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Introduction
to School Counseling
Candidates
are introduced to the role of the school counselor and
the relationship of the school counseling program to
the educational mission of school. The following school
counseling topics are addressed in this introductory
course: perspectives and practices for school counseling
in the 21st century, multicultural and diversity issues
impacting school counseling and an overview of counseling
theory as applied to the child and adolescent in a school
setting. Initial introduction to school counseling skill
development will focus on solution focused, brief counseling
and cognitive behavior approaches. Candidates will explore
the school counselor’s work in the context of
leadership, advocacy, collaboration, consultation, coordination
of services, multiculturalism and working with diverse
student populations, technology and the use of data
to inform decisions. Included in this course are the
modules required for the NYS Child Abuse certificate
and for Project Save.
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Human Development
Candidates
will study of human growth and development from birth
through aging and death. The course focuses on the physical,
cognitive, social, personality and emotional development
as a series of progressive changes resulting from the
interactions of biological, psychological and sociological
forces the environment. Special emphasis is placed upon
the development characteristics of school aged youth
within a multicultural and diverse society and takes
an in-depth look at theory, research and applications
in the areas of learner development, and differences.
Included in this course will be five hours of practicum
experience and direct involvement with practicing counselors
in a school site or community based organization. (Equivalent
to HREL 601).
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Foundations
of Counseling
Candidates
will examine the philosophical and theoretical foundations
of counseling theory and practice and how these are
applied to prevention, development, empowerment and
change of individuals. In this introduction to the field
of counseling, candidates will explore the process,
development and acquisition of basic counseling knowledge
and skills appropriate in the delivery of human services
through the helping relationships. Counseling approaches
are examined within the respective fields of school
and mental health with an emphasis on multicultural
issues, future trends and the integration and application
of counseling theories. Counseling practices related
to specific theoretical orientations will be presented
and discussed.
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Group
Dynamics, Leadership and Facilitation Skills
Candidates
will acquire knowledge and experience with methods,
materials, leadership skills and counseling techniques
appropriate for group work in a school setting. Principles
and practices of group counseling, group dynamics, group
leadership and group processes with students and parents
will be taught and utilized. The course will specifically
address group counseling and group guidance approaches
for promoting academic, career and personal/social success
for all students. Candidates will learn to plan, organize,
facilitate and evaluate success of small groups within
the educational setting. Examples of group work would
include: support, life skills, career planning and exploration,
peer pressure, motivation, grief/loss, friendship and
study skills. Ethical consideration in group work with
all children and adolescents, including under-served
and under-represented populations will be addressed
utilizing the ASCA and ACA Code of Ethics.
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Social
Justice, Diversity, and Cultural Issues
Candidates
will explore and develop strategies for interacting
and working with diverse communities as identified by
race, ethnicity, gender, class, sexual orientation,
age, disability or religion. Candidates will identify
and demonstrate strategies and skills for promoting
student success through culturally sensitive advising,
consulting and counseling with emphasis on strategies
for optimizing academic achievement, career development
and personal success. Methods for positively impacting
social, cultural, diversity and equity issues, including
the possible effects of culture, race stereotyping,
family, socio-economic status, gender, sexual identity,
language and values on student development and progress
in the school setting will be addressed throughout the
course. Course content/methodology will emphasize small
group activities, collaboration, use of data to create
equity for all students, and opportunities to take an
active role in supporting all students.
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Consultation:
School and Community
School
counselor education candidates acquire the knowledge,
skills, and abilities necessary to function as a consultant,
a primary function of the school counselor. A comprehensive
model of school consultation will be presented and the
candidate will implement this model in a school setting
with classroom teachers and pupil services personnel,
and additionally with community agency staff. Particular
emphasis will be placed on consultation with parents,
teachers, and mental health providers in the schools
and in community based organizations. Candidates will
learn to select appropriate strategies for use with
diverse populations including families and school and
community agency staff.
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The School
Counseling Program:
Development, Implementation and Evaluation
Candidates
will the content and process for the implementation
of 21st century school counseling programs that are
comprehensive, developmental in design and based on
the national standards for school counseling programs.
Through the use of needs assessments, school report
cards, high school profiles and other achievement and
student-based data, candidates will identify elementary,
middle and high school priorities for their school counseling
programs. Consultation and collaboration models will
be used to integrate the educational reform agenda,
the NYS Learning Standards, and student skills and knowledge
with school counseling program priorities, strategies
and accountability. Candidates benefit from working
closely with school counseling practitioners to gain
an understanding of professional identity.
