Week 11 Suggested Resources/Books for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

PLDZ-6432

In Stock $ 10.00 USD Bright Solutions

COUN 6111 Week 11 Suggested Resources/Books

Introduction to School Counseling* (5 credits)

COUN 6111 Course is designed to introduce the participants to the field of counseling and provide an overview of the role of the school counselor. The professional duties, ethical considerations, responsibilities, credentials and professional organizations will be discussed. Participants will examine counseling theories and the importance of theoretical orientation in determining the direction of their work as counselors. The participants will develop a working knowledge of counseling methods. The COUN 6111 Course will also focus on developing skills in developing positive relationships with students and building a collaborative relationship with faculty and parents. Participants will have an opportunity to discuss issues related to diversity in an educational setting.

Recommended Text: Crethar, H., & Torney-Purta, J. (2015). Counseling and psychotherapy with diverse populations (7th ed.). Thousand Oaks, CA: Sage Publications, Inc. ISBN-10: 1-4522-8223-6 ISBN-13: 978-1-4522-8223-2 eBook: 9781506339782 eISBN –1526423015

Recommended Text: Gerler, E. R., Jr. (2017). School counseling for the twenty first century (8th ed.). Boston MA.: Allyn & Bacon / Pearson Education Company ISBN 9780134038092 eBook 9780134114952 eISBN 0134114952 https://www.pearsonhighered.com/us/program/Gerler-School-Counseling-for-the TwentyFirst Century/PGM183794.html#tab_about_the_book You must have access to this textbook for this class! You can buy it or rent it from Pearson at http://www.mypearsonstore.com or another source such as Amazon or Chegg at http://www.chegg.com/?gclid=CJfV0LXkv9UCFUYdGwodU_QHxQ&gclsrc=aw&extid=AW_affiliate&referer=aw&aid=8895&pagetypeid=199097843179 This text is available in new and used versions – but only get a version that has access included! It is not sufficient for you to have just this book alone – you need access to an online program that is part of this text package so you can take practice quizzes, assignments etc… This site is ONLY available through a student purchased access code that comes with the textbook . Access codes are NOT included if you purchase used books from sites like Amazon or Chegg unless stated otherwise in their listing . Please check before purchasing a used book – if they do not specifically state that they are selling an access code along with your textbook then they probably do not have one! Do not purchase your textbook until you know it includes access! For questions about how your text was purchased please contact your bookstore directly! If you buy your textbook directly from PEARSON then they may be able to help you resolve any access issues that come up later on but we cannot make any promises so please let us know right away if you encounter problems getting started with your text site! Most importantly – remember that you must have access to this site before enrolling in this class!!! Also note: If you are using a mobile device such as an iPad or Kindle Fire or other tablet make sure before buying that it can install Flash Player which is required for many activities on this site . Kindle Fire tablets cannot install Flash Player – please use a different type of device if possible ! Thank You! *COUN 6111 Course may require additional resources which can include but are not limited to textbooks, materials purchased from outside sources such as those listed below or online learning modules purchased from within National Louis University.* COUN 6111 Course Learning Outcomes for COUN 6111 – Introduction to School Counseling By the end of COUN 6111 Course, students will be able to: Identify historical influences on school counseling Explain how psychological theory guides best practices Demonstrate awareness of past and current research impacting school counseling Explain major components of school counseling programs Discuss differences between specific models Describe various techniques used by counselors Identify basic guidelines for collaborating with teachers Describe techniques used when working with diverse populations Discuss ethical standards identified by ASCA Demonstrate cultural competence identify professional organizations in field Suggested Websites School Counselor Central http://schoolcounselorcentral.com ASCA National Model Website http://www.schoolcounselororg/contentdocuments/ASCA%20National%20Model%20Online%20Edition%201stEdn57210 pdf State Departments Of Education wwwdeptsedu American Association For Counselor Certification wwwaaccnetorg National Board For Certified Counselors wwwnbccorg NASSP http://wwwnaspspnet ASCA American School Counselor Association wwwschoolcounselororg American Psychological Association wwwapaorg National Clearinghouse for Mental Health Information httpschcmhdaasacuus Centers For Disease Control And Prevention Wwwcdcgov National Institute Of Mental Health Wwwinimhnihgov SAMHSA wwwsamhsagov Substance Abuse And Mental Health Services Administration Wwwsamhsagov Strive Together wwwstrivetogetherorg Campaign For Youth Justice wwwcfyjorg Educational Equity Campaign wwweducationalequitycampaignorg Your State Department Of Education Wwwdeptsedu Like Us On Facebook httpsfacebookcomnationallouisuniversity Follow Us On Twitter httpsenglishnlueduhttpenglishnluedu Follow Us On Pinterest httpspinterestcomnluOffice Of Admissions Main Campus 122 S Michigan Ave Chicago IL 60603 Toll Free 8007327673 Local 3122623000 Online Admissions 8472446959 Email admissionsnluedu Office Of Admissions Grayslake Campus 125 N Lake St Grayslake IL 60030 Main 8472446959 Direct 8472446948 Email admissionsgrayslakenluedu Office Of Admissions Northshore Campus 700 University Plz Ste 150 Wheeling IL 60090 Main 8472446959 Direct 8475443906 Email admissionsnorthshorenluedu Office Of Financial Aid Main Campus 122 S Michigan Ave Chicago IL 60603 Main 3122621000 Fax 3122623950 Email financialaidnluedu Office Of Financial Aid Grayslake Campus 125 N Lake St Grayslake IL 60030 Main 8472446900 Fax 8472446918 Email financialaidgrayslakenluedu Office Of Financial Aid Northshore Campus 700 University Plz Ste 100 Wheeling IL 60090 Main 8475443800 Fax 8475444190 Email financialaidnorthshorenluedu Academic Advising Main Campus 122 S Michigan Ave Suite 1100 Chicago IL 60603 Direct 3122632400 Fax 3122622709 Email advisingnluedu Student Support Center main campus 122 S Michigan Ave Suite 1100 Chicago IL 60603 Direct 3122632833 Fax 3122622711 Email supportcenternluedu COUN 6111 Course Catalog Main Campus 122 S Michigan Ave Chicago IL 60603 Toll Free 8007327673 Local 3122623000 Online Catalog 8472446959 TranscriptsMain Campus 122 S Michigan Ave Suite 1100 Chicago IL 60603 Toll Free 8007327673 Local 3122623000 Online Transcripts 8472446960 Student Affairs Main Campus 122 S Michigan Ave Suite 1100 Chicago IL 60603 Direct 3122632900 Fax 3122621597 Online Student Affairs 8472446968Military Training Records3122632899 Veterans Affairs Office Main Campus 122 S Michigan Ave Suite 1200 Chicago IL 60603 Local 3122632899 Veterans Affairs Web Site httpsveteransnlueducountryus Degree Verifications3122622010Human ResourcesMain