This course will enable the prospective school counselor to become familiar with the environmental and sociological aspects of the school community. Directed observation and practice made within K-12^th grade schools of the New York/tri-state area.The student will be required to be an observer and participant within the school setting for 100 hours and complete appropriate projects.

Three credits

An examination of the basic issues affecting the school counselor practicing in the contemporary world.  Issues explored will include the nature and scope of counseling, ethics and best practices, and the relationship between counselors and other members of the pupil personnel services team.  Collaboration with outside agencies such as social service agencies and vocational and rehabilitative settings will be discussed The interaction between counseling and the broader education process will be explored by teaching students how to develop a comprehensive guidance plan; this includes how to develop counseling programs and research their effectiveness.

Theories and research in various psychodynamic, interpersonal, and humanistic schools of counseling.Students will study the evolution from traditional psychoanalytic theory to modern interpersonal and relational approaches. 

An overview of theories and research in various schools of cognitive, behavioral and other modern schools of counseling. Emphasis on understanding the individual in the context of his or her developmental experiences and particular environment. An understanding of the goals and methods used by evidence-based models of counseling.

Overview of theories of family therapy and study of patterns of family interaction. Techniques for improving family functioning are discussed as well as techniques for dealing with the family in group counseling. Marital counseling and parent counseling are studied. Attention is given to government and private agencies that deal with the emotional problems faced by families.

An overview of theories, research, techniques, and processes in the dynamics of group counseling, with particular emphasis on the role of the leader, the participation of group members, the cohesiveness of the group, the measurement of growth of each group member. The opportunities of using group techniques for school counseling, teaching, community work, tutorial programs, and vocational and educational counseling are considered. 

Practical experience of working with counselees under supervision in a K-12 school for a minimum of 300 clock hours.  This course requires a 300 hour internship experience either in grades K-8 or in grades 9-12 and is given in conjunction with SPC 661D.  Together the two courses will provide the student with a total of 600 hours of internship comprised of a minimum of 240 clock hours of supervised direct student service in group counseling, individual counseling and school counseling core curriculum lesson delivery and a minimum of 360 supervised clock hours focused on developing, implementing and evaluating key school counseling elements.  In addition, students also participate in weekly seminars to discuss and evaluate the counseling process.

Continuation of internship in SPC 661A or 661B. Practical experience of working with counselees under supervision in a K-12 school for a minimum of 300 clock hours.  This course requires a 300 hour internship experience either in grades K-8 or in grades 9-12 and is given in conjunction with SPC 661D.  Together the two courses will provide the student with a total of 600 hours of internship comprised of a minimum of 240 clock hours of supervised direct student service in group counseling, individual counseling and school counseling core curriculum lesson delivery and a minimum of 360 supervised clock hours focused on developing, implementing and evaluating key school counseling elements.  In addition, students also participate in weekly seminars to discuss and evaluate the counseling process.

This course is designed for students presently working in a school setting, or pursuing a path leading to certification in guidance and counseling. The broad span of topics covered will assist them with the knowledge and skills to work effectively with students and families for the college admission and selection process. Through a multi-modal approach, students will develop practical skills to help traditional, special and diverse populations. Current trends in college admissions, ethical issues, financial aid, the student essay, letters of recommendation, admissions testing and the student athlete are among the many topics that will be addressed.

This course aims at providing the student/practitioner with a broad, in-depth understanding of myriad factors which impact on the adaptation, self-image and adjustment of special education students. Categories of special education populations will be introduced. Through such understanding, the course will then develop and explore counseling and palliative principles to guide work with such populations. Self-awareness as related to these issues will be stressed throughout the course as students develop a deeper comprehension of ethical and professional counseling practice in our diverse society. 

This course will focus on the practical application of a comprehensive developmental school counseling program at the high school level. The roles and responsibilities of a high school counselor will be discussed. Topics to be covered will include college admissions, academic advisement, crisis intervention, consultation and career planning. An emphasis will be placed on the college admissions process and individual planning including assessment, career and transitional planning. Current issues and special programs in high school counseling will also be discussed. 

This course focuses on teaching the student how to successfully navigate a comprehensive middle school counseling program. The course leads the student through the academic, developmental, emotional and social challenges faced by the young adolescent student in grades six through eight. Also discussed will be the specific role and responsibilities of the middle school counselor, the importance of parent partnerships, student transition from elementary school and to high school, CSE and 504 plans, RTI, the team teaching environment and team meetings, career awareness, middle school counseling groups and crisis interventions.