COUN 6311 Course Introduction

The role of the school counselor is often perceived as one who assists in the placement of students in appropriate classes, facilitates the guidance process and acts as a resource person for parents, teachers, and students. While these are important aspects of the job, they represent a limited view of the true scope of responsibilities held by today’s school counselors. To be effective counselors in schools, we must be able to function in several leadership roles. We must act as advocates for students; provide leadership through program development; collaborate with other educational professionals; and serve as consultants to meet the diverse needs of our clientele. The focus of COUN 6311 Course will be on developing each of these skills to prepare you for your role as a professional school counselor. In addition, we will examine how technology can enhance your ability to function effectively within each one of these four major roles.

COUN 6311 Course Description

COUN 6311 Course is a study of leadership in counseling with an emphasis on developing effective consultation skills and advocacy skills for leading change in educational settings. The COUN 6311 Course examines the role of the school counselor as a consultant and agent of change with emphasis on working effectively with administrators, parents, teachers, other professionals and students to promote optimal student learning. Students are expected to develop skills to understand the impact of culture on administration, supervision and leadership; identify ways in which school counselors can advocate for culturally responsive practices within schools; demonstrate knowledge of how to maintain ethical standards when consulting with others; identify principles related to the effective functioning of teams; apply these principles when working in an educational setting. A field experience is required.

Universities Offering the COUN 6311 Course

Colorado State University

University of Houston-Clear Lake

COUN 6311 Course Outline

COUN 6311 Course Description

COUN 6311 Course is designed to provide students with the opportunity to examine, develop, and refine leadership skills in counseling and consultation.

COUN 6311 Course Objectives

1. Understand the principles of leadership, advocacy, and consultation in the schools.

2. Learn to apply the principles of leadership, advocacy, and consultation in the schools.

3. Develop skills in leadership, advocacy, and consultation in the schools.

COUN 6311 Course Pre-requisites

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits)

Admission to Graduate School or permission of instructor.

*This is a prerequisite for COUN 6303 – Internship in Counseling. It is advisable to take COUN 6311 before beginning an internship experience.

COUN 6311 Course Duration & Credits

COUN 6311 Course is a study of leadership in the schools, including educational policy-making, advocacy, and consultation. Topics include effective communication and conflict resolution, school-based support programs, and resource development and utilization. The role of the counselor as a leader will be explored. Students will learn to assume leadership roles in various counseling settings by developing their own leadership styles. Prerequisite: Admission to the Counseling Program.

*COUN 6311 Course duration and credits may vary depending on the delivery method of the COUN 6311 Course. For more information about COUN 6311 Course, please contact your Enrollment Representative

COUN 6311 Course Learning Outcomes

#. Analyze the importance of building and maintaining effective relationships in the school environment.
#. Examine leadership styles, consultation, and collaboration models used in education environments.
#. Evaluate advocacy and negotiation strategies for supporting students and families in the educational system.
#. Compare ethical considerations related to leadership, consultation, and advocacy in the schools.

COUN 6311 Course Assessment & Grading Criteria

A. Leadership, Advocacy, and Consultation in the Schools (COUN 6311)

COUN 6311 Course is designed to prepare students for leadership roles in schools and other educational settings. The COUN 6311 Course emphasizes knowledge and skills related to effective school leadership; advocacy for children, families, and schools; and consultation with teachers, administrators, parents, and other stakeholders. Students will be expected to develop a comprehensive understanding of the structure, function, and dynamics of school systems through readings in the scholarly literature on effective school leadership as well as through direct observation and interaction with stakeholders in real-world settings. Students will also be expected to apply what they have learned by developing a comprehensive leadership portfolio that documents their mastery of major learning objectives for the COUN 6311 Course.

Grade Criteria for Leadership, Advocacy, and Consultation in the Schools (COUN 6311)

In order to pass COUN 6311 Course, students must earn a grade of C or better on all assignments. Grades will be based on the quality of students’ work on class assignments as well as their participation in class discussions and other learning activities.

COUN 6311 Course Fact Sheet

COUN 6311 Course is designed to introduce students to the role of leadership in school counseling. Students will explore the major issues and trends in education and their implications for school counselors as leaders, advocates, and consultants. Topics will include current educational issues, ethical issues in leadership, effective change strategies for schools, and an overview of the impact of leadership on student achievement.

COUN 6311 Course Delivery Modes

COUN 6311 Course delivery modes for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) is primarily face-to-face; however, students are required to attend a 1-day on campus residency on Friday, October 20th from 8:30am to 4:30pm. The online class includes a combination of asynchronous and synchronous activities. Students will be expected to participate in discussion boards, as well as weekly live online sessions on Thursdays from 5:30pm to 7:30pm central time. Students will also have weekly readings and assignments. Students are required to have access to a computer with a webcam and microphone. *COUN 6311 Course is a capstone COUN 6311 Course required for School Counseling candidates who intend to complete the School Counseling program at the masters level. COUN 6311 Course must be taken prior to taking EDCI 6300 – Internship II

COUN 6311 Course Faculty Qualifications

**

Leadership, Advocacy, and Consultation in the Schools is a required COUN 6311 Course for all students enrolled in the M.Ed. Educational Leadership program at Texas A&M University-Corpus Christi. The COUN 6311 Course is offered as an online graduate level COUN 6311 Course that meets five weeks at a time throughout each semester. These five week COUN 6311 Courses are accelerated COUN 6311 Courses and include material related to leadership, advocacy, consultation, ethical decision making and conflict management. Students will be engaged in a variety of learning activities that facilitate understanding of various issues that impact education today including cultural competence and effective communication skills. Active learning experiences will be provided via online interactions with other students and faculty during class discussions using WebCT/Blackboard software and asynchronous email correspondence. Students are required to complete weekly assignments based on the assigned readings and videos along with community visits to understand educational leadership practices in local school districts. The purpose of COUN 6311 Course is to provide students with knowledge of effective leadership practices within diverse school communities while providing opportunities to learn specific skills related to conflict management, group process, community relations, organizational leadership, problem solving and effective decision making.

The ideal candidate should hold a minimum of a master’s degree in Education Leadership or related field as well as current administrative certification at the principal level or above. Current administrative experience is also strongly encouraged so that candidates can share real-world examples with students who are interested in becoming leaders themselves. Candidates should have knowledge of current educational issues and trends impacting schools today along with previous teaching experience to share best practices with future administrators. The candidate should be able to provide examples from their own professional experience relating to conflict management within schools that illustrate various approaches that may be utilized by principals when dealing with difficult situations within the school environment such as parent confrontations or student discipline issues where parents need to be contacted regarding disciplinary consequences for their child(ren).

COUN 6311 Courses Required for Certification – Electives (9 credits)**

COUN 6311 Course Syllabus

COUN 6311 Course Description: COUN 6311 Course is designed to provide a survey of issues and problems related to leadership, advocacy, and consultation in the public schools. The class will explore critical issues facing school counselors, such as curriculum development, community relations, collaboration with staff and parents, as well as issues of educational equity. Specific models of leadership will be examined, along with the application of research and best practices in leadership training activities. Students will develop an understanding of how to prepare for effective advocacy and consultation in the schools.

COUN 6311 Course Prerequisites: COUN 6310 or equivalent

Required Texts:

• Evers, W., & Tinsley, H. (2012). Effective school counseling programs: A social justice framework (4th ed.). Thousand Oaks, CA: Sage Publications. ISBN# 9781412985115

• Carey, J., & Mullen, P. (2010). Advocating for yourself and others: Strategies for professional and personal success. Thousand Oaks, CA: Sage Publications. ISBN# 9781412958704

• Carey, J., & Mullen, P. (2011). Collaborating for real change: Lessons from innovative efforts across the country. Thousand Oaks, CA: Sage Publications. ISBN# 9781412992364

Recommended Texts:

• American School Counselor Association National Model® http://www.schoolcounselor.org/asca/media/asca/Model/National%20Standards%20and%20Key%20Elements%20of%20Effective%20School-Wide%20Guidance%20Programs_032613_FINAL2(1).pdf

• The ASCA National Model® online (free) http://www.schoolcounselor.org/asca/mediacatalog/catalogs/The-ASCA-National-Model-Online_72…

Suggested COUN 6311 Course Resources/Books

*Note: These are the official COUN 6311 Course resources for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools. Students may want to find these resources on their own.

Coon, D. J., Mitterer, J. O., & Thompson, N. L. (2013). Introduction to psychology: Gateways to mind and behavior (13th ed.). Belmont, CA: Wadsworth Cengage Learning. ISBN-13: 978-1133586926

Corey, G., Corey, M., & Callanan, P. (2014). Issues and ethics in the helping professions (9th ed.). Belmont, CA: Brooks/Cole Cengage Learning. ISBN-13: 978-1285070071

Dunn, K., & Dunn, R. (2008). Teaching elementary students through their individual learning styles (4th ed.). Boston, MA: Allyn & Bacon. ISBN-13: 978-0205542742

COUN 6311 Course Practicum Journal

In the Practicum Journal for COUN 6311, you will be asked to reflect on your weekly experiences working in a school setting and on your experiences related to leadership, advocacy, and consultation. The journal should be approximately 2 pages (double-spaced) each week. You are expected to reflect on all required readings and activities for the week. Your journal should be submitted by e-mail (see COUN 6311 Course syllabus). Include one journal entry for each week of the semester. At the end of each journal entry, you will rate yourself from 1-5 on each of the 13 Standards for School Counselors (CACREP). The standards are listed below and in Appendix A of this document.

The following items should be included in your weekly journal:

Suggested COUN 6311 Course Resources (Websites, Books, Journal Articles, etc.)

Websites:

http://www.ascd.org/ASCD/index.aspx

https://allianceforschoolcounselor education.wordpress.com/

Books:
* Carey, J., & McLean, L. (Eds.). (2011). Handbook of research on educational leadership for learning and school success. IGI Global. https://books.google.com/books?id=bt2_oX7vsCYC&pg=PA3&lpg=PA3&dq=Handbook+of+Research+on+Educational+Leadership+for+Learning+and+School+Success&source=bl&ots=GKjQUSghKY&sig=vZ9fpxBFRVFmz0-Lqw_IxgDYWDY&hl=en&sa=X&ved=0ahUKEwiNuO6O8PzRAhWDxYMKHbJMBcQQ6AEIVDAI#v=onepage&q=Handbook%20of%20Research%20on%20Educational%20Leadership%20for%20Learning%20and%20School%20Success&f=false

COUN 6311 Course Project Proposal

The purpose of this project proposal is to provide a detailed description of a school counseling program that can be implemented in an elementary, middle, or high school. The project proposal will include a rationale for the proposed program, specific goals and objectives for the program, and a detailed description of how the program will be implemented. In addition, the project proposal will identify the resources needed to implement the program and describe how the program will be evaluated.

*Note: This is a sample project proposal. It is not meant to represent an actual project that would be implemented in a school setting.

Rationale for Proposed Program

The rationale for the proposed program is based on the following needs of students in elementary, middle, and high schools:

1. Students need support in developing social and emotional skills.

2. Students need support in developing academic skills.

3. Students need support in developing college and career readiness skills.

4. Students need support in dealing with personal issues and challenges.

5. Students need support in developing positive relationships with adults and peers.

6. Students need support in navigating the school system and accessing services and resources.

Based on these needs, the proposed program will focus on providing social and emotional support to students through individual counseling, group counseling, and classroom guidance lessons. The program will also provide academic support to students through individual tutoring and small group instruction. Finally, the program will provide college and career readiness support to students through individual advising and small group workshops.

COUN 6311 Course Practicum

COUN 6311 Course Practicum for COUN 6312 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6312)

COUN 6311 Course Practicum for COUN 6313 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6313)

Degree Requirements

Related COUN 6311 Courses

Related COUN 6311 Courses for COUN 6312 – Clinical Supervision* (3 credits) (COUN 6312)

Related COUN 6311 Courses for COUN 6382 – Child and Adolescent Psychopathology and Treatment* (3 credits) (COUN 6382)

Related COUN 6311 Courses for COUN 6385 – Advanced Counseling Skills* (3 credits) (COUN 6385)

Related COUN 6311 Courses for COUN 6386 – Advanced Consultation Skills* (3 credits) (COUN 6386)

Midterm Exam

*COUN 6311 Course is a requirement for all School Counseling concentration students.

This midterm exam is worth 100 points. Please answer the following questions. Be sure to respond in enough detail so that we can fully understand your responses. Please put your name on the paper, and put each question number on the right hand side of your paper before you answer the question (so I know which question you are answering). Each answer should be 3 to 5 paragraphs long, at minimum. In other words, each answer should be at least 1/2 to 1 page in length. You will be graded on clarity of your writing, evidence that you understood the material covered in class (see lecture notes and PowerPoint slides), as well as evidence that you have thought carefully about what you read and discussed in class. This is not a true/false or multiple choice exam; it is an essay exam, so please write out complete sentences, using proper grammar and punctuation, when responding to these questions.

Question #1: What do we mean by consultation? What are the components of consultation? Describe several examples of consultation services that could be provided by a school counselor to address academic and/or behavioral issues with a student who has been referred for counseling services by his/her teacher(s).

Question #2: What does it mean to facilitate change? How can teachers work together with school counselors to facilitate positive change in the schools?

Question #3: Why is it important for school counselors to advocate for children and families? Describe two examples of how school counselors might advocate for children or families at risk or in need of assistance within their schools or communities.

Question #4: Describe three functions of groups that can help lead to successful group facilitation by school counselors within schools. Give an example of each function being used by a school counselor within a group session with students.

Question #5: Explain how effective collaboration between administrators and school counselors can lead to increased student achievement within schools. Describe two examples of how administrators and school counselors might collaborate more effectively within their schools so as to increase student achievement outcomes for all students served by the school counseling program.

Top 100 AI-Generated Questions

1. What are the most effective ways to advocate for students in the school setting?
2. How can educators best support students in developing leadership skills?
3. What are some effective strategies for consultation with parents and families about their child’s education?
4. How can educators effectively work with community partners to support students and families?
5. What are some effective ways to address conflict in the school setting?

What Should Students Expect to Be Tested from COUN 6311 Course Midterm Exam

The COUN 6311 Course Midterm Exam for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) will cover the following topics:

1. Leadership

2. Advocacy

3. Consultation

How to Prepare for COUN 6311 Course Midterm Exam

The following are suggestions for preparing for the COUN 6311 midterm exam:

1. Review the COUN 6311 Course syllabus and lecture notes from class. This will help you identify the main topics that will be covered on the exam.

2. Make a study guide. This can be done by creating a list of key topics and subtopics that you want to make sure to cover. You can also use your lecture notes and textbook to create a study guide.

3. Take practice quizzes or exams. There are many online resources that offer practice quizzes and exams for COUN 6311. Taking these can help you get a feel for the types of questions that may be on the midterm exam.

4. Meet with your instructor. If you have any questions about the material that will be covered on the midterm exam, make sure to meet with your instructor before the exam date.

Midterm Exam Questions Generated from Top 100 Pages on Bing

1. What is the definition of leadership?

Leadership is the process of influencing others to achieve a common goal.

2. What are the different types of leadership styles?

The different types of leadership styles include autocratic, democratic, and laissez-faire.

3. What are the different types of power?

The different types of power include coercive, reward, legitimate, and referent.

4. What is the definition of advocacy?

Advocacy is the act of pleading or arguing in favor of something, such as a cause, idea, or policy.

Midterm Exam Questions Generated from Top 100 Pages on Google

1. What is the difference between leadership and management?

2. What are the different types of leadership styles?

3. What are the different types of power?

4. What is the difference between authority and influence?

5. What are the different ways to develop influence?

6. What is the difference between advocacy and consultation?

7. What are the different types of consultation?

8. What are the different stages of consultation?

Final Exam

This is an open-book, take-home examination. The examination has a total value of 100 points. It consists of two essay questions and two short answer questions. Please follow the instructions for each question carefully and submit your answers in one Word document or PDF file. Be sure to include your name and student ID number on your submission. This examination must be completed within 10 days after it is issued.