Campus 122 S Michigan Ave Suite 1100 Chicago IT 60603 Local 3122632980 Human Resources Web Site httpshrnlueducountryus Careers In EducationAnd Other Human Service FieldsWebsites To ExploreCareer Options httpcareercruisingcom NY Times profiles In Science Unexpectedly Great Careers In Science And Technology httpnytimescom2117schools28artscientisthtml Career Pathways In Illinois Httpcareertechiloredupathwayshtm Private Sector Careers In Sociology httpasanetcareerstoolsresourceshtm Government Careers In Sociology httpblscitedlsnvccaengpublicsectorhtm Teaching As A Profession Teaching Why Teaching When Teaching Where Teaching How Is Teaching A Good Career Httpcareerintelligencecoukteachingasp ChemicallaboratorytechnicianChemicallaboratorytechnicians Or Laboratory Technician Chemists Work Under The Direction Of Scientists And Chemists To Help Conduct Experiments Perform Lab Tests And Make Observations They Prepare Samples Perform Analysis Record Results And Prepare Reports Chemists Often Work With Highly Flammable Or Toxic Materials So Precautions Must Be Taken To Protect Themselves From Injury Laboratory Technicians Work In Many Different Environments Including Manufacturing Companies Research Institutions Hospitals Universities Food Processing Companies Environmental Agencies Water Treatment Plants And Pharmaceutical Companies Many Technicians Are Employed By Contract Research Organizations CROs Which Provide Testing And Analysis Services For Other Companies Biomedical EngineeringTechnologists Biomedical Engineering Technologists Develop Improve Design Maintain Repair Install Operate Test Evaluate And Manage Biomedical Equipment Such As Transducers Lasers Ultrasonic Equipment Transplant Devices Cardiac Monitors Ventilators Defibrillators Implants Cardiovascular Systems Rehabilitation Systems Orthopedic Instruments Oxygenator Systems Dialysis Machines Magnetic Resonance Imaging MRI Equipment Optical Imaging Equipment And Computers Engineers Can Develop New Medical Devices Such As Artificial Hearts Artificial Joints Pacemakers Kidney Dialysis Machines Bioartificial Liver Devices Hearing Aids Implants Sensors Robotic Surgeries Lung Ventilators Deep Brain Stimulation Devices Implantable CardioverterDefibrillators Insulin Pumps Artificial Pancreas Cardiovascular Systems Rehabilitation Systems Orthopedic Instruments Oxygenator Systems Dialysis Machines Magnetic Resonance Imaging MRI Equipment Optical Imaging Equipment Cardiac Monitors Ventilators Defibrillators Diagnostic Imaging Systems Therapeutic Lasers Motion Analysis Systems Prosthetic Devices Respiratory Assist Devices Intraoperative Monitoringsystems Ultrasound Equipment Heat Exchange Systems Wound Healing Systems Patient Monitoring System Cardiopulmonary Resuscitation CPR Devices Ambulatory ECG Monitors Neonatal Resuscitators Bionic Eye Biofuel Cells Ultrasonic Cleaners Venturi Oxygen Masks Cardiac Catheters Pressure Measurement Sensors Electrocardiographs ECGs Dental XRay Machines Dental Lasers Dental Air Purification Units Laparoscopes Minimally Invasive Surgery MIST Imaging Cameras Diabetes Monitoring Systems Intracranial Pressure Monitors Glucometers Drug Delivery System Epilepsy Monitoring System Organ Preservation System Neuroprosthetics Wheelchairs Ultrasonic Scanners Dementia Detection Technologies Drug Therapy Management Tools Neurostimulators Diagnostic Tools Autism Screening Technologies Hospital Beds Hospital Transport Vehicles Hospital Curtains Hospital Desks Hospital Lights Hospital Tables Radiology Room Shields CT Scanners PET Scanners SPECT Scanners Mammography Readers EEG Machines EMG Machines Physical Therapy devices Xray machines Xray security devices CT scanners MRIs PET scanners Telemetry systems Nuclear medicine machines Gamma cameras PET scans Nuclear magnetic resonance spectroscopy devices Thermometers Clinical laboratory testing instruments Clinical laboratory equipment Molecular diagnostics instruments Microscopes Spectrophotometers Chromatographs Centrifuges Electrophoresis equipment Mass spectrometers Clinical chemistry analysis instruments Clinical immunoassay analysis instruments Pathology analysis instruments Histopathology analysis instruments Cytogenetics analysis instruments Hematology analysis instruments Clinical microbiology analysis instruments General microbiology diagnostic kits Molecular diagnostics diagnostic kits HIVAIDS diagnostic kits TB diagnostic kits Immunohematology reagents Chromogenic substrates monoclonal antibodies ELISA kits Antibody detection kits Viral Load Kits PCR Kits Gel documentation systems Fluorescence microscopes Automated slide staining machines Home pregnancy test kits Rapid infectious disease test kits Incubators Autoclaves Sterilizers Ovens Refrigerators Freeze dryers Industrial freezers Centrifuges Lab shakers Centrifuge rotors Pipettes Thermometers Thermostats pH meters Particle counters UVVIS spectrophotometers Polarimeters Refractometers Densitometers Photometers Reflectance spectrometers FTIR spectrophoters Raman spectrophotometers Fluorescence spectrophotometers Circular dichroism spectrophotometers UVVIS absorption photometry HPLC GC MS LC MS ICPMS AA Flame photometry IR Spectroscopy AA Atomic absorption IR Spectroscopy FA Fluorescence absorbance IR Spectroscopy ATR Attenuated total reflectance IR Spectroscopy TGA Thermogravimetric analysis FTIR Fourier transform infrared FTNIR Fourier transform nearinfrared ATRFTIR Attenuated total reflectance Fourier transform infrared GCMS Gas chromatography mass spectrometry UVVIS Ultravioletvisible PSD Photoelectron spectroscopy vibrationally excited states PEELS Photoelectron emission photoelectron photoionization photoionization photoionization photoionization angleresolved photoelectron photoemission electron scattering VESPEELS Vibrationally excited states photoelectron emission electron scattering angleresolved photoelectron PT Photoemission tomography PSES Photoemission coreloss spectrum REELS Reflection electron energy loss CPES Circularly polarized reflection electron energy loss UVVIS NEXAFS Ultravioletvisible nearedge xray absorption fine structure VUV NEXAFS Vacuum ultraviolet nearedge xray absorption fine structure RPES Resonant photoemission spectroscopy APES Angular resolved photoemission spectroscopy UPS Ultraviolet photon stimulated desorption ARPES Angular resolved photoemission PES Photoemission CMOS Complementary metal oxide semiconductor VLSI Very large scale integration PD Photodiode LED Light emitting diode CCD Charge coupled device CID Charge injection device APD Avalanche photodiode EAPD Electron avalanche photodiode PMT Photomultiplier tube IPPD Impulse photoconductivity decay PCD Photoconductive decay EPD Electrode photocurrent decay TRAPD Thermal renement avalanche photodiode SHG Second harmonic generation LSB Lower sideband USB Upper sideband THG Third harmonic generation FFHG Fourth harmonic generation Hyper Raman SHGH hyper Raman second harmonic generation SSGH Stepscan second harmonic generation

COUN 6111 Week 11 Assignment (20 Questions)

| Saylor Academy

Assignment: Answer 20 questions from the textbook. (See below.) Please use APA format for your references and in-text citations, if needed. Please email your assignment as a Word document attachment to Nancy.Saylor@saylor.org.

