SCHOOL-BASED CONSULTATION HPC 6620 Section 101 Fall Semester 2008 Mondays 5:30pm – 8:20pm Edwin Duncan Hall Room 225

Instructor: Dr. Barbara A. Scarboro Office: 101-C Edwin Duncan Hall Telephone: B (828) 262-6044 or M (704)516-2949 E-Mail: [email protected] Office Hours: Please refer to attached sheet.

REQUIRED TEXTS AND REFERENCES American Psychological Association. (2001). Publication manual of the American Psychological Association (5th edition). Washington, DC: American Psychological Association. Kampwirth, T.J. (2006). Collaborative consultation in the schools: Effective practices for students with learning and behavioral problems (3rd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. (ISBN: 0131178105). Vernon, A., & Clemente, R. (2005). Assessment and intervention with children and adolescents: Developmental and multicultural approaches. (2nd edition). Alexandria, VA: American Counseling Association. (ISBN: 1556202393)

COURSE CATALOG DESCRIPTION For school psychologists, counselors and other human service personnel in various fields who deal with parents and/or teachers in a consultative and educational capacity. The course will include a review of consultation models and theories of both a group and triadic nature. It will also provide an opportunity for role play which reflects actual consulting situations. Emphasis will be placed on concerns related to academic deficit, behavioral problems in the school and home, and family stress.

COURSE STRUCTURE School-Based Consultation will have didactic and experiential components requiring each student to be familiar with the readings and participate in discussion, class activities to include role plays, videotaped presentations and peer evaluation/feedback, and professional presentation in the class. The readings, activities, and assignments will promote the knowledge and awareness of school-based consultation history, definition, concepts, theories, models and processes, techniques, ethical guidelines, trends/issues, and professional identity as a professional school-based consultant. Due to the nature of clinical skill development, professional school-based consultation and evaluative feedback, confidentiality and respect govern all written and verbal information and feedback shared during the class extending through the conclusion of class. Professionalism, empathy, listening, and self-disclosure are inherent in clinical skill development to include professional school-based consultation; thus, requiring each student to develop a greater awareness of the school environment, school-based consultation models and skills, self-awareness, multiculturalism (e.g., ethnicity/race, sexual orientation, religious/spiritual affiliation, age, abilities, socioeconomic status). The impact multicultural issues in clinical skill development and professional school-based consultation will also be discussed.

COURSE OBJECTIVES/EXPECTED OUTCOMES These objectives/outcomes are in fulfillment with Council for Accreditation of Counseling and Related Programs (CACREP, 2001) as noted in parenthesis. Students in the course will demonstrate knowledge and skills related to the following:  History, terminology, theory, techniques, concepts, types, ethical guidelines, trends/issues, and professional identity for school-based consultation (Standards for School Counseling Programs II-K-1 and K-5-e, g; III-A; and III-C-3-b);  An awareness of self and others within the context of professional school- based consultation; (CACREP II-K-1 and K-5-a);  Understanding of the dynamics and professional relationships in professional school-based consultation and the outcome of the processes; (Standards for School Counseling Programs II-C-2 and 3);  Identification of consultation styles and problem-solving strategies used in professional school-based consultation; (Standards for School Counseling Programs III-C-3-a);  Appropriate planning, presentation/workshop, and evaluation of professional presentations for students, parents, school personnel, and community as applicable to professional school-based consultation (CACREP II-K-5-f);  Awareness of leadership abilities with primary focus on identifying personal consultation style with focus on the skills best suited for each participant’s chosen/preferred work setting (CACREP II-K-1);  Ethical and multiculturalism implications in providing professional school- based consultation for diverse populations ((CACREP II-K-2).

GRADING Each of the course requirements will be weighted as follows:

 Article Review and Facilitation 20% of Total Grade  Midterm 20% of Total Grade  Staff Development Presentation/ Workshop 20% of Total Grade  Video Presentation 20% or Total Grade  Final/Community Resource Manual 20% of Total Grade

A = 94 -100 A- = 90 - 93 B+ = 86 - 89 B = 83 - 85 B- = 80 - 82 C+ = 76 - 79 C = 73 - 75 C- = 70 - 72 F = Below 70

Note: Grade point totals cannot be raised, but can be lowered at the instructor’s discretion. Students will be notified prior to any adjustments.

COURSE REQUIREMENTS TO BE COMPLETED AND SUBMITTED 1. Article Review and Class Discussion/Facilitation: Select one of the articles related to professional school-based consultation. The articles will be available on WebCt. Written reviews should be one to two pages for each article. All written reviews must follow APA (5th ed.) formatting. The article review is due on the assigned day of facilitating the class discussion of the selected article. The discussion will be completely led by the student facilitator for 30 minutes. The professor and peers will provide feedback after the discussion.

2. Midterm: Multiple choice and short answer format. Test will be taken and graded on WebCt.

3. Staff Development Presentation/Workshop: Create a format that clearly defines the topic, audience, goals, organization and presentation materials, time, content for school personnel. Topics must be approved by the professor. Topics should be relevant subject matter or issue characteristic of current school related issues (e.g., ADD/ADHD, violence prevention, substance abuse prevention, diversity issues, addressing academic success for all students, special education/exceptional education issues, bullying prevention, intervention and programming, suicide assessment and prevention, alternative education programming; prevention of out-of-school suspension). Each student will complete a 1-hour professional presentation using PowerPoint and other visuals for their peers who will assume the roles of school personnel. Handouts and an evaluation tool created by the presenter must be included with each presentation. Peers will complete the evaluation form and return to the presenter at the conclusion of the presentation.