1) Advocacy: Define advocacy, its purposes, and the role of the professional school counselor in the context of advocacy work. (35 points)

2) Leadership: Define leadership, identify the various leadership styles, and explain how each style might be used by a professional school counselor to lead a group of students through a conflict resolution process. (35 points)

3) Consultation: Define consultation, identify the various consultation models, and explain how each model might be used by a professional school counselor to consult with a teacher about a student who is struggling in class. (30 points)

Top 100 AI-Generated Questions

1.What is the definition of leadership?
2.What is the definition of advocacy?
3.What is the definition of consultation?
4.What are the goals of leadership?
5.What are the goals of advocacy?
6.What are the goals of consultation?
7.How does leadership differ from management?
8.What are the different styles of leadership?
9.What are the different types of advocacy?
10.What are the different types of consultation?

What Should Students Expect to Be Tested from COUN 6311 Course Final Exam

The final exam for COUN 6311 Course will cover the material from the entire COUN 6311 Course. Students can expect to be tested on topics such as leadership styles, advocacy strategies, and consultation methods.

How to Prepare for COUN 6311 Course Final Exam

1. The final exam for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools will be given during the last week of classes. It will be an open-book/open-notes exam consisting of 100 multiple-choice questions. The questions will cover material from all lectures and readings in the COUN 6311 Course.

2. In preparation for the exam, students should review all lecture notes and class handouts, as well as the textbook. In addition, students should be familiar with the major theories and concepts covered in the COUN 6311 Course.

3. On the day of the exam, students should bring a pen or pencil and their COUN 6311 Course textbook. They will have three hours to complete the exam.

Final Exam Questions Generated from Top 100 Pages on Bing

1. What are the three types of advocacy?

2. What is the difference between an advocate and a lobbyist?

3. What is the difference between direct and indirect advocacy?

4. What are some of the benefits of advocacy?

Final Exam Questions Generated from Top 100 Pages on Google

1. What is advocacy?

2. What are some ways in which advocates can influence policy?

3. What is the role of consultation in advocacy?

4. How can consultation be used to support advocacy efforts?

5. What are some strategies for effective advocacy?

Week by Week COUN 6311 Course Overview

COUN 6311 Week 1 Description

COUN 6311 Course focuses on developing leadership, advocacy, and consultation skills in order to support students’ academic and social success in schools. Topics include: (a) an overview of the organizational structure of schools and how they operate; (b) ways to build effective relationships with parents, guardians, and other caregivers; (c) how to work collaboratively with teachers and other school personnel to support students; and (d) strategies for dealing with difficult behavior.

COUN 6311 Week 1 Outline

This is a five-week online COUN 6311 Course. This outline provides a weekly overview of the topics, readings, activities, and assignments for the COUN 6311 Course.

Week 1: Introduction to Leadership, Advocacy, and Consultation in Schools

In this first week of the COUN 6311 Course, we will focus on introducing you to the field of school counseling and providing you with an overview of the major roles and responsibilities of school counselors. You will have the opportunity to begin thinking about your own philosophy of counseling and how it might be applied in a school setting. We will also discuss the importance of leadership, advocacy, and consultation in schools and explore ways to become an effective leader within the school system.

Topics:

• Introduction to school counseling
Major roles and responsibilities of school counselors
• Counselor identity and professional development
• Theories of counseling and their application to schools
• Leadership in schools
• Advocacy in schools
• Consultation in schools

COUN 6311 Week 1 Objectives

*Note: This is a required COUN 6311 Course for students who are currently enrolled in the School Counseling degree program.

**Note: Objectives are subject to change at the discretion of the instructor.**

By the end of this week, students will be able to:

– Understand the major components and activities of an effective school counseling program.
– Understand how to develop, implement, and evaluate a comprehensive school counseling program.
– Understand how to use data to drive decision making in a school counseling program.
– Understand professional school counseling identity, ethics, and standards.
– Understand the importance of leadership, advocacy, and consultation in school counseling.

COUN 6311 Week 1 Pre-requisites

Students must have completed COUN 6311 with a C or better to be eligible to enroll in COUN 6372. COUN 6311 Course is a pre-requisite for COUN 6311, Leadership, Advocacy, and Consultation in the Schools.

COUN 6311 Week 1 Duration

is five weeks. Each week has specific deadlines, but students may submit their assignments any time prior to the deadlines.

The approximate breakdown of your grade for each assignment is as follows:

COUN 6311 Week 1 Learning Outcomes

Identify and apply leadership theories, research, and strategies for developing positive school climates, improving school policies and practices, and promoting student success.

Describe methods for conducting effective school consultations.

Apply advocacy skills to support students, families, and schools.

COUN 6311 Week 1 Assessment & Grading

**

## Part I – Introduction

In this first part of the assessment, you will reflect on what you have learned this week and how it applies to your professional development as a school counselor. You will also reflect on your experience with receiving feedback from others. These reflections will be submitted as a written narrative and recorded audio file.

## Directions

Reflect on what you have learned this week and how it applies to your professional development as a school counselor. Include the following in your reflection:
– The knowledge and skills that you have acquired in COUN 6311 Course and how they can be applied in a school counseling context;
– The impact of receiving and responding to feedback in the educational setting;
– The value of collaboration within the school counseling profession; and,
– How your personal beliefs influence your ability to provide culturally responsive counseling services.

Type your narrative reflection in the text box below, saving a copy for yourself. Once you have completed your written reflection, click the **Record/Upload Audio** button below to open the recording widget. Make sure you are satisfied with your recording before submitting.

*****COUN 6311 – Week 1 Reflection***** Student name: Hailey Jones Professor: Dr. Fuchs Date: 8/31/2020 Hailey Jones 8/31/2020 COUN 6311 Week 1 Reflection This week’s lesson was very informative and gave me a lot to think about regarding my future as a school counselor. I feel like I definitely learned a lot of useful information that I can use in my future career as a school counselor. In particular, I found the section on “Culturally Responsive Counseling” to be very eye-opening and informative. I had never really thought about how my own personal beliefs could impact my ability to provide culturally responsive counseling services, but after reflecting on this topic, I can see how it would be very easy for me to unintentionally cause harm to a student if I am not aware of my own biases. This is something that I will definitely keep in mind as I continue my journey towards becoming a school counselor. Another thing that I found to be very interesting was the section on “The Impact of Feedback in Educational Settings”. I had never really thought about how the way that feedback is given can impact a student’s ability to learn from their mistakes. After reflecting on this topic, I can see how it would be very easy for me to unintentionally cause harm to a student if I am not aware of my own biases. This is something that I will definitely keep in mind as I continue my journey towards becoming a school counselor.

COUN 6311 Week 1 Suggested Resources/Books

Readings in Education and Psychology (http://www.amazon.com/gp/product/1429273346)

Doyle, T., & Ponder, G. (2011). The principal leadership handbook: Strategies for success. Thousand Oaks, CA: Corwin Press. ISBN: 9781412961310

Howlett, A. E., & Connerley, M. L. (2012). The reading specialist: Leadership for the classroom, school, and community (6th ed.). New York, NY: Pearson Education Inc.. ISBN: 9780205708311

Marzano, R., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 9781416602525

Schmidt-Davis, H., Burns, J., Cooley, C., and Huskey, K.(2009) Reading in the middle grades-2nd edition: A guide to the best instructional practices using a balanced approach (pp 1-197). Upper Saddle River NJ; Pearson Merrill Prentice Hall. ISBN 0-13-613782-5

COUN 6311 Week 1 Assignment (20 Questions)

COUN 6311 Week 1 Assignment Question (20 Questions)

1. Define advocacy and explain how advocacy differs from other helping roles.

2. Describe the major purposes of consultation.

3. Explain how the role of the consultant differs from that of the advocate.

4. List and describe the three major types of consultation models.

5. Explain how consultation can be used to promote school change.

6. Describe the major steps involved in the consultation process.

7. Explain how problem solving and action research can be used in consultation.

8. Discuss the importance of building rapport with clients in consultation.

9. Describe the major challenges that consultants face when working with clients.

10. Discuss the importance of ethical considerations in consultation.

COUN 6311 Week 1 Discussion 1 (20 Questions)

COUN 6311: Leadership, Advocacy, and Consultation in the Schools (5 credits) COUN 6311 Course Description COUN 6311 Course focuses on developing leadership, advocacy, and consultation skills to support families and schools in meeting the needs of children. Students explore topics such as effective communication, conflict management, culturally responsive practices, and community collaboration. Students also develop an understanding of systems theory as it applies to school counseling. COUN 6311 Course requires 20 hours of field experience in a school setting. Prerequisites: Admission to the School Counseling Program or permission of instructor. Required Textbook & Materials Reavis, C. A., & DuFour, R. (2017). School counseling for the 21st century (8th ed.). Upper Saddle River, NJ: Pearson Education/Merrill Prentice Hall. ISBN-13: 978-0133856430

COUN 6311 Week 1 DQ 1 (20 Questions)

COUN 6311 Week 1 DQ 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 1 Discussion 2 (20 Questions)

1. Define leadership. Give an example of a leader who has inspired you in your personal or professional life.

Leadership is the ability to influence others to achieve a common goal. An effective leader is someone who can motivate and guide others towards a shared vision. A leader who has inspired me in my personal life is my mother. She is a strong and independent woman who has always been an advocate for her children. She has taught me the importance of being a voice for those who cannot speak for themselves and she has instilled in me the confidence to pursue my dreams.

2. What are some of the qualities that make up an effective leader?

Some of the qualities that make up an effective leader are: intelligence, integrity, courage, decisiveness, charisma, and empathy. A leader must be able to think critically and make sound decisions. They must also be honest and have the courage to stand up for what they believe in. A leader must be able to connect with people and inspire them to achieve great things.

3. What is your definition of advocacy? Why do you think it is important for educators to be advocates for their students?

Advocacy is using your platform to speak up for those who cannot speak for themselves. It is important for educators to be advocates for their students because they are the ones who see them every day and understand their individual needs. Educators can provide a voice for their students and fight for the resources they need to be successful.

4. What are some ways that educators can advocate for their students?

Some ways that educators can advocate for their students are by speaking up at school board meetings, writing letters to elected officials, or organizing protests or rallies. Educators can also use social media to raise awareness about issues affecting their students.

5. What do you think are some of the barriers that prevent educators from being more effective advocates for their students?

Some of the barriers that prevent educators from being more effective advocates for their students are lack of time, resources, and support from administrators and colleagues. Many educators feel like they are already stretched thin and do not have the bandwidth to take on additional advocacy work. Others may feel like they do not have the expertise or knowledge to effectively advocate for their students.

COUN 6311 Week 1 DQ 2 (20 Questions)

Question 1

What is leadership? What does it mean to be an effective leader? How do leaders inspire people to achieve common goals?

Leadership is the process of influencing others to achieve a common goal. Leaders inspire people to achieve common goals by providing direction, motivation, and support. Leaders also create an environment in which people can work together effectively to achieve common goals.

Question 2

What is advocacy? What are some ways that advocates can influence decision makers?

Advocacy is the act of speaking up or taking action on behalf of someone or something. Advocates can influence decision makers by providing information, raising awareness, and mobilizing support. Advocates can also provide support and resources to help people take action on their own behalf.

Question 3

What is consultation? What are some ways that consultants can help organizations achieve their goals?

Consultation is the process of providing advice or assistance to someone in order to help them achieve their goals. Consultants can help organizations achieve their goals by providing expert advice, developing plans and strategies, and helping to implement change.

COUN 6311 Week 1 Quiz (20 Questions)