1. Define individual assessment and explain how it is used in school counseling.

2. Explain why using standardized assessment tools is essential to making informed decisions about the students you serve. Describe the process of selecting standardized assessments, including identifying selection criteria and conducting a review of research-based assessments.

3. Discuss the advantages and disadvantages of various types of standardized assessments, including intelligence tests, academic achievement tests, aptitude tests, interest inventories, personality inventories, behavior rating scales, and projective techniques.

4. Describe four types of intelligence tests commonly used in schools: the Stanford-Binet Intelligence Scale, the Wechsler Intelligence Scale for Children, the Kaufman Assessment Battery for Children, and the Universal Nonverbal Intelligence Test.

5. Explain what an academic achievement test measures and describe three common academic achievement tests: the Woodcock-Johnson Tests of Cognitive Abilities, the Stanford Achievement Test Series, and the Wechsler Individual Achievement Test.

6. Discuss what an aptitude test measures and describe two common aptitude tests: the Differential Aptitude Test Series and the General Aptitude Test Battery.

7. Describe how interest inventories are used in school counseling and list four common interest inventories: the Kuder Preference Record, the Self-Directed Search, the Strong Interest Inventory, and the UNIACT Interest Checklist.

8. Discuss how personality inventories are used in school counseling and list four common personality inventories: the Minnesota Multiphasic Personality Inventory for Adolescents, the Millon Adolescent Clinical Inventory, the Personality Assessment Inventory for Adolescents, and the Student Personal Profile.

9. Describe how behavior rating scales are used in school counseling and list four common behavior rating scales: the Achenbach Child Behavior Checklist/Teacher Report Form,the Behavioral Assessment System for Children–Parent Rating Scales/Self-Report Scales/Teacher Rating Scales ,the Conners’ Parent Rating Scale/Conners’ Teacher Rating Scale/Conners’ Self-Report Scale ,andthe Devereux Student Strengths Assessment–School Form .

COUN 6111 Week 11 Assignment Question (20 Questions)

Introduction

In this assignment, you will apply your knowledge of counseling theory and practice to a case study. The purpose of this assignment is to help you learn how to apply counseling theories and techniques to a case in order to develop an understanding of how theory can guide practice. You will analyze the development, strengths, and challenges of a client as well as formulate treatment goals. You will also consider ethical issues that may arise during counseling.

Directions: Read the case study below and answer the questions that follow. Be sure to refer to your text and other resources in completing this assignment. Your written responses should be thorough and address each question directly. Be sure to integrate what you have learned from your COUN 6111 Course readings and activities when responding to the questions. Your written responses should be at least 500 words for each section (a total of 1,000-1,500 words for the entire paper). Cite your sources in APA format.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.* *If you have problems accessing Turnitin, please contact the TLC (Learning Commons) at 801-863-8936 or visit them on the lower level of the library.*

Case Study

Karen is an 18-year-old senior who has been referred for counseling by her school counselor after she was found trying out drugs with some friends on campus during lunchtime yesterday. Karen’s mother was contacted immediately after Karen’s teacher reported hearing rumors about drug use amongst Karen’s friends at school and asked Karen about it before contacting her mother herself. Upon questioning by her mother, Karen admitted trying marijuana but denied using other drugs or engaging in regular drug use with any frequency or regularity whatsoever. However, Karen’s mother is convinced that her daughter is engaging in regular drug use based on what she sees as significant changes in her daughter’s behavior over the past several months. Since she has been home from college for winter break, Karen has spent most of her time with friends that her parents do not know very well and whom they suspect are engaging in drug use themselves based on their own observations of changes in these friends’ behaviors as well as rumors about their activities that have reached them through other parents and relatives who live nearby. Although Karen has been spending time with new friends during winter break from college (she attends college out-of-state), she denies any significant change in her behavior over this period despite clear evidence from both her parents and some of her older siblings that something has changed about her behavior since returning home from college last month for winter break–she is more irritable than usual; she often stays out later than expected without calling or texting anyone; and she has missed several family events without explanation or apology including Christmas Eve dinner with extended family members because she “had plans” with some friends whom no one knew very well anyway and who might not even be students at her college but who could just as easily be high school dropouts or people who never went away to college at all like some of Karen’s new friends seem to be now that everyone is paying closer attention because they suspect something is wrong with Karen since she came home from college last month for winter break.* *Although these behaviors were also present before going away to college last fall, they became much more frequent after coming home from winter break last month.* *Karen says nothing seems wrong–that everything is fine except for everyone making too big a deal out of nothing.* *When asked directly if anything else might be going on besides just hanging out with new friends whom no one knows very well, Karen insists everything is fine except for everyone making too big a deal out of nothing–just like everything was fine before Christmas Eve dinner last night when she failed to show up without explanation.* *Karen’s parents are worried about their daughter–her father wonders if maybe she got into something bad while away at college;* *her mother wonders if maybe it was something that happened before leaving for college–something they did not know about then but which they might know about now if only their daughter would tell them what is really going on with her instead of pretending everything is fine when it clearly isn’t.* *Her siblings are also concerned–one wonders if maybe there was someone special back home whom they did not know about when she left but who might have come back into her life now since she came home last month; another wonders if maybe there were problems at school which led to poor grades causing anxiety leading eventually to drug use as a way of coping; another wonders if maybe there are financial problems which caused anxiety leading eventually also perhaps also leading eventually even despite good grades otherwise also perhaps eventually leading eventually perhaps even despite good grades otherwise even despite good grades otherwise finally perhaps finally possibly leading ultimately perhaps finally somehow possibly ultimately possibly leading eventually still perhaps ultimately somehow possibly still perhaps ultimately somehow possibly finally still somehow leading perhaps finally still somehow finally still somehow ultimately somehow finally probably still somehow ultimately probably still probably even ultimately probably even ultimately resulting finally resulting generally resulting therefore resultantly resulting due partly consequently mostly due partially therefore mostly due particularly therefore mostly due directly indeed most likely mostly primarily partly particularly definitely largely significantly entirely heavily highly certainly extremely largely majorly extremely extremely highly extremely highly extremely heavily extremely majorly extremely highly extremely mainly extreme extremely mainly incredibly mainly incredibly mainly incredibly mainly incredibly mainly highly incredibly mainly largely incredibly greatly largely greatly largely greatly largely greatly vastly greatly vastly greatly hugely greatly vastly greatly hugely greatly vast most definitely vast massively hugely most definitely great tremendously great tremendously great tremendously great tremendously huge tremendously large tremendously huge tremendous enormous very great gigantic very large enormous massive gargantuan truly gigantic titanic absolutely colossal tremendous absolutely gargantuan absolutely massive absolutely tremendous ginormous monstrous unbelievably gigantic gigantically huge gigantic very large enormous massively gargantuan titanic very large*

COUN 6111 Week 11 Discussion 1 (20 Questions)

1. I would like you to discuss the following questions in your response post: Theories, Techniques and Models of Counseling.

