Simon Fraser University
Engaging the World

Course Outlines

Summer 2020 - EDUC 877 G001

Contemporary School Counselling (3)

Class Number: 1142

Delivery Method: In Person

Overview

  • Course Times + Location:

    May 11 – Aug 10, 2020: Mon, 4:30–7:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

An examination of contemporary approaches to school counselling. Program development, consultation skills, counselling interventions in school counselling are considered.

COURSE DETAILS:

This course will be in an online format and will broadly explore counselling children, youth and school counselling in K-12 BC schools. Students will critically examine how current theories in counselling psychology inform various therapeutic approaches to supporting the social, emotional, and behavioural needs of children and youth in elementary, middle and secondary schools. Class sessions will include exploration of clinical issues with children and youth, and school counselling-related topics including relevant laws and ethics, specific application of child/adolescent guidance programs, and evidence-based practice in comprehensive school counselling programs.

COURSE-LEVEL EDUCATIONAL GOALS:

Over the course, students will have an opportunity to:

  • Understand the roles and responsibilities of the school counselor, time management, case management, and professional practice.
  • Analyze and synthesize current approaches to contemporary school counselling including assessment, data collection and school program planning.
  • Apply various theoretical approaches to working with children and youth from a diversity perspective, including person-centered, cognitive-behavioural, narrative, family systems, solution-focused and brief therapeutic interventions.
  • Reflect on the difference between providing preventative strategies, as opposed to crisis management.
  • Review protocols from school districts for suicide risk assessment, violent threat assessment and MCFD abuse reporting.
  • Understand how to access a variety of educational and community resources.
  • Practice detection and intervention for a variety of clinical issues currently reported by students of all ages 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, grief, anxiety, conduct difficulties, cyberbullying and peer conflict.
  • Review the individual, classroom and school wide approaches to typical concerns within a school setting, including the BC social-emotional curriculum.
  • Learn about Truth and Reconciliation and working alongside indigenous children and youth.
  • Learn about advocacy with LGBTQ students and the SOGI curriculum.
  • Understand trauma-informed school counselling and classroom strategies.
  • Understand the importance of ongoing clinical supervision.
  • Become familiar with the basics of play therapy and sand tray work.
  • Create a long-term plan for self-care in order to manage the high levels of school counselor stress leave and burnout.

Course Exit Competencies
Upon completion of the course students will be able to:
  • Demonstrate the knowledge of the roles and responsibilities of the school counselor and other school staff.
  • Recognize the legal implications and limitations of working with children and youth in a school setting.
  • Understand what duties are required as a case manager or member of a school-based team under the role of the school counselor.
  • Understand and apply counseling interventions to children and youth as outlined in theories described throughout the course.
  • Demonstrate the knowledge of current issues and diversities experienced by children and youth in the education setting.
  • Recognize the importance of fostering positive relationships with staff, students, parents and community members.
  • Demonstrate how to liaise with outside agencies and community resources on a variety of topics to support the needs of staff and students.
  • Demonstrate the knowledge of focused activities and education in areas relevant across the K-12 system.  

Grading

  • Attendance and participation 15%
  • Presentation 25%
  • Facilitated summary and informal class discussion of an assigned weekly reading 20%
  • Case conceptualization paper 30%
  • Self-care plan 10%

Materials

REQUIRED READING:

Journals
Journal of School Counseling
The Professional School Counselor
Canadian Journal of Counseling
B.C. Counselor Magazine

RECOMMENDED READING:

Recommended Journal Articles  

Walker, K. (2015). Improving the effectiveness of school counselling: Consensus, collaboration, and clinical Supervision/Amélioration de l'efficacité du counseling scolaire : Consensus, collaboration, et supervision clinique. Canadian Journal of Counselling and Psychotherapy (Online), 49(3), 275-295. Retrieved from http://proxy.lib.sfu.ca/login?url=https://search-proquest-com.proxy.lib.sfu.ca/docview/1726393316?accountid=13800.

Kurchak, W. (2012). Good news, bad news-counsellor burnout. Alberta Counselletter, , 9-10. Retrieved from http://proxy.lib.sfu.ca/login?url=https://search-proquest-com.proxy.lib.sfu.ca/docview/1931586314?accountid=13800.

