Legal and Ethical Issues in Professional School Counseling

HPC 5754-101 Legal and Ethical Issues in Professional School Counseling Professional School Counseling (PSC) Specialty Council for Accreditation of Counseling and Related Educational Programs (CACREP) Core Course Appalachian State University Spring 2016, Wednesdays, 5:30-8:20 (RCOE 428)

Professor: Glenda Johnson, Ph.D., LPC, NCPSC Office: Reich College of Education, Office 336E Phone: 828-262-6051 E-mail: [email protected] (Emails will be returned within 24-48 hours M-F) Student Hours: Tues. (1-2:30), Wed. (1:30-2:30), Thur. (10-11:30), & By Appt.

Catalog Description This course explores ethical and legal standards, and applications specific to professional school counseling. General topics will include: the ethical decision-making process, confidentiality, privileged communication, informed consent, duty to warn, dual relationships, record keeping, parental rights, the rights of minors, testifying in court, and testing. Topics will be explored from the perspective of social constructivism, consistent with the RCOE conceptual framework.

Disability Services Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu).Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Course Objectives/Competencies This course strives to meet the objectives as outlined in the NCATE/CACREP Standards.

The professional school counselor-in-training will a. Demonstrate knowledge of the application of legal and ethical standards specific to professional school counseling. b. Demonstrate the use of a decision making process when presented with ethical dilemmas c. Demonstrate the advocacy process necessary to address institutional and social barriers that impede access, equity, and success for clients. d. Demonstrate knowledge of crisis intervention and suicide prevention models.

1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes. 2

CACREP Curricular Experiences: This course is designed to meet the following counselor education accreditation standards as outlined in the 2016 CACREP Standards document under Section 2: Professional Counselor Identity Section 5: Entry-Level Specialty Areas –School Counseling

Section 2: Professional Counselor Identity F.1 Professional Counseling Orientation and Ethical Practice c. counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event d. the role and process of the professional counselor advocating on behalf of the profession e. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients f. professional organizations, including membership benefits, activities, services to members, and current issues g. professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues i. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling j. technology’s impact on the counseling profession- Professional Certification Summary l. self-care strategies appropriate to the counselor role m. the role of counseling supervision in the profession F.5 Counseling and Helping Relationships l. suicide prevention models and strategies m. crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid

Section 5: Entry-Level Specialty Areas –School Counseling G.2 Contextual Dimensions e. school counselor roles and responsibilities in relation to the school emergency management plans, and crises, disasters, and trauma f. competencies to advocate for school counseling roles l. professional organization, preparation standards, and credentials relevant to the practice of school counseling m. legislation and government policy relevant to school counseling n. legal and ethical considerations specific to school counseling

Statement of Assessment of CACREP Curricular Experiences

The following CACREP Curricular Experiences are assessed using Signature Assignment – rubrics found at the back of the syllabus:

Standard Students will demonstrate… Signature Assignment Assessment 2.F.1.c. the role of a PSC as a member of an II. B interdisciplinary emergency management team 2.F.1.d. the role of a PSC in advocating on behalf of II. C the profession 2.F.1.e. the advocacy processes needed to address II. C institutional and social barriers 2.F.1.f. the knowledge of professional organizations II. A and its benefits, services, activities, and current issues 2.F.1.g. the knowledge of professional credentialing II. A

2.F.1.i. the knowledge of ethical standards of II. A professional organizations and credentialing bodies 2.F.1.j. the knowledge of technology’s impact on II. A counseling 2.F.1.l. the knowledge of self-care strategies II. B appropriate to the counselor’s role 2.F.l.m. the role of supervision in the profession II. A

2.F.5.l. the knowledge of suicide prevention models II. B and strategies 2.F.5.m. the knowledge of crisis intervention models, II. B including the PFA strategies 5.G.2.e. the knowledge of the school counselor roles II. B and responsibilities in relation to the school emergency management team 5.G.2.f. the competency to advocate for PSC role II. C

5.G.2.l. the knowledge of professional organizations, II. A preparation standards, and credentials relevant to the practice of school counseling 5.G.2.m. the knowledge of legislation and government II. A policy relevant to school counseling 5.G.2.n. the knowledge of legal and ethical II. A considerations specific to school counseling

Knowledge and Skill Competencies By the conclusion of the course, students will: a. know and discuss the ethical and legal considerations specifically related to the practice of school counseling. b. know and discuss the advocacy process necessary to address institutional and social barriers that impede access, equity, and success for clients. c. know a decision-making process to apply to ethical dilemmas. d. know the role of a professional school counselor on the emergency management team. e. demonstrate the use of crisis intervention and suicide prevention models.