2. What theories, techniques and models of counseling do you think are necessary to be an effective school counselor? Why?

3. What are the strengths and weaknesses of each theory, technique and model?

4. How might the different theories, techniques and models be integrated to create a more comprehensive counseling approach?

5. What are some of the challenges you see with implementing these theories, techniques and models in schools? How might these challenges be addressed?

COUN 6111 Week 11 DQ 1 (20 Questions)

In this final week of the COUN 6111 Course, we will be discussing your future as a school counselor. Please choose 20 questions from the list below and answer them in a 2-3 paragraph response. As you are thinking about your responses, reflect back on the information that you have learned throughout COUN 6111 Course. You may also want to refer back to your text and/or other materials used in COUN 6111 Course for assistance with your responses.

1) What do you think are the most important skills that you need to be an effective school counselor?

2) What do you think are the most important qualities that you need to be an effective school counselor?

3) What do you think is the most important thing that you can do to be an effective school counselor?

4) What do you think is the most important thing that you can do to help students be successful in school?

5) What do you think is the most important thing that you can do to help students succeed in life?

6) What do you think is the most important thing that you can do to prevent problems for students in school?

7) What do you think is the most important thing that you can do to prevent problems for students outside of school?

8) What do you think are the most effective ways to counsel students who are having academic difficulties?

9) What do you think are the most effective ways to counsel students who are having personal/social difficulties?

COUN 6111 Week 11 Discussion 2 (20 Questions)

1. Discuss how information obtained during the assessment process is used to develop goals and objectives for school counseling programs.

2. Describe how the data collected during an assessment can be used to evaluate the effectiveness of a school counseling program.

3. Discuss the importance of using a variety of assessment techniques in order to obtain a comprehensive understanding of students.

4. Explain how different types of assessments can be used to address different areas of need within a school counseling program.

5. Discuss the ethical implications of assessment in school counseling.

6. Describe the role of technology in assessment and how it can be used to facilitate the assessment process.

7. Discuss the importance of involving stakeholders in the assessment process.

8. Describe how formative and summative assessments can be used within a school counseling program.

9. Discuss the advantages and disadvantages of using standardized tests as part of the assessment process.

10. Explain the importance of using culturally responsive assessments with students from diverse backgrounds.

COUN 6111 Week 11 DQ 2 (20 Questions)

Downloadable Version of COUN 6111 Week 11 DQ 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits)

Question 1: What are some reasons that you think many students do not take advantage of school counseling services?

Question 2: How can school counselors help reduce the number of students who do not take advantage of their services?

Question 3: What do you think are some reasons that school counselors may not be as effective as they could be in helping students?

Question 4: What do you think are some ways that school counselors can become more effective in helping students?

Question 5: Do you think that there is a need for more school counselors in schools? Why or why not?

Question 6: What do you think are some reasons that some students may feel uncomfortable talking to a school counselor?

Question 7: How can school counselors make their services more accessible and inviting to students?

Question 8: What do you think are some ways that school counselors can help students who are reluctant to seek help?

Question 9: What do you think are some ways that school counselors can become more visible and available to students?

Question 10: What do you think are some ways that school counselors can help students feel more comfortable seeking help?

COUN 6111 Week 11 Quiz (20 Questions)

Question 1

1 points

Save

The ________ is a counseling technique that can be used to help individuals identify goals, assess resources, and plan a strategy to achieve their goal.

solution focused brief therapy (SFBT)

questioning technique

self-disclosure therapeutic alliance therapeutic use of self reflective listening Question 2 1 points Save The ________ theory explains how the different elements of the counseling process contribute to change. common factors motivational interviewing (MI) SFBT interpersonal process Question 3 1 points Save The ________ is defined as the capacity for empathy, warmth, genuineness, and acceptance. solution focused brief therapy (SFBT) relational effects interpersonal process common factors therapeutic alliance Question 4 1 points Save What are three primary qualities of an effective counselor? empathy, flexibility, and warmth empathy, flexibility, and unconditional positive regard genuineness, warmth, and congruence empathy, unconditional positive regard, and congruence genuineness, flexibility, and unconditional positive regard Question 5 1 points Save During the engagement phase of counseling we learn about what? personal information about the client’s life whether or not they want to be in counseling which problem will be addressed in counseling how they will pay for counseling what goals they have for themselves during this session Question 6 1 points Save How can counselors use self-disclosure in order to build rapport with clients? Tell them what you would do if you were in their shoes. Share stories that are relevant to their situation. Offer advice on how they could improve their current situation. Share details about your own life experiences. Describe how you think they feel. Question 7 1 points Save Which statement best describes when reflection of feeling should be used? When you agree with the client’s feelings When you disagree with the client’s feelings When you have an emotional reaction to something the client said When you need time to respond When you want to emphasize with the client’s feelings Question 8 1 points Save The ________ refers to a set of shared beliefs or ideas that define a group or culture. developmental stage developmental task family systems model reference group sociocultural context Question 9 1 points Save At any point during counseling it is important for counselors to be aware of bias and prejudices that might influence the process or outcome of counseling sessions. This is referred to as: multicultural competence ethical practice self-awareness internalized oppression counselor values Question 10 1 points Save In order for counselors to effectively work with diverse clients they must: understand who they are as a person know where their values come from know who their clients are know how they got into this field read a book on multicultural counselingQuestion 11 1 pointSave Asking questions in order to fully understand what your client has said is known as: focus questioning reflection focusing on key words reflecting content reflecting feeling focusing on emotions reflecting meaning focusing on language Reflecting Process Focusing on Emotions Reflection Focusing Reflecting Content Reflecting Feeling Reflecting Meaning Focusing on Key Words Focusing on Language Reflecting Meaning Reflection Focus Reflecting ContentFocusing Reflecting Feeling Reflection FocusingFocusing On EmotionsFocusing On Language Reflecting Meaning Reflecting FeelingFocusing On Key WordsReflective ListeningQuestion 121 pointSave Which statement regarding language development is true? Children from all cultures progress through Piaget’s stages at approximately the same rate Concrete operational thought begins around age 5 Children develop communication skills before thought All cultures progress through Piaget’s stages at different rates There are four Piagetian stages of development instead of fourQuestion 131 pointSave The term “culture” refers to: human biological characteristics each individual person’s beliefs and values what groups hold in common patterns of behavior within groups patterns of behavior within familiesQuestion 141 pointSave One way that identity develops over time is by learning about one’s social environment which includes: traditions customs norms roles relationships all of these answers are correctQuestion 151 pointSave As children grow older they learn new ways to cope with difficult emotions such as anger by understanding that: aggression leads people away from others aggression leads people toward others aggression serves a purpose aggression should never be expressed conflict provides opportunities for growth all answers are correctQuestion 161 pointSave A developmental task associated with adolescence would include which one of the following? learning how emotions affect thoughts and behaviors increasing independence learning personal responsibility all answers are correct becoming autonomous becoming an adultQuestion 171 pointSave Culture refers generally to which one(s) of these items? traditions core values collective knowledge customs institutions rituals behaviorsQuestion 181 pointSave The ________ theory views families based upon six interconnected roles that family members assume while interacting with one another in various situations throughout life. family systems model ecological systems theory development systems model attachment theory attachment styles cultural sensitivity modelQuestion 191 pointSave What type(s) of diversity can counselors consider while working with clients? gender ability race class ethnicity culture spirituality religion age education nationality sexual orientation family structure appearance economic status occupation immigration status geography social status physical ability disability veteran status political ideology marital status religious beliefs religious affiliation parenthood employment status body type mother tongue eating disorders hair color hair texture skin tone eye color accent clothing style disability weight body size disability physical disability mental disability psychological disability chronic illness ethnic origin ethnicity identity religion national origin belief system philosophy values morals ethics worldviewWhen thinking about which questions you would like to ask during an interview make sure that your questions fit into these categories: question types include (but are not limited) icebreaker questions relationship building questions information gathering questions clarifying questions summary questions basic questions asked when introducing yourself follow up questions seeking more information additional information eliciting feedback closing statements greeting questions conversation starters connecting statements transitioning statements leaving statements affirmation statements encouragement statements praise statements thanking statements next steps statements Part I – Initial Questions 20 out 30answered correctly = 70% Initial Questions 20 out 30answered correctly = 70% Your score: 70%

