Summer 2018 - EDUC 877 G001

Contemporary School Counselling (3)

Class Number: 4672

Delivery Method: In Person

Overview

  • Course Times + Location:

    May 12, 2018: Sat, 10:00 a.m.–4:20 p.m.
    Burnaby

    May 19, 2018: Sat, 10:00 a.m.–4:20 p.m.
    Burnaby

    May 26, 2018: Sat, 10:00 a.m.–4:20 p.m.
    Burnaby

    Jun 9, 2018: Sat, 10:00 a.m.–4:20 p.m.
    Burnaby

    Jun 16, 2018: Sat, 10:00 a.m.–4:20 p.m.
    Burnaby

    Jun 23, 2018: Sat, 10:00 a.m.–4:20 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:

Meeting times: Saturday, May 12, 10:00 - 4:20  Saturday May 19, 10:00 – 4:20 (the 21st is Victoria Day) Saturday, May 26, 10:00 - 4:20   Saturday, June 9, 10:00 - 4:20  Saturday, June 16, 10:00 - 4:20  Saturday, June 23, 10:00 - 4:20 

Course Description This course will broadly explore the role of the school counsellor in K-12 education settings. Students will critically examine how current theories in counselling psychology inform various therapeutic approaches to supporting the social, emotional, and behavioural needs of students in elementary, middle and secondary schools. Class sessions will include exploration of school counselling-related topics including relevant laws and ethics, specific application of child/adolescent guidance programs, common clinical issues, and evidence-based practice in comprehensive school counselling programs.

Course Objectives Over the course, students will have the opportunity to:
·      Learn about the development, theory and application of contemporary school counselling programs, including case management and referrals.
·      Discuss the differences between advising, guidance and counselling.
·      Learn about consultation and collaborati
on strategies for working with teachers, parents, administration, social workers, police and other mental health professionals.
·      Discuss school counsellor contributions for promoting student agency in education.
·      Understand the many roles of a school counsellor, including those key services, activities, and interventions associated with school counselling (school-wide approaches, individual and peer intervention programs, classroom guidance, social-emotional learning curriculum, course selection, consultation, coordination, student assessment, and counselling program evaluation).
·      Explore guidance topics such as: self-esteem, social-emotional learning, career awareness, sexual abuse prevention and reporting, and violence prevention awareness.
·      Explore the implications of social justice, diversity, intersectionality, and ethnicity in the practice of counselling in schools.
·      Explore approaches and evaluation procedures related to clinical issues in schools (e.g. separation and divorce, death, moving, racial prejudice, sexual abuse, scapegoating and bullying, anxiety, depression, grief, cutting, substance misuse, threat assessment, etc.)
·      Learn about navigating a complex system with multiple clients and stakeholder groups.

COURSE-LEVEL EDUCATIONAL GOALS:

Course Exit Competencies
Upon completion of the course students will be able to:
·      Demonstrate knowledge of the roles and responsibilities of school counsellors.
·      Demonstrate knowledge and skills associated with case management.
·      Understand and apply counselling theories/interventions as applied to youth in the school setting.
·      Demonstrate knowledge of issues of diversity and inclusion.
·      Understand the significance of positive staff relationships, teacher-student relationships and student-student relationships.
·      Apply legal and ethical obligations of the school counsellor.
·      Demonstrate knowledge of guidance activities in areas relevant across the K-12 system.
·      Be familiar with how to consult with multiple professionals inside and outside of the school setting on topics such as discipline problems and common classroom management issues.
·      Become familiar with common clinical issues in school counselling and establish a resource base for further information.

Grading

  • Attendance and participation 15%%
  • Presentation 30%%
  • Facilitated summary and informal class discussion of an assigned weekly reading 25%%
  • Term Paper 30%%

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:

SFU’s Academic Integrity web site http://students.sfu.ca/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