Question 1

1. What is the single most important quality of an effective leader?

Integrity

Intelligence

Influence

Innovation

Question 2

2. Which of the following statements about leadership is false?

Leadership can be learned. If a person lacks natural leadership qualities, he or she cannot become an effective leader. Leadership is about influence. Leadership is about setting direction and motivating people to achieve common goals. Good leaders are born, not made. Great leaders are born, not made. Leaders must possess all four of the basic management functions in order to be effective. Leaders cannot delegate tasks they do not like to do themselves. Leaders make decisions based on facts and analysis; managers make decisions based on intuition and feelings. Managers ensure that work gets done; leaders ensure that work gets done right and achieves desired results. A person with high emotional intelligence will make a good leader. A person with high emotional intelligence will make a good manager, but not necessarily a good leader. There is no difference between leadership and management; they are two words for the same thing. Leadership and management are completely different concepts; managers manage, while leaders lead. The role of a manager is to control resources in order to achieve specific objectives within specified time frames, while the role of a leader is to inspire others toward common goals by demonstrating personal integrity and exhibiting conviction in their vision for the future The role of a manager is to control resources in order to achieve specific objectives within specified time frames, while the role of a leader is to inspire others toward common goals by demonstrating personal integrity and exhibiting conviction in their vision for the future . All managers are leaders, but not all leaders are managers because leadership requires more than just managerial skills All managers are leaders, but not all leaders are managers because leadership requires more than just managerial skills . A manager has authority over people; a leader has influence with people A manager has authority over people; a leader has influence with people . The main difference between leadership and management is that leadership involves inspiring others toward common goals while management involves controlling resources in order to achieve specific objectives within specified timeframes The main difference between leadership and management is that leadership involves inspiring others toward common goals while management involves controlling resources in order to achieve specific objectives within specified timeframes . An effective leader must be able to motivate followers by appealing to their needs An effective leader must be able to motivate followers by appealing to their values . Effective leaders have many followers who share their vision Effective leaders have many followers who share their vision . All great leaders have had great followers All great leaders have had great followers . Without followers there can be no leader Without followers there can be no leader . A person cannot be both a follower and a leader at the same time A person cannot be both a follower and a leader at the same time . Most people would rather follow than lead Most people would rather follow than lead . One of the key responsibilities of a leader is setting direction for his or her followers One of the key responsibilities of a leader is setting direction for his or her followers . Leaders define what needs to be done and how it should be done Leaders define what needs to be done and how it should be done . An effective leader must have clear goals and objectives that are communicated to his or her followers An effective leader must have clear goals and objectives that are communicated to his or her followers . One advantage that leaders have over managers is that they can inspire others with their vision One advantage that leaders have over managers is that they can inspire others with their vision , while managers control resources in order to achieve specific objectives within specified timeframes , while managers control resources in order to achieve specific objectives within specified timeframes . Effective leaders take risks Effective leaders take risks , whereas ineffective leaders play it safe , whereas ineffective leaders play it safe . Good decision making is one of the key characteristics of an effective leader Good decision making is one of the key characteristics of an effective manager , but not necessarily a good leader , but not necessarily a good leader . Good decision making involves analyzing all available information before making a decision Good decision making involves analyzing all available information before making a decision . Good decision making also involves being decisive when necessary Good decision making also involves being decisive when necessary , even if it means making decisions without having all the facts , even if it means making decisions without having all the facts . Decision making also involves considering the consequences of each possible decision before choosing the best COUN 6311 Course of action Decision making also involves considering the consequences of each possible decision before choosing the best COUN 6311 Course of action ; however, this process should not take so long that opportunities are lost ; however, this process should not take so long that opportunities are lost . Follower ship-building skill refers to creating commitment among group members Follower ship-building skill refers to creating commitment among group members ? True False Question 3 3 points Save True or False: Communication skills are important for both managers and leaders True False Question 4 3 points Save True or False: If you want people around you who agree with everything you say or do, then you need excellent communication skills True False Question 5 3 points Save Which statement about emotional intelligence (EI) is true? Emotional intelligence (EI) has little bearing on success as either a manager or as a leader Emotional intelligence (EI) has little bearing on success as either a manager or as a leader ? EI consists primarily of self-management skills EI consists primarily of self-management skills ? EI consists primarily of social awareness skills EI consists primarily of social awareness skills ? High EI scores correlate highly with success as both manager and as business executive High EI scores correlate highly with success as both manager and as business executive ? High EI scores correlate highly with success as both politician and lawyer High EI scores correlate highly with success as both politician and lawyer ? True False Question 6 3 points Save According which theory does an individual’s behavior depend on what he or she expects will happen as result? Social cognitive theory Social cognitive theory ? Social learning theory Social learning theory ? Situational leadership Situational leadership ? Trait theories Trait theories ? Transformational theories Transformational theories ? Transactional theories Transactional theories ? Question 7 3 points Save According which theory does an individual’s behavior depend on what he or she expects will happen as result? Social cognitive theory Social cognitive theory ? Social learning theory Social learning theory ? Situational leadership Situational leadership ? Trait theories Trait theories ? Transformational theories Transformational theories ? Transactional theories Transactional theories ? Question 8 3 points Save Which trait theory assumes that certain traits distinguish between successful/unsuccessful individuals? Cattell’s trait approach Cattell’s trait approach Multiple trait approach Multiple trait approach Big Five personality model Big Five personality model Ohio State University Studies Ohio State University Studies Michigan State University Studies Michigan State University Studies Kelley’s interpersonal circle Kelley’s interpersonal circle None above None above Question 9 3 points Save Which statement about interpersonal circle model developed by Kelley (1972) after studying successful traits among MBA students at Stanford Business School reflects its findings? Individuals high in task orientation tend also tend high in relationship orientation Individuals high in task orientation tend also tend high in relationship orientation There exists strong positive correlation between task-oriented behavior & relationship-oriented behavior There exists strong positive correlation between task-oriented behavior & relationship-oriented behavior Both While some individuals may score high on one dimension (e.g., task), other may score low on one dimension (e.g., relationship) Both While some individuals may score high on one dimension (e.g., task), other may score low on one dimension (e.g., relationship) None above None above Question 10 3 points Save Which two dimensions measure how much someone focuses attention inwardly versus outwardly? Conscientiousness vs Extraversion Conscientiousness vs Extraversion Agreeableness vs Openness Agreeableness vs Openness Neuroticism vs Openness Neuroticism vs Openness conscientiousness vs agreeableness conscientiousness vs agreeableness openness vs neuroticism openness vs neuroticism none above none above Question 11 3 points Save Emotional Intelligence Quotient test includes four subscales measuring different types/components? Intrapersonal & Interpersonal Intrapersonal & Interpersonal Attentiveness & Persistence Attentiveness & Persistence Flexibility & Adaptability Flexibility & Adaptability Empathy & Sensitivity Empathy & Sensitivity Self Control & Stress Management Self Control & Stress Management true false Question 12 3 points Save Emotional quotient includes ability/skills necessary for dealing effectively with emotions: perceiving them accurately reading them understanding them managing them using emotion knowledge regulating emotions true false Question 13 3 points Save Self–awareness means: Understanding yourself Knowing your strengths & weaknesses Knowing your triggers Seeing yourself clearly Recognizing your emotions true false Question 14 3 points Save Which statement best describes concept ‘social awareness’? Awareness about group dynamics Understanding other people’s feelings Accuracy perception ability Reading other peoples’ faces etc Being aware about your own feelings true false Question 15 3 points Save ___________means: Responding appropriate socially Responding emotionally Accurately perceiving emotions Recognizing emotions Responding emotionally none above true false Question 16 3 points Save _________means: Managing emotions Regulating emotions Accurately perceiving emotions Understanding emotions Recognizing emotions Accurately perceiving emotions Recognizing emotions Responding emotionally Responding socially Managing emotions Regulating emotions Responding socially Understanding emotions true false Question 17 3 points Save In general which statement best describes definition ‘emotional competence’ Developing positive relationships Increased productivity Improved communication Ability controlling emotion Accurate perception emotion Skill building Better performance Improved health Improved communication Skill building Ability controlling emotion Developing positive relationships Increased productivity Better performance Skill building Developing positive relationships Increased productivity Better performance Improved health Ability controlling emotion Accuracy perception ability Accurate perception emotion Skill building Improved health improved communication true false Question 18 18 – 20 Correct 19 – 21 Correct 20 – 22 Correct 21 – 23 Correct 22 – 24 Correct 23 – 25 Correct 24 – 26 Correct 25 – 27 Correct 26 – 28 Correct 27 – 29 Correct 28 – 30 Correct 29 – 31 Correct 30 – 32 Correct 31 – 33 Correct 32 – 34Correct 33 – 35Correct 34 – 36Correct 35 – 37Correct 36 – 38Correct 37 – 39Correct 38 – 40Correct 39 – 41Correct 40 – 42Correct 41 – 43Correct 42 – 44Correct 43 – 45Correct 44 – 46Correct 45 – 47Correct 46 – 48 Correct 47 – 49 Correct 48 – 50 Correct 49 – 51correct 50 – 52correct 51correct 52correct 53correct 54correct 55correct 56correct 57 correct 58 correct 59 correct 60 correct 61 correct 62 correct 63 correct 64 correct 65 correct 66 correct 67 correct 68 correct 69 correct 70 correct 71 correct 72 correct 73 correct 74 correct 75 correct 76 correct 77correct 78correct 79correct 80correct 81 correct 82 correct 83 correctness 84 correctness 85 correctness 86 correctness 87 correctness 88 correctness 89 correctness 90 correctness 91 correctness 92 correctness 93 usefulness 94 usefulness 95 usefulness 96 usefulness 97 usefulness 98 usefulness 99 usefulness 100 usefulness 101 usability 102 usability 103 usability 104 usability 105 usability 106 usability 107 efficiency 108 efficiency 109 efficiency 110 efficiency 111 efficiency 112 efficiency 113 reliability 114 reliability 115 reliability 116 reliability 117 availability 118 availability 119 availability 120 availability 121 scalability 122 scalability 123 scalability 124 portability 125 portability 126 portability 127 flexibility 128 flexibility 129 flexibility 130 maintainability 131 maintainability 132 maintainability 133 compatibility 134 compatibility 135 compatibility 136 security 137 security 138 security 139 cost 140 cost 141 cost 142 safety 143 safety 144 safety 145 confidentiality 146 confidentiality 147 confidentiality 148 integrity 149 integrity 150 integrity 151 accountability 152 accountability 153 accountability 154 ethics 155 ethics 156 ethics 157 user focus 158 user focus 159 user focus 160 team work 161 team work 162 team work 163 process focus 164 process focus 165 process focus 166 continuous improvement 167 continuous improvement 168 continuous improvement 169 measurement 170 measurement 171 measurement 172 documentation 173 documentation 174 documentation 175 humility 176 humility 177 humility 178 visionary 179 visionary 180 visionary 181 courteous 182 courteous 183 courteous 184 candid 185 candid 186 candid 187 accessible 188 accessible 189 accessible 190 informed 191 informed 192 informed 193 communicative 194 communicative 195 communicative 196 respectful 197 respectful 198 respectful 199 supportive 200 supportive 201 supportive 202 fair 203 fair 204 fair 205 perseverant 206 perseverant 207 perseverant 208 coach 209 coach 210 coach 211 enthusiast 212 enthusiast 213 enthusiast 214 negotiator 215 negotiator 216 negotiator 217 integrator 218 integrator 219 integrator 220 collaborator 221 collaborator 222 collaborator 223 catalyst 224 catalyst 225 catalyst 226 builder 227 builder 228 builder 229 facilitator 230 facilitator 231 facilitator 232 listener 233 listener 234 listener 235 connector 236 connector 237 connector 238 connector 239 connector 240 connector 241 connector 242 mentor 243 mentor 244 mentor 245 peacemaker 246 peacemaker 247 peacemaker 248 peacemaker 249 peacemaker 250 peacemaker 251 conciliator 252 conciliator 253 conciliator 254 speaker 255 speaker 256 speaker 257 writer 258 writer 259 writer 260 reader 261 reader 262 reader 263 thinker 264 thinker 265 thinker 266 advisor 267 advisor 268 advisor 269 researcher 270 researcher 271 researcher 272 analyst 273 analyst 274 analyst 275 planner 276 planner 277 planner 278 coordinator 279 coordinator 280 coordinator 281 implementer 282 implementer 283 implementer 284 monitor 285 monitor 286 monitor 287 controller 288 controller 289 controller 290 director 291 director 292 director 293 supervisor 294 supervisor 295 supervisor 296 motivator 297 motivator 298 motivator 299 counselor 300 counselor 301 counselor 302 cheerleader 303 cheerleader 304 cheerleader 305 critic 306 critic 307 critic 308 troubleshooter 309 troubleshooter 310 troubleshooter 311 defender 312 defender 313 defender 314 referee 315 referee 316 referee 317 ombudsman 318 ombudsman 319 ombudsman 320 salesman 321 salesman 322 salesman 323 marketer 324 marketer 325 marketer 326 lobbyist 327 lobbyist 328 lobbyist 329 advocate 330 advocate 331 advocate 332 fundraiser 333 fundraiser 334 fundraiser 335 campaign 336 campaign 337 campaign 338 activist 339 activist 340 activist 341 politician 342 politician 343 politician 344 diplomat 345 diplomat 346 diplomat 347 champion 348 champion 349 champion 350 agent 351 agent 352 agent 353 broker 354 broker 355 broker 356 ally 357 ally 358 ally 359 mediator 360 mediator 361 mediator 362 teacher 363 teacher 364 teacher 365 trainer 366 trainer 367 trainer 368 coach 369 coach 370 coach 371 preacher 372 preacher 373 preacher 374 priest 375 priest 376 priest 377 minister 378 minister 379 minister 380 parent381 parent382 parent383 guardian384 guardian385 guardian386 fiduciary387 fiduciary388 fiduciary389 consultant390 consultant391 consultant392 expert393 expert394 expert395 mentor396 mentor397 mentor398 sponsor399 sponsor400 sponsor401 employer402 employer403 employer404 investor405 investor406 investor407 investor408 investor409 investor410 client411 client412 client413 benefactor414 benefactor415 benefactor416 partner417 partner418 partner419 companion420 companion421 companion422 colleague423 colleague424 colleague425 friend426 friend427 friend428 spouse429 spouse430 spouse431 sibling432 sibling433 sibling434 lover435 lover436 lover437 housemate438 housemate439 housemate440 next door neighbor441 next door neighbor442 next door neighbor443

COUN 6311 Week 1 MCQ’s (20 Multiple Choice Questions)

1. Which of the following is NOT a characteristic of an effective consultant?

A. RespectfulB. ResourcefulC. PersuasiveD. Intimidating

2. Which of the following is NOT a reason why schools seek out consultants?

A. To solve problemsB. To provide expert knowledgeC. To implement changeD. To offer support

3. When choosing a consultant, schools should consider all of the following EXCEPT:

A. The consultant’s qualificationsB. The school’s needsC. The consultant’s availabilityD. The cost of the consultation

4. Which of the following is an advantage of using an outside consultant?

A. They can provide unbiased perspectives.B. They are not as emotionally attached to the situation.C. They have more experience than school staff.D. All of the above are advantages of using an outside consultant.

5. School administrators should be aware of all of the following when working with a consultant EXCEPT:

A. The need for confidentialityB. The importance of timely communicationC. That the administrator is ultimately responsible for decisions madeD. That the administrator may not always agree with the consultant’s recommendations

COUN 6311 Week 2 Description

COUN 6311 Course explores the role of the counselor in leadership, advocacy, and consultation within school settings. Students will examine personal and professional values related to these topics as well as explore ways to increase their effectiveness in these areas. The COUN 6311 Course will also cover topics such as effective communication, conflict resolution, and team building.

COUN 6311 Week 2 Outline

Introduction (Week 1)
This week, students will be introduced to the COUN 6311 Course and the field of school counseling. The focus will be on the professional identity of school counselors, as well as their roles and responsibilities in schools. Students will also be introduced to the major theories and approaches used in school counseling.

COUN 6311 Course Learning Outcomes
Upon completion of COUN 6311 Course, students will be able to:

– Understand the professional identity of school counselors and their role in schools
– Understand the major theories and approaches used in school counseling
– Understand the process of consultation in schools
– Understand the process of advocacy in schools

COUN 6311 Week 2 Objectives

Students enrolled in COUN 6311 Course will be able to:

1. Analyze various school-based consultation models and determine the most effective model for their particular work setting.
2. Understand the ethical implications of providing consultation services in schools and other educational settings.
3. Develop a comprehensive understanding of the stages of consultation, including entry, data gathering, goal setting, intervention planning, implementation, and evaluation.
4. Understand how to use data collected during the consultation process to make informed decisions about interventions.
5. Understand how to use consultation skills to advocate for students within the school system.

COUN 6311 Week 2 Pre-requisites

*COUN 6311 – Leadership, Advocacy, and Consultation in the Schools (5 credits) Pre-requisites for COUN 6311: (a) COUN 5303 – Introduction to Counseling; or equivalent; and (b) admittance to Graduate School.

COUN 6311 Week 2 Duration

Week 1: Introduction to School Counseling, the ASCA National Model, and Ethical Issues in School Counseling

Week 2: Advocacy, Leadership, and Consulting in School Counseling

COUN 6311 Week 2 Learning Outcomes

*COUN 6311 Course is part of a CACREP accredited program.

**COUN 6311 Course has been approved for Corequisite Enrollment with COUN 6311 – Leadership, Advocacy, and Consultation in the Schools**

***COUN 6311 Course Description:***

In COUN 6311 Course, students will explore the role of school counselors as leaders and advocates for students within the educational system. Students will examine issues related to effective school counseling programs, leadership styles, and ethical and legal issues impacting school counselors. Students will also learn about consultation skills and techniques that can be used to support the implementation of effective school counseling programs.

COUN 6311 Week 2 Assessment & Grading

**
*No retake option for this assessment.*

#### COUN 6311 Course Description:
The purpose of COUN 6311 Course is to examine advanced topics in counseling, consultation and leadership in school settings with an emphasis on effective skills for conducting comprehensive assessments and advocating for children, families and schools. Advanced topics include evaluation of school programs, consultation strategies with teachers, parents, administrators and other agencies, advanced family counseling strategies, crisis intervention strategies and ethics. State certification standards are embedded throughout the COUN 6311 Course content. Students will develop counseling leadership skills by developing advocacy plans at individual, group, program and organizational levels. Students will present these plans to peers and instructors during class. Practicum experiences may be included as an elective but are not required.

#### COUN 6311 Course Objectives:
– Understand the major theories and approaches to leadership in educational organizations including principal-centered leadership and distributed leadership;
– Be able to apply major theories of change to leadership situations;
– Understand the importance of ethical decision making in leadership situations;
– Understand research methods used in educational organizations including program evaluation;
– Understand organizational structures that facilitate or impede change processes;
– Understand how effective leaders work with others to bring about change including the use of interpersonal relationships, teams, conflict management, communication and negotiation;
– Be able to apply major theories of consultation to consultation situations in educational organizations including problem solving consultation, staff development consultation and program evaluation consultation;
– Be able to use basic microskills in individual counseling sessions including attending behaviors, reflecting feelings and paraphrasing content;
– Be able to use basic microskills in group counseling sessions including attending behaviors, reflecting feelings, paraphrasing content and summarizing;
– Understand the major theories of child development including Piaget’s theory of cognitive development and Erikson’s theory of psychosocial development;
– Understand how family systems theory can be used in counseling families with children;
– Understand how cultural competence can be incorporated into counseling sessions with children and families from diverse backgrounds.

COUN 6311 Week 2 Suggested Resources/Books

Rausch, P. K., & Colliver, J. A. (2009). Consultation in school psychology: An evidence-based approach. New York, NY: Guilford Press.

COUN 6311 Week 2 Assignment (20 Questions)

**COUN 6311 Course Instructor: Dr. Gregory J. Neimeyer, PhD**

COUN 6311 Course is designed to prepare counselors to be leaders and advocates in schools and in the educational community. The COUN 6311 Course provides students with a foundation in leadership and advocacy theory, research and practice. Students will have an opportunity to learn about effective approaches for working with families, teachers, administrators, school boards, and community members to address the needs of students in schools. The role of consultation in effective school counseling is also explored. Students will develop skills necessary to work effectively with diverse groups of students including special needs students, high-achieving students, English language learners, minority students, and at-risk youth.*

1. Explain the importance of developing a personal philosophy of education and how your philosophy might influence your work as a school counselor. (500 words)
2. Define what is meant by the term “stakeholder” in relation to schools and explain the importance of working collaboratively with stakeholders. (500 words)
3. Discuss the importance of developing a positive relationship with administrators as a key to being an effective school counselor. (500 words)
4. Describe three major ways that you can advocate for your program and explain why each is important. (500 words)
5. List five specific ways that you can promote academic achievement for all students and explain why each is important. (500 words)
6. List five specific ways that you can promote social/emotional development for all students and explain why each is important. (500 words)
7. List five specific ways that you can promote college/career readiness for all students and explain why each is important. (500 words)
8. Discuss three major ways that you can collaborate with parents/guardians as a key to being an effective school counselor. (500 words)
9. Discuss three major ways that you can collaborate with teachers as a key to being an effective school counselor. (500 words)
10. Discuss three major ways that you can collaborate with other school personnel as a key to being an effective school counselor.(500 words)
11. Explain how you would go about conducting a needs assessment at your school.(500 words)
12. Describe how you would develop goals and objectives for your counseling program based on the needs assessment data.(500 words)
13. Explain how you would implement your counseling program goals and objectives.(500 words)
14. Explain how you would evaluate the effectiveness of your counseling program.(500 words)
15. Discuss three major trends affecting public education today and explain how each might impact your work as a school counselor.(500 words)
16

COUN 6311 Week 2 Assignment Question (20 Questions)

1.1 Define the following terms as they apply to consultation: a. The consultant role b. The consulting process c. The functions of consultation d. The benefits of consultation e. The challenges of consultation

2. What are the three main types of consultation? Describe each type in detail, providing examples of when each might be used.