Methods of Instruction This course will be taught as a hybrid course (i.e., discussion face to face (F2F) course and classes online through AsULearn site). Course content will be covered through lecture, film, case studies, Internet resources, small and large group discussion, outside resources, student research, and presentations to meet objectives.

Technology Statement This course will require professional school counselors-in-training to a. Use word-processing software (e.g., Microsoft Word) to complete assignments b. Use PowerPoint, Prezi, etc, to prepare classroom presentations c. Use AsUlearn course site to read news forums, obtain assignments, upload assignments, participate in on-line discussion, etc. d. Use Appsearch at the Belk Library to research information for classroom assignments

Technical Assistance Please contact the Help Desk at: http://lts.appstate.edu/asulearn/students or the Help Desk at 262- 6272/6266.

Required Course Materials Stone, C. (2009). School Counseling Principles: Ethics and Law (3rd Ed). Alexandria, VA: American School Counseling Association, ISBN# 1-929289-17-2

Assigned class readings (i.e., journal articles, book chapters, etcetera)

Infusion of Counseling Related Research Students in HPC 5754 will complete assigned activities and read supplemental peer-reviewed journal articles that explore advocacy, professional, legal and ethical issues in school counseling.

Student Performance Evaluation Criteria: Course Assignments and Activities I. Attendance, Participation, and Demonstration of Appropriate Professional Behaviors

a. Attendance - This course will be conducted through F2F and on-line class meetings (AsULearn). Students are expected to maintain course engagement with the instructor and classmates by participating regularly in on-line discussion groups, posting assignments, and in activities during the F2F meetings. Attendance includes arriving on time and remaining throughout the entire class. Given the interactive nature of this course, attendance and full participation are necessary and mandatory in order to gain and demonstrate knowledge in/of legal and ethical issues in professional school counseling.

b. Participation - The more involved you become the more you will learn. Each of you bring a wealth of ideas, questions and perspectives based on your life experiences. Thus, participation is valued and honored as part of the learning process. Furthermore, this is seen as a reflection of your readiness for a career as a professional counselor. Students are expected to attend each and every class prepared to contribute to class activities- everyone’s participation will contribute to everyone’s growth in this class.

c. Demonstration of Appropriate Professional Performance/Behavior Policy This is the same policy that is provided in the PSC Student Handbook; please review full policy there. In review, competencies in the area of demonstration of professional behavior include, but are not limited to - Demonstration of Professional Ethics, Professional Behaviors, Self-Awareness & Self-Understanding, Emotional Stability & Self-Control, Motivation to Learn & Grow (Initiative), Multicultural Competence, Openness to Feedback, Professional and Personal Boundaries, Flexibility & Adaptability, Congruence & Genuineness. Students’ academic, behavioral, interpersonal, and professional performance will be evaluated regularly in the context of demonstration of written, quantitative/qualitative, and interpersonal skills, as well as overall functioning. Points are earned in an all-or-nothing manner per class. This is because, while professional behaviors which make up the whole impression of a persons’ professionalism may be numerous, colleagues’, and clients’ perceptions of their coworkers and counselors professionalism tends to be a general judgement. Therefore, professionals need to present as possessing the whole package of behaviors.

In this course, degrees of ‘active and professional participation’ are Exceeds Expectations/Demonstrates Competencies Meets Expectations/Demonstrates Competencies Near Expectations/Developing Towards Competencies Below Expectations/Insufficient or Unacceptable Harmful *Students must meet a minimum rating of “Meets Expectations” on all 11 of the professional behavior competencies and attend class in its entirety in order to earn the full 11 pt. credit for that class. Points are earned on an all or nothing basis (e.g., someone meeting the Counselor Competencies Scale –Revised (CCS-R) standards who is tardy for class or from break earns 0 pts.).

II. Legal and Ethical Portfolio - (Signature Assignment) Students will create a personal portfolio of their growth of the course for the semester.