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Technology
Literacy for School Counselors
This
course provides school counselors with the technical
skills and theoretical knowledge needed to integrate
technology into their work with today's students and
their and families. Topics for the course include: locating,
interpreting and using Internet information (e-mail,
WWW, newsgroups, mailing lists, chats); using databases
to monitor student progress and promote academic achievement;
creating and maintaining a school counseling web site;
creating and hosting on-line forums for students and
families; creating presentations using specialized presentation
software; evaluating software and hardware; creating
a technology plan for the school counseling department
and program; addressing the legal and ethical issues
related to the use of technology and the internet by
students; and using technology to monitor student progress
and identify areas that require efforts for improvement.
Additionally, school counselors will become familiar
with web sites and technology resources to support career
awareness and development and the post secondary planning
process.
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Contemporary
Issues and Practices in Education
and School Counseling
Candidates
will acquire knowledge and understanding regarding their
role as an educator in the American educational system.
The current educational reform agenda including academic
learning standards, curriculum, instruction, leadership,
organizational structure, school culture and school
climate will be addressed. The course will explore models
of the change process and its impact on educators. Candidates
will explore current issues facing educators and school
counselors and develop models that promote collaboration
and team work among education professionals, home, and
community and address the needs diverse student populations.
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Family
Dynamics and Community Resources
School
counselor candidates will acquire effective strategies
to develop positive relationships between school, community
and family. Candidates will learn effective ways to
include family members as active contributors in their
child’s education and well being. Family influences
on the child’s academic, career and personal/social
success will be addressed. Candidates will learn how
to consult and create collaborative teams to include
school personnel, families and community agencies in
supporting success for all students. Candidates will
examine concepts of family dynamics, range of family
dynamics and dysfunction requiring referral and utilization
of community resources. The course will explore diversities
inherent in families and focus on ways of relating to
families who differ from others in age, race, ethnicity,
economics and family form and function.
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The
Special Needs Student
Candidates
will become knowledgeable with an overview of the special
needs student in today’s schools and with the
knowledge and skills to better advocate on behalf of
students and their families. Candidates will have the
opportunity to explore a variety of exceptionalities
to include: communication disorders, learning and emotional
disabilities, mental retardation, conduct and behavioral
disorders, orthopedic impairments, traumatic brain injuries,
hearing and vision impairments, gifted and talented,
ADD/ADHD and challenges faced by language minority students.
Candidates will become familiar with the criteria for
Special Education as presented in IDEA, in the NYS Part
200 Commissioner’s Regulations and in 504. Issues
of diversity and multicultural considerations will be
addressed as they apply to student referral and placement
within the educational setting.
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Transitions
and Post Secondary Opportunities
This
course will provide school counselors with the knowledge
and skills to help students leave school with the academic
preparation essential to choose from a wide range of
post secondary options, including college. The course
will focus on academic developmental needs of students
as they transition from elementary to middle school,
from middle school to high school and from high school
to quality post secondary options and opportunities.
Discussion will focus on student preparation, equity
and access to equal education opportunities, pre-college
guidance and counseling program, post secondary and
college search, college entrance testing, scholarships
and financial aid, preparing letters of recommendation,
post secondary college admissions review, ethics in
the admissions process, and preparing students for the
transition after high school.
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Positive
Classrooms and Organizational Change
Candidates
will explore current research and best accepted practices
in methods for creating positive, safe classrooms and
school communities by examining classroom management
and organization for promoting learning. The course
takes an in-depth look at the classroom structure and
ways of connecting most effectively with learners: both
individually and in groups. Candidates will analyze
the profiles and characteristics of students presenting
potential and active behavioral problems. Strategies
for preventing and managing on-going behavioral problems
are examined. Two key assumptions underlying this course
are that: effective interpersonal communication is critical
in teaching and learning and, the classroom teacher
has the responsibility for and control over student
interaction in the classroom.
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Career
and Lifestyles Development
Candidates
will acquire the knowledge and skills to help individuals
assess the self-understanding, knowledge and skills
necessary to arrive at appropriate educational, career,
and lifestyle decisions throughout the life span. Candidates
will review theories of career development, occupational
choice and social mobility within the context of national,
state and regional economic development. The use of
computers and other forms of technology in career counseling
will be used throughout the course. Candidates will
also review and evaluate the standard methods of assessing
occupational and career interests and aptitudes and
become familiar with the literature and research on
the influences of culture, gender and socioeconomic
status on educational choices, aspirations and career
planning. (Equivalent to HREL 705).
