1
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: [email protected]
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,
[email protected], 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.