Counseling Syllabi

Measureable Student Learning Outcomes

Course Outcomes The student will:	Related Assessment	Guiding Principles Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)	Professional Standards (KSDE, NASP)	CACREP
Compare and contrast the major theories of counseling and begin to formulate a personal model of counseling.	Exams and Personal Theory Paper	CKS	KSDE 4.	2.F.5.a. 2.F.5.n.
Use counseling theories to assess client information to create systematic case conceptualizations using essential interviewing and counseling skills	Exams and Theory Paper	CKS	KSDE 4.	2.F.5.b. 2.F.5.g. 5.1.C.b.
Demonstrate knowledge of effective strategies and methods in individual counseling	Exams	CTA	KSDE 4.	2.F.5.g.

Required Texts/Readings Textbook

Instructor choice

Other Readings

**Additional assigned readings are integral to your understanding of this course. These will be comprised of journal articles and handouts. These handouts and journal articles will be made available at throughout the semester on Blackboard. Please print a hard copy of the handouts and bring the assigned handout(s) to class or have the material available on your electronic device.
CACREP 2.E. Current counseling research is infused into the course syllabus, assignments, and readings. Students are assigned readings and journal articles regarding the current research in this course. The instructor updates the materials from relevant research throughout the semester. All readings will be posted on Blackboard.

Counseling students are encouraged to attend local, state, regional and national professional organization meetings and conferences.

Other Equipment/Materials

No other required equipment or materials are needed for CESP 835.

Class Protocol

In order to be successful in the course, be on time and prepared for each class.
This is accomplished by:

• Attending each class
• Having all assigned readings completed
• Completion of homework assignments
• Participation in class discussions, activities, and experiential group.

Students are responsible for all information disseminated in class (even if the student is absent).

Education Candidate Conduct Expectations

Education candidates participating in a field experience as a part of their degree program are expected to conduct themselves in accordance with the requirements and expectations of their degree program. Candidates should not engage in unprofessional conduct or unlawful behaviors in accordance to KSDE’s Kansas Educator Code of Conduct In view of these expectations, candidates participating in a field experience who are unable to meet these standards, as judged by university faculty and site supervisors, may receive a failing grade and/or face possible removal from the field experience.

Counseling Student Candidate Ethical and Dispositional Requirements

Counseling Students are expected to comply with the American Counseling Association (ACA) Code of Ethics.

The statement below is a reminder regarding personal values:

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Licensure Assessment

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.

One or more of these required assessments occur in this course. The title/description of such assessments and associated rubrics and passing criteria follow.

The required assessment for this course is a personal theory paper. Requirements for the paper and a grading rubric are posted below.

Remediation

Students failing to achieve an acceptable performance on this required assessment will be provided with a limit of 2 remediation opportunity/opportunities. The university is not able to recommend individuals for licensure who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs. Therefore, students who do not achieve acceptable performance on this assessment after 2 remediation opportunity/opportunities will be subject to dismissal from the program.

Personal Theory Paper Rubric

Criteria	Beginning Points	Approaching Points	Meeting Points	Exceeding Points
View of Human Nature	Content is incomplete. Major points are not clear and/or persuasive. Questions are not adequately answered	Content is not comprehensive and/or persuasive. Major points are addressed but are not well supported. Responses are inadequate or do not address assignment. Content is inconsistent with regard to purpose and clarity of thought.	Content is accurate and persuasive. Major points are stated. Responses are adequate and address assignment. Content and purpose of assignment are clearly articulated.	Content is comprehensive, accurate, and persuasive. Major points are stated clearly and are well supported. Responses are excellent, timely, and address the assignment including course concepts. Content and purpose of assignment are clearly articulated.
Major Constructs	Content is incomplete. Major points are not clear and/or persuasive. Questions are not adequately answered.	Content is not comprehensive and/or persuasive. Major points are addressed but are not well supported. Responses are inadequate or do not address assignment. Content is inconsistent with regard to purpose and clarity of thought	Content is accurate and persuasive. Major points are stated. Responses are adequate and address assignment. Content and purpose of assignment are clearly articulated.	Content is comprehensive, accurate, and persuasive.  Major points are stated clearly and are well supported. Responses are excellent, timely, and address the assignment including course concepts. Content and purpose of assignment are clearly articulated.
Nature of Problems	Content is incomplete. Major points are not clear and/or persuasive. Questions are not adequately answered.	Content is not comprehensive and/or persuasive. Major points are addressed but are not well supported. Responses are inadequate or do not address assignment. Content is inconsistent with regard to purpose and clarity of thought.	Content is accurate and persuasive. Major points are stated. Responses are adequate and address assignment. Content and purpose of assignment are clearly articulated.	Content is comprehensive, accurate, and persuasive. Major points are stated clearly and are well supported. Responses are excellent, timely, and address the assignment including course concepts. Content and purpose of assignment are clearly articulated.
Process of Change	Content is incomplete. Major points are not clear and/or persuasive. Questions are not adequately answered.	Content is not comprehensive and/or persuasive. Major points are addressed but are not well supported. Responses are inadequate or do not address assignment. Content is inconsistent with regard to purpose and clarity of thought.	Content is accurate and persuasive. Major points are stated. Responses are adequate and address assignment. Content and purpose of assignment are clearly articulated.	Content is comprehensive, accurate, and persuasive. Major points are stated clearly and are well supported. Responses are excellent, timely, and address the assignment including course concepts. Content and purpose of assignment are clearly articulated.
Multicultural and Diversity Considerations	Content is incomplete. Major points are not clear and/or persuasive. Questions are not adequately answered.	Content is not comprehensive and/or persuasive. Major points are addressed but are not well supported. Responses are inadequate or do not address assignment. Content is inconsistent with regard to purpose and clarity of thought.	Content is accurate and persuasive. Major points are stated. Responses are adequate and address assignment. Content and purpose of assignment are clearly articulated.	Content is comprehensive, accurate, and persuasive. Major points are stated clearly and are well supported. Responses are excellent, timely, and address the assignment including course concepts. Content and purpose of assignment are clearly articulated.
APA Style and Appropriate Sources	APA style is not used Sources are not cited or referenced Sources are not scholarly or inadequate	Some APA formatting used Some sources cited and referenced Some sources appropriate	Attempt to use APA format throughout is clear Sources are mostly cited and referenced correctly Sources are adequate and appropriate	APA style is used almost perfectly References are all correctly formatted Sources go above minimum requirements and are used in sophisticated ways.
Coherence and Analysis	Assignment lacks many elements of correct formatting Assignment is inadequate in length/depth of thought Analyses are not included	Assignment follows most guidelines Insufficient analyses are included Analyses do not adequately address the questions posed Analyses are not well organized or clear.	Assignment follows designated guidelines Assignment is the appropriate length/depth Format is good Analyses are sufficient in number but may not be as well organized or as clear as they could be posed.	Assignment follows all designated guidelines Assignment is the appropriate length/depth of thought Format enhances the readability of the work Analyses are organized logically; clearly presented, titled properly, and easy to understand and directly answer the questions posed.

 

Course Description

This course introduces the role of the school counselor and comprehensive, developmental school counseling programs. The course examines basic concepts in counseling, function of the helper in school settings. The focus is on the demands and strains of the helping professions and their effects on the helper. In addition, the course is designed to provide students with an overview of theory, practice, methods, basic principles, and concepts and help students develop a professional identity in the counseling field.

Textbook

Gerald Corey (2015). Becoming a helper (7th ed.). Package ISBN 978-1305-77399-8: MindTap for Blackboard Printed Access Card with Physical Text.

American School Counselor Association (2016). ASCA National Model: A framework for school counseling programs. (3rd ed.). Alexandria VA: Author.

