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COUNSELING 521

Consultation in Schools and Organizational Systems

Faculty Instructor: Neffisatu J. C. Dambo, PhD

Doctoral Instructor: Ramar Henderson

Telephone: 618 453-2311

Office: Wham 222L

Email: NeffisatuDambo@siu.edu

Office Hours: Wednesdays 3:30 PM - 5:45 PM;

Class Meeting Times: Wednesdays, 5:45 PM – 8:45 PM

Location: Wham 304

Purpose and Content Area: Students will learn about the basic provisions needed to establish

and sustain effective collaboration in schools, including working with the differences and

diversity in roles, abilities, and cultures that make up our school systems. Students will show

evidence of the ability to conceptualize the collaboration needed to implement school-based

mental health programs.

Knowledge and Skills Outcome

From CACREP standards:

CACREP

Standard

SIUC

Course

Course Objective Learning

Activity

Outcome Evaluation

COUNSELING,

PREVENTION

AND

INTERVENTION

S, C. Knowledge,

2.

COUN

521

Knows how to design, implement,

manage, and evaluate programs to

enhance the

academic, career, and personal/social

development of students.

Collaboration

with Peers

Group Intervention

Project and

Presentation

COUNSELING,

PREVENTION

AND

INTERVENTION

S, C. Knowledge,

4.

COUN

521

Knows how to design, implement,

manage, and evaluate transition

programs,

including school-to-work,

postsecondary planning, and college

admissions

counseling.

Collaboration

with Peers

Group Intervention

Project and

Presentation

Conference Proposal

and Presentation

SYLLABUS

2

SYLLABUS

DIVERSITY

AND

ADVOCACY, E.

Knowledge, 2.

COUN

521

Identifies community, environmental,

and institutional opportunities that

enhance—as well as barriers that

impede—the academic, career, and

personal/social development of

students.

Class

Discussions,

Lectures, and

Readings

Research Paper

Community Interview

and Reflection Paper

DIVERSITY

AND

ADVOCACY, F.

Skills and

Practices, 4.

COUN

521

Engages parents, guardians, and

families to promote the academic,

career, and

personal/social development of

students.

Class

Discussions,

Lectures and

Readings

Research Paper/

Group Intervention

Project and

Presentation

ASSESSMENT,

G. Knowledge, 1.

COUN

521

Understands the influence of multiple

factors (e.g., abuse, violence, eating

disorders, attention deficit hyperactivity

disorder, childhood depression) that

may

affect the personal, social, and

academic functioning of students.

Class

Discussions,

Lectures and

Readings

Research Paper

ASSESSMENT,

H. Skills and

Practices, 4.

COUN

521

Makes appropriate referrals to school

and/or community resources.

Researching

area resources

available for

consultation,

collaboration,

referral, etc.

Community Interview

and Reflection Paper

ACADEMIC

DEVELOPMENT,

K. Knowledge, 2.

COUN

521

Understands the concepts, principles,

strategies, programs, and practices

designed

to close the achievement gap, promote

student academic success, and prevent

students from dropping out of school.

Researching

area resources

available for

consultation,

collaboration,

referral, etc.

Research Paper, Area

Resource Guide,

Group Intervention

Project and

Presentation

COLLABORATI

ON AND

CONSULTATIO

N, M. Knowledge,

1.

COUN

521

Understands the ways in which student

development, well-being, and learning

are

enhanced by family-school-community

collaboration.

Class

Discussions,

Lectures, and

Readings

Exam

Group Intervention

Project

3

SYLLABUS

COLLABORATI

ON AND

CONSULTATIO

N, M. Knowledge,

2.

COUN

521

Knows strategies to promote, develop,

and enhance effective teamwork within

the

school and the larger community.

Class

Discussions,

Lectures, and

Readings

Exam

Consultation Model

Presentation

COLLABORATI

ON AND

CONSULTATIO

N, M. Knowledge,

3.

COUN

521

Knows how to build effective working

teams of school staff, parents, and

community members to promote the

academic, career, and personal/social

development of students.

Collaboration

with Peers, Class

Discussions,

Lectures, and

Readings

Group Intervention

Project and

Presentation

COLLABORATI

ON AND

CONSULTATIO

N, M. Knowledge,

4.

COUN

521

Understands systems theories, models,

and processes of consultation in school

system settings.

Class

Discussions,

Lectures, and

Readings

Exam

Consultation Model

Presentation

COLLABORATI

ON AND

CONSULTATIO

N, M. Knowledge,

5.

COUN

521

Knows strategies and methods for

working with parents, guardians,

families, and

communities to empower them to act

on behalf of their children.

Collaboration

with Peers, Class

Discussions,

Lectures, and

Readings

Group Intervention

Project and

Presentation

COLLABORATI

ON AND

CONSULTATIO

N, M. Knowledge,

6.

COUN

521

Understands the various peer

programming interventions (e.g., peer

mediation,

peer mentoring, peer tutoring) and how

to coordinate them.

Class

Discussions,

Lectures, and

Readings

Exam

COLLABORATI

ON AND

CONSULTATIO

N, N. Skills and

Practice, 2.

COUN

521

Locates resources in the community

that can be used in the school to

improve

student achievement and success.

Independent

Student Work

Area Resource Guide

COLLABORATI

ON AND

CONSULTATIO

N, N. Skills and

Practice, 5.

COUN

521

Uses referral procedures with helping

agents in the community (e.g., mental

health centers, businesses, service

groups) to secure assistance for

students and

their families.

Independent

Student Work

Area Resource Guide

Community Interview

and Reflection Paper

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SYLLABUS

Required Texts:

Brigman, G., Mullis, F., Webb, L. & White, J. (2005). School counselor consultation:

Developing skills for working effectively with parents, teachers, and other school

personnel. Hoboken, N.J.: John Wiley & Sons.

Hatch, T., Greene-Wilkinson, D., & Holcomb-McCoy, C. (2014). The use of data in school

counseling: Hatching results for students, programs, and the profession. Thousand Oaks,

CA: SAGE Company.

Kampwirth, T. J., & Powers, K. M. (2012). Collaborative consultation in the schools: Effective

practices for students with learning and behavior problems (5th ed.). Boston, MA:

Pearson.

Recommended Text

Amatea, E. S. (2013). Building culturally responsive family-school relationships (2nd ed.).

Boston, MA: Pearson.

Erford, B. T. (2015). Transforming the school counseling profession (4th ed.). Boston, MA:

Pearson.

Kanel, K. (2015). A guide to crisis intervention (5th ed.). Stamford, CT: Cengage Learning.

Additional required readings: Additional readings are posted on the Desire 2 Learn (D2L)

course site.

LEADERSHIP, O.

Knowledge, 2.

COUN

521

Knows strategies of leadership

designed to enhance the learning

environment of

schools.

Class

Discussions,

Lectures, and

Readings

Exam

LEADERSHIP, O.

Knowledge, 5.

COUN

521

Understands the school counselor’s role

in student assistance programs, school

leadership, curriculum, and advisory

meetings.

Class Lectures,

Discussions

and Readings

Exam

Group Intervention

Project and

Presentation

LEADERSHIP, P.

Skills and

Practice, 2.

COUN

521

Participates in the design,

implementation, management, and

evaluation of a

comprehensive developmental school

counseling program.

Collaboration

with Peers

Group Intervention

Project and

Presentation

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SYLLABUS

Student Evaluation Criteria: Grades are based upon the following point totals:

Attendance; Class Participation 100 points

Area Resources Guide and Interview 25 points

Exam 25 points

Community Interview and Paper 25 points

Conference Proposal and Presentation 25 points

Consultation Model Presentation 25 points

Group Intervention Project and Presentation 100 points

Group Presentation 50 points

Research Paper: School Counselor Intervention 75 points

Theory Integration Paper 50 points

Total Possible Points 450 points

Letter grades will be based upon the following point totals:

A = 92 – 100%

B = 80 – 91%

C = 70 – 79 %

Attendance and Participation:

Attendance and participation is expected. Effective class participation includes: respectful and

non-dominating involvement in class discussions, consultation role-plays, equal participation in

group work, and initiative and investment in course activities. In addition, participation will

include leading class discussions, D2L Post, and Journal Reflections. (Fulfills School Counseling

CACREP Standards A2; A3; B1; E2; E3; G1: M1: M2; M3; M4; M5; M6; O1; O2; O3)

D2L Discussion Post: Students will post a one to two paragraph reflection that communicates

what stood out for them in the readings. They will also address how it pertains to their role as an

emerging counselor who will engage in consultation and collaboration with diverse populations.

Students will include references and/or citations. Discussion Post are due Tuesday at 10:00 PM.

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SYLLABUS

Journal Reflections: class discussions, readings, and activities and experiences related to

consultation and collaboration. Please submit your Journals to D2L starting September 7, 2016.

Journals will be due on Wednesdays by 5:30 PM.

Research Paper – School Counseling Intervention:

Utilize course readings, and additional readings, to construct a 6-10 page research paper

identifying community, environmental, and institutional opportunities that enhance and/or serve

as a barriers that may impede the academic, career, and personal/social development of students.

Once you have identified general community, environmental, and institutional opportunities or

barriers, focus and identify one impediment or opportunity that interests you. In the second half

of the research paper, illustrate how this factor (e.g., abuse, violence, eating disorders, attention

deficit hyperactivity disorder, childhood depression) may affect the personal, social, and

academic functioning of students. Conclude your paper with research supported suggestions for

collaborative school counseling interventions to help students overcome this issue (Fulfills

School Counseling CACREP Objectives A6; E2; G1; I1) A rubric will be provided.

Exam:

This examination will cover readings and materials reviewed in class. (Fulfills School

Counseling CACREP Standards M1; M2; M4; M6; O1; O2; O5)

Area Resource Guide:

Students will contact a school counselor and gain permission to create and/or update their

schools resource guide. Students will develop a school-community resource packet to utilize as

a school counselor. A community resource list should be in list format and the Area Resource

Guide will need to include a Table of Contents. Students will also contact one of these resources

and interview a helping agent to find out appropriate protocols and procedures for securing

assistance for students and families (Fulfills School Counseling CACREP Standard N2; N5)

Group Intervention Project and Presentation:

You will work in teams to identify a competency domain, a developmental issue, or a special

needs issue for students. Teams will create a program unit to address the issue/problem. Each

member of the team will present a component of the unit design. Projects will demonstrate an

integrated understanding of course content and issues explored during the second half of the

semester, as well as demonstrating competent classroom instruction. They should illustrate

practical application of methods and strategies for building effective working teams and

collaboration between school staff, parents, and community members. Projects should

specifically include a section connecting their program with how it might close the achievement

gap, promote student academic success, and/or prevent students from dropping out of school. A

program evaluation should be included. Additionally, students will need to collaborate with

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SYLLABUS

school personnel and review school documents (i.e., school report card, school profile, school

improvement plan, website) to gather information about the needs of students, existing supports,

and additional supports that may help cultivate and promote student’s holistic development and

success. Students will also create a needs assessment instrument that can be used to collect

additional data. This survey instrument may include an assessment of students’ progress, needs,

challenges, utilization of counseling services, and provided counseling services. (Fulfills School

Counseling CACREP Standards A6; C2; D3; E3; H5; I1; K2; M1, M3, M5; N1; O5; P2) A

rubric and/or handouts will be provided.

Consultation Model Presentation:

Students will select a consultation model to present in class. Students will use class readings and

a minimum of three outside sources to support their consultation model. Students will

incorporate multicultural considerations and discuss how consultation is relevant to their work as

emerging school counselors. (Fulfills School Counseling CACREP Standards M1, M2, M4; N2,

N4)

Conference Proposal Presentation:

Students will create a proposal for a conference in which they plan to submit a conference

proposal that addresses the transitional processes concerning at-promise youth (i.e., gifted,

students with disabilities, low-income, homeless, juvenile delinquents, students involved with the

Department of Family Services). Student will consider transitional supports and challenges as it

pertains to student transitions. (Fulfills School Counseling CACREP Standards C4; H1, H5; K3)

Community Interview Questions and Reflection Paper:

Part I: Emerging Counselors will develop interview questions to learn about opportunities for

collaborating with community agencies and/or service providers to help support the holistic

needs of students.

Part II: Emerging Counselors will interview a representative of a community agency (i.e., DCFS,

Crisis Center, Womens Center, DCFS, Housing Authority, Urban League) and write a two to

three page reflection paper. The paper will discuss their interview experience, what they learned,

and implications for their work as school counselors. Students are expected to integrated

information from class discussions and readings. (Fulfills School Counseling CACREP

Standards E2; H1, H4, H5)

Theory Integration Paper

Students will write a 5-7 page paper that discusses a consultation theory and model of their choice.

Students will apply their theory to a consultation situation. Students will use course readings and

additional scholarly sources. A handout and/or rubric will be provided.

