Summer 2019 - EDUC 877 G002
Contemporary School Counselling (3)
Class Number: 6105
Delivery Method: In Person
An examination of contemporary approaches to school counselling. Program development, consultation skills, counselling interventions in school counselling are considered.
Course Times and Dates: May 9, 2019 – August 1, 2019 |Thursdays 4:30pm - 7:20 pm | Room SUR 3120
This course will explore the duties and responsibilities of a Kindergarten to Grade 12 School Counselor in BC schools. Students will explore current theories and therapeutic approaches for the varied needs of students. Classroom sessions will examine school related topics including counselling ethics, relevant social emotional learning and evidence-based practices used in BC schools.
COURSE-LEVEL EDUCATIONAL GOALS:
Over the course, students will have an opportunity to:
·Understand the role of the school counselor in the 21st century and how both the role and the duties/responsibilities of the school counselor have evolved.
·Analyze and synthesize current approaches to contemporary school counselling including: Person-Centered, Solution-focused and Brief Therapeutic Approaches and interventions.
·Reflect on the difference between providing preventative strategies, as opposed to crisis management.
·Understand the difference between crisis management, guidance, advising, counselling, therapy, therapeutic interventions.
·Review and critically examine protocols from different school districts for suicide and abuse reporting.
·Understand how to access a variety of educational and community resources.
·Experience a day in the life of the school counselor from elementary, middle and high school settings.
· Identify the importance of violent threat assessment and crisis management as part of the role of the school counselor.
· Practice detection, observation, data collection and intervention execution of a variety of issues currently reported by students of all ages regarding topics such as: self-injurious behaviors, substance use/abuse, suicide ideation, partner or care giver abuse, difficulty with self-esteem, parent-child conflict, anxiety, depression, school avoidance and peer conflict.
·Review the approaches to individual, classroom and school wide approaches to typical concerns within a school setting.
·Learn how to navigate a complex system with multiple clients while managing the expectations of various stakeholders.
·Navigate legal concerns, challenging stakeholders as well as school staff.
·Understand the importance of supervision.
·Create a long-term plan for self-care in order to manage the high levels of school counselor stress leave and burnout.
- Attendance and participation 15%
- Presentation 25%
- Facilitated summary and informal class discussion of an assigned weekly reading 20%
- Term Project 40%
*Please note there will be two field trips during the course including a school tour in Fort Langley on May 23, 2019 and Hospice in Langley June 13, 2019.
Erford, B. T. (2007). Transforming the school counseling profession (4nd Ed.) Upper Saddle River, NJ: Pearson.
School counseling for the twenty-first century / Stanley B. Baker, Edwin R. Gerler, Jr. (5th ed 2008).
The Courage to Teach – Parker Palmer
ISBN: 13: 978-1119413042
The Child Called It: One Child’s Courage to Survive - Dave Pelzer
Sketch notes for Educators – Sylvia Duckworth 2018
Broderick, P. C. (2013). Learning to breathe: A mindfulness curriculum for adolescents to cultivate emotion regulation, attention, and performance. New Harbinger Publications.
Murphy, J. J. (2008). Solution focused counseling in schools (2nd Ed). Alexandria, VA:American Counseling Association.
Golden, L. B., & Henderson, P. (2007). Case studies in school counseling. Upper Saddle River, NJ: Pearson.
Martin, D. G. (2003). Clinical practice with adolescents. Toronto: Thompson Brooks/Cole. *Largely meant for those in secondary settings.
Thompson, C.L. & Henderson, D. A. (2007). Counseling children (7th ed.). Pacific Grove, CA: Thompson/Brooks.* Largely meant for those in elementary settings
Hitchner, K., & Tifft-Hitchner,A. (1996). Counseling today’s secondary students. Englewood Cliffs, NJ:Prentice Hall.
Miller, L. (Ed.). (2002). Integrating family and school counseling: An integrative approach. Alexandria, VA: American Counseling Association
Schmidt, J. J. (2004). Survival guide for the elementary/middle school counselor (2nd Ed.) 2nd ed. San Francisco: Jossey/Bass.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS