School Counseling - Kent State University at Kent

School Counseling from Kent State University at Kent is a Campus Master Counseling and Personnel Services degree that prepares you for a Education career. The mission, intent and purpose of the School Counseling program at Kent State University is to prepare students for employment as professional school counselors in K-12 institutions. The School Counseling program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and is approved by the Ohio Department of Education (ODE). Broad objectives of the program include the following: Students will have a curricular experience and demonstrated knowledge in: 1) professional orientation and ethical practice; 2) social and cultural diversity; 3) human growth and development; 4) career development; 5) helping relationships; 6) group work; 7) assessment; and 8) research and program evaluation. Students will obtain supervised counseling experience that might better meet the personal, social, educational, and vocational needs of children and adolescents in school settings. Students in the School Counseling program will also obtain the following: Foundational Knowledge Knows history, philosophy, and trends in school counseling and educational systems. Understands ethical and legal considerations specifically related to the practice of school counseling . Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school . Knows professional organizations, preparation standards, and credentials that are relevant to the practice of school counseling. Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events. Foundational Skills and Practices Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. Knowledge of Counseling , Prevention, and Intervention Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. Knows strategies for helping students identify strengths and cope with environmental and developmental problems. Knows how to design, implement, manage, and evaluate transition programs, including school-to-work, postsecondary planning, and college admissions counseling . Understands group dynamics?including counseling, psycho-educational, task, and peer helping groups?and the facilitation of teams to enable students to overcome barriers and impediments to learning. Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools , and knows the skills needed for crisis intervention. Skills and Practices of Counseling , Prevention, and Intervention Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. Demonstrates the ability to use procedures for assessing and managing suicide risk. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. Knowledge of Diversity and Advocacy Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. Identifies community, environmental, and institutional opportunities that enhance?as well as barriers that impede?the academic, career, and personal/social development of students. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement. Skills and Practices of Diversity and Advocacy Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. Knowledge of Assessment Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students. Knows the signs and symptoms of substance abuse in children and adolescents, as well as the signs and symptoms of living in a home where substance abuse occurs. Identifies various forms of needs assessments for academic, career, and personal/social development. Skills and Practices of Assessment Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. Selects appropriate assessment strategies that can be used to evaluate a student's academic, career, and personal/social development. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. Makes appropriate referrals to school and/or community resources. Assesses barriers that impede students' academic, career, and personal/social development. Knowledge of Research and Evaluation Understands how to critically evaluate research relevant to the practice of school counseling. Knows models of program evaluation for school counseling programs. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). Understands the outcome research data and best practices identified in the school counseling research literature. Skills and Practices of Research and Evaluation Applies relevant research findings to inform the practice of school counseling . Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. Analyzes and uses data to enhance school counseling programs. Knowledge of Academic Development Understands the relationship of the school counseling program to the academic mission of the school. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school . Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material. Skills and Practices of Academic Development Conducts programs designed to enhance student academic development. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. Knowledge of Collaboration and Consultation Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. Understands systems theories, models, and processes of consultation in school system settings. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them. Knows school and community collaboration models for crisis/disaster preparedness and response. Skills and Practices of Collaboration and Consultation Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. Locates resources in the community that can be used in the school to improve student achievement and success. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. Uses peer helping strategies in the school counseling program. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. Knowledge of Leadership Knows the qualities, principles, skills, and styles of effective leadership. Knows strategies of leadership designed to enhance the learning environment of schools . Knows how to design, implement, manage, and evaluate a comprehensive school counseling program. Understands the important role of the school counselor as a system change agent. Understands the school counselor's role in student assistance programs, school leadership, curriculum, and advisory meetings. Skills and Practices of Leadership Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). View more details on Kent State University at Kent . 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