Measureable Student Learning Outcomes

ID	Learner Outcomes The Student Will	CACREP Standards	KSDE Standards	Conceptual Framework	Related Assessment
1	Demonstrate knowledge of the philosophical, historical, and social foundations of contemporary educational and school counseling practices.	5.G.1.a 2.F.1.a, b	Standard 1 CK 1.1.1 CK 1.2.2 CK 1.2.3	CKS	BD, CQ RP, FE
2	Demonstrate understanding of the professional role and identity of the school counselor and articulate the need for advocacy for the profession itself.	5.G.2.a, b, c, d, e, f 2.F.1.b,d,e	Standard 1 CK 1.1.2	CKS HDD	BD, CQ RP, FE
3	Recognize and respond to ethical and legal concerns applicable to the practice of school counseling.	5.G.2.m, n 2.F.1.i	Standard 5 CK 5.1.2 CK 5.1.4	CKS HDD	BD CQ FE
4	Plan and demonstrate activities that are relevant to the needs of students in a diverse school population, including demonstration of an understanding of the responsibilities inherent in serving the needs of exceptional children.	2.F.1.a, b, c, d, e, f, h	Standard 8 CK 8.1.1 CK 8.1.2 CK 8.1.3	HDD	BD CQ FE
5	Investigate methods of advocacy for students that include a sensitivity to the role of racial, ethnic, cultural, nationality, socioeconomic, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling	5.G.2.a,f 2.F.1.d, e		HDD	CQ FE
6	Plan school counseling activities that integrate into the P-12 school curriculum by systematically providing information and skills training to assist students in maximizing their individual academic, career, and personal/social development through their developmental stages	5.G.1.b, c, d, e 5.G.3.a, b, c, h, k 2.F.4.a, c, d	Standard 3 CK 3.1.1-3 CK 3.2.1 Standard 6 CK 6.1.1-5 Standard 2 CK 2.1.1-3	CTA, HDD	BD CQ IR FE
7	Use developmental approaches in individual, small-group, and classroom counseling activities that take into account any issues affecting the development and functioning of students.	5.G.3.d, h, j, m 2.F.5.a, b, j	Standard 4 CK 4.1.1-6	CKS	CQ FE
8	Assess and evaluate demographics, special needs of learners, school, local, and statewide educational goals, available resources, and the various systems that affect students in order to plan and assess program activities.	5.G.1.e 5.G.3.n, o	Standard 5 CK 5.1-5	CTA	CQ FE
9	Use systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence students and affect each system.	5.G.2.a, d, j, l, k, m 5.G.3.l 2.F.1.f, g 2.F.5,c 2.F.8,a, c	Standard 7 CK 7.1-4 CK 7.2.1-2	CKS	CQ FE
10	Demonstrate knowledge and the ability to apply current and emerging technologies in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices.	2.F.1.j	Standard 5 CK 5.1.3 PS 1.1.3 PS 1.2.8	T	CQ RP FE
11	Gain knowledge in strategies for personal and professional self-evaluation and implications for practice	2.F.1.k		PR

Comprehensive Final Exam

Passing Criteria: Acceptable or better on all traits.

Students in the counseling program failing to achieve an acceptable performance on this required assessment will be provided with a limit of 1-2 remediation opportunity/opportunities. The university is not able to recommend individuals for licensure/endorsement who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

Education Candidate Conduct Expectations

Education candidates participating in a field experience as a part of their degree program are expected to conduct themselves in accordance with the requirements and expectations of their degree program. Candidates should not engage in unprofessional conduct or unlawful behaviors in accordance to KSDE’s Kansas Educator Code of Conduct In view of these expectations, candidates participating in a field experience who are unable to meet these standards, as judged by university faculty and site supervisors, may receive a failing grade and/or face possible removal from the field experience.

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

	Evaluation
1	Blackboard Discussion (BD)
2	Interview Report (IR)
3	Case Study (CS)
4	Chapter Quiz (CQ)
5	Video Quiz (VQ)
6	Chapter Exercises (CE)
7	Final Examination (FE)

1. Blackboard Discussion

Students are expected to make at least two postings per discussion board. Students may use Blackboard (http://www.wichita.edu/blackboard) to communicate with the instructor and/or other students. The instructor will monitor these postings, and participation points will be awarded based on quality of participation.

Blackboard Discussion Grading

Highly Effective = 4 or 5; Extensive knowledge or skills;
Effective = 3 or 4; Substantial knowledge or skills;
Developing = 2 or 3; Inadequate knowledge or skills;
Ineffective = 0 or 1; Lack of knowledge or skills

Discussion Rubric

Criteria	Highly Effective	Effective	Developing	Ineffective
Quality of Post	Appropriate comments: thoughtful & reflective	Responds but with minimum efforts. (e.g., I agree with …)	Poor comments	No posting
Relevant of Post	Prompts further discussion of topic	Makes short or irrelevant remarks	Poor remarks	No posting
Engagement with others	Responds to ideas in a way that advances discussion	Mostly summarizes what others have said without adding to discussion	Poor response to other posts in thread	Ignore other posts in thread

2. Interview Report

Observe and interview 1-2 counseling professional(s) who currently work(s) in a setting similar to where you hope to be someday. The counselors you choose to interview should have professional training and appropriate credentials and have at least 2 years of counseling practice experience. Spend as many hours as you can to observe counseling related activities, e.g., intake interviews, individual sessions, group work, classroom guidance.

You may schedule a separate session(s) for observations and interview. Write a 2-4 page paper and try to address the following questions:

1. What is the counselor/therapist’s area of training and professional background?
2. Why and how did you choose to interview him/her?
3. What have you observed during the “sit-in” session (s)?
4. What motivated him/her to become a professional counselor?
5. How does this counselor typically spend his/her time?
6. What are the rewards he/she gains, the challenges he/she faces?
7. What advice he/she would give a trainee?
8. What did you learn from your observation and interview?
9. In what way does this observation and interview change your perception about counseling and your career goals?
10. Additional reactions and comments about this field experience.

The interview report should be typed, APA style, and a minimum of 2 to 4 pages (including the title page and reference pages). The interview report will be submitted to the instructor via Black Board Assignment Tab.

Interview Report Grading:

Highly Effective = 4 or 5; Extensive knowledge or skills;

Effective = 3 or 4; Substantial knowledge or skills

Developing = 2 or 3; Inadequate knowledge or skills

Ineffective = 0 or 1; Lack of knowledge or skills

Interview Report Rubric

Criteria	Highly Effective	Effective	Developing	Ineffective
Observation	Spend at least half of a day job shadowing at least two professional counselors at different settings/buildings/levels, observing a variety of counseling activities.	Spend at least two hours job shadowing a professional counselor, observing one or two major functions of the counselor	Lack of indication of any on-site observations	No observation
Credentials & Experience of the counselor being observed	The persons being observed have credentials in the setting observer intends to be, with at least two years of professional experience in the field.	Credentials in the counseling or related field. A minimum of two year of full time counseling practice.	Lack of indication of credentials in the counseling or counseling related field.	No indication of credentials
Interview questions	Went beyond the interview questions to include your own questions.	Satisfactorily address all of the questions.	Fail to address the majority of questions.	No questions
Implications	Demonstrate ability to reflect and evaluate the role and function of the counselor in relation to personal aspirations.	Satisfactorily reflect and evaluate what has been observed and his/her learning experience in relation to his/her own career aspiration.	Poor reflection or evaluation on what has been observed.	No reflection
Writing	Information is well organized and clearly presented. Within 4-6 pages. Standard font size. APA style	Information is well organized and clearly presented. Slightly over or under 4-6 page limit. APA style	Poor writing and organization. Fewer than 3 pages. No APA style	No APA

3. Chapter Quiz/Case Study/Video Quiz/Chapter Exercises

The quiz questions will be based on textbook and reading materials. Quizzes will be administered through Backboard and will be multiple choice and true/false. More details will be provided in class.

4. Final Examination (Short-answer Questions)

The quiz questions will be based on textbook and reading materials. Quizzes will be administered through Backboard and will be essay questions. More details will be provided in class.

