Catalog 2007-2008
Graduate School of Education and Counseling

Please Note: This is the 2007-2008 catalog. It is now out of date, and included here only for archival purposes. Please use the current edition. Thank you.

Curriculum: Initial School Counselor

SCED 500 - Introduction to School Counseling

Perspectives and practices for school counseling in the 21st century, multicultural and diversity issues impacting school counseling, overview of counseling theory as applied to the child and adolescent in a school setting. Introduction to counseling-skill development with an emphasis on solution-focused, micro-skills, and cognitive-behavioral approaches. Direct involvement with local practicing school counselors and diverse student groups.
Prerequisite: None.
Credit: 3 semester hours.

SCED 501 - Academic Development and Consultation

First of three courses addressing National Standards for Comprehensive School counseling Programs and the role of the school counselor in consultation. Skill development with an emphasis on resiliency/asset-building using solution-focused, microskills, cognitive-behavioral, client-centered, and reality/choice counseling as applied to the academic development of a diverse population of students to eliminate achievement gaps. Topics include developmental assets as identified by the Search Institute. Participants practice consultation skills with students and faculty.
Corequisite: SCED 500, 502.
Prerequisite: None.
Credit: 2 semester hours.

SCED 502 - Internship: Academic Development and Consultation

Direct experience in school settings working with students and faculty. Candidates conduct classroom activities to support academic success based on the National Standard for academic Competencies. Under the direction of the school counselor, participants consult with students and faculty on academic issues and the elimination of achievement gaps between and ethnic and racial groups.
Corequisite: SCED 500, 501.
Prerequisite: None.
Credit: 1.5 semester hours.

SCED 503 - Career Development and Consultation

Second of three courses addressing National Standards for Comprehensive School Counseling Programs and the role of the school counselor in consultation. Continued skill development with an emphasis on resiliency/asset-building using solution-focused, microskills, cognitive-behavioral, client-centered, and reality/choice counseling as applied to the career development of a diverse population of students. Topics include developmental assets as identified by the Search Institute. Content knowledge is enhanced by technology. Participants practice consultation skills with students and faculty.
Prerequisite: SCED 500-502.
Credit: 2 semester hours.

SCED 505 - Personal/Social Development and Consultation

Third of three courses addressing National Standards for Comprehensive School Counseling Programs and the role of the school counselor in consultation. Continued skill development with an emphasis on resiliency/asset-building using solution-focused, microskills, cognitive-behavioral, client-centered, and reality/choice counseling as applied to the personal/social development of a diverse population of students. Topics include developmental assets as identified by the Search Institute. Participants practice consultation skills with students and faculty.
Prerequisite: SCED 500-502.
Credit: 2 semester hours.

SCED 506 - Internship: Personal/Social Development and Consultation

Direct experience in school settings working with students and faculty. Candidates conduct classroom activities to support personal/social success based on the National Standard for Personal/Social Competencies. Under the direction of the school counselor, participants consult with students and faculty on personal/social issues.
Corequisite: SCED 505.
Prerequisite: SCED 500-502.
Credit: 1.5 semester hours.

SCED 507 - Development of the Learner: Children and Adolescents

Discussion, critique, and application of theories of child and adolescent development and learning. Application of theory to the school setting in the areas of learner development, learner styles/differences, the nature of the learner, and learner motivation. Topics include the impact of culture and diversity on learning. Examines from the perspective of the school counselor the contribution of internal/ external asset development that helps today's youth thrive.
Prerequisite: None.
Credit: 2 semester hours.

SCED 508 - Social Justice, Diversity, and Cultural Issues

Strategies for interacting and working with diverse communities as identified by race, ethnicity, gender, class, sexual orientation, age, disability, or religion. Addresses methods for positively impacting social and cultural diversity and equity issues including the possible effects of culture, race stereotyping, family, socioeconomic status, gender, sexual identity, language, and values on student development and progress in the school setting. Content and methodology emphasize small-group activities, collaboration, and use of data to create equity for all students. Candidates practice taking an active role in supporting all students and focus on eliminating the achievement gap.
Prerequisite: None.
Credit: 2 semester hours.

