Marietta College Education Department - Educators as Leaders for 21^st Century Schools

EDUC 680 Administration and Organization of School Guidance

Education 680

Spring 2004

Monday nights 6:30 to 9:30 p.m.

Instructor: Dr. Bill Bauer Contact Information: 376-4768

Email: bauerm@marietta.edu

Course Description:

Study of the organization and administration of a school guidance program, K-12. Attention to pupil personnel services in the domains of
guidance and counseling and corresponding student competencies.
Coverage of services, administrative procedures, information and
referral, DSM-IV diagnosis, staff responsibilities, legal and ethical
considerations, evaluation procedures, parent consultation models and
community resources.

Required Texts/Readings:

1. Counseling in Schools: by John J. Schmidt

2. DSM-IV R (Recommended)

3. Children and Adolescent DSM-IV-TR Robert Erk

These books may be purchased at the College Bookstore

The Student Will:

Course Objectives	NBPTS Standards	Teacher as Leader Framework Component	INTASC/ Ohio Standard
Develop a Counseling plan for group and Individual Counseling	5	V,VI	H,J
Share knowledge of school counseling profession	5	III	B,C,D
Identify common Mental Health issues for Children	2	I	A,D
Understand the process of evaluation in school counseling programs	5	V,VI	H
Identify common prescription drugs that are used to “Medicate” Children with mental health diagnoses	1,2,4	III	B,C,
Share knowledge of Counseling Profession, Past Present and Future	2	I	A,D,
Identify legal and ethical issues in school counseling.	2	I	A
Identify essential services that are needed to make a school counseling program effective	1,2,4	III	B,C,D
Identify the ways to collaborate with community resources in a school counseling program.	5	V	B,C,D
Identify various individual and group counseling procedures.	1,2,4	III	A

Marietta College Education Program Dispositions Addressed in this Course:

The student will:

Demonstrate responsible and ethical professional behavior.
Respect cultural diversity.
Appreciate diversity in student backgrounds, experiences, and abilities.
Exhibit a belief that students can learn and perform in the world of work.
Exhibit a willingness to collaborate with peers and professional colleagues to enhance professional growth and opportunities for student learning.
Appreciate the role of families in facilitating student learning.
Exhibit a willingness to try new methods and technologies to enhance student learning.
Exhibit a positive attitude toward learning as an ongoing life-enriching process.

Demonstrate a willingness to assume leadership roles in the college and P-12 classroom

Technology Components:

Students will:

1. Perform a PowerPoint presentation on an individual project.

2. Surf the World Wide Web for research related articles. Ohio Link, etc.

Diversity/Multiculturalism:

Dr. Bauer will:

1. Remind students that contributions to the classroom should be made from diverse people to solve educational issues that could affect the teaching field.

Make a special effort to invite diverse mentors in the teaching field.
Provide an atmosphere where all students are comfortable to express their thoughts and beliefs.
Use a variety of teaching styles (modes) to address a diverse classroom.
Encourage teams or groups within the classroom that foster mutual respect and cooperation.
Offer a chance for students to meet with me after class to discuss issues or assignments they may not have understood.
Respect the confidentiality of the guest speakers who may attend class.

Attendance Policy:

As a Master's level course, you will be asked to actively participate in class discussions, offer insight and reflect. Master’s students will also be asked to compare and contrast different theories and or techniques. 10 points will be deducted from this section for every missed class. For example, 10 x 15 (weeks) = 150 points.

Attendance and Participation requirement:

Regular and active participation is an essential, unmistakably important aspect of this course. It is critical that you read all of the Power Point notes, and course book as well as any handouts before class. All students are expected to do the work assigned, notify me when emergencies arise. There will be penalties for each assignment handed int late ranging from a grade of an F for the assignment to a lower course grade.

Special Needs/Accommodation Policy:

Students who believe that they may need accommodations due to a documented disability should contact the Academic Resource Center (Andrews Hall, Third floor, 376-4700) and the instructor as soon as possible to ensure that such accommodations are implemented in a timely manner. You must meet with the ARC staff to verify your eligibility for any accommodation and for academic assistance

Policy on Cheating and Plagiarism:

"Academic dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy education environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing grade in the course, or expulsion from the College" Academic dishonesty in a Master’s degree program is a very serious matter and will more than likely cause an expulsion from the College( Marietta College Graduate Programs, 2003-2004 Catalog, p. 34).

