|SCHOOL COUNSELING OVERVIEW|
|SCHOOL COUNSELING INFORMATION|
|PROGRAM OF STUDY|
|SCHOOL COUNSELING IN KC|
|SCHOOL COUNSELING OUTCOMES|
|SCHOOL COUNSELING FAQs|
|PRACTICUM & INTERNSHIP|
|COMP EXAM INFORMATION|
|PROFESSIONAL ORGANIZATIONS / EMPLOYMENT INFORMATION|
School Counseling Program
A study of characteristics of and techniques for establishing effective counseling relationships. The class provides an opportunity for personal growth, development of basic counseling skills, and improved interpersonal counseling relationships. This will be accomplished through group exchange of ideas, feelings, and attitudes through didactic and experiential activities.
(Prerequisites, SC 810 or concurrent.) An introduction to career counseling with various types of clientele. The theoretical emphasis is on the development aspects of career decision making from childhood through adulthood. Attention is given to various information sources and techniques for counselors to use in assisting clients with appropriate approaches to decision making.
(Prerequisites, SC 810 or concurrent.) A close look at various theories of counseling and their applicability to the individual counselor and his/her prospective counseling situation. The use of various tools in the specific approaches to counseling. The application of theory in dealing with personal concerns in education, private practice, rehabilitation and other agency settings will be examined.
(Prerequisites, SC 810 and SC 825.) A general survey of the various approaches (theories) that are most applicable to group counseling in common counseling settings. Consideration of the usefulness of theory as it relates to the techniques associated with the different approaches will be examined.
An introductory graduate level course in research methodology designed to allow the student to function as a knowledgeable consumer of research in his/her field of endeavor. The content of the course should prepare the student to evaluate informal descriptive studies in their field.
This course focuses on understanding the psychosocial process involved in adjusting to disability. The major characteristics of disability that impact adjustment will be explored as well as stage theories typically cited when referencing the adjustment to disability. Social, environmental, and political factors that impact how persons with disabilities are viewed in society will be discussed. A developmental approach will be taken as life stages will be explored. The impact that disability has on personality development, sexual functioning, families, and social functioning will also be covered.
(Prerequisite, school counseling concentration.) The purpose of this course is to examine the counseling philosophies, principles, and practices of secondary school counseling. Emphasis is placed on the role of the secondary school counselor as well as the growth and development of individuals from age thirteen to twenty-one. The role of the counselor in assessment, academic program planning, consultation, and referral will be discussed. Current issues and practices related to the concerns of adolescents will be reviewed.
(Prerequisite, school counseling concentration.) The purpose of this course is to examine the counseling philosophies, principles, and practices as they relate to the elementary and middle school. Emphasis is placed on the role of the elementary/middle school counselor as well as the growth and development of children from infancy through age thirteen. The role of the classroom teacher in classroom guidance activities and the counselor's relationship to other specialized personnel is also discussed.
This course will focus on the development of the awareness, knowledge and skills necessary for counseling professionals to provide culturally relevant services to people from ethnic and cultural backgrounds which differ from the counselor's own. These skills are intended to "overlay" the counseling understandings the counselor has developed in other course work. This course emphasizes self-knowledge and uses methods of experiential and didactic learning.
A course designed to help the student understand adult-child relationships and how to deal more effectively with the misbehaving child in the home and school. Techniques for consulting with parents and conducting parent education will be examined.
A general survey of professional, ethical, and legal concerns facing the practicing counselor as applicable to school, community, and agency settings. Comparison will be made with similar issues in other helping professions.
(Prerequisite, 15 graduate hours of SC courses including SC 700 and SC 705.) A study of the processes involved in developing, organizing, and managing counseling program services in school and agency settings. The relationships between school counseling programs and various types of agency programs are also explored.
(Prerequisites, SC 700, SC 705, SC 710, SC 715, SC 805, SC 810, SC 820, SC 825, SC 850, and have an approved application for admission to the practicum the semester before expected enrollment and permission required.) The purpose of this course is to help graduate students in improving their proficiency in individual and group counseling and consultation. In addition, the course includes experiences in preparing case notes, consulting with other professionals, critiquing audio and video tapes of counseling sessions, participating in individual and group supervision and experience in counseling children and adolescents.
(Prerequisites, SC 871; have an approved application to the internship the semester before expected enrollment, and permission required.) Interns will complete a 600 clock hour experiences at a site or sites that offer opportunities for working with students in grades kindergarten through grade twelve. The intern will engage in both individual and group counseling as well as a variety of other activities that a regularly employed staff member in the setting would be expected to perform. In general the successful completion of this experience should enable the prospective school counselor to function as the coordinator of a comprehensive school guidance program, grades K through 12.
This course is a survey of the broad spectrum of psychological tests used in the assessment of human potential and functioning. The focus is on the nature, use, and interpretation of various methods of evaluation with specific reference to measurement in the areas of aptitude, achievement, interest, personality, and intelligence. Analyzing data and the interpretation of test results is a major emphasis.