Through the paper and the application of the theory, the student must:

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SYLLABUS

(a) demonstrate the ability to assess and interpret students’ needs and barriers to academic, career,

and personal/social development of all students, recognizing uniqueness in culture, languages,

values, backgrounds and abilities. (Items H1 & H5 in CACREP Standards for School Counseling

Programs)

(b) demonstrate an understanding of ways in which student development, well being, and learning

are enhanced by family-school collaboration. (Item M1 in CACREP Standards for School

Counseling Programs)

(c) demonstrate an understanding of systems theories and models and processes of consultation.

(Item M4 in CACREP Standards for School Counseling Programs)

(d) demonstrate an awareness of common consultation issues associated with different professional

team members, and how to build effective teams of school staff, parents and community members

to promote the academic, career and personal/social development of all PK-12 students. (Item M3

in CACREP Standards for School Counseling Programs)

When applying their chosen theory, students need to use one of the following to illustrate their

consultation situation and the practical application of their consultation theory:

various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and

how to coordinate them. (Item M6 in CACREP Standards for School Counseling Programs)

the concepts, principles, strategies, programs and practices for helping students to experience

academic success. (Item K3 in CACREP Standards for School Counseling Programs)

the development of crisis response, peer counseling/mentoring, and violence prevention

programs.

interventions used to help students dealing with issues related to substance abuse in childhood,

adolescence, and family systems.

Course Outline:

Class Date

Weekly Topic & Date Activity and Assignments Reading/Text book

8/24 Course Overview & Syllabi

Course Overview 1st D2L Post Brigman et al., Ch.1

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SYLLABUS

8/31

Introduction to school based consultation & collaboration

Counselor Wellness

Kampwirth and Powers, Ch.1 & 4 Hinton, Q. S.. & Goodwin, L. R. (2016). Barriers to Wellness for Counseling Students.*

9/7

Models, theories, & practices of school counseling within collaborative programs

Multi-level consultation processes

Consultation Model Presentation Interview Questions: Collaborating with community agencies and/or service providers. 1st Journal

Kampwirth & Powers, Ch. 2 & 9 Brigman et al., Ch. 2, 4, & Appendix D

9/14

Multi-level consultation processes (continued)

Collaborative Consultation

Theory Integration Paper

Brigman et al., Ch. 6, 7, & 9

9/21

Collaborating with families and students

Exam or Class attend Tag You’re IT: Family Dynamics in Caregiving with Dr. Elaine M. Eshbaugh Thursday, September 22nd at 6:30 PM

Student will select an article related to school counselors consultation role and collaboration with families

9/28 Collaborative consultation with the school, community, and parents

Collaborative cultures and climates

Conference Proposal Submitted to D2L Community Interview Paper

Erford, Ch. 12* Hess, Magnuson, & Beeler, Ch. 14* Brigman et al., Ch. 8

10/5 Multiculturalism, Assessment, Collaborative Consultation & Interventions

Conference Presentation Group Intervention Proposal

Hatching, Ch. 2, 6, 8 Oakes, J. & Rogers, J. (2006). Learning Power: Organizing for Education and Justice.* Ratts, MK., Singh, A., Nassar-McMillan, S., Butler, S. K., & McCullough, J. R. (2015). Multicultural and Social Justice Counseling Competencies

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SYLLABUS

Guidelines for the Counseling Profession.

10/12 Multiculturalism, Assessment, Collaborative Consultation & Interventions

Crisis Management

Activity: Review School Crisis Plans, reflect, and provide recommendations

Kampwirth & Powers, Ch. 3, 6, 7, & 10 Dillon, R. (2010). Data as a Social Justice Tool.*

10/19 Transitions, Referrals, & Challenges

Area Resource Guide Interview Questions

Brigman et al., Ch. 5 Kampwirth & Powers, Ch. 8

10/26

Legal & Ethical Considerations Brigman et al., Ch. 3, Appendices B & C Kampwirth & Powers, Ch. 5 ACA Code of Ethics ASCA Code of Ethics No Child Left Behind (NCLB) Every Student Succeeds Act (ESSA) Elementary and Secondary Education Act McKinney Vento Act Homeless Assistant Act Individuals with Disabilities Education Act (IDEA) and relative laws