Sokal, L. (2012). Understanding and responding to adolescent girls' online Cruelty/Comprendre la cruauté en ligne des adolescentes et y réagir. Canadian Journal of Counselling and Psychotherapy (Online), 46(2), 107-121. Retrieved from http://proxy.lib.sfu.ca/login?url=https://search-proquest-com.proxy.lib.sfu.ca/docview/1019841725?accountid=13800.

Joy, R. M., Hesson, J. B., & Harris, G. E. (2011). Preservice teacher perceptions of school counsellor Responsibilities/Perceptions des responsabilités du conseiller scolaire chez les professeurs futurs. Canadian Journal of Counselling and Psychotherapy (Online), 45(4), 386-405. Retrieved from http://proxy.lib.sfu.ca/login?url=https://search-proquest-com.proxy.lib.sfu.ca/docview/912477952?accountid=13800.
ISBN: http://proxy.lib.sfu

McConnell, K. (2015). Why counsellors need to be communication experts. Alberta Counselletter, , 6-8. Retrieved from http://proxy.lib.sfu.ca/login?url=https://search-proquest-com.proxy.lib.sfu.ca/docview/1933849561?accountid=13800.

Walsh, E. M. (2014). A team approach to school counselling. Alberta Counsellor, 33(1), 33-42. Retrieved from http://proxy.lib.sfu.ca/login?url=https://search-proquest-com.proxy.lib.sfu.ca/docview/1565540766?accountid=1380.

Websites:
Ministry of Education’s Special Education Documents website (resource guides)

http://www.bced.gov.bc.ca/specialed/sped_res_docs.htm http://www.bcschoolcounsellor.com/  (BC School Counsellor Assoc)
http://anxietybc.com  (Anxiety Disorders Assoc of BC – videos for parents)
http://www.ccacc.ca (Canadian Counselling Association)
https://www.schoolcounselor.org
http://www.bc-counsellors.org  (Registered Clinical Counsellors)
http://www.schoolcounselor.org/ 
American School Counselor Association n=23,000+ http://www.prenhall.com/golden and /erfor.

Recommended Texts:

Murphy, J. J. (2008). Solution focused counseling in schools (2nd Ed). Alexandria, VA: AmericanCounseling Association.
ISBN: 9781556202476

Golden, L. B., & Henderson, P. (2007). Case studies in school counseling. Upper Saddle River, NJ: Pearson.
ISBN: 0-13-049484-4

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.
ISBN: 0495007757

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.

Janine Orlando Page 4  4/8/20Dreikurs, R.  (1964). Children:  The challenge.  Viking/Penguin.

Fisher. L., & Sorenson, G.  (1996). School law for counselors, psychologists and social workers. Longman Pub.

Gysbers, N., & Henderson, P. (1988).  Developing and managing your school guidance program.  Alexandria, VA:  AACD.

Huey, W. C., & Remley, T. P.  (1988). Ethical and legal issues in school counseling. Alexandria, VA:  ACA.

Little, N. & Allan, J. (1988).  Student-led parent-teacher conferences.  Toronto:  U of T Guidance Centre.

Metcalf, L. (1997). Parenting toward solutions. NJ: Prentice Hall.

Miller, L. D.  (2002). Integrating school and family counseling:  Practical solutions. Alexandria, VA:  ACA.

Oates, M. D. (1993). Death in the school community: A handbook for counselors, teachers, and administrators. Alexandria,VA: ACA.

O’Connor, K. J., & Braverman, L. M.  (1997). Play therapy:  Theory and practice.  New York: Wiley.

Oaklander, V. (1988). Windows to our children. Highland, NY:  The Center for Gestalt Development, Inc.

Petersen, S & Straub, R.L. (1992).  School crisis survival guide. West Nyack, N,Y: The Center for Applied Research in Education.

Schmidt, J. J.  (2004). Survival guide for the elementary/middle school counselor (2nd Ed.) 2nd ed. San Francisco: Jossey/Bass. 
ISBN: 0787968862

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.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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

TEACHING AT SFU IN SUMMER 2020

Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.