Catalog 2009-2010
Lewis & Clark
Graduate School of Education and Counseling
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Initial I School Counseling License Only
Candidates who hold a master's degree in a closely related field (e.g., education, psychology, or social work) may apply for admission to the Initial I School Counseling License Only Program. Students are held accountable to each course in the program as outlined below, but after admission, the candidate works closely with a faculty advisor to design an individual program of study leading to licensure. The program of study is created from review of petitions submitted by the candidate to waive coursework based on competence equivalency or examination (restricted to certain courses). Contact the School Counseling Program office for further information.
Track I
Candidates who hold a current Oregon Basic, Standard, Initial I, or Continuing Teaching license and have completed two years of successful teaching on that license are eligible for the Track I program in school counseling. Candidates must pass the Praxis II subject-area test in school counseling and guidance and the ORELA exam, "Protecting Student and Civil Rights in the Educational Environment," in order to complete the program.
Degree Requirements for Track I
Candidates must complete 37 semester hours, distributed as follows:
Required Courses for Track I
SCED 500 Introduction to School Counseling, 3 semester hours
SCED 501 Academic Development and Consultation, 2 semester hours
SCED 502 Internship: Academic Development and Consultation, 1.5 semester hours
SCED 503 Career Development and Consultation, 2 semester hours
SCED 505 Personal/Social Development and Consultation, 2 semester hours
SCED 506 Internship: Personal/Social Development and Consultation, 1.5 semester hours
SCED 507 Development of the Learner: Children and Adolescents, 2 semester hours
SCED 508 Social Justice, Diversity, and Cultural Issues, 2 semester hours
SCED 509 Ethical and Legal Issues in Education and School Counseling, 3 semester hours
SCED 510 Family Dynamics, Community Resources, and Consultation, 3 semester hours
SCED 511 Group Leadership Skills for School Counselors, 2 semester hours
SCED 512 Special Needs Populations in Schools, 2 semester hours
SCED 513 Continued Studies in Educational Research, Assessment, and Technology, 3 semester hours
Track II
Candidates who do not hold a valid Oregon teaching license—or who do hold such a license but have less than two years of teaching experience in an accredited school for grades K-12—are eligible for the Track II program in school counseling. In order to complete the program, Track II candidates must also pass the Praxis I, CBEST, or WEST-B tests of basic skills, the ORELA exam, "Protecting Student and Civil Rights in the Educational Environment," and the Praxis II subject-area test in school counseling and guidance.
Degree Requirements for Track II
Candidates must complete 42 semester hours, distributed as follows:
Required Courses for Track II
All of the required courses for Track I, 37 semester hours
SCED 517 Practicum in Classroom Instruction, 5 semester hours (3 semester hours fall, 2 semester hours spring)
SCED 500 - Introduction to School Counseling
Perspectives and practices for school counseling in the 21st century, multicultural and diversity issues impacting school counseling, and 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, cognitive-behavioral, and microskills approaches.
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, cognitive-behavioral, client-centered, reality/choice, and microskills 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 standards 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, cognitive-behavioral, client-centered, reality/choice, and microskills 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, 501, 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, cognitive-behavioral, client-centered, reality/choice, and microskills 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, 501, 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, 501, 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 developments that help today's youths 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 the Oregon 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 513 - Educational Research, Assessment, and Technology
The major uses and components of classroom or school-based research processes, academic test interpretation, and limitations. Participants explore quantitative and qualitative research methods, critiques 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 webpage for data display.
Prerequisite: None.
Credit: 3 semester hours.
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.
Prerequisite: Portfolio meeting/sign-off with advisor, completion of all required coursework.
Credit: 2-4 semester hours (students take 4 semester hours in fall semester, 4 in spring semester for a total of 8 hourss).
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.
Prerequisite: None.
Credit: 2-3 semester hours (students take 3 hours in fall semester and 2 hours in spring semester for a total of 5 hours).