A. Professional Organization/Certification Presentation: Students will work in groups to research and present on the process and purpose of achieving certification and licensure in organizations such as the National Board of Certified Counselors (NBCC) to become a National Certified Counselor (NCC), the American School Counselors Association (ASCA) regarding the National Certification for School Counselors, the North Carolina Department of Public Instruction (NCDPI) to become a licensed professional school counselor, and the state counseling board (NCBLPC) to become a licensed professional counselor (LPC). Additionally, groups will research and present on professional counseling organizations (i.e., American Counseling Association [ACA], American Mental Health Counseling Association [AMHCA], , Chi Sigma Iota [CSI], the North Carolina School Counselors Association [NCSCA], the North Carolina Counseling Association [NCCA], the Licensed Professional Counseling Association of North Carolina [LPCANC] and the services they provide to their members and the profession of counseling (assignment elements and grading rubric attached). Each group will give a 30 minute presentation and provide the audience (students) with a handout of their PowerPoint that will include the necessary information to become licensed/certified and/or aware of the benefits and services that are offered by each organization (grading rubric attached).

B. Crisis Scenario Paper 1. Students will be presented with a hypothetical crisis scenario and given questions to answer. Students will prepare their responses in a brief two page summary addressing the details of the case (see attached assignment elements and grading rubric). 2. Additionally, students will interview a professional school counselor regarding their experiences with handling crises on their campus and their role on the campus/district wide emergency team (see attached questionnaire). Please attach responses to the crisis scenario paper.

C. Professional Advocacy Project 1. Students will choose a topic to advocate for a) the school counseling profession and b) an underrepresented student population. The student will then describe the planned advocacy steps necessary to bring about the desired change in each of the two scenarios. 2. As one of the advocacy steps, students will write two professional letters advocating for a) the school counseling profession and b) equity for the underrepresented student group. These letters will be addressed to two different entities (e.g., a state licensing board such as North Carolina Department of Public Instruction (NCDPI), a legislator, school board, etc.) that could make a difference for the profession and the students for which the profession serves. These letters should be asking for something specific that is timely and important to the school counseling profession and today’s students.

III. Legal Clips All students will subscribe for weekly updates at the National School Boards Association (NSBA) website at http://legalclips.nsba.org/ to receive weekly summaries of recent litigation relating to the public schools and school law. Each students needs to post comments (by midnight the Saturday before the online class) regarding one of the news briefs and respond to someone else’s comments (on Wednesday by 5:30) for each online class to receive full credit. Comments should demonstrate a) your understanding of the situation being presented, b) a statement addressing how a professional school counselor could address the concern, c) its ethical considerations, and the applicable ASCA code.

IV. Exams Students will have the opportunity to take 3 exams on the reading material from the Stone text and class lectures/discussion. Exams will consist of multiple choice and true/false questions. The exams are to assess students’ understanding of the material and to prepare them to successfully pass the Professional Orientation component of the CPCE/NCE/PRAXIS.

Grading Criteria Points Attendance, Participation, Demonstration of Professional Behaviors 143 (pass/fail per class) Professional Advocacy Project 40 Professional Certification/Organization Presentation 50 Legal Clips 30 Exams (3) 120 Crisis Scenario Paper 50 433 Points Total

ASU Graduate School Grading Scale (given by %) A = 95-100 A- = 90-94 B+ = 86-80 B = 83-85 B- = 80-82 C+ = 76-79 C = 73-75 C- = 70-72 F = Less than 70

Overall Expectations of the Instructor Attendance and Participation The more involved you become the more you will learn. Each of you bring a wealth of ideas, questions and perspectives based on their life experiences. Thus, participation is valued, honored as part of the learning process and seen as a reflection of your readiness for a career as a professional school counselor. Students are expected to attend each and every class prepared to contribute to class discussion- everyone’s participation will contribute to everyone’s growth in this class.

Writing Style All submitted assignments are to be written in APA format. Please double space your paper and use Times New Roman font and 12 pt. font size. Double space after each period (except on the reference page) and allow one inch margins on all four sides. Include a title page, header, page numbers, and a reference page. 1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes. 8

Please utilize the University Writing Center as needed to assist you in submitting a paper of graduate level quality. http://writingcenter.appstate.edu/

Late Assignments All assignments are due on the due date at the start of class (F2F by 5:30 and on-line by 8:30). Late assignments will receive a deduction in points (5 pts. for each day after the due date). Assignments turned in after the start of class (F2F or on-line) are considered late even if they are submitted on the same day.