11/2

Accountability Program Evaluation Data Driven Decisions

Group Intervention Interview Questions

ASCA National Model, p. 99-125 Hatching, Ch. 3, 4, 7 & 10

11/9 Data Informed Practices Hatching 12 & 13

11/16 Data Informed Practices and the Role of School Counselors

Needs Assessment Survey – Draft 1 Two articles will be selected by the student and/or Instructor

11/23 Thanksgiving Break No Class

11/30 Needs Assessment Survey Final Area Resource Guide

Two articles will be selected by the student and/or Instructor

12/7 Group Intervention Presentation

12/14 Finals Week Final

Due Weekly

Journal Reflection

D2L Post

LiveText Portfolio updates for potential employers

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SYLLABUS

Please be prepared to complete quizzes associated with the assigned readings

Please expect to welcome Guest Speakers throughout the semester

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SYLLABUS

APPENDIX A

Southern Illinois University Carbondale Campus and Course Policies

As an adult student, it is your responsibility to understand the campus, college, and program

policies related to instruction, grading, and granting degrees. These policies are stored and

readily available through various SIU Carbondale web pages. For a summary, see SIUC Provost’s

Syllabus Attachment: http://pvcaa.siu.edu

2016-2017 Graduate Catalog

http://gradschool.siu.edu/about-us/grad-catalog/catalog-16-17.html

Incompletes (INC) An INC is assigned when, for reasons beyond their control, students

engaged in passing work are unable to complete all class assignments. An INC must be changed

to a complete grade within a time period designated by the instructor. INC is not included in

grade-point computation. To complete the work from the original registration, a student should

not register for the course again, but should complete the work for the original registration if the

original registration is within the normal time limits established for the degree (p. 19).

Student Conduct Code

http://policies.siu.edu/other_policies/chapter3/conduct.html

Emergency Procedures

Emergency Procedures: Southern Illinois University Carbondale is committed to providing a safe

and healthy environment for study and work. Because some health and safety circumstances are

beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan

and Building Emergency Response Team (BERT) program. Emergency response information is

available on posters in buildings on campus, available on the BERT's website at

www.bert.siu.edu, Department of Public Safety's website www.dps.siu.edu (disaster drop down)

and in the Emergency Response Guidelines pamphlet. Know how to respond to each type of

emergency.

Instructors will provide guidance and direction to students in the classroom in the event of an

emergency affecting your location. It is important that you follow these instructions and stay

with your instructor during an evacuation or sheltering emergency. The Building Emergency

Response Team will provide assistance to your instructor in evacuating the building or sheltering

within the facility.

All students:

Students can receive assistance with writing assignments and study skills from the Writing

Center (http://write.siu.edu) and Learning Support Services (http://tutoring.siu.edu).

Saluki Cares coordinates a university-wide program of care and support for students in any type

of distress—physical, emotional, financial, or personal. To contact Saluki Cares: (618) 453-5714,

siucares@siu.edu, http://salukicares.siu.edu/index.html

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SYLLABUS

Email is a mechanism for official communication within Southern Illinois University

Carbondale. The University has the right to expect that such communications will be received

and read in a timely fashion. Official email communications are intended only to meet the

academic and administrative needs of the campus community.

http://policies.siu.edu/policies/email.htm

Review http://www.plagiarism.org/learning_center/what_is_citation.html for a brief

overview of plagiarism and the benefit of accurate citations within your work,

Syllabus change policy – This syllabus is a guide and every attempt is made to provide an

accurate overview of the course. However, circumstances and events may make it necessary for

the instructor to modify the syllabus during the semester and may depend, in part, on the

progress, needs, and experiences of the students. Changes to the syllabus will be made with

advance notice.

Americans with Disabilities Statement & Non-Discrimination Statement – SIU abides by

Section 504 of the Rehabilitation Act of 1973 which mandates reasonable accommodations

be provided for qualified students with disabilities. SIU’s Disability Support Services (DSS) in

Woody Hall B-150, (453-5738), http://disabilityservices.siu.edu. is the designated office on

campus to provide services and accommodations to students with diagnosed disabilities. You

need to provide documentation of your disability to the instructor if you seek

accommodations in this course. DSS will provide the instructor with accommodation methods

specific to the student.

Your success as a student is of utmost importance to me. If you have a disability or any other

special circumstance that may have some impact on your work in this class, and for which

you may require special accommodations, please contact me early in the semester so that

accommodations can be made in a timely manner.