Measurable Student Learning Outcomes

Course Outcomes The student will:	Related Assessment	Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)	KSDE Program Standards	CACREP Standards 2.F.8
Appreciate the importance of research in evaluating the counseling profession, including how to critique research to inform counseling practice	Midterm Exam	PR, CKS	2	a
Identify evidencebased counseling practice	Metacognitive Paper	PR	2	b
Perform needsbased assessments	Program Evaluation Assessment	CKS, T	2	c
Develop outcome measures for counseling programs	Program Evaluation Assessment	CKS, T	2	d
Evaluate counseling interventions and programs	Meta Cognitive Paper	CKS, T, HDD	2	e 5.G.3.n.,m.
Critique qualitative, quantitative, and mixed methods research methods	Meta Cognitiv	CKS, T, HDD	2	f
Evaluate designs used in research and program evaluation	Meta Cognitive Paper	PR, CKS	2	g
Apply statistical methods used in conducting research and program evaluation	Statistical Application Exam	CKS	2	h
Demonstrate the use of data and data analysis in counseling	Midterm Exam	CKS	2	i
Appraise ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research and/or program evaluation.	Meta Cognitive Paper	PR	2	j

Required Texts

Erford, B. T. (2014). Research and Evaluation in Counseling, 2nd Edition. Pacific Grove, CA: Brooks Cole.

Counseling Student Candidate Ethical and Dispositional Requirements

Counseling Students are expected to comply with the American Counseling Association (ACA) Code of Ethics.

The statement below is a reminder regarding personal values:

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

ACA/ASCS Membership

Students who are not members of either ACA or ASCA are strongly urged to join at this time. Being a member of your professional organization is an important step in journey towards your professional development and to participate in the organization that represents your professional interests is of vital importance. In addition, both organizations offer free professional liability insurance to their student members. Professional liability insurance is not a requirement for this course, but is a requirement for practicum and internship courses.

Course Assignments

1. Keeping up with weekly reading critical to understanding lectures

2. Class attendance and viewing of lecture videos -- critical to understanding concepts

3. Participation in class activities -- critical to performing well on tests

4. Module I Exam

5. Module II Exam

6. Course metacognitive paper

 7. Program evaluation assessment paper

Grading

1. Module I Exam = 25%

2. Module II Exam = 20%

3. Course metacognitive paper = 20%

4. Program evaluation assessment paper 20%

5. Research participation = 5%

6. Class participation = 10%

Examination

There will be two online exams for this course. These tests will cover the material covered in the first two modules of the course. Specifically, the test will focus on 1. principles of research in counseling and 2. Univariate, bivariate and multivariate statistics. We will conduct an extensive review before the testing period.

Program Evaluation Assessment Paper

Each student will be given a program evaluation scenario. You will use the information learned in class to identify the stakeholders and possible SMEs, detail the steps needed to conduct a needs assessment and use all of the information from the rest of the course to describe their methods and possible outcomes of the evaluation.

Metacognitive Paper

Students will write a metacognitive essay to reinforce the importance of all of the pieces covered in the course.

Licensure Assessment

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.

One or more of these required assessments occur in this course. The title/description of such assessments and associated rubrics and passing criteria follow

The required KSDE and CACREP assessments are:
A minimum grade of B- in the CLES 810 course.
A minimum average grade on the two modules tests of B-.

 

 

Measureable Student Learning Outcomes

Course Outcomes The student will:	Related Assessment	Unit Conceptual Framework	KSDE Standard*	CACREP Standard
Understand a variety of theories and models of career development and factors related to career development including work, employability skills, family, community, economics, diverse populations, and gender issues.	Assignment 1		6.1.1 6.1.4	II.F.4.a II.F.4.b
Understand various programs, techniques, technology, and assessment methods for assisting clients in career planning.	Assignments 3 and 4	CKS CTA	6.1.5	2.F.4.d 2.F.4.e 2.F.4.i
Demonstrate skill in enhancing learner decision-making, goal-setting, personal/social, transition, and postsecondary planning.	Assignment 4		6.1.8	2.F.4.h 2.F.4.b. V.2.C
Utilize various theories of career development in the counseling process based on the needs and developmental stage of the learner.	Assignment 1	HDD	6.1.2 6.1.3 6.1.7	2.F.4.a 5.G.3.e.
Demonstrate skills in various procedures for locating and organizing information about career and labor market information and resources, career information system, and methods to assist individuals in using that information	Assignments 2 and 3	CKS T	6.1.6	2.F.4.c
Show knowledge of strategies for career development program planning, organization, implementation, administration, and evaluation.	Assignment 4			2.F.4.f
Demonstrate ability to implement college, career ready, and other programs designed to prepare learners for high school academic and career success.	Assignment 4		6.1.9	5.G.1.c. 5.G.3.g. 5.G.3.j. V.2.C
Demonstrate ability to make accommodations for career needs unique to multicultural and diverse populations.	Assignment 4			II.F.4.g II.F.4.j 5.G.3.k.

*KSDE Standard 6: The professional school counselor has knowledge of career development and applies a multitier approach for counseling all learners through their developmental stages. CACREP Standard II:

Required Text/Readings/Materials

Niles, Spencer G., & Harris-Bowlsbey, JoAnn. (2013). Career development interventions in the 21st century (4th ed.). Boston, MA: Pearson.

Mau, W. C. (Ed.). (2010). Career decision-making course pack. Wichita State University.

Grading

Evaluation	Points
Assignment 1: Career Development Analysis	20
Assignment 2: Career Information	20
Assignment 3: Career Guidance Systems	20
Assignment 4: Career Intervention Program	30
Participation (both online and in class)	10
Total Points	100

Assignments

Assignment 1: Career Development Analysis. Students will write a 5–7-page paper (double-spaced): describing their career development since birth, and applying career theory/theories to understand their career behavior, as follows:

Career Development History (concise 3–4 pages)

• Describe your current job(s) including homemaking work: how long you have held this job; whether you view it as part of your career or a transitory job; what aspects motivate you to continue or leave it; and your interests, abilities, and values that make you particularly suited for this job.
• Describe childhood events critical to your career, for example, how important was your father’s and mother’s work to you, significance of your “occupational family tree,” and early family experiences affecting your eventual career choices.
• Describe the places of work and schools in your adolescence and adulthood, for example, occupations that you learned most about, persons who influenced you the most in your career choices, whether you have had any career guidance, and your experience with that.

Analysis of Career Behavior (2–3 pages)

• Identify key factors that influenced your career development. Describe how your gender, racial/ethnic background, physical make-up, family background, or situational factors have influenced your career choices.
• Describe a career theory or theories that best explains your career development. Discuss how the major theoretical constructs/propositions explain your career behaviors and decisions. Use examples of your career behaviors that fit the constructs.
  

Assignment 1 will be graded based on the rubric found below.

Assignment 2: Career Information. The two parts of this assignment are as follows:

• Research two different occupations, one from the Occupational Outlook Handbook and another from the O*NET. Summarize the occupational information in 1–2 paragraphs for each searched occupation that covers job requirement/qualification, job outlook, and earnings. Describe/compare the experience you had with these two different sources.
• Annotate three websites that provide career development resources (e.g., career information, career assessment, career planning, job search, job lists, etc.) appropriate for a specific population (e.g., elementary school students). Begin with a paragraph stating the intended audience of the website you are establishing and your search strategy, followed by the annotated bibliographies of these websites. Include the title of the website, the web address (URL), a short annotation, and comments about that site. Be sure to include your comments about the usefulness of the website for the selected population.

Assignment 3: Career Guidance Systems. Evaluate two career guidance computer systems: CHOICES (by Bridge) and Kansas Career Pipeline (by Kuder). Write a review for each program, one per page (single-spaced), describing your experience, and critique their utilities for intended audience/purpose. Include the basic figures (i.e., assessment, information component, search component, and planning component) of the systems, the modules/components you have used, time spent, and your critical evaluation of them (weaknesses/strengths and appropriateness for the serving populations). Attach a summary report from each program you review.

Assignment 3 will be graded based on the rubric found below.

Assignment 4: Career Intervention Program. Design a career intervention program suitable for a target group (e.g., physically challenged individuals, culturally different individuals, re-entry women, laid-off workers, mid-life changers, etc., and/or within a specific settings (i.e., elementary, middle school, high school, college, adult, or business/industrial settings; see chapters 10–14). Create and make a PowerPoint presentation that contains the following: (a) description of your rationale for choosing this target population and unique needs of career development (this requires a review of the literature), (b) goals and objectives and how they address NCDG listed in Appendix E, (c) description of the delivery mechanisms or intervention model/methods, (d) content of the program, (e) promotion and implementation, (f) list of resources needed for the program, and (g) your evaluation of its effectiveness, including evaluation criteria, strengths, and limitations (see chapter 9). Make a 20-25 minute PowerPoint presentation.

Assignment 4 will be graded based on the rubric found below.

Performance Assessment

College policy requires that all College of Education programs be performance-based. In particular, this requires that program candidates meet criteria established at each of at least four Transition Points in academic programs. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving passing ratings (acceptable or target level) on certain required assessments, some of which are embedded within program coursework.

One required assessment occurs in this course for the School Counseling Program. The title of such assessment(s), associated rubric(s) and passing criteria follow:

• Acceptable course grade (C or higher)

Students in the counseling program failing to achieve an acceptable performance on this required assessment will be provided with a limit of one or two remediation opportunity/opportunities. The university is not able to recommend individuals for licensure/endorsement who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

Licensure Assessments

Both the state of Kansas and the national accreditation body require that university programs for the preparation of teachers and other school personnel be performance-based. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive acceptable ratings on certain required assessments. Many of those assessments are embedded within a program’s coursework. One or more of those required assessments occur in this course. A title/description of any assessments and associated rubrics and passing criteria follows:

Remediation: Students failing to achieve an acceptable performance on this required assessment will be provided with a limit of two remediation opportunity/opportunities. The university is not able to recommend individuals for licensure/endorsement who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs. Therefore, students who do not achieve acceptable performance on this assessment after two remediation opportunity/opportunities will be subject to dismissal from the program.

Assignment Rubrics

Passing criteria is a rating of “target” or “acceptable” on each topic.

CESP 815 Career Development
Evaluation Rubric for Assignment 1: Career Development Analysis
KDSE Standard 6
CACREP II.F.2

Criteria	Level of Achievement
	Target	Acceptable	Unacceptable
Career history	Relevant career activities and critical incidents are clearly described.	Career activities and incidents are adequately described.	Irrelevant or unrelated career activities are described.
Understanding of factors that shaped career development	Key factors influencing career development are clearly identified and explained.	Factors are identified yet lack specification.	No factor is identified.
Application of career theories	Key theoretical constructs are clearly applied to explain one’s career development, and specific examples of career behaviors are provided to illustrate constructs.	Key theoretical constructs are identified, but little effort was made to connect these to the personal career experience.	No theory is identified, or the theoretical constructs explained do not make sense.
Writing and organization	Information is well organized and clearly presented and within the page length of 5–7 pages.	Information is well organized and clearly presented but slightly over or under the 5–7 page limit.	Paper is poorly written and organized in fewer than 4 pages (Times New Roman standard 12-point font size).

CESP 815 Career Development
Evaluation Rubric for Assignment 3: Career Guidance Systems
KDSE Standard 6
CACREP II.F.2

Criteria	Level of Achievement
	Target	Acceptable	Unacceptable
Comprehensive review of system	Review is systematic and comprehensive (assessment, information, search, and planning components), and each major component is thoroughly reviewed	Review is somewhat systematic and comprehensive, and covers the majority of components and modules.	Review is fragmented, irrelevant, and missing major components.
Practical implications	Strengths and weaknesses of the program for a specific population are critically evaluated and include a discussion of potential usage in the student’s counseling practice.	Evaluative information is of a general nature, and addresses strengths and weakness for a specific population.	No evaluative information regarding specific purposes is provided.
Writing and organization	Information is well organized and clearly presented within the page length, and demonstrates abilities in accessing and navigating through the programs.	Information presented is within the acceptable length limit and shows evidence of some problem in navigating through the programs	Writing is poor and lacks depth.

CESP 815 Career Development
Evaluation Rubric for Assignment 4: Career Intervention Program
KDSE Standard 6
CACREP II.F.2

Criteria	Level of Achievement
	Target	Acceptable	Unacceptable
Knowledge of career development of serving populations	General characteristics of target population are specified, and key characteristics of students’ career development are clearly described and derived from the literature or research.	Key characteristics of career development are described but are weak in literature support.	Characteristics of group are not described.
Rationale and goals/objectives of career interventions	Rationale for career interventions are clearly stated and discussed; goals and objections are precisely stated, measurable, and concrete and in alignment with NCDG/ASCA guidelines and appropriate.	Goals and objectives are listed but lack precision or are only marginally related to NCDG/ASCA guidelines or are marginally relevant for the population.	No rationale for intervention is given, and goals and objectives do not conform to NCDG/ASCA guidelines or have no relevance to the population.
Delivering methods	Delivering method is comprehensive (multiple approaches), systematic, and valid (proven effective) for the purposes.	Delivering methods are provided but are discrete or lack validity.	Delivering methods are not provided.
Content of program	Content to be delivered is fully in alignment with intervention goals/objectives, and sufficient detailed information is described	Content is matched generally with goals and objectives.	Content does not match goals and objectives, and details about the content to be delivered are lacking.
Promotion and implementation of intervention program	Promotion and implementation procedures are specific and workable.	Promotion and implementation procedures are adequately described.	Promotion and implementation are inadequate.
Resources and evaluation	Description of resources needed is clear, appropriate methods and procedures for evaluation success are clearly described, and strengths and weaknesses of intervention program are discussed.	Resources are identified, but the evaluation strategies lack rigorous validation.	There is little or no description of resources needed and evaluation procedures.
PowerPoint presentation	PP presentation includes 18–20 slides with appropriate references cited (APA) in each slide, and more than six references cited have a good quality. Oral presentation is well organized, coordinated, and demonstrates good use of technology/media aids, time control, handouts, and excellent teamwork	PP presentation has slightly more or less than 18–20 slides and more or less than 4–6 references cited. Oral presentation is generally well organized and communicated, and shows evidence of teamwork.	PP presentation has fewer than 10 slides, and fewer than 3 references are cited. Oral presentation is unprepared, lacks organization, and shows poor collaboration among team members.

 

Course Description

The purpose of this class is to increase students’ understanding of cultural differences and diversity among counseling clientele, and to show how the potential sources of cultural misunderstanding, biases, and prejudice may affect their counseling effectiveness.

Measurable Student Learning Outcomes

Course Outcomes The student will:	Related Assessment	Conceptual Framework	KSDE Standards	CACREP
Demonstrate knowledge about their own racial and cultural heritage and how their own cultural backgrounds, experiences, attitudes, values, and biases influence psychological processes.	Assignment 1 & 2	PR HDD	8.1.2	II.F.2.d II.F.2.e
Demonstrate knowledge and understanding of the generic characteristics of counseling and therapy (culture bound, class bound, and monolingual) and how they may clash with the cultural values, worldview, and spiritual beliefs of various minority groups.	Assignment 1, 2	HDD	8.1.1 8.1.3	II.F.2.c II.F.2.f II.F.2.g
Understand multicultural and pluralistic characteristics within and among diverse groups.	Assignment 1, 2, 3	HDD CTA	8.1.1	II.F.2.a
Aware of oppression, racism, discrimination, and stereotyping and relevant discriminatory practices at the social and community level that may be affecting the psychological welfare of the population being served.	Assignment 1, 2, 3	HDD, df	8.1.3	II.F.2.h
Demonstrate effective and culturally appropriate counseling skills and techniques to address the social justice, identity development, character development and social emotional needs of all individuals in a diverse world.	Assignment 2, 3	CTA T	8.1.4 8.1.6	II.F.2.b II.F.2.g
Demonstrates cultural competency by implementing individual and group counseling interventions and classroom lessons addressing the needs of all individuals.	Assignment 2, 3		8.2.1 8.2.2	II.F.2.c V.C.2.j

*KSDE Program Standard #8: The professional school counselor understands social and cultural diversity across developmental stages and is able to identify appropriate counseling practices.