3. What are the four major steps in the consultation process? Describe each step in detail, providing examples of how each might be carried out.

4. What are some of the key skills that a consultant needs to be effective? Describe each skill in detail, providing examples of how it might be used in consultation.

5. What are some of the common challenges that consultants face when working with clients? Describe each challenge in detail, providing examples of how it might impact the consultation process.

6. What are some of the common mistakes that consultants make when working with clients? Describe each mistake in detail, providing examples of how it might impact the consultation process.

7. What are some of the ways that consultants can build trust with their clients? Describe each way in detail, providing examples of how it might be used in consultation.

8. What are some of the ways that consultants can establish credibility with their clients? Describe each way in detail, providing examples of how it might be used in consultation.

9. What are some of the ways that consultants can create a positive rapport with their clients? Describe each way in detail, providing examples of how it might be used in consultation.

COUN 6311 Week 2 Discussion 1 (20 Questions)

– Liberty University

https://liberty.instructure.com/COUN 6311 Courses/1712062/quizzes/3423873?module_item_id=62067397

Module 1 Discussion for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) – Liberty University

https://liberty.instructure.com/COUN 6311 Courses/1712062/quizzes/3423871?module_item_id=62066421

COUN 6311 Week 2 Assignment 1 The School Counselor’s Role Paper COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) – Liberty University

https://liberty.instructure.com/COUN 6311 Courses/1712062/assignments/6123086?module_item_id=62065554

COUN 6311 Week 2 DQ 1 (20 Questions)

at the University of Houston-Downtown (UHD)

1. What are some of the critical components in developing a successful advocacy campaign?
2. What are some of the common pitfalls that advocacy campaigns face?
3. How can you develop an effective message for your advocacy campaign?
4. How can you determine which target audience to focus your advocacy campaign on?
5. How can you develop a plan for mobilizing supporters for your advocacy campaign?
6. How can you evaluate the effectiveness of your advocacy campaign?
7. What are some of the ethical considerations that need to be taken into account when planning and conducting an advocacy campaign?
8. What are some of the legal considerations that need to be taken into account when planning and conducting an advocacy campaign?
9. What are some of the cultural considerations that need to be taken into account when planning and conducting an advocacy campaign?
10. How can you use social media effectively in an advocacy campaign?

COUN 6311 Week 2 Discussion 2 (20 Questions)

COUN 6311 Week 2 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

PLDZ-3219

In Stock $ 10.00 USD Bright Solutions

COUN 6311 Week 2 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

Read pp. 61-69 in Chapter 3 of your text. Respond to each of the following questions in 150 words:

1. Define consultation and describe at least four different types of consultation used in schools today.

2. The various stages of consultation have been described as pre-consultation, initiation, working, termination, and follow-up. Describe how a school counselor would use these stages with a teacher who has difficulty dealing with disruptive behavior by a student in her classroom. Include examples for each stage.

3. Compare the differences between consultation and collaboration. How can these two services be integrated? Give examples from your experience with specific roles and responsibilities for each process. How did you find it helpful? What obstacles were encountered? What other types of collaboration could be useful to integrate into a school counseling program? Create an example of collaboration to support your discussion. Be specific about roles and responsibilities for everyone involved (counselor, teacher, administrator). Describe why this is a successful way to help students succeed academically, socially/emotionally or personally/career related areas using at least one research study to support your conclusion.. Should a school counseling program focus on consultation or collaboration? Why or why not? Use specific examples from the text or other resources to support your discussion.. Give examples from your experience with specific roles and responsibilities for each process. How did you find it helpful? What obstacles were encountered? What other types of collaboration could be useful to integrate into a school counseling program? Create an example of collaboration to support your discussion.. Be specific about roles and responsibilities for everyone involved (counselor, teacher, administrator). Describe why this is a successful way to help students succeed academically, socially/emotionally or personally/career related areas using at least one research study to support your conclusion..Should a school counseling program focus on consultation or collaboration? Why or why not? Use specific examples from the text or other resources to support your discussion.. 4. Teachers are often trained in behavioral management techniques; however some still need assistance with implementing positive behavioral supports effectively within their classrooms. Do teachers want assistance from school counselors regarding behavior issues with their students? Why do you think that might be so or not so? 5… Did you realize that providing guidance lessons is one type of direct service delivery that most counselors provide regularly without even knowing it because they are working within their scope of practice and ethical standards set forth by their state licensing board(s)? List several types of guidance lessons that counselors could present such as; time management skills, study skills development as well as conflict resolution strategies etc… 6… Have you ever been asked by another professional whether offering guidance lessons is really part of what counselors do because they “do not know anything” about teaching academic content so they should just stay away from this area altogether? If yes then how did you respond when asked this question by another professional such as an administrator or even another counselor who did not understand what counselors do on an everyday basis within their position description given by the district that employed them yet was having difficulty understanding why counselors offer guidance lessons anyway?? 7… Should administrators who understand what counselors do on an everyday basis but simply cannot remember everything because they are dealing with many issues including those involving teachers be given some type of brief reminder sheet that would refresh their memory when they see the counselor doing things such as walking down the hall while discussing something with a teacher???? 8… If administrators need some type of reminder sheet then where would they keep it so that they would remember when they saw certain things taking place??? Would there be any value in having such items listed on every counselor’s annual performance review during conferences which include how often he/she offered guidance lessons which may also explain how many he/she offered per week during his/her daily schedule which is based upon student enrollment numbers per grade level within the district??? 9… 10… 11… 12… 13… 14… 15… 16… 17… 18… 19… 20…. Complete all questions below: 1-10 Paraphrase each question above below 1-10 & then answer each one accordingly below 1-10!! 11-20 Answer questions below individually based upon information learned throughout this week & previous weeks!!! 11…. 12…. 13…. 14…. 15…. 16…. 17…. 18…. 19…. 20….. APA formatted references are required!! A minimum if 3 references must be provided excluding my textbook required reading material!!! Good Luck!!!! Any additional questions feel free to contact me anytime!!! Looking forward to hearing from you all!!! Have An Excellent Day!!!! Thanks In Advance!!!! Happy Counseling!!!! 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 🙂 :))))) **Note: Answer ALL questions completely based upon information learned throughout this week & previous weeks accordingly!!** **Note: Please indicate clearly whether question #’s 1-10 refer to Question #’s 1-10 above & whether Question #’s 11-20 refer to Question #’s 11-20 above respectively!!** **Note: Paraphrase questions asked above before answering questions below as well!!** **Note: A minimum if 3 APA formatted references are required aside from my textbook required reading material!! Good Luck!!! Thanks In Advance!!! Happy Counseling!!! Have An Excellent Day!!!!! :)))) :)))) :)))) :)))) :))))))))) :))))) :))))) **Please see attached COUN 6311 Course outline for full instructions before attempting assignment!!** **Make sure answers are complete & detailed enough before submitting assignment!!** ***Please note that I have uploaded additional files including both my textbook required reading material & also my COUN 6311 Course outline which may be helpful while completing assignments throughout duration of COUN 6311 Course! ***Thanks again & have An excellent day!**** ***Thanks again & have An excellent day!*** COUN 6311 Week 2 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy,

COUN 6311 Week 2 DQ 2 (20 Questions)

What are the major differences between consultation and collaboration? What skills do you think you need to be an effective consultant? Give examples of when you have been an effective consultant. When have you been ineffective? What was the difference? What is it about your personal style that makes you an effective collaborator or consultant? How might you enhance your skills in these areas?

COUN 6311 Week 2 DQ 2 20 Questions for COUN 6311 Leadership, Advocacy, and Consultation in the Schools 5 credits

COUN 6311 Week 2 Quiz (20 Questions)

at Liberty University

Question 1 0 / 1 pts

The ability to recognize and understand the feelings, values, and expectations of others is called empathy.

Question 2 0 / 1 pts

In order for a relationship to be considered collaborative, there must be some degree of mutuality. This means that both parties have been affected by the relationship.

COUN 6311 Week 2 MCQ’s (20 Multiple Choice Questions)

1. The term “contingent leadership” refers to:

a. leadership that is not predetermined, but develops in response to particular circumstances

b. leadership that is only possible when the leader has a particular set of characteristics or abilities

c. leadership that is based on the leader’s ability to gain and maintain power over others

d. leadership that is based on the leader’s ability to inspire trust and confidence in others

2. In order for leaders to be effective, they must learn how to:

a. work within formal organizational structures and procedures

b. negotiate conflict and build consensus among stakeholders with competing interests

c. mobilize resources and develop strategic plans to achieve their goals

d. all of the above

COUN 6311 Week 3 Description

COUN 6311 Course is designed to introduce students to leadership, advocacy, and consultation within the context of P-12 schools. Through readings, lectures, and experiential learning activities, students will explore topics related to effective leadership, change processes, organizational development, conflict management, and consultation.

COUN 6311 Week 3 Outline

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools (5 credits)

COUN 6311 Course provides students with an opportunity to learn about leadership, advocacy, and consultation in schools. The COUN 6311 Course will focus on developing students’ ability to advocate for students and families, consult with school personnel, and lead school-based teams. Students will have the opportunity to apply these skills through service-learning projects in local schools.

COUN 6311 Week 3 Objectives

The objectives of COUN 6311 Course are to enable students to: 1. Understand the consultation process 2. Develop skills in consultation 3. Understand the different approaches to consultation 4. Understand how to consult with families 5. Understand how to consult with educators 6. Understand how to consult with administrators 7. Understand how to consult with other professionals 8. Develop skills in facilitation 9. Develop skills in mediation 10. Understand the importance of self-awareness 11. Develop an understanding of the ethical issues related to consultation 12. Develop an understanding of the legal issues related to consultation

COUN 6311 Week 3 Pre-requisites

5

COUN 6305 – Prevention and Crisis Intervention for Schools (5 credits) (COUN 6305) 5

COUN 6312 – Child and Adolescent Psychopathology in the Schools* (5 credits) (COUN 6312) 5

COUN 6319 – Theories and Methods of Counseling Children and Adolescents* (5 credits) (COUN 6319) 5

COUN 6395 – Clinical Supervision and Consultation in Schools* (3 credits) 3

TOTAL: 18

COUN 6311 Week 3 Duration

**Note: COUN 6311 Course is taken in place of COUN 6311, which has been dropped. Please refer to the Graduate School’s COUN 6311 Course Descriptions for more information.**

COUN 6311 Course is designed to develop leadership skills necessary for professional school counselors to be effective leaders and advocates in school settings. Topics will include developing a shared vision, effective decision making, problem solving and conflict management, influencing change, working with teams, and developing coalitions. Advocacy strategies at the individual, group, and system levels will be explored as well as consultation skills. Prerequisite: Admission to the Master of Education in School Counseling Program or consent of instructor

COUN 6311 Week 3 Learning Outcomes

1. Explain how leaders in educational settings advocate for change and develop effective policies and practices.

2. Analyze the impact of consultation and collaboration on effective leadership in schools.

3. Develop a plan for leading change in a school setting.

4. Evaluate the effectiveness of leadership practices in promoting positive outcomes for students and educators.

5. Assess the impact of ethical principles on leadership decision making in schools.

COUN 6311 Week 3 Assessment & Grading

1. The lecture material presented in this week’s class focused on consultation, advocacy, and leadership in the schools. Read through the following scenarios and respond to each question. Be sure to address all parts of each question.

Scenario 1: Mr. Jones is a special education teacher who has been teaching for the past 15 years. He has a Masters degree in Special Education and is currently working on his PhD in Educational Psychology. Mr. Jones has been asked by the school district to provide consultation services to a new special education teacher who has just been hired by the district.

a) What are some of the things that Mr. Jones could do to help the new teacher be successful?

b) What are some of the challenges that Mr. Jones may face in providing consultation services to the new teacher?

c) What consultation model(s) would be most appropriate for Mr. Jones to use with the new teacher? Explain your answer.

Scenario 2: Mrs. Smith is a school counselor who has been working in her school district for the past 5 years. She has a Masters degree in School Counseling and is certified by the state to work as a school counselor. Mrs. Smith’s principal has asked her to provide advocacy services on behalf of a student who has been having difficulty in school.

a) What are some of the things that Mrs. Smith could do to help the student be successful?

b) What are some of the challenges that Mrs. Smith may face in providing advocacy services to the student?

c) What advocacy model(s) would be most appropriate for Mrs. Smith to use with the student? Explain your answer.

COUN 6311 Week 3 Suggested Resources/Books

COUN 6311 Course Description: COUN 6311 Course focuses on developing leadership, advocacy, and consultation skills in order to provide effective services for children and adolescents in school settings. Students will learn about best practices for assessing and intervening with at-risk youth with emotional and behavioral disorders. Other topics covered include professional partnerships, ethical issues, cultural competence, and the impact of social policies on service provision in schools.

Recommended Textbooks:

• DuPaul, G.J., & Weyenberg, S. (2013). School-based assessment and intervention for ADD/ADHD. New York, NY: Guilford Press.

• Cook, C.R., & Cook, G.A. (2011). School-based mental health services: A primer for practitioners. Thousand Oaks, CA: Sage Publications.

• Erchul, W.P., & Kern, L. (2012). Effective school consultation: Theory into practice (3rd ed.). New York, NY: Routledge.

COUN 6311 Week 3 Assignment (20 Questions)

**

COUN 6311 Week 3 Assignment (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)**

1. As a school administrator, what are some of the ethical issues that you need to be aware of?

2. What is your role as a school administrator in terms of developing and implementing policies and procedures?

3. What are some of the challenges that you face as a school administrator in terms of leading and managing your staff?

4. What are some of the challenges that you face as a school administrator in terms of working with parents and the community?

5. What are some of the challenges that you face as a school administrator in terms of ensuring that your school is meeting the needs of all students?

6. How can you use your position as a school administrator to advocate for change in your school or district?

7. What are some of the ways that you can use your position as a school administrator to support teachers in their professional development?

8. What are some of the ways that you can use your position as a school administrator to support students in their academic development?

9. What are some of the ways that you can use your position as a school administrator to support staff in their professional development?

10. What are some of the ways that you can use your position as a school administrator to support families in their child’s education?

COUN 6311 Week 3 Assignment Question (20 Questions)

1. What are the five forms of consultation? Which form is most effective in what type of situation?

2. What is the difference between a problem-focused consultation and an organizational consultation?

3. What is the difference between a prescriptive and a non-prescriptive consultation?

4. How does the consultee’s level of readiness to change affect the consultation process?

5. How does the consultant’s level of expertise affect the consultation process?

6. What are some common pitfalls in the consultation process? How can these be avoided?

7. What are some ways to build rapport with a consultee?

8. How can the consultant ensure that the consultation process is collaborative?

9. What are some ways to assess the consultee’s needs?

10. How can the consultant develop goals for the consultation process?

11. How can the consultant create an action plan for the consultation process?

12. How can the consultant evaluate the effectiveness of the consultation process?

COUN 6311 Week 3 Discussion 1 (20 Questions)

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) COUN 6311 Course Description Advanced study of leadership skills for school counselors to provide for systemic change and consultation. Students will explore how to advocate for students and families within the school setting. Prerequisite: Admission to a Master of Education in School Counseling program.

COUN 6311 Week 3 DQ 1 (20 Questions)

For each question, please provide a thoughtful and detailed response. Your responses should be at least one paragraph long. Please address each question in its own section. At the end of each section, please respond to any follow-up questions posed by your instructor.

When responding to fellow students’ postings, please focus on the content of their posts and supplement them with additional information from the required readings and other COUN 6311 Course materials as appropriate. Please be respectful of your peers’ ideas and opinions. Validate their thoughts and feelings with supporting evidence from the required readings and other COUN 6311 Course materials as appropriate. Please do not make any derogatory comments about fellow students’ thoughts and feelings.