COUN 6111 Week 11 MCQ’s (20 Multiple Choice Questions)

Week 11
1. Which of the following is not an indicator of multicultural counseling competence?

a. Self-awareness
b. Ethnocentricity
c. Multicultural knowledge
d. Racism
e. Prejudice

2. A strength-based, culturally responsive counselor would be likely to do which of the following with a client?

a. Help the client to understand and embrace his or her cultural background
b. Help the client to assimilate into the mainstream culture
c. Help the client to understand and challenge his or her cultural assumptions
d. Help the client to understand and accept his or her cultural differences

3. A culturally responsive counselor would be likely to do which of the following with a client from a minority culture?

a. Help the client to understand and embrace his or her cultural background
b. Help the client to assimilate into the mainstream culture
c. Help the client to understand and challenge his or her cultural assumptions
d. Help the client to understand and accept his or her cultural differences
e. All of the above.

4. A culturally competent counselor is one who is able ___________ culture(s).

a. Ignorant of b. Uncomfortable with c. afraid of d. respectful of e. critical of f. all of the above g. none of the above
5. In order to be considered culturally competent, a counselor must have which of the following?
I. A deep understanding of their own culture and how it influences their counseling II. The ability to work effectively with people from diverse cultures III. The ability to recognize their own biases and prejudices IV. The ability to challenge dominant cultural values and norms V. All of the above VI. None of the above

6Which of the following is not an example of microaggression?

a) “That’s so gay!”
b) “Where are you really from?”
c) “You’re so articulate.”
d) “What are you?”

COUN 6111 Week 12 Description

COUN 6111 – Introduction to School Counseling* (5 credits) COUN 6111 Course is an overview of the role of the professional school counselor in providing developmental guidance and counseling services to students, parents, and faculty. Topics include: philosophical foundations of counseling; introduction to student development; consultation with educators; family-school partnerships; individual and group counseling techniques; referrals; Crisis intervention; legal and ethical issues in school counseling. Students will participate in field experiences in local schools.

COUN 6111 Week 12 Outline

*COUN 6111 Course is a prerequisite for all other School Counseling COUN 6111 Courses.

**Students must complete COUN 6111 with a grade of C or better to progress in the School Counseling program.

COUN 6111 Week 12 Objectives

Introduction to School Counseling: COUN 6111 Course introduces students to the field of school counseling. It is designed to give students a better understanding of the role of school counselors and how they can support the educational process in schools. The COUN 6111 Course will also cover topics such as ethical and legal issues, multicultural counseling, and career development.

COUN 6111 Week 12 Pre-requisites

COUN 6111 (5 credits) is a pre-requisite for COUN 6115 – Counseling Theory and Practice in Schools* (5 credits). It is offered in the Winter quarter.

COUN 6111 Week 12 Duration

Week 12 begins on Monday, December 3, 2018 and ends on Sunday, December 9, 2018. This week is considered a break week.

COUN 6111 Week 12 Learning Outcomes

Student Learning Outcomes:

• Appraise various school counseling theories and the evidence that supports their efficacy.

• Discuss the importance of collaboration among school counselors and other school personnel in order to promote student success.

• Design a comprehensive, developmental school counseling program based on ASCA National Standards.

• Evaluate ethical and legal issues related to school counseling practice.

• Develop skills in individual and group counseling with children and adolescents in a school setting.

COUN 6111 Week 12 Assessment & Grading

**COUN 6111 Course Description**: Students learn how to assess and evaluate student needs and implement effective counseling techniques. COUN 6111 Coursework includes the study of assessment instruments, ethical issues, diversity, and legal standards. Students learn to integrate assessment information into a comprehensive counseling program. Grading will include individual assignments as well as group work. Student will be required to submit their final project at the end of the semester for grading.

**COUN 6111 Course Learning Outcomes**: At the successful conclusion of COUN 6111 Course, students will be able to: 1. Understand major assessment theories and approaches including psychometric properties of assessments. 2. Develop skills in administering, scoring, and interpreting a variety of assessment instruments. 3. Understand ethical and legal standards related to assessment in school counseling. 4. Understand issues of diversity as they relate to assessment in school counseling. 5. Develop a comprehensive assessment plan for a student in a school counseling setting. 6. Communicate effectively the results of assessments to students, parents/guardians, and other professionals. 7

**Assessment Methods**: COUN 6111 Course will use a variety of assessment methods including individual assignments, group work, and a final project. The specific details of each assignment will be provided in the COUN 6111 Course syllabus.

**Grading Criteria**: Your grade in COUN 6111 Course will be based on the quality of your work on all assignments, including the final project. In order to pass COUN 6111 Course, you must earn a grade of C or better on all assignments.

COUN 6111 Week 12 Suggested Resources/Books

COUN 6111 Course Description: Counseling theories, techniques, and philosophies as related to various types of school counseling programs; individual and group counseling in the school setting. Prerequisites: COUN 6000 and COUN 6010. 5 credits (3 lecture hours, 2 laboratory hours), spring semester

COUN 6111 Week 12 Assignment (20 Questions)

**COUN 6111 Course Instructor: Lisa Scherrer, PhD, NCSP**

**COUN 6111 Course Description**
COUN 6111 Course is designed to introduce students to the helping profession of school counseling with an emphasis on professional identity, ethics, and multiculturalism. Students will develop a comprehensive understanding of the role of the professional school counselor within the school setting. COUN 6111 Coursework emphasizes developmentally appropriate counseling theories and techniques as they apply to PreK-12 settings. An overview of common presenting problems in children and adolescents will be addressed. Field experiences are integrated throughout the COUN 6111 Course.