Course Assignments

Assignment #1: Self-tests
There are four self-tests, each worth 10% of total grade. The purpose of these self-test is to assess your understanding of knowledge learned from the assigned readings. Do well on these tests will help you prepare for the comprehensive examination (CPCE) and the licensure exams.

Assignment #2: PowerPoint presentation
Make a PowerPoint presentation. Turn in one hard copy and one electronic copy. You may write this paper with a partner who shares the similar interests and settings. Research and review literature on counseling approaches of a cultural group (e.g., physically challenged individuals, African, Native, Hispanic, Asian Americans, immigrants, gays, and religious minority, etc.) in a specific setting (i.e., elementary, middle school, high school, college, adult, or industrial settings). Make a PowerPoint presentation describing (a) Cultural values/personality traits/counseling attitudes/expectancy of this cultural group (b) Common concerns/issues confronting this cultural group, (c) Counseling theories/techniques relevant for this group (d) References and web resources. Reference all the work cited and annotate 3 websites that contains useful resources needed to work effectively with this cultural group. 16-20 slides excluding cover page and reference page. References listed in the last slides should also be cited in the appropriate place of the slide pages. Sound/video/graphic enhancement is ok to include, however, too much would distract the main focus. Turn in black/white handouts, 2 slides per page printouts from the PowerPoint. Prepare enough copies to be distributed to the class (can be in 2-6 slides per page handout). See the Evaluation Rubric for specific grading criteria.

Assignment #3: Cross-Cultural Experience
Take part or engage yourself in a cross-cultural activity and document the cross-cultural experiences you have during this semester. It must be a new experience that involves some risk taking in learning (e.g., participate in a cultural event/festival, diversity workshop/training, participate in a community project serving unprivileged individuals, etc.). Try to participate in activities that provide opportunities to interact with individuals you least familiar with and/or populations you likely to serve in your counseling practice. The major purpose of this assignment is to increase multicultural sensitivity and knowledge for effective counseling. Report and process your experience that includes (1) when, who, what, why, and how of the experience (2) examining your thought and feelings before, during, and after the experience; I am particularly interested in your examination of potential hidden biases, prejudices, or stereotypes occurred during this process, (3) describing what you have learned and how this experience may have a potential impact on your counseling practice. Be sure to discuss the knowledge or skills you have obtained and/or plan you intend to carryout to further develop your cross-cultural counseling competencies (refer to Box 2.1, chapter 2, p.59-60). Limit your report to 3-5 double-space pages. The grade for this assignment will be based on (a) significance of the experience, (b) the thought and reflection you put into the process, and (c) implications draw form the experience.

Evaluation

CCourse grades will be determined by the overall quality of work according to the following formula:

Assignment	Percentage
Assignment 1: Tests	40%
Assignment 2: Literature Review and PowerPoint presentation	30%
Assignment 3: Cross-cultural experience	20%
Class participation, attendance, and blackboard activities	10%

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

 

Course Description

Survey and study of standardized tests and their application in counseling, emphasizing their selection, use, and interpretation. Studies the basic concepts pertaining to psychological tests and inventories, including basic measurement theory and the factors involved in the selection of tests. 

Measurable Student Learning Outcomes

Major Topics

The College of Education is comprised of four departments whose synergy provides powerful understanding of lifespan development and academic innovation in living and learning. We prepare teachers, school administrators, counselors, educational and school psychologists, athletic trainers, exercise, and sport professionals for 21st century careers.

All programs in the College of Education are designed to be consistent with the college vision and a set of guiding principles. The vision statement is to prepare candidates who are highly competent, collaborative and reflective professionals. Guiding principles associated with major topics being addressed in this course are indicated in the table below:

Guiding Principles:

• PR - Professionalism and Reflection on the Vocation
• HDD - Human Development and Respect for Diversity
• CTA - The Connection of Teaching and Assessment
• T - Technology Integration
• C - Understanding Content Knowledge and Pedagogical Content Knowledge and their Alignment with Standards •
• C - Collaboration with Stakeholders
• Program Goals (From the Guiding Program Documents for Counseling, Educational Psychology, and School Psychology)

Counseling:
1.d. Selecting, administering and interpreting assessment tools in individual, group, and organizational evaluation

The Student will:	Related Assessment	Guiding Principles Unit Conceptual Framework (PR, HDD, CT, CKS, C)	KSDE Program Standards
Understand basic measurement and statistical terminology, and how these concepts relate to the selection, administration, and interpretation of assessment tools.	Chapter tests	CKS	Counseling (6.D.) School Psy: (b)(3)(A) NASP: 2.2, 2.4, 2.6
Recognize the strengths and limitations of the major standardized tests used in the counseling process	Response Paper and Test Review	PR, HDD, CKS, C	School Psy: (b) (3) (A) NASP 2.4
Be able to evaluate the quality of tests and determine their appropriate for different purposes.	Response Paper and Test Review	PR, HDD, CKS, C	School Psy: (b) (3) (A) NASP 2.4
Demonstrate knowledge of assessment tools used to gather data for interpretation in individual and group settings	Chapter tests	PR, HDD, CKS, C	Counseling: (4) School Psy: (b) (3) (C) NASP 2.2, 2.4, 2.6
Understand the current measurement issues and trends in counseling	Response Papers	PR, HDD, CKS, C	NASP 2.5
Conduct assessments in individual and group settings.	Response Papers, Chapter tests, and Test review paper	PR, HDD, CKS, C	Counseling (3.A.) School Psy: (b)(3)(B) NASP 2.2, 2.4, 2.5

Demonstrate knowledge of assessment tools used to gather data for interpretation in individual and group settings.

School Psychology:

3. Assess children’s needs utilizing eligibility criteria

5. Use research and evaluations to address educational problems.

6. Understand and apply legal and ethical concepts related to professional conduct.

10. Interpret and explain assessment results to families, teachers, personnel, administrators, and students.

*Course Objectives:

1. To develop an understanding of basic psychometric concepts such as standardization, norms, reliability, validity, etc.

2. To develop and understanding of how measurement concepts apply to test selection, administration, scoring and interpretation.

3. To provide students with an overview of intelligence, personality, and vocational tests.

4. To provide students with an understanding of how to evaluate testing instruments.

5. To provide students with an awareness of the ethical principles regarding testing.

*See the College of Education Conceptual Framework for more information.

Learner Outcomes

CACREP Standard	Standard Identifier Section 2. F. 7.	Standard Identifier
Historical perspectives concerning the nature and meaning of assessment and testing in counseling	a
Methods of effectively preparing for and conducting initial assessment meetings	b
Procedures for assessing risk of aggression or danger to others, selfinflicted harm, or suicide	c
Procedure for identifying trauma and abuse and for reporting abuse	d
Use of assessments for diagnostic and intervention planning purposes	e
Basic concepts of standardized and non-standardized testing, normreferenced and criterion-referenced assessments, and group and individual assessments	f
Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations	g
Reliability and validity in the use of assessments	h	5.16.PS
Use of assessments relevant to academic/educational, career, personal, and social development	i	5.18.PS 6.1.5.CK
Use of environmental assessments and systematic behavior observations	j
Use of symptom checklists, and personality and psychological testing	k
Use of assessment results to diagnose developmental, behavioral, and mental disorders	l
Ethical and culturally relevant strategies for selecting, administering, and interpreting assessments and test results	m	5.1.4.CK 5.1.5.CK 5.2.4.PS
Psychological tests and assessments specific to clinical mental health counseling	5.C.1.e.	NA
Assessments specific to P-12 education	5.G.1.e.	NA

Course Objectives/Competencies:

1. To consider the "purpose" of assessment in educational and agency settings.
2. To examine the historical roots of testing and assessment.
3. To examine social, professional, ethical, and legal concerns related to testing and assessment and to become particularly sensitive to issues of confidentiality, informed consent, and invasion of privacy issues.
4. To understand proper test administration and test interpretation.
5. To understand the concepts of norm-referenced and standardized testing.
6. To understand the concepts of test worthiness, including reliability, validity, practicality, and cross-cultural fairness.
7. To become proficient at basic methodological and statistical principles related to testing, including frequency distributions, measures of central tendency, measures of variability, correlation coefficients, factor analysis, standard error of measure, and standard error of the estimate.
8. To examine the use of assessment instruments in the following domains: educational assessment, assessment cognitive functioning including intelligence and neuropsychological problems, career and occupational assessment, clinical assessment, and informal assessment.
9. To apply knowledge of assessment in the following ways: as consultant to other professionals, in assisting clients in their learning process and their psychological growth, as supervisor to others who are administering tests, as a developer of needs assessment techniques, and as an evaluator of treatment approaches and training programs.
10. To learn clinical interviewing techniques and mental status assessments.
11. To learn the basics to DSM-5 and how it can be helpful in the assessment of clients.
12. To learn the purposes and content of written test reports

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Licensure and CACREP Required Assessments

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.