SCED 509 - Ethical and Legal Issues in Education and School Counseling

Study of sources of law under which educators operate. Case law, lectures, and discussions concentrate on legal rights and responsibilities of all individuals attending or employed by public schools. Examination of areas of educational governance (e.g., courses of law and the courts, schools and the states). Explores the ethical codes of the American School counselor Association and the American Counseling Association using case studies. Meets the requirement of Oregon's Teacher Standards and Practices Commission for knowledge of federal and state laws prohibiting discrimination.
Prerequisite: None.
Credit: 3 semester hours.

SCED 510 - Family Dynamics, Community Resources, and Consultation

Effective ways to include family members as active contributors in their children's education. Examines concepts of family dynamics and dysfunction requiring referral and use of community resources. Topics include developmental assets as applicable to the family setting and impact of the special-needs child on the family organizational structure. Explores diversities inherent in families and focuses on ways of relating to families who differ from each other in terms of age, race, socioeconomic background, and/or family form.
Prerequisite: None.
Credit: 3 semester hours.

SCED 511 - Group Leadership Skills for School Counselors

Principles and practices of group counseling, group dynamics, group leadership, and group processes with students and parents. Topics include group approaches for promoting academic, career, and personal/social success for all students. Candidates plan, organize, facilitate, and evaluate small groups within the educational setting. Addresses ethical considerations of group work with children and adolescents using the ethical codes of the American School Counselor Association and the American Counseling Association.
Prerequisite: None.
Credit: 2 semester hours.

SCED 512 - Special-Needs Populations in Schools

Overview of the special-needs child in today's schools and the knowledge and skills necessary to better advocate on behalf of this student. Topics include exceptionalities including communication disorders, learning disabilities, mental retardation, emotional disturbance, behavioral disorders, orthopedic impairments, traumatic brain injuries, hearing and vision impairments, and special talents and giftedness. Participants review criteria for special-needs populations as outlined in the Oregon Administrative Rules.
Prerequisite: None.
Credit: 2 semester hours.

SCED 513A - Continued Studies in Educational Research and Assessment

Major uses and components of classroom or school-based research processes, academic test interpretation, and limitations. Participants explore quantitative and qualitative research methods, critique of research studies, assessment and evaluation, integration of assessment with instruction, portfolios, comprehensive school counseling programs, and what it means to be a practitioner-researcher. Topics include cultural assumptions held by researchers and the effects of these assumptions on research practices and results. Candidates develop a database, PowerPoint presentation, and Web page for data display.
Prerequisite: None.
Credit: 2 semester hours.

SCED 513B - Continued Studies in Educational Research, Assessment, and Technology

Prerequisite: None.
Credit: 1 semester hour.

SCED 516 - School Counseling Internship

Application of knowledge, skills, and attitudes gained from previous courses (e.g., consultation, research, ethics/law). Candidates focus on the school counselor's role within the educational setting and prepare a professional portfolio that showcases their graduate work/experiences. Candidates assess, design, implement, and evaluate a comprehensive school counseling program based on national standards, the ASCA National Model, and Oregon's Comprehensive Guidance and Counseling Framework. Explores school reform initiatives (e.g., Certificate of Initial Mastery, Certificate of Advanced Mastery, Proficiency-based Admissions Standards) including curriculum, instruction, leadership, and politics. Two semesters.
Prerequisite: Portfolio meeting/signoff with adviser, completion of all required coursework.
Credit: 4 semester hours fall; 4 semester hours spring.

SCED 517 - Practicum in Classroom Instruction

Foundations of education and curriculum. Classroom instruction is complemented by a teaching practicum, allowing the candidate to integrate theory and practice. Participants complete student teaching and prepare a work sample. Two semesters.
Prerequisite: None.
Credit: 3 semester hours fall; 2 semester hours spring.