4. Video Presentation: Students will contact a current teacher or professional school counselor, practicum or internship student to request assistance in practicing and demonstrating school-based consultation skills. Students will assume the role of the consultant and the teacher, school counselor, practicum or internship student will assume the role of the consultee. A videotape of the session will be made for demonstration and critiquing during class. The consultation should last a minimum of 30 minutes. Students will review and critique themselves prior to sharing the videotaped session with the class. A written list of consultation skills used, strengths and challenges of the consultation session is to be submitted as a part of the grade for this assignment. During the self-review, students will select a 10-minutes segment of the video to show in class for discussion, review, and feedback. Each student will have 45-minutes for class presentation and feedback.

5. Final /Community Resource Manual: Final exam will be comprehensive multiple choice, short answer, and essay format. One-half of the exam will be the compilation of a comprehensive Community Resource Manual specific to the area or school district you intend to or have interest in working or completing your practicum or internship. It is recommended that you initiate this process at the beginning of the semester. Your research for this portion of the final exam should include, but not be limited to contacting the Mental Health Authority, Director of Student Services, Professional School Counselor Chairperson, United Way Agency, or Health Department to determine the available service agencies and providers across disciplines. These disciplines should include, but not be limited to area psychiatrists, psychologists, child, adolescent, family, and couples therapists/counselors, substance abuse prevention, intervention, treatment and outpatient providers, Medicaid approved providers, dual diagnosis service providers, internal medical providers with free or sliding scale, social service agencies, domestic violence intervention providers, academic tutorial services, behavioral emotional disabilities and other exceptionalities services and providers. Your information should include at minimum the following: Name of provider, address, telephone, email, preferred method of contact and referral, referral process, hours, clientele served and exclusions, fees, method of payment to include insurances accepted, waiting list, bilingual services, professionals, credentials, areas of expertise, type of services (inpatient, outpatient, residential) and other helpful referral information. Please do not copy the manual currently available in your selected area. Seek referral services for challenges or concerns experienced by potential consumers that are not readily identified in the current resource manual. The information is to be typed and submitted as part of your final exam. One page per agency. The complete Resource Manual should be professionally presented in a binder. Classroom consultation regarding this assignment will be continuous throughout the semester.

Examinations. Each class participant will complete a written midterm and final project (Community Resource Manual) as scheduled.

Professional Responsibilities. Each class participant will be expected to read all assignments before class and participate in class discussions. Each student will be expected to complete the required research for article review/presentation, professional development presentation/workshop, and comprehensive community resource manual video presentations. Students are expected to complete all assignments on time formatted according to APA standards. All work must be typed and professionally presented for feedback. No internet/email submission of work will be accepted, unless specifically requested by the professor. Graduate students are expected to complete work as outlined. Ay assignment turned in late will be result in a loss of 10 points to the final grade of the assignment.

Cell phones and pagers should not be answered and be turned off or placed on silent during class. Should you have an impending emergency, please notify the professor upon entering class. Please call and discuss any concerns or circumstances prior to any due dates.

Attendance. Students are expected to attend classes regularly. Only one absence is allowed with prior notification provided to the instructor. Failure to notify the instructor prior to missing class may result in the loss of five (5) points to the final semester grade. Notification can be communicated via telephone, email, or in person. Missing more than one (1) class will result in an additional ten (10) points per absence from the final semester grade.

Inclement Weather Policy. In the event of inclement weather, this class will not meet if the Wataugua Public Schools are dismissed early or closed. This applies to teacher workdays as well. A voice message regarding the status of class will be left on my office phone greeting by 11:00am and no later than two (2) hours prior to class time. An email will also be sent to each student with the same notification. Make up days for absences due to inclement weather closing other than those designated by Wataugua Public School inclement weather schedule (i.e., personal safety decision or instructor deems weather conditions are too dangerous) will be addressed per occurrence.

Student Conduct and Academic Integrity. Students are expected to be familiar with and adhere to policies and procedures outlined in the Appalachian State University Code of Conduct and Academic Integrity booklet. Please refer to the ASU Handbook or website for requirements: http://judicialaffairs.appstate.edu Accommodating Students with Special Learning Needs. The American Disability Act of 1990 requires ASU to provide “reasonable accommodations to any individual who advises the University of a physical or mental disability.” Students with a documented disability in need of accommodations should contact the Department Chairperson and the instructor to discuss the same. Please arrange a meeting during the first week of class or as early as possible. Office of Disability Services: http://www.ods.appstate.edu or 222 D.D. Dougherty, 828- 262-3053 or 828-262-3056(TTY).

Other Related Issues. . The instructor reserves the right to adjust or change the syllabus during the course with two (2) weeks prior notice to students. . Each student is encouraged to become familiar with professional organizations, legal and ethical standards, and licensure requirements (local, state, national) for specific areas of concentration within the counseling field.

Helpful Websites: North Carolina Dept. of Public Instruction www.dpi.state.nc.us U.S. Dept. of Education/NCLB www.ed.gov/nclb/ Council for Exceptional Children www.cec.sped.org/ American Counseling Association (ACA) www.counseling.org American School Counselor Association (ASCA) www.schoolcounseling.org N.C. Counseling Association (NCCA) www.nccounseling.org N.C. School Counselor Association (NCSCA) www.ncschoolcounselor.org/ N.C. School Counselor Association (NCSCA) www.nccounseling.org/NCSCA/ Association for Assessment in Counseling (AAC) http://aac.ncat.edu National Education Association (NEA) www.nea.org N.C. Licensed Professional Counselor www.ncblpc.org National Board for Certified Counselors www.nbcc.org