Standard 8

Self-esteem and Personal and Social Responsibility

The program provides candidates with opportunities and experiences to assess their own self-esteem and to demonstrate an understanding of principles associated with the building of (a) self-esteem, (b) personal and social responsibility, and (c) their relationship to the life-long learning process.

Factors to Consider

Principles associated with the building of self-esteem

Understanding candidate’s own self-esteem:

In planning the PPS Program, it was felt by the counselor education faculty that it is essential for the PPS candidates to develop self-awareness, self-acceptance, and a sense of self-efficacy as a part of their ongoing professional development and growth. Therefore courses are designed with an emphasis on promoting self-reflection and self-awareness. Candidates are helped to gain knowledge of their strengths and awareness of their need for improvement in a most supportive learning environment.

COUN 174: Requirements:

Students are required to attend six counseling sessions that are sponsored by the Department of Counseling, Special Education and Rehabilitation. Students learn to recognize relational conditions required to establish a counseling relationship with clients. The student will gain perspectives on his/her personal life experiences.

COUN 200: Objective 3: Candidates will actively participate in class activities, which include assuming the role of both counselor and client as requested.

COUN 201: Candidates gain awareness of their own cultural values and biases. They explore their racial identity. Through a variety of learning experiences and assignments, candidates explore and reflect on their values, beliefs, and attitudes regarding the culturally different. White students reflect on white privilege and ethnic minority students reflect on how they have had to suppress their ethnicity in order to accommodate to American culture.

COUN 208: Assignment: Candidates are given supervised, on-campus counseling experiences with selected clients. While candidates work on developing their counseling skills, they are also helped to gain understanding of how their own self concept and issues may influence their counseling competence. This is accomplished through receiving feedback from instructors and peers, reviewing tapes of their counseling sessions, and maintaining a personal journal throughout the semester. These journals are designed to help candidates gain insight into themselves and what personal characteristics facilitate and/or hinder their counseling abilities.

b. Developing pupil’s self esteem:

    i.  Candidates’ knowledge of self-concept:

COUN 174: Students are introduced to basic counseling theories which include the Person Centered Theory of Rogers, Existential work of May, Perls' Gestalt work, psychodynamic work of Freud and Adler, and Cognitive Behavioral work of Skinner and Lazarus. The role of self concept in a person’s life is examined from different theoretical perspectives.  

Assignment: TheoryA

CI 285: Candidates become conversant with psychological theories related to development and learning.   These theories include Theories of Motivation. Topics include Motivation and Self Regulation in Learning.

Assignment:CurriculumA

   ii.  Candidates’ knowledge of tools to assess self-esteem:

COUN 203: Assignment: Candidates’ understanding of the whole situation involving a person is demonstrated through their write up of a psychological report which includes interpretation.

COUN 233: Assignment: Candidates are exposed to child and adolescent assessment from psychosocial, medical, educational, and familial aspects. They are engaged in analysis of live and theoretical case study and also direct observation of children.

COUN 208: Assignment: Candidates provide supervised, on-campus direct counseling to selected clients.   Subsequently, they write reports summarizing their assessment and understanding of the clients’ self concept, world view, nature of problems, and decision-making behaviors.

Coun 249: Assignment: Candidates are required to write in depth case study reviews for Children in an elementary school, and middle/high school settings. They also are required to make a case presentation at class and receive feedback from peers and instructors on case assessment and intervention.

    iii.  Candidates’ skills in enhancing pupil’s self-esteem:

Regardless of candidates’ preferred choice of theoretical perspectives, the faculty in the Counselor Education Program believe that counseling candidates must be taught how to recognize and to apply core skills which are fundamental to the development of a helping relationship between school counselors and pupils, their families, and school personnel.   These core skills include empathy, respect, genuineness, concreteness, immediacy, confrontation and self-disclosure.   Among the core conditions, respect denotes the belief of a helper about the helpee’s human potential and a commitment to actualize his/her potential.

Application of these skills in the helping relationship facilitates clients in the exploration of their present thoughts, feelings, and actions, understanding of where they are and where they want to be, and the initiation of action to get where they want to be. In other words, this program trains candidates to facilitate the development of self understanding, decision-making, and goal-directed behaviors.

Candidates have direct experience in applying these skills initially in COUN 200, in greater depth in COUN 208, and Coun 249, and also in other courses where direct contacts with clients are a part of the course requirements/activities.

    iv.  Developing pupil’s self-esteem at a systemic level:

The faculty in the Counselor Education Program believes that a person’s self-esteem is affected by and in turn affects his/her social context. In a pupil’s life, the family, school, and community constitute a major part of his/her social context. Therefore, candidates are trained in assessing and supporting pupils’ development of self-esteem at an individual level, and at a systemic level. This includes school organizational and educational policies and procedures, families, and communities. Courses are designed to develop candidates’ competence in designing and implementing programs, curriculums, and consultation with multiple parties to enhance student success and positive school climate:

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.
Assignment: OrganizationA

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.
Assignment: AdvocacyA

Coun 249: Assignment: Students are required to apply the concepts in program design, implementation, and evaluation from the text to their school sites.

Principles associated with the building of personal and social responsibility

This program puts strong emphasis on the belief that a person is endowed with human potentials and the intention to actualize his/her potentials within a social context. The development of personal and social responsibility of pupils is nurtured when a counselor assists them in understanding the personal and social implications of the decisions and choices they make.

 The knowledge and skills are demonstrated through candidates’ participation in counseling practicum and field practice as well as their exposure to specific discussions of concepts such as decision-making, choice and consequences, and character development.

COUN 220: Objective: Candidates learn effective techniques for providing educational counseling to students and families about academic and career decisions.
Assignment: CareerA

COUN 242: Students study different consultation models. These models are applied to teacher consultation and parent consultation. School-based consultation model is covered and concepts pertaining to different consultation models involve decision-making, choice and consequences, and character development.
Assignment:

Students are required to present on a list of mandatory topics, including conflict resolution, motivation, adolescent mental health, school to work, and problem solving. Concepts relating to decision-making, choice and consequences, and character development are embedded in these topics.

CI 285: A specific topic on Promoting Positive Character Development in Youth is included in this course.

Principles associated with the relationship of self-esteem, personal and social responsibility to the life-long learning process

Candidates in this program are well aware of the relationship of self-esteem, personal and social responsibility to the life-long process. In each PPS course, supervisors and instructors in the counselor education program hold regular seminars and individual conferences with counseling students to offer them the opportunity to reflect on and analyze their learning process connected with counseling. They are helped to think of feelings and ideas being expressed as a part of one's self. In this way, student counselors can think objectively and analytically with regard to the goals, actions, and the environment in which counseling is taking place.

Furthermore, legal and ethical considerations are emphasized in all courses. Candidates are confronted on a regular basis on the importance of protecting the welfare of their clients and the importance of being accountable for their behaviors and decisions.

Direct discussions on personal and social responsibility are also provided in a number of courses:

COUN 249:

Assignment Chapter 9, Educational Planning and Career Development:

Describe the process when you work with a student to develop his/her educational planning and career development using the examples of case study of this chapter

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.

CI 285: The topic on “Professional Ethics and Moral Maturity” is included in this course.

As candidates develop their own self-esteem, personal and social responsibility, they become role models for pupils in developing citizenship in a changing society.

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