Candidates demonstrate skills and attitudes essential for advocating for the learning and academic success of all pupils. Candidates are able to identify institutional, systemic, interpersonal and intrapersonal barriers to learning, and are able to plan and implement strategies to eliminate those barriers and effectively support positive learning and achievement outcomes for all pupils.
Factors to Consider:
1. Knowledge of current and potential biases and discrimination in educational programs,
services and systems
Candidates demonstrate their awareness of the existence of biases and discrimination in educational programs, services, and systems through class discussions and completing course requirements designed to help them understand the experience of social equity populations.
Areas of specific mention in this courseinclude:
- Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.
Candidates have the opportunity to demonstrate such awareness through comparing and contrasting counseling techniques appropriate for various client populations, including multicultural and social equity populations in class.
Objective 2: Gather information and gaining social/historical understanding regarding a selected non-mainstream, socio-cultural population in the United States. The advanced student will gain knowledge of the varied social and psychological experiences of selected U.S. American minority, immigrant and recent refugee groups. They become aware of their own cultural values, biases, and ethnic identity and how this may affect how the profession and institutional policies and procedures discriminate.
Candidates are required to participate in an Immersion/Emersion Project in which they are required to meet with someone of a different background once a week for one hour and to get to know him/her. Based on the background of the informant, candidates are assigned to a group to develop a treatment intervention based on the healthy aspects of the informant’s background. Through this process, candidates can demonstrate knowledge of the unique experiences of people, which may include discriminatory treatment in educational programs, services and systems.
Objective 1: Identify the effect of cultural and ethnic factors upon academic assessment and achievement.
Candidates are required to conduct a case study and write an assessment of the person based upon the knowledge divulged in the student’s interview using the example from the textbook, Reducing Hate Crimes and Violence Among American Youth. Through this case study, candidates will demonstrate their ability to evaluate pupils’ conditions comprehensively and identify techniques they would employ to gain the necessary information to be of assistance to the student. Cultural and ethnic factors are key areas of consideration for comprehensive assessment.
Candidates are required to interview a school consultant to gather information about what programs and strategies the consultant employs when working with school staff and parents to alleviate school failure and increase pupil success.
Subsequently, candidates are required to develop a specific method for working with school staff and parents around a program to alleviate school failure and increase pupil success in response to a vignette in their final examination.
Among the topics for group presentation, one group is assigned to present on the following topic, “Develop a consultation model for student advocacy.”
Candidates are required to provide counseling and/or intervention for a student at risk of school failure. They are required to submit a case study write-up and make a verbal presentation in class. The case study write-up includes the following:
- A brief and concise summary of the family history and current situation addressing the following areas: ethnic, socio-economic, linguistic background, family dynamics, strengths and challenges.
- Assessment: Identify how these problems affect your student’s learning, academic achievement, and school behaviors; identify your student’s interest and strengths and things that can motivate your student’s learning.
- Counselor Recommendations: Address what specific recommendations you can make as an advocate for this student; and what you can do to advocate for this student.
Coun 240 puts candidates through the process of advocacy for students with special needs in education by requiring them to each work with a family with exceptional children. Through their work with the specific family, they identify resources in the community, in the school district, on the school site, and in the internet that will help parents assist their children with educational needs. Strengths-Based Support/Empowerment is addressed in class meetings. Candidates review legal aspects, procedural safeguards, and Individualized Education Plans in another class meeting. Candidates are encouraged to inform families of their legal rights for services to assist children with special needs.
Knowledge of the barriers to the highest learning and achievement for all pupils
Understanding barriers to the highest learning and achievement for all pupils is an
important step to identifying what is needed to help pupils succeed. Candidates demonstrate
their awareness of these barriers through class discussions about the sources of normal
and dysfunctional behavior and required activities such as serving on Student Study
Team, and developing intervention for an identified context.
Coun 206: Objective 5: Become better acquainted with research literature regarding development and be able to relate to discussions regarding the etiology of normal and dysfunctional behavior.
Coun 249: Checklist for student activities during field practice:
- Identification of the gifted, retarded, and emotional child with adjustment difficulties in school;
- Identification of children with ability in art, music, reading, arithmetic and other academic areas;
- Participation on Student Study Team as a counselor; and
- Identification of at risk students who may be potential drop-outs.
CI 285: Objective 4: Identify a context for brief intervention, develop an assessment plan, collect data, interpret results, and describe implications for planning and change.
Topics covered in this course include Multiple Intelligences: The importance of multiple representations of content for Special Needs Learners.
Knowledge of school learning support programs and services
As candidates become aware of the limiting impacts of discrimination and the barriers to pupils’ optimal learning and success, they are also given the opportunity to explore support programs and services to increase pupil success.
Required activities: Candidates are each required to work closely with parent(s) who have a pupil showing signs of problems. They will develop a Family Resources Notebook collaboratively with parent(s). This Family Resources Notebook must include support programs and services that address the limiting conditions facing the pupil and his/her family.
Objective 1: Familiar with major philosophical and theoretical approaches to coordinating and supervision of counseling programs at elementary, middle and high school levels.
Objective 3: Able to identify ways a counselor provides counseling services to students including individual counseling, classroom guidance, responsive support services.
Required activities: Candidates are required to write a research paper on successful programs.
Coun 242: Objective 1: Develop methods of working with school staff and parents which include planned prevention programs to help alleviate school failure and promote ways of increasing pupil successes K-12 school settings.
Required activities: Candidates are required to make a group presentation on programs that address school failure and enhance pupil successes.
Knowledge of and skill in advocating for high academic expectations and learning success for all pupils
Coun 240: Assignment: Students are to work with a family that has a child with special needs and to advocate for the services that meet the needs of the family and the child.
Coun 241: Objective 6: Able to develop and implement plans directed at affecting school climate by bringing about change in an organization or with an individual(s) within an organization.
Coun 242: Objective 4: Investigate procedures for developing methods to be used in formulating pupil advocacy programs.
Candidates taking the above courses are engaged in class discussions about pupil advocacy, plans that affect school climate, and ways to empower parents in the process of home/school collaboration. Required activities such as developing a Family Resource Notebook in Coun 240, presentations of effective programs in Coun 241 and 242 are examples of candidates’ direct experience in advocating for pupils and their families.
Knowledge of educational and career paths
Class discussions are generated to meet the following objectives:
Objective 1: Compare and contrast major career development and decision-making theories and models.
Objective 3: Relate career development counseling and cultural value systems to populations and groups.
Objective 5: Describe effective techniques for providing educational counseling to students and families about academic and career decisions, including the development of career development curriculum and academic planning.
In addition, students are assigned to a small group with the task of creating a career guidance program for a specific client population. This task develops students’ ability to assess client’s needs, develop intervention strategies and deliver these services in a group setting. Students are engaged in teamwork, problem solving and exercising organizational skills.
Knowledge of academic and learning required for admission to college/university
Coun 249: Checklist for activities in field practice include:
Review scholarship possibilities with students; develop career opportunities for students, review plans for attending college.