Copyright policy:

Please remember if you willfully disregard copyright law, you accept responsibility and assume all liability for your actions.

Grading

The grades in this class are based on percentages. In this way, students will know how close they are to moving up a grade or slipping down a grade. Percentage points are absolute and non-negotiable.

97% - 100% A+ 83% - 86% B 70% - 72% C-

93% - 96% A 80% - 82% B- 67% - 69% D+

90% - 92% A- 77% - 79% C+ 63% - 66% D

87% - 89% B+ 73% - 76% C 60% - 62% D-

Below 60% F

Course Expectations:

1. Students are expected to attend all classes. Final Grades will be reflected in all unexcused absences. There will be no opportunity for extra credit.

2. Students are expected to read the assigned textbook material in the Schmidt text the DSM-IV text ahead of time and be prepared to discuss in class.

3. A research paper (of at least 15 pages APA Style) on a topic in the School

Counseling text or the DSM-IV text will be presented to the class during the last 4
weeks of class. Topics must be given to Professor Bauer by February the 12th.

4. A power-point presentation will be given to the class on your topic and a one

page overview of your paper will be handed to the class participant.

Assessment Outcomes:

Course Objectives	Assessment
Mid-term (Diagnosis and Programmatic Issues)	100 points
Mid-term 2 (Diagnosis and Programmatic Issues)	100 points
Research Paper on School Counseling or DSM-IV school related topic (15 pages)	200 points
PowerPoint Presentation	150 points
Final (Summative Diagnosis and Programmatic Issues)	150 points
Attendance and Participation (75 points) See note above	75 points

Class Schedule:

Date	Topic to be Addressed	Readings	Assignments Due
1/12	Introduction and Assignments
1/19	No Class Martin Luther King Day
1/26	School Counseling Profession p 1-26	Schmidt Erk	Power Point
2/2	The School Counselor p. 27-60 Mood Disorders p.239-272 Adolescent Depression	Schmidt Erk	Power Point Power Point Power Point
2/9	Comprehensive Counseling Programs p. 61-78 (Schizophrenia & Other PsychatricDisorders)	Schmidt	Power Point Power Point
2/16	Essential Services p. 79- 107 (Students with Physical and Sensory Disabilities) Conduct Disorder and ODD 155-204; 199-201	Schmidt Bauer Erk	Power Point Power Point Power Point
2/23	Global Assessment of Functioning 6-7, 357 Assessment of People with Disabilities ADD/ Hyperactivity Disorder 109-153	Erk	Mid-term Power Point Power Point
3/1	Developing a Counseling Program p.109-133 Anxiety Disorders p.205-238	Schmidt Erk	Power Point Power Point
3/8	No Class Spring Break
3/15	Individual Counseling and Group Procedures p.135-161 Eating and Sleep Disorders 310,314	Schmidt Erk	Power Point Power Point
3/22	Collaboration and Consultation p. 163-187 - Substance Related Disorders p.272-292	Schmidt Erk	Mid-term Power Point
3/29	Student Appraisal and Testing p. 189-217 Personality Disorders (adult) 11, 226-227	Schmidt Erk	Power Point Power Point
4/5	NO CLASS REVIEW MARTIERAL BELOW AND PREPARE FOR PRESENTATIONS. Career Development p. 219-239 DSMVI Somatoform, Facticious, Dissociative Disorders 227, 226.	Schmidt Erk	No Class prepare for Presenations Student Presentations on Topics in Counseling Power Point
4/12	Evaluation of School Counseling Program p. 241-267 DSMVI-Sexual and Gender Identity Disorders 519-534	Schmidt Erk	Student Presentations on Topics in Counseling Power Point
4/19	Professional Ethics in School Counseling DSMVI-Disorders Usually first in Childhood/Adolescence	Schmidt Erk	Student Presentations on Topics in Counseling Power Point
4/19 as well	School Counseling: Today and Tomorrow p.293-309	Schmidt	Student Presentation on Topics in Counseling Research Paper Due
4/26-4/30	Final Exam (In class)	Comprehensive