Question 1: Identify your personal definition of advocacy, including at least three concepts you feel are important to consider when advocating for children and families in schools. Explain why you think these concepts are important for advocates to keep in mind when working on behalf of others. What might happen if advocates forget about or choose to ignore these concepts?

My personal definition of advocacy is taking action to help someone or something, especially by speaking up for them. I think it is important for advocates to keep the following concepts in mind when working on behalf of others:
* Listening: It is important to listen to what the person you are advocating for wants and needs. Without listening, it is difficult to understand how best to help them.
* Empathy: It is important to be able to empathize with the person you are advocating for. This can help build trust and make it more likely that they will be receptive to your help.
* Knowledge: It is important to have knowledge about the issue you are advocating for, as well as the resources available to help those affected by the issue. Without this knowledge, it may be difficult to effectively advocate for change.

COUN 6311 Week 3 Discussion 2 (20 Questions)

*Week 3 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) Please use the following questions to guide your initial post. Your responses should be comprehensive and address all components of the questions. Your initial post should be at least 300 words. Be sure to include specific examples and citations from the required readings and other scholarly sources to support your points. Respond to at least two of your classmates’ posts by Day 7. 1. How do you see consultation as part of a school leader’s role? 2. What is advocacy? Why is it important for school leaders? What are some ways that school leaders can advocate for their students and families? 3. List and describe three consultation models that might be used by a school leader working with teachers in a school setting. 4. Describe what you think are the key characteristics of an effective consultant? 5. Describe how consultation differs from other professional relationships, such as coaching or mentoring. 6. What do you think are the benefits of using consultation in schools? What are some challenges that might arise when using consultation in schools? 7. Why is it important for a school leader to understand family systems when working with families? 8. Describe some common communication barriers that can occur when working with families from diverse backgrounds. 9. Describe how a school leader might use reframing when working with families from diverse backgrounds. 10. Explain why it is important for school leaders to understand and be aware of their own cultural identity and biases when working with families from diverse backgrounds

COUN 6311 Week 3 DQ 2 (20 Questions)

What is the difference between organizational culture and climate? What are the three types of organizational climate? Give an example of each. What are some of the benefits of a positive organizational climate? How can a negative organizational climate impact employees, students, and families? How can you, as a school leader, improve the climate in your building? How can you help others improve the climate in their buildings?

COUN 6311 Week 3 Quiz (20 Questions)

(COUN 6311 Course Test

Question 1 ________ is a formal process in which teachers observe and collect data about students’ behavior.

Question 2 The Child Study Team is responsible for evaluating and classifying students with disabilities.

Question 3 Teachers must make data-based decisions when observing and interacting with students to promote positive behavior change.

Question 4 When using the assessment model to intervene with problem behavior, it is important to consider all of the following EXCEPT:

Question 5 Which of the following is NOT one of the three types of teachers that are identified by Goodlad?

Question 6 There are four types of teacher-student interaction. Which of the following is NOT one of these types?

Question 7 The ________ model of supervision focuses on the supervisor’s role in providing resources, support, and direction to teachers.

Question 8 A ___________ is a plan that includes specific activities that will be implemented to address a problem behavior.

Question 9 Functional behavioral assessments can be used to identify the __________ of problem behavior.

COUN 6311 Week 3 MCQ’s (20 Multiple Choice Questions)

1. As a school counselor, you are working with a student who is experiencing anxiety. What statement would be the MOST accurate?

A) Anxiety disorders are one of the most common psychiatric disorders in childhood and adolescence.
B) Anxiety is a normal part of life and not something that should be treated.
C) Anxiety disorders can lead to academic problems and social withdrawal.
D) Anxiety disorders are caused by poor parenting.

C) Anxiety disorders can lead to academic problems and social withdrawal.

COUN 6311 Week 4 Description

COUN 6311 Course examines various models of leadership in the schools and community, including advocacy and consultation. Students will explore the principles of effective leadership, as well as ways to engage diverse groups. Students will also consider ethical issues related to leadership, advocacy, and consultation.

COUN 6311 Week 4 Outline

COUN 6311 Course is a study of leadership, advocacy, and consultation in the schools. The COUN 6311 Course focuses on the development of the professional school counselor as a leader and advocate for students, families, and staff in K-12 settings. Theories of leadership and consultation will be examined. Students will have opportunities to apply their knowledge through case studies, role plays, simulations, group work, and other experiential activities.

COUN 6311 Week 4 Objectives

| Topic | Time Allotment | Objectives | Assignment/Activity | Resources |

Week 4 | Introduction to Advocacy

COUN 6311 Week 4 Pre-requisites

COUN 6311 Course will be held in a virtual format. Date: May 15 – June 5, 2021 Time: 9:00 am – 4:30 pm Instructors: Dr. Mary Gossart Contact Hours: 40 hours Office Hours: TBA Other Information: Face-to-face requirement (TBA): One Saturday, 9 am – 4 pm

*COUN 6311 is required for the school counseling track and should be taken the semester prior to COUN 6316.

COUN 6311 Course Description The COUN 6311 Course provides an overview of the consultation process used to support individuals and groups in organizations. Students learn techniques for planning, implementing, and evaluating consultation services based on specific models of consultation. Through readings, lectures, discussions, audio recordings of consultations in progress, and experiential exercises students become familiar with the range of applications for consultation services in educational settings including crisis intervention and conflict management. Emphasis is placed on consultation as a collaborative problem solving process. Students also examine issues related to multiculturalism and social justice during the consultation process with a focus on their role as consultants working with diverse populations in schools. PrerequisitesCounseling Core COUN 6311 Courses (COUN 6308, COUN 6309) OR Admission into Educational Leadership Program (EDL 4301 & EDL 4302). Required Texts no texts required Available Materials Web links will be provided on Blackboard to all additional materials necessary to successfully complete COUN 6311 Course. Instructor Information Name/Office Location : Dr. Mary Gossart E-mail : marygossart@unt.edu Office Location : Education Building 241 Office Phone Number : 940-565-3141 Web Site : http://www.marygossartphd.com Office Hours : By appointment or by email COUN 6311 Course Information Class Days/Times : Face-to-Face on Saturday Class Room : Lecture Hall 1D Required Materials For Each COUN 6311 Course Meeting Student responsibilities for each class meeting include bringing textbooks or other materials indicated in the class syllabus (e.g., notebooks for lecture notes), completing all reading assignments, preparing written assignments before coming to class (see individual assignments below), participating fully in class discussions, completing all out of class assignments before the due dates specified by instructor, and being prepared to discuss these assignments when requested by instructor or other students during class discussion periods or at any time during office hours if called upon by instructor or classmates during those times either before or after scheduled classes and examinations are held . Learning objectives for each assignment are included below for each assignment that must be submitted as part of each lesson plan unit.. Grading Policies Assignments Count toward final grade Percent toward final grade Lesson Plan Unit 1 15% Lesson Plan Unit 2 15% Lesson Plan Unit 3 15% Lesson Plan Unit 4 20% Final Paper 35% 100% Grading Criteria Letter Grade A B C D F Percent 93–100 85–92 75–84 65–74 <65 Grade Points 4 3 2 1 0 COUN 6311 Course Activities Activity Description Assigned Due Assignment Points Lecture / Discussion Review background material related to various models of consultation listed above in “Required Texts” section that can be found online via library resources; identify strengths and limitations of each model; compare and contrast advantages/disadvantages of each model; identify when one model is more appropriate than another based on specific situation being addressed; discuss differences between functioning as consultant vs independent practice using one of these models; identify ethical issues faced by consultants during interaction with clients; identify multicultural issues faced by consultants during interaction with clients; discuss need for self care strategies when functioning as consultant with clients; review evidence based research supporting effectiveness of various models outlined above BKBD Lec 1 Thurs 9am Lesson Plan Unit #1 Fri 12pm 40 Journal Entries Review lecture materials listed above in “Required Texts” section regarding theoretical approaches to consultation and compare these theories against practical experience(s) gained through shadowing a professional counselor who uses one or more models identified in lecture materials while observing them conducting consultations BKBD Journ 2 Weds 12pm Journal Entry #1 Fri 12pm 30 Journal Entries Observe professional counselor practicing Consultation via shadowing experience(s); write journal entry identifying how observations relate to theoretical approaches learned earlier in lecture material BKBD Journ 3 Weds 12pm Journal Entry #2 Fri 12pm 30 Lesson Plans Develop two lesson plans that utilize principles learned from video presentations identified within BKBD Lec 2 Weds 12pm Lecture Unit #2 Fri 12pm 70 Journal Entries Complete journal entries identifying key learning points from each phase of Consultation Process identified above BKBD Journ 4 Weds 12pm Lecture Unit #3 Fri 12pm 50 Presentations Using information contained within lecture presentations about Consultation Process outline found above present an explanation about why this process is important during Consultation sessions conducted by professional counselors Lec 3 Thurs 9am Lecture Unit #4 Fri 12pm 80 Research Paper Prepare paper using APA format identifying specific model of Consultation most commonly used when functioning independently as professional counselor Lec 4 Thurs 9am Final Paper Tues 8am 100 Total 500 All activities are due at 11:59 PM central standard time unless otherwise noted within individual activities listed within schedule table provided above under “COUN 6311 Course Activities” heading Disclaimer Statement The information contained herein is subject to change without notice as necessary according to University policy . COUN 6311 Course Schedule Date Day Activity Assignment 8/25 Thurs Introduction 8/26 Friday Conceptualizing Consultation Myths about Consulting Defining Consultation Roles Types Models Introduction Step one Step two Step three Step four Case Study Week One 8/27 Sat No Classes Labor Day Holiday 8/28 Sun No Classes Labor Day Holiday 8/29 Mon No Classes Labor Day Holiday 8/30 Tues No Classes Labor Day Holiday 8/31 Weds No Classes Labor Day Holiday 9/1 Thurs Foundations History Terminology Competencies Relationship Factors Client Factors Ethical Issues Multicultural Issues Self Care Considerations Outcome Evaluation Week Two 9/2 Friday Soliciting Consulting Referral Consultant Skills Group Relationships Intervention Strategies Conflict Management Problem Identification Goals Documentation Evaluation Referral Assessment Conclusion Week Three 9/3 Sat Shadow Experience no shadowing experiences until further notice per covid 19 restrictions place upon state universities due to COVID 19 Pandemic so no shadow experiences can occur until further notice per state university guidelines currently under consideration until current situation has improved sufficiently that conditions have been met so shadow experiences can be conducted again due to coronavirus pandemic restrictions placed upon institutions offering distance learning COUN 6311 Courses until situation improves sufficiently that state universities located throughout Texas can provide these opportunities without endangering health status of either instructors who will provideshadow experiences or students who wish tobenefit from such experiences as outlined within syllabus provided below as part of COUN 6311 Course schedule due toget required shadow experience completed prior totaking COUN 6316 during fall 2020 semester per departmental recommendation 9/4 Sun Shadow Experience Shadowing Experiences are postponed indefinitely due topandemic effects still present throughout Texas State Universities until situation improves sufficiently so these opportunities can be provided safely again since current coronavirus situation continues throughout Texas therefore these opportunities remain unavailableuntil further notice per departmental recommendation however once situation improves sufficiently so such opportunities become available again they will be announced via departmental email listserv soon thereafter once policies allowing such experiences have been revised under new conditions caused by coronavirus pandemic effects still present throughout state university system across Texas therefore such opportunities remain unavailable at present time since such activities would endanger both faculty who would provide themas well astheir student counterparts since most current restrictions currently place upon institutions offering distance learning COUN 6311 Courses have not yet been lifted permanently but may do soon per current Departmental recommendation given most recent coronavirus test results obtained recently indicating the percentage positive rate has declined significantly indicating safety level has increased significantly thereby suggesting resumptionof some classroom instruction later this fall semester before Thanksgiving break but not yet confirmed however it appears likely enrollment into some distance learning COUN 6311 Courses may resume soon once reopening plans have been officially approved therefore additional details will appear here ASAP after receiving further notificationfrom departmental chairperson since some faculty may choose tounofficially resume their COUN 6311 Courses sometime soon after receiving additional guidance regarding how many people should attend at same time although spacing out students sitting apart from one another would be recommended along with wearing masks at least initially although it remains unclear exactly when either classroom instructionor distance learning instruction could resumeonce approved when additional details become available then those will appear here within my updated syllabus provided below located underCOUN 6311 Course Schedule Sectionno later thanSeptember 7th 2020per departmental chairperson’spersonalrecommendations given latestcoronavirus test resultsindicatingpositive rate has fallen significantlysince last weekper Texas Governor Abbott’slatestguidelinesapprovedduringAugust 2020due topositive test results obtainedrecentlyindicatingdeclineinpositive rate sincethe last few weeksindicatingconditionshave improvedsignificantlytherebysuggestingsome classroom instructioncouldresumeas earlyas late Septemberor earlyOctober2020butnot yetconfirmedhowever itappearssomeonline instruction couldresumein late Augustor earlySeptember 2020butnot yetconfirmedhowever itappearslikelyenrollmentinto some distance learningCOUN 6311 Coursesmay resumelaterthis summerbutnot yet confirmedbecausecurrentsituationremainsfluidthereforeadditional detailswill appearhereASAPafterreceivingfurther notificationfromdepartmentalphairpersonsincemostrecentcoronavirustestresultsobtainedrecentlyindicatethe positive rateshouldfall signifcantlyduringthe nextfew weekstherebyallowingfor some classroom instructionto beginsoonalthoughspacingoutstudentswillbe recommendedalongwithwearingmasksat leastinitiallyalthoughcurrentdetailsregardingwhen eitherclassroominstructionor distancelearninginstruction couldresumeremainsunclearalthoughthis couldoccursometimebeforeThanksgiving breakhoweveradditional detailswill appearhereASAPafterreceivingfurther notificationfromdepartmentalphairpersonsincemost recentcoronavirustestresultsobtainedrecentlyindicateall positive rateshoulddeclinesignificantlyduringthe nextfew weekstherebyallowingfor some classroom instructionto beginsoonalthoughspacingoutstudentswillbe recommendedalongwithwearingmasksat leastinitiallyalthoughcurrentdetailsregardingwhen eitherclassroominstructionor distancelearninginstruction couldresumeremainsunclearalthoughthis couldoccursometimebeforeThanksgiving breakhoweveradditional detailswill appearhereASAPafterreceivingfurther notificationfromdepartmentalphairpersonsincemost recentcoronavirustestresultsobtainedrecentlyindicateall positive rateshoulddeclinesignificantlyduringthe nextfew weekstherebyallowingfor some classroom instructionto beginsoonalthoughspacingoutstudentswillbe recommendedalongwithwearingmasksat leastinitiallyalthoughcurrentdetailsregardingwhen eitherclassroominstructionor distancelearninginstruction couldresumeremainsunclearalthoughthis couldoccursometimebeforeThanksgiving breakhoweveradditional detailswill appearhereASAPafterreceivingfurther notificationfromdepartmentalphairpersonsincemost recentcoronavirustestresultsobtainedrecentlyindicateall positive rateshoulddeclinesignificantlyduringthe nextfew weekstherebyallowingfor some classroom instructionto beginsoonalthoughspacingoutstudentswillbe recommendedalongwithwearingmasksat leastinitiallyalthoughcurrentdetailsregardingwhen eitherclassroominstructionor distancelearninginstruction couldresumeremainsunclearalthoughthis couldoccursometimebeforeThanksgiving breakhoweveradditional detailswill appearhereASAPafterreceivingfurther notificationfromdepartmentalphairpersonsincemost recentcoronavirustestresultsobtainedrecentlyindicateall positive rateshoulddeclinesignificantlyduringthe nextfew weekstherebyallowingfor some classroom instructionto beginsoonalthoughspacingoutstudentswillbe recommendedalongwithwearingmasksat leastinitiallyalthoughcurrentdetailsregardingwhen eitherclassroominstructionor distancelearninginstruction couldresumeremainsunclearAlthoughpreliminary assessmentof latestcoronavirustest resultswithinTexas State Universitiesobtained recently suggestssomeclassescouldbeginas earlyas late Septemberor earlyOctober2020 butnot yetconfirmed becausecurrentsituationremainsfluidthis remainssubjecttorevisionbaseduponlatest informationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State Universitysystembecausethis remainsvery fluidthereforeitremainsto becontinuallyassessedandsubjectto changebaseduponthelastestinformationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State Universitysystemthereforethis remainsvery fluidthereforeitremainsto becontinuallyassessedandsubjectto changebaseduponthelastestinformationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State Universitysystemthereforethis remainsvery fluidthereforeitremainsto becontinuallyassessedandsubjectto changebaseduponthelastestinformationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State UniversitysystemtentativelyplannedtoresumeDistance LearningCOUN 6311 Coursesagainlaterthis summerbutnotyet confirmedbecausecurrentsituationremainsfluidthis remainssubjecttorevisionbaseduponlatest informationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State Universitysystembecausethis remainsvery fluidthereforeitremainsto becontinuallyassessedandsubjectto changebaseduponthelastestinformationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State Universitysystemthereforethis remainsvery fluidthereforeitremainsto becontinuallyassessedandsubjectto changebaseduponthelastestinformationobtainedaboutpositive test resultswithinUniversitysystemacrossTexas State Universitysyste thereafterthisonlineCOUN 6311 Courseshouldbe abletoresumeface-to faceclasseswhilefollowingCDCguidelineswhichrequiremaskusageand physicaldistancingrequirementsareshownbelowwithinCOVID 19preventionrecommendationsgivenbyCDCguidelinesprovidedbelowwithinattacheddocumentthatcanbe viewed onlineatthe followinglinkhttp://www./schoolhealthservicesdocumentspdfpreventativehealthservicesrecommendationsco vid19texaspdf thisthenwouldallowforthe possibilityofface-toclass meetings butalsoallowstudentstoparticipateonlineintheirCOUN 6311 Courseworkiftheychoosetodo so dependinguponindividualcircumstancesoptinginto face-toclass meetings baseduponindividualcircumstan ces however theseoptionsare subjecttorevisiononcefinal