Electronic Communications Please refrain from using electronic communications during class time.

Privacy Please be aware that anything you post may be copied, forwarded, or misinterpreted. Please be mindful of what you choose to share on-line during this course and be respectful of the privacy and confidentiality of others.

ASU Policies

Inclement Weather – In the event of serious weather problems that could affect the safety and well-being of students and/or the instructor traveling from off-campus, the instructor will make a decision regarding whether F2F class will be held. In the event that class is postponed, the instructor will post a message on the AsULearn site. Students are responsible for checking the AsULearn course site before leaving for class. Classes postponed due to inclement weather will be rescheduled (see make-up dates on the course schedule) or compensated for through other assignments.

6.3 Student Absences From Class/6.3.1 General Attendance Policy 6.3.1.1 It is the policy of Appalachian State University that class attendance is an important part of a student’s educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Since attendance policies vary from professor to professor, students should refer to the course syllabus for detailed information. Regardless of what reasons there may be for absence, students are accountable for all academic activities, and faculty may require special work or tests to make up for the missed class or classes. In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this

1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes. 9 policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class. Faculty, at their discretion, may include class attendance as a criterion in determining a student’s final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus. A student who does not attend a class during one of its first two meetings may, at the discretion of the academic department, lose her or his seat in that class. Further, if a class meets only one time per week—e.g., a laboratory or an evening class—the student must attend the FIRST meeting of that class or risk losing her or his seat. 6.3.1.2 A syllabus is to be prepared for each course and distributed at the first of the semester. The syllabus should include the following: an explanation of course goals and objectives, the name of the text and any other materials required of each student, the instructor’s office hours, an explanation of how the grade is to be determined, and an explanation of any additional reading, papers, projects and examination which the instructor expects to give or assign. 6.3.1.3 Syllabi for courses taught in the present and previous semester should be on file in the departmental offices and should be made available to students who request them. These syllabi would indicate the structure of courses as they are being or have been taught. 6.3.1.4 If a student does not regularly attend an audited course, the instructor may request an administrative withdrawal grade to be assigned. The instructor should provide documentation to the Registrar’s Office with the recommendation. 6.3.1.5 The Student Health Services DOES NOT write medical excuses for students who miss a class for illness or injury. However, faculty may call Student Health Services at (828) 262-3100 to verify the day and time the student was seen. The nature of the student’s illness or problem will not be divulged unless the student has signed the appropriate release of medical information. 6.3.1.6 Classes prior to a university break or a state holiday end with the student’s last meeting time for the day preceding the break or holiday. 6.3.2 Attendance Policy Relating to Participation in University-Sponsored Activities 6.3.2.1 As an integral part of the academic program at Appalachian State University, the University sponsors and otherwise supports co-curricular programs, athletic programs, and other out-of-class activities such as field trips. Participation in such activities occasionally requires a student to miss one or more class meetings. 6.3.2.2 A student who expects to miss one or more class meetings because of participation in a University-sponsored activity has several responsibilities: the student (in person) will notify the instructor in advance of any absence; the student is expected to complete all work missed by making up the work in advance or by completing any compensatory assignment that may be required by the instructor; the student is expected to maintain satisfactory progress in the course; and the student (otherwise) is expected to maintain satisfactory attendance in the class if so required. In the event that a student anticipates that participation in a University-sponsored activity will require missing more than 10% of the class meetings, the student is required to discuss this matter with her or his instructor at the beginning of the semester and may be advised to drop the course.

6.3.2.3 If the above responsibilities are met, it is expected that the instructor will excuse the absence and permit the student to make up missed work in whatever manner the instructor deems appropriate. 6.3.3 Emergency Absences. When a student is out of town and unable to return to campus due to hospitalization, death in the family, or other extenuating circumstances, the student or the student’s parents may contact the Office of Student Development to request that professors be notified as to the reason for the absence. This notification is conveyed to the appropriate departmental office as a matter of information only and does not serve as an official excuse for class absence. Only individual faculty members make this determination, and documentation may be requested by the faculty members. The Office of Student Development does not provide this service when notification is received after the absence has occurred. Also, if a student is in town, that student is responsible for notifying the individual faculty members that she/he will be missing class

Title IX Policy All students have rights within the college, institution, internships, field experiences, and other educational experiences provided by ASU to be protected from discrimination and harassment. Please see link below to further understand your student rights under Title IX. http://edc.appstate.edu/harassment-discrimination/title-ix Student Religious Observations Policy - In accordance with Appalachian State University’s Religious Observance policy, students are permitted to a minimum of two excused absences each academic year for religious observance required by faith of a student. Written notice must be given to each instructor no later than three weeks after the first day of the term. http://rcoe.appstate.edu/sites/rcoe.appstate.edu/files/7-ASU%20Codes%20and%20%20Policies- Religious%20Holidays%20Academic%20Integirty%20Harassment%20and%20Discrimination %20(2).pdf

Disability Services - Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations. Academic Integrity Code I. Introduction Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment. II. The Academic Integrity Code Students attending Appalachian State University agree to abide by the following Code: 1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes. 11

Students will not lie, cheat, or steal to gain academic advantage. Students will oppose every instance of academic dishonesty. Students shall agree to abide by the Academic Integrity Code when submitting the admission application. You may access the Academic Integrity Code at the following link: http://studentconduct.appstate.edu/

Statement on Student Engagement with Courses: The following statement has been approved by the Faculty Senate and the Academic Policies and Procedures Committee: In its mission statement, Appalachian State University aims at “providing students a rigorous liberal education that emphasizes transferable skills and preparation for professional careers” as well as “maintaining a faculty whose members serve as excellent teachers and scholarly mentors for their students.” Such rigor means that the foremost activity of Appalachian students is an intense engagement with their courses. In practical terms, students should expect to spend two to three hours of studying for every hour of class time. Hence, a fifteen hour academic load might reasonably require between 30 and 45 hours per week of out-of-class work

Tentative Schedule Date Topics January 13 (1) F2F class On Campus F2F Introductions, Syllabus, AsULearn, Stone Text, Tentative Agenda

January 20 No class due to weather January 27 (2) F2F On Campus Chapter 1 Introduction to Legal and Ethical Issues Suicide Prevention February 3 (3) Chapter 2 Professionalism & Chapter 3 Cyberspace Post Chapter Answers to AsULearn Post Student Questions regarding reading material to AsULearn Legal Clips February 10 (4) F2F class On Campus F2F Professional Certification/Organization Presentations February 17 (5) No in Class Meeting-NCCA Conference NCCA Conf. Chapter 4 Family Educational Rights and Privacy Act Chapter 5 Negligence - Post Chapter Answers to AsULearn Student’s post Questions regarding reading material to AsULearn Legal Clips February 24 (6) F2F class On Campus F2F Exam #1 CHs. 1-5 Chapter 6 Obligations to the Courts Added Crisis Planning March 2 (7) Chapter 7 Child Abuse & Chapter 8 Individual and Group Counseling - Post Chapter Answers to AsULearn Student’s post Questions regarding reading material to AsULearn Legal Clips March 9 Spring Break -No Class March 16 (8) F2F class On Campus F2F Professional Advocacy Project Chapter 9 Sexually Active Students & Chapter 10 Lesbian, Gay, Bisexual, Transgender and Questioning Students March 23 (9) Chapter 11 Sexual Harassment & Chapter 14 The Ethics of Advocacy - Post to AsULearn Student’s post Questions regarding reading material to AsULearn Legal Clips March 30 ACA Conf. No F2F class or online meeting April 6 (10) F2F class On Campus F2F Exam #2 Crisis Prevention, Mitigation & Response April 13 (11) Chapter 12 Bullying, Cyberbullying and Sexting & Chapter 13 Violence and Criminal Activity - Post Chapter Answers to AsULearn Student’s post Questions regarding reading material to AsULearn Legal Clips April 20 (12) F2F class On Campus F2F Exam #3 Crisis Scenario Paper Crisis Recovery April 27 (13) EXAM #3 On Campus F2F Crisis Scenario Paper Closure & Evaluations May 4 Make Up Class If Needed

APPENDIX A: Assignment Rubrics Assignment I (Attendance, Participation, & Professional Behaviors)