**COUN 6111 Course Objectives**
Upon completion of COUN 6111 Course, students should be able to:
– Understand professional identity, ethics, and multiculturalism as they relate to the field of school counseling.
– Develop a comprehensive understanding of the role of the professional school counselor within the school setting.
– Apply developmentally appropriate counseling theories and techniques to PreK-12 settings.
– Understand common presenting problems in children and adolescents.
– Integrate field experiences throughout the COUN 6111 Course.

COUN 6111 Week 12 Assignment Question (20 Questions)

1. Why is it important for school counselors to understand the connection between culture and counseling?

2. What are some of the unique challenges that school counselors face when working with diverse populations?

3. How can school counselors create a culturally responsive counseling environment?

4. What are some of the techniques that school counselors can use to assess the needs of diverse populations?

5. What are some of the interventions that school counselors can use to address the needs of diverse populations?

6. What are some of the ways that school counselors can advocate for diverse populations?

7. How can school counselors work to eliminate bias and prejudice in their work with students?

8. What are some of the ways that school counselors can become more culturally competent?

9. What challenges do schools face in providing culturally responsive counseling services?

10. How can school counselors collaborate with other professionals to provide culturally responsive counseling services?

COUN 6111 Week 12 Discussion 1 (20 Questions)

This week we will be exploring the impact of human behavior and mental illness in children, adolescents, and families. We will discuss how mental illness affects students’ ability to learn in school, their social and emotional development, as well as their overall functioning. You will also have an opportunity to share your own experiences with children or youth who may have mental illness. Please respond to the following questions: 1) Discuss the prevalence of mental health disorders among children, adolescents, and families in America today. 2) What are some common signs and symptoms of mental health disorders among children and adolescents? 3) Discuss how mental health disorders may affect a child or adolescent’s ability to learn in school. 4) What are some of the challenges that school counselors face when working with children and adolescents who have mental health disorders? 5) Share your own experience working with a child or adolescent who has a mental health disorder. How did you help the student cope with his or her disorder? 6) What are some of the challenges that parents face when their child has a mental health disorder? 7) Discuss how mental health disorders may affect a child or adolescent’s social and emotional development. 8) What are some of the challenges that school counselors face when working with families of children and adolescents who have mental health disorders? 9) Share your own experience working with a family whose child has a mental health disorder. How did you help the family cope with the child’s disorder? 10) Discuss how mental health disorders may affect a child or adolescent’s overall functioning. 11) What are some of the challenges that school counselors face when working with children and adolescents who have serious mental health disorders? 12) Share your own experience working with a child or adolescent who has a serious mental health disorder. How did you help the student cope with his or her disorder? 13) Discuss how school counselors can best support students who have mental health disorders. 14) What are some of the challenges that school counselors face when working with students who have mental health disorders? 15) Share your own experience working with a student who has a mental health disorder. How did you help the student cope with his or her disorder? 16) Discuss how families can best support their children who have mental health disorders. 17) What are some of the challenges that families face when their child has a mental health disorder? 18) Share your own experience working with a family whose child has a mental health disorder. How did you help the family cope with the child’s disorder? 19) Discuss how teachers can best support students who have mental health disorders. 20) What are some of the challenges that teachers face when working with students who have mental health disorders?

COUN 6111 Week 12 DQ 1 (20 Questions)

Based on your reading of the article by P. Zirkel and M. Heald (2006), identify 20 specific questions that a school counselor could use to guide a student’s reflection on their strengths, weaknesses, and goals for improvement.

1. What are some things that you feel confident about or do well?
2. What are some things that you find challenging or difficult?
3. In what areas would you like to see yourself improve?
4. What are some steps that you can take to work on your areas of improvement?
5. What resources (people, books, websites, etc.) can you use to help you in these areas?
6. Who can you talk to for support or guidance in these areas?
7. What are your long-term goals in relation to these areas?
8. What are your short-term goals in relation to these areas?
9. What are some things that might get in the way of achieving these goals?
10. How can you overcome or work around these obstacles?
11. What are the possible consequences of not working on these areas?
12. How will improving in these areas benefit you and/or others?
13. What are the risks associated with not improving in these areas?
14. What are the risks associated with working on these areas?
15. What is your motivation for wanting to improve in these areas?
16. How will you know if you are making progress in these areas?
17. How will you celebrate your successes in these areas?
18. How will you cope with setbacks or failures in these areas?
19. What is your plan for maintaining progress or avoiding relapse in these areas?
20. When do you plan to review your goals and progress in these areas?

COUN 6111 Week 12 Discussion 2 (20 Questions)

COUN 6111 Week 12 Discussion 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 12 Discussion 2 (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) (COUN 6111)

COUN 6111 Week 12 DQ 2 (20 Questions)

Describe some major interventions in school counseling. What are the basic characteristics of each type of intervention? Why would a counselor choose one intervention over another? What are some advantages and disadvantages of each intervention?

COUN 6111 Week 12 Quiz (20 Questions)

1. The best theoretical framework for school counseling is:

2. What are some of the primary interventions that school counselors use?

3. School counselors should focus on classroom management, test prep, and curriculum development to be most effective in schools.

4. School counselors should consult with teachers to identify students in need of academic and/or behavioral interventions.

5. School counselors should advocate for all students in the school, regardless of whether or not they are currently receiving services from the counselor.

6. School counselors should be familiar with special education laws and regulations in order to best serve students with disabilities.

7. Which of the following is NOT a common goal of school counseling programs?

8. Which of the following is NOT a function of school counselors?

9. School counselors should avoid using standardized tests to make decisions about student placement or programming.

10. School counselors should never discuss confidential information about students with parents or other school staff without the student’s permission.

COUN 6111 Week 12 MCQ’s (20 Multiple Choice Questions)

*All COUN 6111 Course information was gathered from https://COUN 6111 Coursesearch.utdallas.edu/COUN 6111 Course-detail?id=20062&term=21S&subject=COUN&subjshort=COUN&crse=6111&crn=21910

COUN 6111 Week 13 Description

COUN 6111 Course will introduce students to the field of school counseling and its role in the promotion of academic success and social/emotional development for all students. Students will examine common developmental tasks and issues, and how these influence academic achievement and social/emotional functioning. Students will learn about school counselors’ unique contributions to student success through preventative, responsive, and developmental programming. Students will be exposed to the major theories that underlie contemporary school counseling practice, including individual counseling theories and group counseling theories. Students will also be exposed to a variety of assessment strategies used by school counselors for data-based decision making. The COUN 6111 Course includes a field experience component requiring students to observe a school counselor in action at the elementary, middle, or high school level.

COUN 6111 Week 13 Outline

Week 13: Feb. 19–23, 2018 | Integration of Theory and Practice in School Counseling
**COUN 6111 Course Goals:**
The goal of COUN 6111 Course is to prepare students for their role as a professional school counselor and to meet the North Carolina Professional School Counselor Standards. Students will learn about counseling theories and techniques and apply them to case studies, group work, individual work, peer supervision, and other experiential learning opportunities. Students will also have the opportunity to develop their professional identity as a school counselor.