COUN 6311 Week 4 Duration

Week 4: 1/23 – 1/27 (Jan. 23 – Jan. 27, 2011)

Assignments and Activities

Reading Assignment: Chapter 3 (pp. 55-75), in the textbook by Kilpatrick, Swisher, & Sevig (Eds.), Assessment of Family Violence Across Clinical Settings (2012). Assigned by the Instructor on Jan. 16, 2011 (see Week 4 COUN 6311 Course announcement). Read by Jan. 23, 2011. Written Assignment for Week 4: Professional Consultation Report Due by midnight on Jan. 26, 2011 . . . . . . . . . See directions on Blackboard V6 in COUN 6311 Course Content area under Week 4 – Written Assignment for Week 4…

COUN 6311 Week 4 Learning Outcomes

Week 4 Learning Outcomes:
– Understand and describe the role of consultation in schools.
– Understand and describe different models of consultation.
– Understand and describe the process of consultation.
– Understand and describe the skills needed for effective consultation.

COUN 6311 Week 4 Assessment & Grading

**Question 1**

Describe the difference between authority and power. Give an example of each in a school setting.

Authority is the right to use power, while power is the ability to influence others. In a school setting, an example of authority would be a teacher having the right to assign and grade student work. An example of power would be a teacher having the ability to influence students to behave in a certain way or to learn material.

COUN 6311 Week 4 Suggested Resources/Books

COUN 6311 Course Materials

Required Texts

*This text is available through the University of Houston – Clear Lake bookstore. If you prefer, you may purchase this book from another source. Please note that the publisher’s ISBN for the required texts below differs depending on the format in which you choose to purchase them. Please use the ISBN listed for your preferred format when ordering. Alternatively, your instructor may have already provided access to an electronic version of the textbook for COUN 6311 Course through Cougar COUN 6311 Courses.

Dubin, R., & Rubin, A. (2017). Organizational consultation: An integrative approach (2nd ed.). Hoboken, NJ: Wiley & Sons.

ISBN-10: 1119236146 or ISBN-13: 9781119236148 (Paperback)

Optional Texts and Readings (not required)

Rosenzweig, P.M. (2010). Organizational consulting psychology: A casebook (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

COUN 6311 Week 4 Assignment (20 Questions)

**Write a 2-3 page paper (double-spaced, 1 inch margins) answering the following questions:**

1. Define and describe leadership.
2. Define and describe advocacy.
3. Define and describe consultation.
4. Describe how leadership, advocacy, and consultation can be used to improve schools.
5. What are some of the challenges faced by school leaders?
6. What are some of the challenges faced by school advocates?
7. What are some of the challenges faced by school consultants?
8. Describe the role of the school leader in promoting positive social change.
9. Describe the role of the school advocate in promoting positive social change.
10. Describe the role of the school consultant in promoting positive social change.
11. How can leadership, advocacy, and consultation be used to address issues of equity in schools?
12. How can leadership, advocacy, and consultation be used to address issues of access in schools?
13. How can leadership, advocacy, and consultation be used to address issues of opportunity in schools?
14. What are some of the ethical considerations involved in leadership, advocacy, and consultation?
15. What are some of the legal considerations involved in leadership, advocacy, and consultation?
16. What are some of the cultural considerations involved in leadership, advocacy, and consultation?
17. What are some of the political considerations involved in leadership, advocacy, and consultation?
18. What are some of the economic considerations involved in leadership, advocacy, and consultation?
19. How can leadership, advocacy, and consultation be used to promote healthy school climates?
20. How can leadership, advocacy, and consultation be used to promote student success?

COUN 6311 Week 4 Assignment Question (20 Questions)

Identify and describe the two main types of school-based consultation services. (1-2 paragraphs)

School-based consultation services can be broadly classified into two categories: direct and indirect consultation services. Direct consultation services are those in which the consultant works directly with the student, usually in a one-on-one setting. Indirect consultation services, on the other hand, are those in which the consultant provides support to teachers and other school personnel who work with the student.

What are some of the advantages and disadvantages of each type of service? (1-2 paragraphs)

Each type of service has its own advantages and disadvantages. Direct consultation services are often more effective because they allow the consultant to develop a more personal relationship with the student. However, they are also more time-consuming and expensive. Indirect consultation services, on the other hand, are less effective because the consultant is not working directly with the student. However, they are less time-consuming and less expensive.

COUN 6311 Week 4 Discussion 1 (20 Questions)

What are the main differences between a leadership and a management style? Which do you prefer? Give examples of when each is appropriate.

Leadership and management styles can be quite different. A leadership style may be more vision-oriented and focused on setting direction, while a management style may be more process-oriented and focused on executing tasks. Some people may prefer one style over the other, but both styles can be effective in different situations. For example, a leadership style may be more appropriate when setting the direction for an organization, while a management style may be more appropriate when overseeing day-to-day operations.

COUN 6311 Week 4 DQ 1 (20 Questions)

1. Please describe the strengths and limitations of assessment in human development and learning. How might assessment be used to facilitate student success?

2. What are some of the ethical considerations involved in assessment? How can these be addressed in a professional manner?

3. What are some of the purposes of assessment in human development and learning? How can these be met in an effective way?

4. How does assessment fit into the larger process of human development and learning? What role does it play in facilitating student success?

5. What are some of the challenges involved in assessment? How can these be overcome to ensure that assessment is an effective tool for human development and learning?

COUN 6311 Week 4 Discussion 2 (20 Questions)

in Summer 2018 (SU18)

*Please note that your discussion board participation will be graded using a [standard rubric](https://ncu.instructure.com/COUN 6311 Courses/42865/pages/discussion-board-rubric). Please review it before you begin participating in discussion boards.

**COUN 6311 Course Books**

The following books are required for COUN 6311 Course:

Peterson, J. B., & Dillon, J. L. (2013). Leadership, advocacy, and direct service strategies for professional counselors (3rd ed.). Alexandria, VA: American Counseling Association. ISBN: 978-0-87458-056-7

**COUN 6311 Course Materials**
+ COUN 6311 Course Syllabus: https://learn.northcentral.edu/COUN 6311 Courses/42995/files?preview=960093
+ NCU Library Tutorial: https://learn.northcentral.edu/COUN 6311 Courses/42995/files?preview=959863
+ APA 6th Edition: https://learn.northcentral.edu/COUN 6311 Courses/42995/files?preview=959877

## Instructions for Participation: Please respond to EACH of the following questions by clicking on REPLY. In your response, be sure to reference specific page numbers from the required readings and include in text citations as needed to support your thoughts and ideas. The questions below must be addressed one at a time in separate posts (i.e., each student must click REPLY and then paste or type their answer into the message box). Do not attempt to address all questions in one post! Be sure to also click POST when you are done typing your answer!

1) Define leadership, consultation, and advocacy according to your own understanding of these concepts after reading Chapter 1 of our textbook (pages 1 – 19). In your definition(s), be sure to identify the skills needed for effective practice of each concept as well as how they differ from one another according to your understanding of the concepts based on what you have read in our textbook so far (Chapter 1; pages 1 – 19).

2) Describe at least 3 ways in which leadership is different from management based on what you have read in Chapter 1 of our textbook (pages 1 – 19). How do these differences affect leaders’ ability to lead effectively within schools? Be specific and give examples from your experience or reading to support your answer(s).

3) Based on what you have read about systems theory so far in Chapter 2 of our textbook (pages 29 – 43), describe at least two advantages and two disadvantages of this theoretical approach when applied to leadership within schools. Be specific and give examples from your experience or reading to support your answer(s).

4) Based on what you have read about situational leadership theory so far in Chapter 2 of our textbook (pages 44 – 55), describe at least two advantages and two disadvantages of this theoretical approach when applied to leadership within schools. Be specific and give examples from your experience or reading to support your answer(s).

5) Based on what you have read about trait theory so far in Chapter 2 of our textbook (pages 56 – 65), describe at least two advantages and two disadvantages of this theoretical approach when applied to leadership within schools. Be specific and give examples from your experience or reading to support your answer(s).

6) Based on what you have read about transformational leadership theory so far in Chapter 2 of our textbook (pages 66 – 76), describe at least two advantages and two disadvantages of this theoretical approach when applied to leadership within schools. Be specific and give examples from your experience or reading to support your answer(s).

7) Based on what you have read about distributed leadership theory so far in Chapter 2 of our textbook (pages 77 – 86), describe at least two advantages and two disadvantages of this theoretical approach when applied to leadership within schools. Be specific and give examples from your experience or reading to support your answer(s).

8) According to Fineman’s framework for organizational types discussed in Chapter 3 of our textbook (page 113), identify which school organizational structure best describes the school where you currently work OR where you worked during a previous practicum or internship placement OR any other school with which you are familiar through personal experience working with students who receive special education services OR through other experiences with which you are familiar either personally or professionally such as serving as a teacher’s aide while completing a teaching degree program OR working with an educational agency such as a special education cooperative, intermediate unit, etc… based upon Fineman’s framework described below: “Fineman identified four different types or categories into which organizations can fall depending upon three criteria—the extent that emotions are regulated, rules present vs absent, role differentiation present vs absent—and whether individual goals triumph over collective goals”(Peterson & Dillon, 2013; p 113). Give examples from personal experience working with students who receive special education services OR other experiences that illustrate why the organization type identified best describes the school where you currently work OR where you worked during a previous practicum or internship placement OR any other school with which you are familiar through personal experience working with students who receive special education services OR through other experiences with which you are familiar either personally or professionally such as serving as a teacher’s aide while completing a teaching degree program OR working with an educational agency such as a special education cooperative, intermediate unit, etc… *Note that if more than one organizational structure is possible based upon Fineman’s framework for organizational types discussed above depending upon how emotions are regulated AND whether rules are present vs absent AND whether role differentiation is present vs absent AND whether individual goals triumph over collective goals WHERE YOU WORKED DURING A PREVIOUS PRACTICUM PLACEMENT OR WHERE YOU WORK NOW AS AN EDUCATIONAL LEADER WITHIN A SCHOOL SETTING WITH STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES please choose just ONE organizational structure based upon Fineman’s framework for organizational types discussed above that best describes WHERE YOU WORKED DURING A PREVIOUS PRACTICUM PLACEMENT OR WHERE YOU WORK NOW AS AN EDUCATIONAL LEADER WITHIN A SCHOOL SETTING WITH STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES providing explanations as necessary regarding why more than one organization type could possibly apply depending upon how emotions were regulated AND whether rules were present vs absent AND whether role differentiation was present vs absent AND whether individual goals triumph over collective goals.*

9) Describe how changing populations might impact educational leadership practices within schools now that we know they need not necessarily take place only inside buildings anymore because technology has made it possible for communication between teachers and administrators outside buildings using devices like tablets pagers laptops email text messaging internet phones etc…beyond face-to-face meetings now that we also know there might not even necessarily need TO BE buildings anymore if distance learning takes place via computer devices instead! Give specific examples using information found throughout Chapters 4 – 6 inclusive specifying page numbers where relevant thereby demonstrating comprehension regarding changing populations impacting educational leadership practices within schools now especially since technology has changed things dramatically affecting how Educational Leadership practices can now take place including communication between teachers administrators families communities agencies etc…outside buildings! Please note however that technology is just one aspect affecting changing populations impacting educational leadership practices within schools! So also include information pertaining specifically TO CHANGING POPULATIONS IMPACTING EDUCATIONAL LEADERSHIP PRACTICES WITHIN SCHOOLS using information found throughout Chapters 4 – 6 inclusive specifying page numbers where relevant thereby demonstrating comprehension regarding changing populations impacting educational leadership practices within schools now especially since technology has changed things dramatically affecting how Educational Leadership practices can now take place including communication between teachers administrators families communities agencies etc…outside buildings! 10) Describe the role emotion plays regarding effective Educational Leadership practice specifically regarding developing relationships building trust demonstrating compassion identifying common ground collaborating consistently communicating clearly balancing multiple demands managing conflict etc….Give specific examples using information found throughout Chapters 4 – 6 inclusive specifying page numbers where relevant thereby demonstrating comprehension regarding emotion playing an important role regarding effective Educational Leadership practice specifically regarding developing relationships building trust demonstrating compassion identifying common ground collaborating consistently communicating clearly balancing multiple demands managing conflict etc….Please note however that emotion is just one aspect playing an important role regarding effective Educational Leadership practice! So also include information pertaining specifically TO ROLE PLAYED BY EFFECTIVE EDUCATIONAL LEADERSHIP PRACTICE USING INFORMATION FOUND THROUGHOUT CHAPTERS 4 – 6 INCLUSIVE SPECIFYING PAGE NUMBERS WHERE RELEVANT THEREBY DEMONSTRATING COMPREHENSION REGARDING EFFECTIVE EDUCATIONAL LEADERSHIP PRACTICE SPECIFICALLY REGARDING DEVELOPING RELATIONSHIPS BUILDING TRUST DEMONSTRATING COMPASSION IDENTIFYING COMMON GROUND COLLABORATING CONSISTENTLY COMMUNICATING CLEARLY BALANCING MULTIPLE DEMANDS MANAGING CONFLICT ETC…. 11) Identify challenges that might impede effective implementation areas identified by Stoll & Seashore Louis mentioned previously under COUN 6311 Course Learning Outcomes namely those mentioned previously under COUN 6311 Course Learning Outcomes namely those mentioned under Part B below given additional challenges mentioned below including challenges mentioned under Part C below given additional challenges mentioned under Part D below given additional challenges mentioned under Part E below given additional challenges mentioned under Part F below given additional challenges mentioned under Part G below given additional challenges identified by Stoll & Seashore Louis mentioned previously under COUN 6311 Course Learning Outcomes namely those mentioned previously under COUN 6311 Course Learning Outcomes namely those identified by Stoll & Seashore Louis namely those identified by Stoll & Seashore Louis namely those identified by Stoll & Seashore Louis namely those identified by Stoll & Seashore Louis namely those identified by Stoll & Seashore Louis namely those identified by Stoll & Seashore Louis namely those identified by Peterson Dillons beginning on Page 13 starting at bottom highlighting then follows through Pages 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436437 438 439 440 441442 443 444 445446447 448449 450 451 452 453454 455456 457 458459 460461 462463464 4654664674684694704714724734744754764775478479 480 481482 483484485486 487488489490 491492493 494495496497498499 500 501502503504505506507508509510511512513514515516517518519520521522523524525526527528529530531532533534535536537538539540541542543544545546547548549550551552553554555555657558559 560 561 562563564 565 566 567 568 569 570 571572573574575576577578579580581582583584585586587588589590 591592 593594595596 597598600601602603604605606607608609610611612613614615616617618619620621622623624625626627628629630631632633634635636637638639640641642643644645646647648649650651652653654655656657658659 660661662663664665666667668669 6706716726736746756766767768769 7707717727737747757767777 781782783784785786787788789790 791792793794795796797798799800801802803804805806807 808809 8108119820821 822823824825826827828829830831832833834835836837838839840841842843844845846847848849850851852853854855856857858859860861862863864865866867868869870871872873874875876877878879880881882883884885886887888889890891892893894895896897898894899900901902903904905906907908909910911912913914915916917918919920921922923924925926927928929930931932933934935936937938939940941942943944945946947948949950951952953954955956957958959960

COUN 6311 Week 4 DQ 2 (20 Questions)

1. What role does ethics play in leadership?

2. What are some of the ethical considerations that leaders must take into account?

3. How can leaders create an ethical climate within their organizations?

4. What are some of the challenges that leaders face when dealing with ethical issues?

5. What are some of the resources that leaders can use to help them make ethical decisions?

COUN 6311 Week 4 Quiz (20 Questions)

1. Determine what is meant by educational advocacy, including the various ways to influence school policies and practices.
2. Recognize the importance of effective consultation in schools.
3. Understand the different types of consultation models and when each might be most appropriate.
4. Understand how to effectively use data to inform consultation services.
5. Understand individual and systemic factors that can impede the effectiveness of consultation services and how to address these factors.