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School
Violence and Student Behavior Management
Candidates
will explore the issues of student behavior that results
in violent and aggressive actions. The development of
violent tendencies is examined, including the medical/biological,
psychological and social theories of aggression and
violence. Particular focus is placed on understanding
the risk factors of aggression and violence within regular,
special education and inclusion classrooms. Candidates
explore the current approaches to intervention with
at-risk students, and discuss prevention strategies
that can be implemented in regular, special education
and inclusion classes in order to minimize the risk
of violence. The legal issues involved are presented
to help candidates understand the role of school personnel
in minimizing risk to students and staff, and also intervening
with those students in regular, special education and
inclusion classes who are at-risk for violent and aggressive
behavior. As part of the curriculum, each participant
will develop a Crisis Intervention and Prevention Plan
as a potential model that can be implemented within
a school district/building.
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Internship
1: Academic/Career/Personal-Social Development
This
course is the first half of a two part cumulative experience,
which extends for a full school year. Included in the
course will be application of knowledge, skills and
attitudes gained from previous courses (e.g. research,
ethics/law). This internship experience is designed
to provide the school counseling candidate with direct
experience in the school setting working with students
and faculty. Candidates will conduct individual, group
and classroom activities to support academic success
based upon the National Standards for School Counseling
Programs. Candidates will use school data to identify
student needs, select/develop measurable competencies
that support identified needs and implement strategies.
Under the direction of the school counselor supervisor,
the candidate will consult with students and faculty
on academic, career, and person-social issues. This
course requires three hundred hours of structured field
experience and participation in a weekly seminar.
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Internship
2: Academic/Career/Personal-Social Development
This
course is the second half of a two part cumulative experience,
which extends for a full school year. Included in the
course will be application of knowledge, skills and
attitudes gained from previous courses (e.g. research,
ethics/law). This internship experience is designed
to provide the school counseling candidate with direct
experience in the school setting working with students
and faculty. Candidates will conduct individual, group
and classroom activities to provide career development
experiences based upon the National Standards for School
Counseling Programs. Candidates will use school data
to identify student needs, select/develop measurable
competencies that support identified needs and implement
strategies. Under the direction of the school counselor
supervisor, the candidate will consult with students
and faculty on academic, career, and personal-social
issues. This course requires three hundred hours of
structured field experience and participation in a weekly
seminar.
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Organizational
Behavior and Leadership
This
is an introductory course orients candidates to the
field of educational leadership, including an understanding
of various administrative roles and the changing focus
of leadership and technology in the schools. Candidates
will develop a personal philosophy that guides the educational
applications of IN/Com technology in the district. The
class format will include discussion of such topics
as organizational theory, decision making, the nature
of effective leadership the change process, organizational
health, team building, shared decision making, site-based
management and the role technologies play in maintaining
the school/district as a learning community. (Equivalent
to EDLT 800)
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Educational Research, Assessment, Technology
This
course has three major objectives. The first is to develop
an awareness of the various research methodologies commonly
employed in educational research and in the social sciences.
Included in this are the types of data collection, data
analysis, interpretation and corresponding generalization
of findings. Second, the course is intended to help
the student become a better consumer and critic of the
research as reported in the literature. Third, the student
will become familiar with the research and related literature
in their particular specialization and technology. This
is an introductory survey course with major emphasis
on the types of empirical research methods, procedures,
instrumentation and other forms of data collection,
and analysis associated with both quantitative and qualitative
research. (Equivalent to EDLT 810)
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Educational
Law, Policy and Ethics
Candidates
will examine federal, state, local laws and regulations
that directly impact upon the conduct of public schools
personnel. Emphases throughout the course will include:
Sources of the law; scope of the law; case law relevant
to the administration of schools; special areas such
as special education and gifted education; mandated
curricula; federally funded projects; constitutional
law; employment law; tort law; copyright law, internet
law and contract law. In addition, candidates will examine
educational policy on the federal, state and local level.
Finally candidates will reflect upon ethical practices
in school leadership. The student will be involved actively
in finding legal solutions to cases and will be given
an opportunity to advocate for a particular position.
(Equivalent to EDLT 835)
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