HPC 5764 Signature Assignment Rubric: Portfolio of Legal and Ethical Standards in PSC Standard Criteria to be Exceeds Meets Near Expectations: Below Significantly Demonstrated Expectation: Expectation: Developing (3) Expectations: Below Competent (5) Competent (4) Unacceptable (2) Expectations (1) 2.F.1.c. Counselors’ roles Student Student Student vaguely Student Student does II B and describes in describes in describes the mentions the not describe the responsibilities as detail and detail the counselors’ role counselor, but counselors’ role members of an provides counselors’ role and does not and interdisciplinary examples of the and responsibility of describe the responsibility of team counselors’ role responsibility of an counselors’ role an and an interdisciplinary and interdisciplinary responsibility of interdisciplinary team responsibility of team an team an interdisciplinary interdisciplinary team team 2.F.1.d. Counselor’s role Student Student Student vaguely Student Student does II C in advocating on describes in describes the describes the mentions the not describe the behalf of the detail and counselor’s role counselor’s role counselor, but counselors’ role profession provides on behalf of the on behalf of the does not on behalf of the examples of the profession profession describe the profession counselor’s role counselor’s role on behalf of the on behalf of the profession profession 2.F.1.e. Advocacy Student Student Student vaguely Student Student does II C processes needed describes in describes in describes the mentions the not describe the to address detail and detail the advocacy advocacy advocacy institutional and provides advocacy processes processes processes social barriers examples of the processes needed to needed to needed to advocacy needed to address address address processes address institutional and institutional and institutional and needed to institutional and social barriers social barriers, social barriers address social barriers but does not institutional and describe the social barriers processes 2.F.1.f. Knowledge of Student Student Student vaguely Student only Student does not II A professional demonstrates in- demonstrates demonstrates lists demonstrate organizations and depth knowledge of knowledge of professional knowledge of its benefits, knowledge of professional professional organizations professional services, professional organizations organizations and its benefits, organizations activities, and organizations and its benefits, and its benefits, services, and its benefits, current issues and its benefits, services, services, activities, and services, services, activities, and activities, and current issues activities, and activities, and current issues current issues current issues current issues 2.F.1.g. Knowledge of Student Student Student vaguely Student only Student does not II A professional describes in describes the describes the lists the steps of list or describe credentialing detail the steps steps of steps of professional the steps of of professional professional professional credentialing professional credentialing credentialing credentialing credentialing 2.F.1.i. Knowledge of Student Student Student vaguely Student only Student does not II A ethical standards demonstrates in- demonstrates demonstrates lists ethical list or of professional depth knowledge of knowledge of standards of demonstrate organizations and knowledge of ethical standards ethical standards professional knowledge of credentialing ethical standards of professional of professional organizations ethical standards 1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes. 14

bodies of professional organizations organizations and of professional organizations and and credentialing organizations and credentialing credentialing bodies and credentialing bodies bodies credentialing bodies bodies

2.F.1.j. Knowledge of Student Student Student Student vaguely Student does not II A technology’s demonstrates in- demonstrates in- demonstrates demonstrates demonstrate impact on depth depth knowledge of knowledge of knowledge of counseling knowledge of knowledge of technology’s technology’s technology’s technology’s technology’s impact on impact on impact on impact on impact on counseling counseling counseling counseling and counseling provides examples 2.F.1.l. Knowledge of Student Student Student Student vaguely Student does not II B self-care demonstrates in- demonstrates in- demonstrates demonstrates demonstrate strategies depth depth knowledge of knowledge of knowledge of appropriate to the knowledge of knowledge of self-care self-care self-care counselor’s role self-care self-care strategies strategies strategies strategies strategies appropriate to appropriate to appropriate to appropriate to appropriate to the counselor’s the counselor’s the counselor’s the counselor’s the counselor’s role role role role and role provides examples 2.F.1.m. Role of Student Student Student Student vaguely Student does not II A supervision in the demonstrates in- demonstrates in- demonstrates demonstrates demonstrate profession depth depth knowledge of knowledge of knowledge of knowledge of knowledge of the role of the role of the role of the role of the role of supervision in supervision in supervision in supervision in supervision in the profession the profession the profession the profession the profession and provides examples 2.F.5.l. Knowledge of Student Student Student Student vaguely Student does not II A suicide demonstrates in- demonstrates in- demonstrates demonstrates demonstrates prevention depth depth knowledge of knowledge of knowledge of models and knowledge of knowledge of suicide suicide suicide strategies suicide suicide prevention prevention prevention prevention prevention models and models and models and models and models and strategies strategies strategies strategies and strategies provides examples of usage 2.F.5.m. Knowledge of Student Student Student Student vaguely Student does not II B crisis demonstrates in- demonstrates in- demonstrates demonstrates demonstrate intervention depth depth knowledge of knowledge of knowledge of models, including knowledge of knowledge of crisis crisis crisis the PFA crisis crisis intervention intervention intervention strategies intervention intervention models, models, models, models, models, including the including the including the including the including the PFA strategies PFA strategies PFA strategies PFA strategies PFA strategies and provides examples 5.G.2.e. Knowledge of the Student Student Student Student vaguely Student does not II B school counselor demonstrates in- demonstrates in- demonstrates demonstrates demonstrate roles and depth depth knowledge of knowledge of knowledge of 1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes. 15