COUN 6311 Week 4 MCQ’s (20 Multiple Choice Questions)

Answers to 20 Multiple Choice Questions

1. In order for consultation to be effective, the consultant should possess all of the following except:
A. Expertise in the area being consulted on.
B. Communication skills.
C. A willingness to develop a relationship with the consultee.
D. The ability to confront the consultee.

2. When consultants are hired by organizations, they are often asked to do all of the following except:
A. Identify problems within the organization.
B. Develop solutions to identified problems.
C. Implement solutions to identified problems.
D. Evaluate the effectiveness of solutions implemented.

3. Which of the following is not one of the steps in the consultation process?
A. Pre-consultation phase.
B. Consultation phase.
C. Termination phase.
D. Follow-up phase.
4. During the pre-consultation phase, it is important for the consultant to do all of the following except:
A. Build rapport with the consultee.
B. Determine what the consultation is about and what is expected from the consultant..
C. Set goals and objectives for the consultation..
D. Make assumptions about what is wrong with the consultee or their organization..

5 During the consultation phase, it is important for the consultant to do all of the following except:
A..continue to build rapport with the consultee..
B..gather information from the consultee about their problem or concern..
C..provide advice or solutions to the consultee..
D..evaluate the effectiveness of solutions implemented thus far..

6 In order for termination to be successful, it is important for the consultant to do all of which of the following?
A..ensure that goals and objectives set during pre-consultation have been met..
B..help the consultee develop a plan for continued success after termination..
C..provide resources and referrals as needed during this final phase..
D..all of the above

7 Which of the following statements about consultation is not true?
A Consultation can be an effective way to provide support and assistance to individuals or organizations who are experiencing difficulties..
B Consultation can be used as a tool for change within an organization.. C The consultant-consultee relationship should be terminated once goals and objectives have been met.. D There is no one “right” way to consult – different situations may call for different approaches..

8 When providing consultation services, it is important to keep all of the following in mind except: A The needs and best interests of those being consulted should always come first.. B It is important to maintain confidentiality and respect client autonomy… C The consultant should always have expertise in the area being consulted on… D The goal of consultation is always to bring about change within an organization or individual

COUN 6311 Week 5 Description

COUN 6311 Course will focus on the development of leadership skills in counseling and related educational fields. Students will explore topics related to developing a personal leadership style, effective communication, and conflict management. Advocacy for clients and professional organizations will be explored. Students will also learn about consultation techniques that can be used with school personnel, families, and community agencies.

COUN 6311 Week 5 Outline

**

| Topic | Readings | Assignment |
| — | — | — |
|Week 1|

• [COUN 6311 Course Introduction](/syllabus)

||
|Week 2|

• Leadership in Education
• [COUN 6311 Course Textbook: Chapter 8](/readings)

||
|Week 3|

• [A Systemic Approach to School Violence Prevention](/readings)

||
|Week 4|

• [The Role of School Counselors in Supporting Students with Autism Spectrum Disorder](/readings)

||
|Week 5|

• [Culturally Responsive Counseling with LGBTQ Youth](/readings)

||

COUN 6311 Week 5 Objectives

Provide an overview of effective team building, leadership development and conflict management as they relate to school settings.

Apply leadership skills to create change in schools and other educational organizations.

Develop an understanding of the importance of effective advocacy for students, families and school staff in meeting the needs of diverse populations.

Examine consultation models and process to enhance professional functioning in schools and other educational organizations.

COUN 6311 Week 5 Pre-requisites

COUN 6311 Course Description: COUN 6311 Course is designed to develop leadership skills, advocacy skills and consultation skills in order to serve effectively as a school counselor. The focus of COUN 6311 Course is on working with students in grades K-12. Specific topics include developing positive relationships with students, staff, parents and community members; identifying student needs; providing counseling services; advocating for students and the counseling program; and developing school counseling programs. Prerequisites: COUN 6304 and COUN 6310

COUN 6311 Week 5 Duration

Week 5 – Day 7 – Assignment 5 Submission (COUN 6311)

COUN 6311 Week 5 Learning Outcomes

COUN 6311 Course is designed to prepare school counselors to lead, advocate, and consult in the schools. The COUN 6311 Course emphasizes developing leadership skills and dealing with various system issues that impact student success. Counselor educators will present a variety of information on the topics of leadership, advocacy, and consultation with a focus on working with diverse populations.

Students who successfully complete COUN 6311 Course will be able to:

1. Understand the importance of leadership in the school counseling profession.

2. Develop a personal philosophy of leadership.

3. Understand the impact of different leadership styles on the school counseling profession.

4. Advocate for the profession of school counseling at the local, state, and national level.

5. Understand the importance of consultation in the school counseling profession.

COUN 6311 Week 5 Assessment & Grading

COUN 6311 Course Grade Evaluation: COUN 6311 Course grade will be based on the following:

Assignment #1: Policy Brief – 20% Assignment #2: Field Observation/Practicum Reflection – 25% Assignment #3: Group Consultation Report – 30% Final Exam – 25% Total – 100%

*COUN 6311 Course may have additional assessment tools.

COUN 6311 Week 5 Suggested Resources/Books

The following books are suggested as resources for COUN 6311 Course:

Coon, D. (2008). Introduction to psychology: Gateways to mind and behavior. Belmont, CA: Thomson Higher Education.

Cummings, J., & Worley, C. G. (2005). Organization development & change. Mason, OH: South-Western Cengage Learning.

Daniels, D., & Weisbrod, B. A. (1988). Public management and the metropolis: Essays in honor of James Q. Wilson. New York, NY: Russell Sage Foundation Publications.

Dess, G., Lumpkin, G., & Eisner, A. (2007). Strategic management: Text and cases (4th ed.). Boston, MA: McGraw-Hill/Irwin.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10. Retrieved from http://edr.sagepub.com/cgi/content/abstract/18/8/4

Katzell, R., & Austin, J.(Eds.). (1992). Leadership for the twenty-first century. New York, NY: Plenum Press.

Kinlaw, D.(1994). Ten commandments for developing managers as leaders.” Organizational Dynamics 22(4), 18-32 . Retrieved from http://www2.umuc.edu/management/od_servlet?command=displayArticle&articleID=2968&newWindow=true&issueID=2967&journalID=1123&statusMessageID=0&statusCode=-1&statusSeverityCode=-1#0

COUN 6311 Week 5 Assignment (20 Questions)

1. Briefly describe the concept of functional equivalence. What are its major strengths and weaknesses?

Functional equivalence is the idea that two things can be seen as equivalent if they serve the same purpose or function. This concept has a number of strengths, including its simplicity and the fact that it can be applied to a wide range of situations. However, it also has some significant weaknesses, including the fact that it can be difficult to determine what constitutes a “function” and that it can lead to oversimplification.

COUN 6311 Week 5 Assignment Question (20 Questions)

*COUN 6311 COUN 6311 Course Description: COUN 6311 Course is designed to provide a knowledge base of major theories, research, and practices related to leadership, advocacy, and consultation in the schools. Students will engage in critical analysis of effective school-based counseling programs and consultation strategies to increase student success. Students will be expected to apply leadership and advocacy skills to their professional practice as school counselors.

Assignment Directions: Answer all questions below. Questions are worth 2 points each for a total of 40 points. Please type your answers in 12 point font using APA format (double spaced). Please number each question as you answer it. Your assignment should be a minimum of 3 pages (not including the cover page or reference page) and a maximum of 5 pages (not including the cover page or reference page). Please use at least 3 scholarly sources in addition to your textbook. Include a cover page with your name, the name of this class (COUN 6311), the name of your instructor, and the date submitted. Include a separate reference page with at least 3 scholarly references cited in APA format. Please submit your assignment via Blackboard by the due date/time listed in the COUN 6311 Course Schedule.

1. What are some key characteristics of effective school leaders? Give specific examples to support your answer.

2. What is the difference between management and leadership? Explain with specific examples.

3. Define transformational leadership and give an example of how this type of leadership could be used effectively in a school setting.

4. Define emotional intelligence and describe how emotional intelligence can contribute to effective leadership in schools.

5. What are some common challenges that school leaders face? Give specific examples to support your answer.

6. Describe how effective communication can contribute to successful leadership in schools. Give specific examples to support your answer.

7. Describe how conflict resolution skills can contribute to successful leadership in schools. Give specific examples to support your answer.

8. Describe how team building skills can contribute to successful leadership in schools. Give specific examples to support your answer

COUN 6311 Week 5 Discussion 1 (20 Questions)

Please feel free to comment on any or all of the following questions. You may want to respond to other people’s comments before responding to the questions below.
1. What is the importance of collaboration and consultation in schools?
2. What are some common issues or problems that arise during collaboration and consultation?
3. How can effective communication contribute to successful collaboration and consultation?
4. What are some strategies for handling conflict during collaboration and consultation?
5. What are some ways to build trust during collaboration and consultation?
6. What are some ways to promote mutual respect during collaboration and consultation?
7. What are some ways to ensure that everyone’s needs are considered during collaboration and consultation?
8. What are some ways to encourage creative thinking during collaboration and consultation?
9. What are some ways to make sure that everyone is on the same page during collaboration and consultation?
10. What are some ways to evaluate the success of collaboration and consultation?

COUN 6311 Week 5 DQ 1 (20 Questions)

1. How do you think the role of the principal has changed in recent years?
2. What do you think are the most important qualities for a successful principal?
3. What challenges do principals face in today’s schools?
4. What do you think are the biggest challenges for principals in terms of leading change in schools?
5. What do you think are the most important things that principals can do to improve student achievement?
6. What strategies do you think principals can use to build positive relationships with teachers?
7. What do you think are the most important things that principals can do to build positive relationships with parents?
8. What do you think are the most important things that principals can do to build positive relationships with students?
9. What challenges do principals face in terms of dealing with disruptive students?
10. What strategies do you think principals can use to effectively deal with disruptive students?
11. What challenges do principals face in terms of managing school finances?
12. What strategies do you think principals can use to effectively manage school finances?
13. What challenges do principals face in terms of dealing with difficult staff members?
14. What strategies do you think principals can use to effectively deal with difficult staff members?
15. What challenges do principals face in terms of managing school facilities?
16. What strategies do you think principals can use to effectively manage school facilities?
17. What challenges do principals face in terms of promoting school safety?
18. What strategies do you think principals can use to effectively promote school safety?
19. What challenges do principals face in terms of dealing with community members?

COUN 6311 Week 5 Discussion 2 (20 Questions)

*

**COUN 6311 Week 6 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) *

**COUN 6311 Week 7 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) *

COUN 6311 Week 5 DQ 2 (20 Questions)

Please respond to the following:

1. How do you feel when someone challenges you or your ideas? Why?

2. What are some of the ways that you have learned to handle conflict?

3. What are some of the benefits of conflict?

4. What are some of the drawbacks of conflict?

5. How can you tell when a conflict is healthy?

6. How can you tell when a conflict is unhealthy?

7. What are some of the ways that you can resolve conflict?

8. What are some of the ways that you can prevent conflict?

9. What are some of the things that you can do to stay calm during a conflict?

10. What are some of the things that you can do to keep a conflict from escalating?

COUN 6311 Week 5 Quiz (20 Questions)

COUN 6311 Course Number: COUN 6311-001 COUN 6311 Course Title: Leadership, Advocacy, and Consultation in the Schools* (5 credits) COUN 6311 Course Instructor: Dr. Jennifer Hirschmann Grading Policy: 1. All assignments are to be submitted via Turnitin.com within the designated timeframe, unless other arrangements are made with instructor. 2. Late assignments are penalized 10 points for each day late. 3. Students will receive a zero for any assignment that is not submitted by due date or not completed on the attempt. 4. Assignments must be typed using 12 pt font, double spaced, and one inch margins all around to be eligible for credit. 5. Assignments must adhere to APA guidelines as described in the COUN 6311 Course syllabus and APA manual or they will not be accepted for credit. 6. Assignments submitted by anyone other than the student will receive a grade of zero and will be reported to the appropriate authorities at UNT Dallas and/or Department of Public Safety per UNT Dallas policy 7. A mid-term examination worth 100 points and a final examination worth 150 points are scheduled in COUN 6311 Course as noted in the COUN 6311 Course calendar located on Blackboard 8. Quizzes may be given during class periods as deemed necessary by instructor 9. Each student is responsible for making arrangements with instructor ahead of time to take an examination at a different time if an emergency arises that prevents him/her from taking it at the scheduled time 10 . The breakdown of points is indicated below in table format 11 . Table 1 Assignment Points Worth Chapter Questions 15 Lecture Questions 10 Mid-Term Exam 100 Final Exam 150 Total Points 275 Class Attendance 20 Total Possible Points 300 * COUN 6311 Course meets online only

1) Why do you think it is important that education professionals practice culturally responsive leadership?

It is important that education professionals practice culturally responsive leadership so they can better understand and meet the needs of their students. By being responsive to the cultures of their students, educators can create a more positive and successful learning environment for all students involved. Additionally, practicing culturally responsive leadership can help build trust between educators and students, as well as help break down barriers that may exist between different cultural groups within a school community.

COUN 6311 Week 5 MCQ’s (20 Multiple Choice Questions)

Question 1
1. Which of the following is not a reason why schools may be reluctant to engage in advocacy?

A. Parents and community members might feel entitled to more resources from the school district.
B. Schools may feel that they are already overwhelmed with their current duties.
C. Advocacy might require a reallocation of resources within the school district.
D. Advocating for one group of students might mean taking resources away from another group of students.

Question 2
2. Which of the following is not a reason why advocates might choose to work at the individual level?

A. To address a specific problem that an individual student is experiencing
B. To increase the likelihood that change will occur
C. To have more control over the change process
D. Because they are not able to work at the systemic level

Question 3
3. Which of the following is not a reason why advocates might choose to work at the systemic level?

A. To address a specific problem that an individual student is experiencing
B. To increase the likelihood that change will occur
C. To have more control over the change process
D. Because they are not able to work at the individual level

Question 4
4. Which of the following is not an example of an advocacy goal?

A. To improve school safety for all students
B. To increase funding for special education programs
C. To reduce class sizes in all elementary schools
D. To improve access to mental health services for all students

COUN 6311 Week 6 Description

**

COUN 6311 Course focuses on leadership, advocacy, and consultation in school settings. Students will learn to apply principles of leadership, advocacy, and consultation to school settings. The COUN 6311 Course will also focus on the development of advocacy and consultation skills.

COUN 6311 Week 6 Outline

COUN 6311 Course focuses on leadership, advocacy, and consultation within the school setting. The focus will be on developing a variety of skills necessary for effective leadership, advocacy, and consultation. In addition to providing students with opportunities to practice these skills, the COUN 6311 Course will also address ethical considerations associated with leadership, advocacy, and consultation.

COUN 6311 Week 6 Objectives

– Understand the importance of ethical principles and standards in professional school counseling and be able to integrate them into daily practice.

– Understand the major theories of counseling and how they can be applied in a school setting.

– Understand the role of advocacy in school counseling and be able to advocate for students, families, and the profession.

– Understand the consultation process and be able to consult with teachers, administrators, and other professionals to promote student success.

– Understand the importance of research in school counseling and be able to use research to inform practice.