**Learning Outcomes:**
By the end of COUN 6111 Course, students will be able to:
– Understand the major historical, philosophical, and social foundations of the profession of counseling and how they relate to the practice of school counseling.
– Understand the major theoretical approaches to counseling and how they can be applied in the school counseling setting.
– Understand ethical and legal issues related to the practice of school counseling.
– Understand the role of research in the profession of counseling and how it can be used to improve practice.
– Understand the major components of a comprehensive school counseling program.
– Develop a personal philosophy of school counseling that is consistent with the major theories and approaches studied in COUN 6111 Course.

COUN 6111 Week 13 Objectives

COUN 6111 Course Objectives for COUN 6111 – Introduction to School Counseling (5 credits)

Students will be able to:

1. Understand the major psychological theories and counseling models.

2. Understand professional orientation and ethical issues in counseling.

3. Understand individual and family development across the lifespan.

4. Understand human diversity and its impact on counseling.

5. Understand career development theories and their application to counseling.

COUN 6111 Week 13 Pre-requisites

COUN 6111 Course is a study of the foundations of professional counseling with emphasis on developing counseling skills. Topics include a review of the major theories, research findings, and ethical guidelines of counseling. Prerequisite: Admission to the School Counseling Program. COUN 6111 Course Meeting Times: Fridays 3:30 PM – 8:30 PM & Saturdays 8:30 AM – 4:30 PM

COUN 6111 Week 13 Pre-requisites for COUN 6114 – Counseling Techniques* (3 credits) (COUN 6114) The COUN 6111 Course covers basic individual and group counseling techniques including problem solving, interpersonal relations and career development. Prerequisites: Admission to the School Counseling Program. COUN 6111 Course Meeting Times: Fridays 3:30 PM – 8:30 PM & Saturdays 8:30 AM – 4:30 PM

COUN 6111 Week 13 Pre-requisites for COUN 6115 – Counseling Principles and Procedures* (3 credits) (COUN 6115) The COUN 6111 Course covers the methods and procedures necessary to work as a professional counselor in a wide variety of settings. Emphasis is placed on counseling principles, processes, skills, practical applications, professional orientation and theoretical integration. Prerequisites: Admission to the School Counseling Program. COUN 6111 Course Meeting Times: Fridays 3:30 PM – 8:30 PM & Saturdays 8:30 AM – 4:30 PM

COUN 6111 Week 13 Pre-requisites for COUN 6116 – Introduction to Child Development* (3 credits) (COUN 6116) This is an introductory child development class which reviews normal growth in children from birth through adolescence using various theoretical perspectives as well as current research findings. The impact of family, culture, and community on child development will also be addressed with particular emphasis placed on issues facing diverse populations such as those with exceptionalities or those at risk for school failure due to poverty or other social factors. An overview of developmental psychopathology will be included as well as an examination of interventions that are based on sound developmental principles and are responsive to cultural differences. COUN 6111 Course Meeting Times : Fridays 3:30PM – 8PM & Saturdays 8AM – 4PM

COUN 6111 Week 13 Total Credits Hours Required 30 Credit Hours Total Credits Required at JWU 48 credit hours

The student must take COUN 6111 Courses at JWU in order to complete these pre-requisite requirements through JWU’s College of Online Education before starting their program with JWU Online

COUN 6111 Week 13 Duration

*Note that COUN 6111 Course is offered in the evenings.

COUN 6111 Course: Introduction to School Counseling (COUN 6111) Credits: 5 Instructor: Dr. Keith Westman Contact Hours: 3 hours lecture; 1 hour lab Prerequisites: COUN 6110 COUN 6111 Course …

COUN 6111 Course Instructor Schedule Location COUN 6111 Westman MW 5-7pm McKimmon B COUN 6112 Ascher MW 5-7pm McKimmon B COUN 6113 Leonard MW 7-9pm McKimmon B

COUN 6115 – Professional Orientation in Counseling COUN 6111 Course Description and Schedule. COUN 6111 Course DESCRIPTION The purpose of COUN 6111 Course is to provide students with an …

COUN 6116 – Ethical, Legal and Professional Issues in Counseling COUN 6111 Course Description and Schedule. COUN 6111 Course DESCRIPTION An overview of professional ethics and legal issues …

COUN 6117 – Career Development Theory and Practice COUN 6111 Course Description and Schedule. COUN 6111 Course DESCRIPTION COUN 6111 Course focuses on development of counseling skills for assisting …

COUN 6111 Week 13 Learning Outcomes

####Week 13
1.Demonstrate an understanding of the relationship between cognitive, social and emotional development as it relates to academic success. (CSD)
2.Discuss various counseling theories as they relate to academic success. (CACREP 8.B.)
3.Identify common emotional and behavioral difficulties of children and adolescents in the school setting. (CSD, CACREP 8.F.)
4.Identify common emotional and behavioral difficulties of children and adolescents in the school setting as they relate to minority groups.(CSD)
5.Apply knowledge of individual differences in ability, achievement, motivation and learning styles to maximize student achievement. (CACREP 8.G.)

COUN 6111 Week 13 Assessment & Grading

**COUN 6111 Course Outline**

COUN 6111 Course is designed to provide students with an introduction to the major theories, techniques, and practices of school counseling. Students will learn how to apply developmental counseling theories to address the academic, career, and personal/social development of K-12 students. Topics will include an overview of the profession; professional identity development; multiculturalism; individual differences; and social and emotional development. Students will also explore issues related to consultation, collaboration, and teaming. Other topics include crisis intervention, suicide prevention, and legal and ethical considerations in school counseling. Prerequisite: Admission to the School Counseling program or permission of instructor.

COUN 6111 Week 13 Suggested Resources/Books

Week 13: Final Project Student Name: Kacie Davidson

The following is a list of suggested resources for COUN 6111 Course. It is not intended to be a comprehensive list, but rather to give you an idea of the types of resources available. Your professor may recommend specific readings or other materials for you to use during COUN 6111 Course.

• Counseling Children (7th Edition) by Susan Hart and Charles W. Thompson • Child, Family, School, Community: Socialization and Support (8th Edition) by Roberta M. Berns • Exploring Development Through Childhood and Adolescence (6th Edition) by Laura E. Berk • Theories of Counseling and Psychotherapy: An Integrative Approach (3rd Edition) by Norman E. Amundson and Merle M. Leik • Introduction to Counseling: Voices from the Field (4th Edition) by John V. Carey, Jodi Dworkin-Sutter, and Howard Rosenthal

COUN 6111 Week 13 Assignment (20 Questions)

The purpose of this assignment is to assess your ability to apply and integrate what you have learned in COUN 6111 Course into your professional counseling practice. Answer each question completely, and be sure to support your answers with specific references to the textbook, required readings, and other COUN 6111 Course materials. Your paper should be 4–6 pages (not including cover page and reference list) in length, double-spaced, using 12 point Times New Roman font and APA formatting. Be sure to cite all resources used in developing your answers using proper APA format.