College policy requires that all College of Education programs be performance-based. In particular, this requires that program candidates meet criteria established at each of at least four Transition Points in academic programs. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving passing ratings (acceptable or target level) on certain required assessments, some of which are embedded within program coursework.

Students in the counseling program failing to achieve an acceptable performance on any required assessment will be provided with a limit of two remediation opportunity/opportunities. The university is not able to recommend individuals for licensure/endorsement who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

The required KSDE assessment for CESP 822 Assessment in Counseling is a grade of B- or better in the course.

The required CACREP assessment for CESP 822 Assessment in Counseling is a average grade of the three exams of a B- or better.

 

Course Description

Examines and practices techniques of counseling through simulated counseling situations and extensive examination of counseling case studies. Prerequisite: CESP 803 (or concurrent enrollment).

Major Topics

The Counseling Techniques course is expected to familiarize the student with a variety of approaches to counseling. The approach includes understanding various models of counseling, using the skills of reflective listening, structuring of sessions and identifying themes in counseling. It is intended that the student will have exposure to and/or involvement in the following areas of learning:

• Models of counseling;
• Active listening;
• Attending behavior
• Tracking and reflection of client thoughts and feelings
• Confrontation of client discrepancies
• Relationship between counseling theory, counseling techniques and appropriate problemsolving strategies
• Self and other evaluation of counseling skills
• Structuring in sessions, using reflective responses
• Themes in counseling
• Clinical interviews, mock counseling sessions

Measureable Student Learning Outcomes

Course Outcomes	Related Assessment	Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)*	KSDE/NASP Program Standards	CACREP
An understanding of the assumptions, contents, organizations, and research associated with selected counseling theories	Discussions	CKS	4 NASP IV Element 4.2	2.F.3.h., 5.C.1.b. 5.G.3.f.
An ability to use interchangeable responses in order to create an accepting atmosphere for the client	Mock Sessions Typescripts	CKS	4 NASP IV Element 4.2	2.F.5. d . 5.C.3.b
Physical attending skills that facilitate counselor -client interaction	Mock Sessions Typescripts Taped Sessions	CKS	4 NASP IV Element 4.2	2.F.5.f., g. 5.C.3.b
The ability to give and recognize empathic responses	Mock Sessions Typescripts Taped Sessions	CKS	4 NASP IV Element 4.2	2.F.5.g., h., i.
The ability to identify and assess the client’s concerns, including lethality assessment, and crisis specific risks.	Discussion Mock Sessions Role -plays	PR	4 NASP V Element 5.2	2.F.5.l. 2.F.5.m. 5.C.3.b
Demonstrate an ability and willingness to conduct an ongoing personal assessment, especially as it relates to the helping profession	Discussion Reaction Paper	PR	4 NASP IV Element 4.2	2.F.5.g., 2.F.5.d., 2.F.5.f.
The ability to apply models of counseling to work with clients	Mock Sessions Typescripts Taped Sessions	CKS	4 NASP IV Element 4.2	2.F.5.a.,h.,i., j. 5.C.3.b 5.G.3.f. 5.C.2.b.
Introduction to the appropriate applications of the intake interview, MSE, biopsychosocial history, mental health history and psychological assessment for treatment planning and case load management	Mock Sessions	CKS	4 NASP IV Element 4.2	5.C.3.a. 5.C.3.b
An understanding of the legal and ethical issues involved with the practice of counseling	Mock Sessions Typescripts Taped Sessions Discussion	PRPR	4 NASP VIII Element 8.2	2.F.5.d.
Understand characteristics and behaviors that influence the helping process including age, gender, social and cultural diversity	Mock Sessions Typescripts Taped Sessions Discussion	HDD	4 NASP IV Element 4.2; NASP VII	2.F.5.d. 5.C.2. j
The ability to use effective communication skills in consultation with variety of stakeholders	Discussion Mock Sessions Typescripts Taped Session	C	4 NASP IV Element 4.2

CESP 824 Counseling Techniques does not have a required assessment for KSDE/CAEP.

CESP 824 Counseling Techniques DOES have two required assessments for CACREP: The final typescript using the Counselor Competency Scale rubric posted below and the dispositional assessment rubric posted below. The minimum required score is 2: Developing Toward Competency for the CESP 824 Counseling Techniques course.

Research Statement

CACREP 2.E. Current counseling research is infused into the course syllabus, assignments, and readings. Students are assigned readings and journal articles regarding the current research in this course. The instructor updates the materials from relevant research throughout the semester. All readings will be posted on Blackboard.

Counseling students are encouraged to attend local, state, regional and national professional organization meetings and conferences.

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Licensure and CACREP Required Assessments

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.

 

Course Description

Examines the theoretical foundations of group work, group dynamics, group leadership, and the process for planning and conducting group work that is ethical, culturally relevant, and effective. Prerequisites: CESP 803 and 824.

Measureable Student Learning Outcomes

The student will:	Related Assessment	From the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)*	CACREP	KSDE Program Standards
Understand and use the theoretical foundations for group counseling and group work	Final Paper	HDD, CTA	2.F.6.a	KSDE 4
Learn and apply the dynamics associated with group process and development	Final Paper	HDD, CTA	2.F.6.b
Understand human growth and development as applied to small group settings		HDD, CTA		KSDE 3
Understand and apply therapeutic factors and the contribution to group effectiveness		HDD, CTA	2.F.6.c
Understand and apply the characteristics and functions of effective group leaders, as well as the approaches to group formation and the types of groups and other considerations for conducting groups in varied settings	Final Paper	HDD, CTA	2.F.6.d. 2.F.6.e. 2.F.6.f.
Understand and demonstrate ethical principles involved in group counseling	Midterm Exam Group Experience	PR, CTA, C	2.F.6.g	KSDE 1
Direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term	Group Experience	PR, CTA, C	2.F.6.g.

Unit Coneptual Framework

Professionalism and reflection on the vocation (PR)

Human Development and respect for diversity (HDD)

Connection of teaching and assessment (CTA)

Technology integration (T)

Understanding content knowledge and pedagogical content knowledge and their alignment with standards (CKS)

Collaboration with stakeholders (C)

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Licensure and CACREP Required Assessments

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.

 

Course Description

Introduction to psychopathology for graduate students preparing for careers in school psychology, counseling, and related professions. Mental disorders occurring in children as well as adults are studied. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is used as the diagnostic system for understanding psychopathology. Assessment procedures, prevention programs, and treatment/intervention approaches are considered for the mental disorders studied.