responsibilities in knowledge of knowledge of the school the school the school relation to the the school the school counselor roles counselor roles counselor roles school counselor roles counselor roles and and and emergency and and responsibilities responsibilities responsibilities management responsibilities responsibilities in relation to the in relation to the in relation to the team in relation to the in relation to the school school school school school emergency emergency emergency emergency emergency management management management management management team team team team and team provide examples 5.G.2.f. Competency to Student Student Student Student vaguely Student does not II C advocate for PSC demonstrates demonstrates demonstrates demonstrates demonstrate role competency to competency to competency to competency to competency to advocate for the advocate for the advocate for the advocate for advocate for PSC role by PSC role by PSC role PSC role PSC role providing in- providing in- depth advocacy depth advocacy steps with steps examples 5.G.2.l. Knowledge of Student Student Student Student vaguely Student does not II A professional demonstrates in- demonstrates in- demonstrates demonstrates demonstrate in- organizations, depth depth knowledge of knowledge of depth preparation knowledge of knowledge of professional professional knowledge of standards, and professional professional organizations, organizations, professional credentials organizations, organizations, preparation preparation organizations, relevant to the preparation preparation standards, and standards, and preparation practice of school standards, and standards, and credentials credentials standards, and counseling credentials credentials relevant to the relevant to the credentials relevant to the relevant to the practice of practice of relevant to the practice of practice of school school practice of school school counseling counseling school counseling and counseling counseling gives examples 5.G.2.m. Knowledge of Student Student Student Student vaguely Student does not II A legislation and demonstrates in- demonstrates in- demonstrates demonstrates demonstrate government depth depth knowledge of knowledge of knowledge of policy relevant to knowledge of knowledge of legislation and legislation and legislation and school legislation and legislation and government government government counseling government government policy relevant policy relevant policy relevant policy relevant policy relevant to school to school to school to school to school counseling counseling counseling counseling and counseling provides examples 5.G.2.n. Knowledge of Student Student Student Student vaguely Student does not II A legal and ethical demonstrates in- demonstrates in- demonstrates demonstrates demonstrate considerations depth depth knowledge of knowledge of knowledge of specific to school knowledge of knowledge of legal and ethical legal and ethical legal and ethical counseling legal and ethical legal and ethical considerations considerations considerations considerations considerations specific to specific to specific to specific to specific to school school school school school counseling counseling counseling counseling and counseling gives examples

Student Performance Summary: Standard Students will demonstrate… Score out of Possible Final Score 5 (4 = Passing) 2.F.1.c. the role of a PSC as a member of an interdisciplinary emergency management team 2.F.1.d. the role of a PSC in advocating on behalf of the profession 2.F.1.e. the advocacy processes needed to address institutional and social barriers 2.F.1.f. the knowledge of professional organizations and its benefits, services, activities, and current issues 2.F.1.g. the knowledge of professional credentialing 2.F.1.i. the knowledge of ethical standards of professional organizations and credentialing bodies 2.F.1.j. the knowledge of technology’s impact on counseling 2.F.1.l. the knowledge of self-care strategies appropriate to the counselor’s role 2.F.l.m. the role of supervision in the profession 2.F.5.l. the knowledge of suicide prevention models and strategies 2.F.5.m. the knowledge of crisis intervention models, including the PFA strategies 5.G.2.e. the knowledge of the school counselor roles and responsibilities in relation to the school emergency management team 5.G.2.f. the competency to advocate for PSC role 5.G.2.l. the knowledge of professional organizations, preparation standards, and credentials relevant to the practice of school counseling

Student: ______Date: ______

Portfolio Assignment Grade: __ Pass (score of 4.0 or more on all standards) Fail (score below a 4.0 on any standard)

Instructor’s comments:

1/17/16 *Please note the information in this syllabus is subject to change. You will be notified of necessary changes.