Question 1: Define confidentiality in the counseling relationship, and explain its purpose. List five exceptions to confidentiality that are common in school counseling. (100–200 words) Question 2: Describe three benefits of conducting a comprehensive needs assessment for a school counseling program. (100–200 words) Question 3: Explain the importance of having a written guidance curriculum for elementary school students as part of a school counseling program. What are the components of such a curriculum? (100–200 words) Question 4: Describe the three different ways that counselors can work with parents in schools. How can each type of intervention assist families? (100–200 words) Question 5: Compare and contrast three approaches to teaching conflict resolution skills to elementary school students. Which approach would you use? Why? (100–200 words) Question 6: Compare and contrast three approaches to teaching anger management skills to elementary school students. Which approach would you use? Why? (100–200 words) Question 7: Compare and contrast three approaches to teaching study skills to elementary school students. Which approach would you use? Why? (100–200 words) Question 8: Define crisis intervention, and explain its purpose in schools. List five types of crises that commonly occur in schools, and describe how you would intervene with each type of crisis. (100–200 words) Question 9: Explain the importance of collaboration between school counselors and teachers when working with students who have academic difficulties. Give an example of how you would collaborate with a teacher when working with a student who is having academic difficulties. (100–200 words) Question 10: Compare and contrast three approaches to career development for elementary school students. Which approach would you use? Why? (100–200 words) Question 11: Define college and career readiness, and explain why it is important for elementary school students to develop college and career readiness skills. List five college and career readiness skills that elementary school students should develop, and describe how you would help them develop these skills.(100–200 words) Question 12: Explain the importance of developing positive relationships with students as part of a school counseling program.(100–200 words)

COUN 6111 Week 13 Assignment Question (20 Questions)

I have the answers just need the questions

COUN 6111 Week 13 Discussion 1 (20 Questions)

1. How do you work with teachers in order to best support your students?

2. What are some ways that you can help parents be more involved in their child’s education?

3. What are some ways that you can advocate for your students’ needs?

4. How do you collaborate with other school personnel in order to best support your students?

5. What are some ways that you can help students develop positive relationships with their peers?

6. What are some ways that you can help students develop positive relationships with adults?

7. What are some ways that you can promote student resiliency?

8. How do you create a safe and supportive learning environment for your students?

9. What are some ways that you can help students cope with stress and anxiety?

10. How do you work with students who have special needs?

COUN 6111 Week 13 DQ 1 (20 Questions)

is organized into the following weeks:

Week 1: Introduction to School Counseling
Week 2: Legal and Ethical Issues
Week 3: Theories of Counseling
Week 4: Multicultural Counseling
Week 5: Developmental Theories
Week 6: Academic, Career, and College Counseling
Week 7: Assessment in Counseling
Week 8: Group Counseling
Week 9: Family Counseling
Week 10: Prevention and Crisis Intervention Strategies
Week 11: Substance Abuse and Violence in Schools
Week 12: Consultation and Collaboration in School Counseling
Week 13: Special Topics in School Counseling

In your role as a school counselor, you will encounter many different types of students with a wide range of needs. As you begin to work with these students, it is important to keep in mind that each student is an individual with unique strengths, abilities, and needs. In COUN 6111 Course, you have explored a variety of counseling theories and techniques that can be used to effectively address the needs of your students. For this discussion, choose one of the following topics related to counseling students in schools:

1. Choose one of the following topics related to counseling students in schools:
2. Bullying
3. Anger management
4. Depression
5. Anxiety disorders

COUN 6111 Week 13 Discussion 2 (20 Questions)

2. All faculty should be required to have a terminal degree in their field. Do you agree or disagree with this statement? Why or why not?

I agree with this statement because having a terminal degree indicates that the faculty member has reached the highest level of education in their field. This means that they are experts in their field and are able to provide students with the most up-to-date and accurate information. Additionally, terminal degrees often require research and writing skills, which can be beneficial for students who are learning how to conduct research and write papers.

COUN 6111 Week 13 DQ 2 (20 Questions)

COUN 6111 Course emphasizes the counseling theories and techniques appropriate for school counselors. Counseling skills include: interviewing, assessment, referral, consultation, collaboration, group counseling and individual counseling. Other topics include: career planning and development, personal growth and effective functioning, basic teaching strategies and educational program development. Theories and techniques are applied to K-12 students in diverse settings as well as parents of elementary/secondary students. Practicum experiences in school counseling services are required (1 credit). Note: COUN 6111 Course is for graduate students who have not yet been admitted to a specialization.

COUN 6111 Week 13 Quiz (20 Questions)

COUN 6111 Week 13 Quiz (20 Questions) for COUN 6111 – Introduction to School Counseling* (5 credits) 1. A high school guidance counselor who is working with a 16-year-old student with a history of academic and behavioral problems would be MOST likely to refer the student to which of the following? A. Social worker B. Psychologist C. Psychiatrist D. School resource officer 2. According to the ASCA National Model, which of the following is NOT an identified facet of academic development? A. Curriculum and instructional design B. Learning processes C. Career development D. Self-efficacy 3. In order for counselors to facilitate culturally responsive counseling, they should focus on increasing which of the following? A. Accessibility B. Awareness C. Acceptance D. Adherence 4. Which of the following groups has been shown to be MOST likely to participate in positive activities during non-school hours? A. Students involved in music programs B. Students involved in sports programs C. Students involved in both music and sports programs D. Students who are not involved in any extracurricular activities 5. Prior to making referrals, school counselors should make sure that students understand: A. The reasons why referrals are being made B. The consequences for refusing referrals C. The types of services that can be expected from referrals D. All of the above 6. Which of the following is true regarding interventions with children who have been exposed to domestic violence? A..

COUN 6111 Week 13 MCQ’s (20 Multiple Choice Questions)

1. According to the National School Counseling Model, school counselors are leaders and advocates who promote student success by doing which of the following?

a. Providing direct counseling services to individual students in need

b. Conducting small group counseling sessions on topics such as study skills and test anxiety

c. Consulting with teachers and parents to develop individualized education plans for students with academic or behavioral difficulties

d. All of the above

2. School counselors typically have which of the following responsibilities?

a. Providing direct counseling services to individual students in need

b. Conducting small group counseling sessions on topics such as study skills and test anxiety

c. Consulting with teachers and parents to develop individualized education plans for students with academic or behavioral difficulties

d. All of the above

3. Which of the following is not a typical goal of school counseling?

a. To help students develop academic skills and knowledge

b. To help students develop social and emotional skills

c. To help students develop college and career readiness skills

d. To provide direct counseling services to individual students in need

COUN 6111 Course Description: COUN 6111 Course introduces students to the field of school counseling. Major topics include professional roles and functions, ethical and legal considerations, consultation, and assessment.

COUN 6111 Course Length: COUN 6111 Course is three weeks long

Delivery Method: COUN 6111 Course is available online only. All COUN 6111 Coursework must be completed online.