Measureable Student Learning Outcomes

Course Outcomes The student will:	Related Assessments	Guiding Principles from the Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)	KSDE Program Standards	Other Professional Standards (if relevant—e.g., NASP & CACREP)
Identify the bases for labeling behavior as abnormal	Midterm Exam	HDD, CKS	School Psychology Standards 5 & 7	NASP VII and NASP v, Element 5.2 CACREP 2.F.3.c 5.G.2.g
Identify and explain specific mental conditions using DSM language and system	Midterm Exam Final Exam Class exercises	HDD, CKS	Counseling Standard 3 School Psychology Standards 4, 5, & 7	NASP IV, Element 4.2, NASP VII, and NASP V, Element 5.2 CACREP 2.F.7.e, 2.F.7.l
Develop an understanding of the diagnostic process, and the relationship between diagnosis and treatment	Midterm Exam	CKS	Counseling Standard 3	CACREP 2.F.7.e, 7.l
Identify appropriate diagnostic methods for various disorders	Midterm Exam Final Exam	HDD, CKS	Counseling Standard 3	CACREP 2.F, 7.e, 7.l
Recognize the nomenclature, etiology, treatment, referral and prevention approaches for various disorders	Midterm Exam Final Exam	HDD	School Psychology Standard 7	NASP V, Element 5.2 CACREP 2.F. 7.e, 7.l CACREP 5.C.2.b.
Understanding the cultural, SES, and gender implication of diagnosis and treatment planning	Midterm Exam Final Exam Case Studies Discussions	PR, HDD
Identify the diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD) (skills)	Case Studies	HDD	School Psychology Standard 7	NASP V, Element 5.2 CACREP 2.F, 7.e, 7.l CACREP 5.C.2.d. 5.G.2.g
Understand the impact of biological and neurological mechanisms on mental health classifications, indications, and contraindications of commonly prescribed psychopharmacological medications for appropriate medical referral and consultation	Case Studies	HDD	School Psychology Standard 7	NASP V Element 5.2 CACREP 2.F, 7.e, 7.l CACREP 5.C.2.g.

Licensure Assessments

Both the state of Kansas and the national accreditation body require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that students not only pass required courses/attain certain GPAs, but also receive acceptable ratings on certain required assessments. Many of those assessments are embedded within a program’s coursework.

One or more of those required assessments may occur in this course. A title/description of any assessments and associated rubrics and passing criteria follows:

There are no required assessments in the CESP 835 Psychopathology and the DSM course.

Course Assignments

Content Areas:

Methods of Instruction: This is a completely online course, it does not meet in person. Readings, discussions, case studies, and other activities posted to the online course learning management system, Blackboard.

Behavioral Expectations for Students in This Course:
Learning Expectations

• Students are expected to prepare for each, read assigned readings before the module begins, and satisfactorily participate in discussion boards and other activities. This is your education, and some of the most valuable time of your life. Use it well.
• Students are expected to take responsibility for their own learning. The instructor is not responsible for your learning. This requires your time and effort!
• Students are expected to submit assignments on time. I do not accept late work.
• Consider how you would want clinicians and society to view and treat you if you were experiencing the types of symptoms we discuss. Remember, mental illness can happen to any of us at any time. It is up to us as clinicians to help lessen the stigma associated with experiencing emotional distress.
• This course is NOT self-paced. The expectation for this course is that you stay with the entire class group in your learning. The modules open and close on the posted dates and the discussion boards for that module close at the close of the module. I will not reopen the discussions. You cannot go back and makeup discussion posts.
• I do not accept any late work in this course.

Behavioral Expectations:

• Never refer to a person with mental illness as their diagnosis. Do not call a client or a person "my borderline" or "the schizophrenic". Always put the person ahead of the diagnosis. You have a client with Borderline Personality Disorder not a "borderline client." (I take this very seriously so expect me to correct you if you slip in your discussions.)
• The nature of this course is such that you must attend to the discussion boards at least 5-6 days of every week.
• A certain number of posts have to be posed and posted on the discussion boards in order to receive credit for the discussion.
• Your classmates need you to post in order to have posts to respond to so that you can all receive maximum learning and points for the discussion board.
• You cannot wait until the end of the module or for a weekend and get all your posts accomplished.
• In my grading I pay attention to when you post, the pattern of your posts, and take away points if you are not posting regularly.

The Discussion Board:

• The Discussion board is a place for learning. Posts should be appropriate and contribute new ideas and supportive resources as necessary.
• Instructor will provide feedback and guidance on the discussion board but will not necessarily respond to each post.
• Students will report technical difficulty immediately in the Ask the Instructor Discussion Board or through Email and will work to resolve those issues promptly and maintain communication with their instructor.

Communication:

• Students are expected to use their WSU email address.
• For help with this contact the WSU help desk at 978-4357.
• Students are expected to sign all emails with both first and last name.
• Students are expected to write the course name and number in the subject line.

Instructor will ONLY respond to student email and phone calls (generally within 24 hours) where the student has appropriately identified his or herself by BOTH first and last name and put the course name and number in the subject line.

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Course Description

Supervised counseling experience. A minimum of 100 hours of professional counseling service that includes a minimum of 40 hours of direct client contact experience in counseling, with the remainder of hours in indirect client service. CESP 856 builds on the skills learned and practiced in CESP 824. Prerequisites: CESP 824 within the last 12 months, CESP 803 and departmental consent. Prerequisites for school psychology students: CESP 824 within the last 12 months and departmental consent.

Measureable Student Learning Outcomes

Learning Outcomes	Related Assessment	Guiding Principles Unit Conceptual Framework (PR, HDD, CTA, T, CKS, C)	Accreditation Standards
Theories and models of counseling	Practicum evaluation Case study Class/Supervision sessions attendance	HDD, CTA	KDSE 4, NASP IV, Element 4.2 CACREP 2.F.5.f.,g.
Demonstrate the ability to understanding of human development theory by using appropriate counseling skills.	Practicum evaluation Case study Class/Supervision sessions attendance	CKS, HDD	KSDE 3 NASP IV, Element 4.1 CACREP 2.F.5.h.
Selecting, administering and interpreting assessment tools in individual, group and organizational evaluation.	Practicum evaluation Class/Supervision sessions attendance	PR, CTA, T	NASP IV, Element 4.2 CACREP 2.F.5.i. 2.F.7.e
Demonstrate skills in individual and group counseling, classroom guidance (if applicable), and the appropriate use of technology	Practicum evaluation Class/Supervision sessions attendance	PR, CKS, HDD, T	KDSE 4 NASP IV, Element 4.2 2.F.5.f.,g. 2.F.6.c.
Demonstrates understanding of how current issues affect clients/students.	Case study Class/Supervisio n sessions attendance	CTA, HDD	KSDE 9
Comprehends strategies to promote client understanding of a wide variety of communitybased resources	Class/Supervisio n sessions	CTA, HDD	CACREP 2.F.5.k. 5.G.2.k.
Demonstrates understanding of social and cultural diversity across developmental stages can identify appropriate counseling practices.	Practicum evaluationClass/ Supervision sessions attendance	HDD, CTA	KSDE 8 CACREP 2.F.2.b.,c. 2.F.5.d.
Applies knowledge of suicide prevention models and strategies	Class/supervisio n sessions attendance	PR, CTA	CACREP 2.F.5.l. KSDE 9
Understands the role of counseling supervision in the counseling profession	Class/Supervisio n sessions Graded recorded sessions attendance	PR, CTA	2.F.1.m.
Applies knowledge of crisis intervention, traumainformed, and community based strategies, such as Psychological First Aid	Class/supervisio n sessions attendance	PR, CTA	CACREP 2.F.5.m.
Applies knowledge of self-care strategies appropriate in the counselor role	Class/supervisio n sessions	PR	CACREP 2.F.1.l.
Demonstrates ethical behavior in the professional setting.	Practicum evaluation Class/supervisio n sessions attendance	PR,CTA	KSDE 1 CACREP 2.F.1.i. 2.F.5.d.

Unit Coneptual Framework

Professionalism and reflection on the vocation (PR)

Human Development and respect for diversity (HDD)

Connection of teaching and assessment (CTA)

Technology integration (T)

Understanding content knowledge and pedagogical content knowledge and their alignment with standards (CKS)

Collaboration with stakeholders (C)

Considers family, community and school in advocating for students/clients (da)

Values working cooperatively with colleagues and others to advance the best interests of students/clients (dc)

Respects and holds high expectations and fairness of all learners (df)

Values knowledge and continuous learning to improve professional practice (dl)

Requirements for Counseling Practicum

• Students are covered by individual professional counseling liability insurance policies while enrolled in practicum and internship. CACREP 3.A.
• Supervision of practicum and internship students includes program appropriate audio/video recordings and/or live supervision of students’ interactions with clients. CACREP 3.B.
• Formative and summative evaluations of a student’s counseling performance and ability to integrate and apply knowledge are conducted as part of the student’s practicum and internship. CACREP 3.C.
• Students have the opportunity to become familiar with a variety of professional activities and resources, including technological resources, during their practicum and internship. CACREP 3.D.
• In addition to the development of individual counseling skills, during either the practicum or internship, students must lead or co-lead a counseling or psychoeducational group. CACREP 3.E.
• Students complete supervised counseling practicum experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of 10 weeks. CACREP 3.F.
• Practicum students complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills. CACREP 3.G.
• Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the practicum by (1) a counselor education program faculty member, (2) a student supervisor who is under the supervision of a counselor education program faculty member, or (3) a site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement. CACREP 3.H.
• Practicum students participate in an average of 1 ½ hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member. CACREP 3.I.

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Licensure and CACREP Required Assessments

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.

 

Course Description

This 1-semester course requires a total of 600 hours in the practice of professional school counseling under clinical supervision. Of the 600 hours, a minimum of 240 hours must be direct counseling service. Students should consider selecting internship sites that offer opportunities to engage in both individual counseling and group work. Clinical settings must be approved and appropriate to the student’s emphasis. The semester prior to enrollment, the student must complete the internship application process. Grade assigned will be either “S” Satisfactory or “U” Unsatisfactory.

Field-based work experience (a minimum of 600 clock hours) will afford student interns to:

1. Apply theories and techniques learned in requisite coursework to field experience(s);
2. Integrate knowledge and skills while using and developing personal attributes appropriate to the role of the counselor;
3. Continue development as a professional counselor.

Measureable Student Learning Outcomes

Learner Outcomes The student will:	CACREP Standards	KSDE Standards	Conceptual Framework*	Related Assessmen
Demonstrate the use of a variety of counseling skills, techniques, procedures, and resources.	2.F.5.b 2.F.5.d 2.F.5.g 2.F.5.k 5.G.3.e 5.G.2.k	Standard 1 PS 1.2.8 Standard 2 PS 2.1.6	PR	CT LJC P
Demonstrate a knowledge of counseling practice including how to conduct an intake interview, treatment planning and case conceptualization.	2.F.5.h 2.F.5.j 2.F.5.m 2.F.5.l 5.G.3.c	Standard 3 PS 3.1.4 PS 3.1.5	PR	CT LJC P
Implement the Advocacy Competencies, Multicultural Competencies and the ASCA National Model.	2.F.1.e 2.F.1.d 2.F.2.c 5.G.2.a 5.G.2.f 5.G.1.b	Standard 2 PS 2.1.4 Standard 8 PS 8.1.4 PS 8.1.5 PS 8.2.1	HDD CKS	P
Articulate their counseling approach based on theory, research, and multicultural and advocacy competencies.	2.F.5.a 2.F.5.b 2.F.5.n 5.G.3.	Standard 4 PS 4.1.7 PS 4.1.9	CKS	P
Develop accurate treatment or educational plans, make appropriate referrals, make appropriate client assessments, and apply appropriate technology.	2.F.7.e 2.F.7.i 2.F.5.d 5.G.3.b	Standard 7 PS 7.1.7 PS 7.1.8	CTA T	P BD
Engage in appropriate professional and ethical conduct.	2.F.1.i 5.G.2.n	Standard 1 PS 1.2.5 Standard 5 PS 5.2.4	PR	P BD
Demonstrate strategies for conducting, interpreting, and reporting the results of program evaluation	2.F.8.j 5.G.3.a 5.G.3.b	Standard 1 PS 1.1.3 Standard 2 PS 2.1.4 PS 2.2.3 PS 2.2.6 Standard 5 PS 5.2.1 PS 5.2.2 PS 5.2.3	CTA	GP

Course Goals and Student Learning Objectives

This course is designed to meet the standards of the Council for Accreditation of Counseling and Related Educational Programs CACREP (2016), Kansas State Department of Education, Kansas Behavioral Sciences Regulatory Board, and WSU College of Education.

The mission of the Counseling Program is to provide competent, collaborative, and reflective professionals who are highly educated, visionary, character-driven, ethical counselors for Kansas school districts and agencies in the urban/suburban/rural areas in the Wichita State University service area who are prepared to practice in a complex, accountability-focused setting in order to advocate for all clients and learners.

The most important purpose of counseling is to help clients learn how to make decisions and develop ways of thinking, feeling, and behaving so that they can be responsible and productive members of a multicultural and technological society. Counselors must understand how people grow and develop, how to maintain effective interpersonal relations, and how to be ethical and professional in their actions. They must be well-grounded in the theory and research in counseling and must be provided opportunities to apply these to the world of practice.

The goal of this program, through academic and field experiences combined with systematic student reflection, is to produce caring, competent, ethical, counseling professionals capable of dealing with the personal, social, career, empowerment, and educational concerns of their clients. Consistent with this philosophy the goals of the course are to enhance your ability to do the following:

• Be able to develop and implement a Treatment Plan.
• Be able to understand and implement the ASCA National Model
• Be receptive to supervisory feedback and participate in the supervision sessions.
• Actively and constructively participate in peer group supervision.
• Conduct intake assessments and based on this information make appropriate recommendations in accordance with the ACA Code of Ethics for counseling services.
• Conceptualize clients’ situations in a way that provides constructive direction to the counseling process. Implement counseling theory.
• Use a variety of counseling techniques, procedures and resources as appropriate.
• Articulate a coherent, personalized counseling approach that is adequately based in counseling theory and research and is used in one’s actual counseling practice.
• Examine how counselor behavior affects clients and how clients’ behavior affects counselors. Incorporate multicultural theories and multicultural counseling competencies.
• Develop clear and useful treatment or educational plans.
• Evaluate clients’ abilities, personality traits, and preferences through selecting, administering, and interpreting standardized and non-standardized appraisal instruments and through collection of other information.
• Demonstrate the ability to consult and coordinate with other professionals and/or parents/families of clients.
• Make an appropriate referral for persons who require services beyond those available at the site.
• Conduct psychoeducational classes, workshops or presentations.
• Accurately assess one’s own strengths and limitations as a counselor and identify specific areas for work and improvement.
• Engage in professional and ethical conduct.
• Be aware of ACA and its divisions.
• Be aware of the Program Evaluation.
• Understand professional credentialing (e.g., LPC, NCC, LCPC, RPT, Licensed School Counselor)

Performance Assessment

College policy requires that all College of Education programs be performance-based. In particular, this requires that program candidates meet criteria established at each of at least four Transition Points in academic programs. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving passing ratings (acceptable or target level) on certain required assessments, some of which are embedded within program coursework.

Students in the counseling program failing to achieve an acceptable performance on this required assessment will be provided with a limit of 1-2 remediation opportunity/opportunities. The university is not able to recommend individuals for licensure/endorsement who fail to attain an acceptable rating on required assessments, even though they may receive an acceptable course grade or exceed minimum GPAs.

There are no embedded assessments in this course. However, students without an undergraduate background in education must complete this course (twice, in consecutive semesters) to be eligible for provisional licensure as a professional school counselor.

Information on program Transition Point requirements can be found in the Counseling program handbook. Candidates unable to successfully meet Transition Point criteria will ordinarily be assigned remediation, which may affect progress in the program (e.g., not proceeding to next semester’s coursework). Meeting Transition Point criteria ultimately is necessary to secure licensure recommendation or graduation even though general GPA requirements may be met.

Related Assignments

1. School Guidance Project
2. Journal of Activities
3. School Counselor Job Overview
4. Writing Report
5. ASCA Code of Ethics
6. Consultation/Collaboration/Advocacy
7. Guest Speaker
8. Case Presentation

ACA Code of Ethics Statement – Personal Values

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

Professional Dispositions Statement

 

Licensure and CACREP Required Assessments

Both the state of Kansas and national accreditation organizations require that university programs for the preparation of teachers and other school personnel be performancebased. In particular, this requires that program candidates meet criteria established for each of at least four Transition Points. Transition Point requirements may include passing various specific courses and obtaining certain GPAs as well as receiving satisfactory ratings on certain required assessments some of which are embedded within program coursework.