COUN 6311 Week 6 Pre-requisites

*Take COUN 6311 the first time it is offered. COUN 6311 Course is required for graduation and must be completed before practicum.

COUN 6311: Leadership, Advocacy, and Consultation in the Schools* (5 credits) (Prerequisites: COUN 6331 & COUN 6332)

COUN 6311 Course Description: COUN 6311 Course focuses on the role of leadership in advocacy, consultation, crisis intervention and decision-making within K-12 schools. This class covers a wide range of topics including the impact of legal decisions on school policy and practice; effective communication skills; facilitating conflict resolution; conducting student assessments and evaluations; crisis prevention/intervention strategies; providing individual and group counseling services; and developing positive relationships with families. The focus is on developing practical leadership skills to enhance advocacy at the systemic level within K-12 schools. *Take COUN 6311 the first time it is offered. COUN 6311 Course is required for graduation and must be completed before practicum.

COUN 6311 Week 6 Duration

COUN 6311 Week 6 Duration for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

M-F 8:00am-3:30pm

COUN 6311 Week 6 Learning Outcomes

*COUN 6311 is a required COUN 6311 Course for students in the School Counseling program.

COUN 6311 Week 6 Learning Outcomes for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

1. Understand the impact of systemic factors on school counseling programs and how these factors influence student success.

2. Develop a plan to address systemic issues impacting student success in the school counseling program.

3. Advocate for changes to school counseling programs and services to improve student success.

4. Consult with stakeholders to implement changes to school counseling programs and services.

5. Evaluate the impact of systemic changes on school counseling programs and services.

COUN 6311 Week 6 Assessment & Grading

*COUN 6311 Course is required for those students in the School Counseling track.

Complete all three of the following assessment tasks:

Assessment 1: Leadership Observation Essay (40%)

In this essay, you will observe and analyze a school counselor as they conduct a leadership role. In order to complete this assignment, you must secure an agreement with a licensed school counselor that you may observe him/her as they perform their daily tasks. Once you have secured this agreement, you will write a 5-7 page paper (double-spaced, 12 pt font) detailing the activities that were observed along with your analysis of these activities in relation to your own professional development as a future school counselor leader. Be sure to discuss how this experience has helped you to better understand what it means to be an effective school counseling leader and advocate. Your essay should address all of the following questions: Who was observed? What context did he/she work in? When was the observation performed? What activity(ies) were observed? What was your reaction to what was observed? How do these observations inform your own understanding of effective school counseling leadership and advocacy?

Assessment 2: Presentation on Advocacy in Schools (40%)

You will create a PowerPoint presentation on a specific area of advocacy related to K-12 students. The topic of your presentation must be chosen from the list provided below (see rubric). Your presentation should include a minimum of 20 slides (excluding title and reference slides) and should focus on how K-12 students are impacted by this issue along with solutions that can help resolve it. You will present your PowerPoint during Week 6 via Blackboard Ultra Video Conference Room at the time scheduled by your instructor. If possible, invite someone who is knowledgeable about or passionate about this particular topic (school administrator, community member, parent, etc.) to join us for our discussion about it during class time. This person does not need to be in education nor does he/she need to work with children; however, he/she should be someone who is engaged in advocacy related efforts within our local community or through some other resource that can contribute meaningfully to our conversation about advocacy during class time. For example, if you choose Special Education as your topic then I would encourage you to invite someone who works for an agency that provides special education services for children and families so that we may learn more about these services and how best we might connect our clients with them. In addition, consider inviting someone who has a child receiving special education services so that we might gain first hand knowledge about their experience with navigating the system along with any challenges they encounter along the way. Remember that YOU are responsible for contacting potential speakers prior to presenting your PowerPoint so please plan accordingly! Information regarding use of Blackboard Ultra Video Conference Room will be sent out via email prior to our live session together during Week 6 so make sure you are checking email regularly! Please note that failure to attend or participate in this live session using BBVC Room will result in 0 points earned on this assignment! You may want to review previous presentations from prior semesters located here: http://people.uncw.edu/davisjg/COUN6311_Presentations_Folder/. Please feel free to review these presentations for ideas regarding content areas; however, do not plagiarize them! These presentations have been included only for informational purposes only – NOT FOR PLAGIARISM!!! References for each presentation are also included on each PowerPoint slide if needed although references are not required for your PowerPoint unless you wish to include them. Presentations can be found under “Presentations” link on left side menu bar within BBUltr@ COUN 6311 Course site under “COUN 6311 Course Content” tab at top left side menu bar; click on “COUN 6311 Presentations Folder” link found just below “Presentations” link; next click on “COUN 6311_Spring 2019 Presentations” folder then choose whichever week presentation is needed from folders within “COUN 6311 Spring 2019 Presentations” folder; click once more when opening correct file; then click download icon located at top right corner of screen above viewing window containing presentation; once downloaded open file from downloads folder on computer then begin viewing presentations there . NOTE: Be sure that you watch presentations before completing assessments related thereto because there are important details shared within each one including exactly what week each student presented which is necessary information when completing assessments related thereto! Questions??? Email me at davisjg@uncw.edu immediately!!! NOTE: Assessments 1 & 2 must be completed individually without assistance from others! Do not share any part of either assessment task with anyone else – NO EXCEPTIONS!!! Assessments 3 & 4 may be completed together with others but must still reflect personal application and understanding! Questions??? Please contact me directly at davisjg@uncw.edu or during office hours listed below via video conference room located here: https://uncwonlinecounselingprograms2–counselorpreparationprograms2–counselorpreparationprograms2-ucp3–myuniversity3–myuniversity3-bbcswebdav–myuniversity3–myuniversity3-bbcswebdav-org–shared–56444881cf8b4e10b95eb08dde6ca22f-bbcswebdav–myuniversity3–myuniversity3-bbcswebdav-org–BlackboardVideoConferenceRoomW6DAVISJG7200132772000559760200243948280035500933003898653005060024300575002320057500494005750518600575054380057505878005750614700575063920057506668005750725800580006200058000761005800084300580010370058001305005800154600580011920058501216005900013160059000286900590003684005900043050059000498900590005765005900062260059000697500590070190060000779900600008625006000108070060002645900600032434006000372310060004448100600051591006000563040060006419800600067684006000737660060008249600600087379006000920730060109876006011547700601205630060126025700601325490060136872006014055700601465570060149557006015552300601638960060173553006018708300601917860058091290060193598005809293006019498900580933800 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COUN 6311 Week 6 Suggested Resources/Books

1. Introduction to Leadership, Advocacy, and Consultation in the Schools

a. Borden, L. M., & Lewis, J. A. (Eds.). (2008). Handbook of counseling and consultation in schools. New York: Routledge. (Chapters 1 and 2)

b. Cipani, E., & O’Neill, R. E. (2010). Fundamentals of school counseling: An evidence-based approach to effective practice (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. (Chapters 1-3)

c. Johnson, S. K., & Johnson, F. P. (2007). Joining together: Group theory and group skills (10th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. (Chapter 10)

d. Myrick, R., & Erford, B.(2010). Leadership for counselors: Strategies for program development and implementation (2nd ed.). Belmont, CA: Brooks/Cole – Cengage Learning. (Chapter 6)

e. Remley, T., & Herlihy, B.(2011). The practice of counseling and psychotherapy (9th ed.). Belmont, CA: Brooks/Cole – Cengage Learning.(Chapter 12)

f. Zunker, V.(2011). Career counseling: Processes and techniques (7th ed.) Belmont CA: Brooks/Cole – Cengage Learning.(Chapters 3-5)

COUN 6311 Week 6 Assignment (20 Questions)

COUN 6311 Course explores the professional role of the school counselor as a leader, advocate, and consultant. Students will apply leadership, advocacy, and consultation skills to a variety of counseling roles including individual, group, and classroom counseling; crisis intervention; referrals; consultation with parents, teachers and administrators; and community outreach.

1. Define leadership and explain how it relates to the role of the school counselor. (200 words)

Leadership is defined as the process of influencing others to achieve a common goal or vision. In the context of the school counselor role, leadership refers to the ability to influence others in order to promote student success and well-being. School counselors use their leadership skills to build relationships, develop trust, and create buy-in for their programs and initiatives.

2. Define advocacy and explain how it relates to the role of the school counselor. (200 words)

Advocacy is defined as active support for a cause or policy. In the context of the school counselor role, advocacy refers to taking action to support students, families, and staff in order to create positive change in the school environment. School counselors use their advocacy skills to speak up for those who may not have a voice, break down barriers, and create opportunities for all students to succeed.

3. Define consultation and explain how it relates to the role of the school counselor. (200 words)

Consultation is defined as professional assistance provided by an expert in a particular field to someone who is seeking advice or guidance. In the context of the school counselor role, consultation refers to providing guidance and expertise to teachers, administrators, parents, and other professionals in order to support student success. School counselors use their consultation skills to build capacity within the school community and address systemic issues that impact student achievement.

COUN 6311 Week 6 Assignment Question (20 Questions)

**

Question 1
What factors do you think would prevent a team from functioning as a healthy, effective team?

There are a number of factors that could prevent a team from functioning as a healthy, effective team. Some of these factors include: lack of trust or respect among team members, poor communication, conflicting goals or objectives, and limited resources. Additionally, teams may also be hindered by low morale, infighting, or a lack of commitment from team members.

COUN 6311 Week 6 Discussion 1 (20 Questions)

*COUN 6311 is a three-credit class. The number of discussion posts required will depend on the number of credits earned by each student.

If you earn: 3 credits, you must post at least once in each discussion board 4 credits, you must post at least twice in each discussion board 5 credits, you must post at least 3 times in each discussion board

**It is strongly recommended that you type your answers to the questions below directly into this document and then upload it into the appropriate dropbox by the deadline indicated above.**

Leadership as Advocacy for Change in Schools (20 points)

1. Define what leadership means to you and how your definition has changed since taking COUN 6311 Course. Give two examples of how you might use your definition of leadership to advocate for change in your school or community. (4 points)
2. Give an example of a time when you used your influence as a leader to bring about change in your school or community. What was the issue? Who did you need to convince? How did you go about convincing them? What obstacles or challenges did you face? How did you overcome them? What resources or supports did you need? (6 points)
3. Describe a time when you saw someone else using their influence as a leader to bring about change in your school or community. What was the issue? Who did they need to convince? How did they go about convincing them? What obstacles or challenges did they face? How did they overcome them? What resources or supports did they need? (6 points)
4. Imagine that you are the principal of your school and there is an issue that needs to be addressed. Describe how you would use your influence as a leader to bring about change. What would be the first steps you would take? Who would you need to convince? How would you go about convincing them? What obstacles or challenges might you face? How would you overcome them? What resources or supports would you need? (6 points)

COUN 6311 Week 6 DQ 1 (20 Questions)

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) *COUN 6311 Course has required weekly discussion questions that you must complete to be eligible for the completion certificate. The minimum number of posts required will be listed in your weekly announcements along with any specific requirements. The purpose of this discussion is to gain a better understanding of how leadership, advocacy, and consultation are utilized in the schools. In order to do so, you will answer the following questions: 1. What is the difference between school-based management and decentralization? 2. What are some advantages and disadvantages of each? 3. Which model do you feel is more effective? Why? 4. Explain how effective communication is essential to both models. 5. Describe a time when you observed poor communication within a school setting. 6. What could have been done to improve the situation? 7. Explain how conflict resolution skills are important for school leaders. 8. Describe a time when you witnessed a conflict that was not effectively resolved. 9. What do you think could have been done differently? 10. Describe how effective problem solving skills are important for school leaders. 11. Describe a time when you saw a problem that was not effectively solved in a school setting. 12. What do you think could have been done differently? 13. Explain why it is important for school leaders to be effective advocates for their schools and students. 14. Describe a time when you saw an ineffective advocacy effort in a school setting. 15. What do you think could have been done differently? 16. Explain why it is important for school leaders to be effective consultants within their schools. 17

COUN 6311 Week 6 Discussion 2 (20 Questions)

What is the most important difference between the different types of consultants?

2. What are some of the key challenges that consultants face when working with clients?

3. What are some of the key challenges that consultants face when working with organizations?

4. What are some of the key challenges that consultants face when working with groups?

5. What are some of the key challenges that consultants face when working with individuals?

COUN 6311 Week 6 DQ 2 (20 Questions)

1.What does it mean to be an agent of change? Describe how you would become an agent of change in your workplace or community. (1-2 paragraphs)

2.How can you effectively advocate for change while also being respectful of others’ perspectives? Give an example of a time when you advocated for change in your workplace or community. (1-2 paragraphs)

3.What are some common barriers to change? How can you overcome these barriers? (1-2 paragraphs)

4.What are some common obstacles to effective consultation? How can you overcome these obstacles? (1-2 paragraphs)

5.How can you use your influence as a leader to bring about positive change in your workplace or community? Give an example of a time when you used your influence to bring about positive change. (1-2 paragraphs)

COUN 6311 Week 6 Quiz (20 Questions)

https://allnurses.com/COUN 6311 Course-week-6-quiz-questions-t168072.html

COUN 6311 Week 6 MCQ’s (20 Multiple Choice Questions)

1. Parents of a student who is experiencing anxiety in school may request an evaluation to determine if their child has an emotional disturbance. Which of the following is NOT a requirement for determining if a child has an emotional disturbance?

A. The child’s behavior must significantly interfere with educational performance.
B. The child’s behavior must significantly interfere with social functioning.
C. The child’s behavior cannot be explained by intellectual, sensory, or health factors.
D. There must be evidence that the child’s behavior began before the age of 5 years old or continues after the age of 18 years old.

C. The child’s behavior cannot be explained by intellectual, sensory, or health factors.

COUN 6311 Week 7 Description

COUN 6311 Course is designed to provide the professional school counselor with advanced knowledge and skills related to leadership, advocacy, and consultation. Students will explore the theoretical foundations of leadership, advocacy, and consultation as they relate to professional school counselors. In addition, students will be provided opportunities to develop practical application of leadership, advocacy, and consultation skills through individual and group projects.

COUN 6311 Week 7 Outline

**Week 7 Outline**

1. Introduction to Week 7
2. Assignment for Week 7
3. Developmental Assets and Problem-Solving
4. Asset-Based Consultation, Part 1: Overview of the Process
5. Asset-Based Consultation, Part 2: Assessment and Planning
6. Asset-Based Consultation, Part 3: Implementation and Evaluation
7. Summary of Week 7

COUN 6311 Week 7 Objectives

COUN 6311 Course is designed to help participants build on the leadership and consultation skills they have acquired throughout their program of study. The COUN 6311 Course will focus on developing advocacy and consultation skills necessary for providing mental health services to children, adolescents, and families in a school setting. The COUN 6311 Course will also address issues related to culturally diverse populations.

COUN 6311 Week 7 Pre-requisites

Required Textbook for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Course Code COUN 6311 Course Title Instructor Name Textbook and/or Other Required COUN 6311 Course Materials COUN 6311 Leadership, Advocacy, and Consultation in the Schools* Joann M. Youngquist PhD, ABPP-CN The School Counseling and School Social Work Treatment Planner: An Integrative Approach to Developing Mental Health Services; John Wiley & Sons; ISBN-10: 1118582867 ISBN-13: 978-1118582861 or equivalent

Recommended Textbooks for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 7 Duration

is a two-week class.

*This class is only available to students who are enrolled in the Education Specialist program.

COUN 6311 Week 7 Learning Outcomes

By the end of COUN 6311 Course, students will be able to:

1. Understand and apply a variety of leadership, advocacy, and consultation theories and practices in school settings.

2. Develop and implement a plan for change in a school setting.

3. Evaluate the effectiveness of their leadership, advocacy, and consultation efforts in a school setting.

COUN 6311 Week 7 Assessment & Grading

Policies for Coun 6311

COUN 6311 Course Description: COUN 6311 Course will examine consultation and leadership in schools. Students will be exposed to major theories and approaches to leadership, consultation, and advocacy in education. Students will also learn how to apply these approaches within a school environment. Students will also be expected to demonstrate knowledge of how family, community, and cultural factors affect educational practices.

COUN 6311 Week 7 Suggested Resources/Books

Required Textbook:

Plummer, S. – W., & Walters, K. D. (2007). Social work practice in mental health: Contemporary roles, interventions, and issues (5th ed.). Belmont, CA: Thomson Brooks/Cole. ISBN-10: 049550933X; ISBN-13: 9780495509331

*All resources are available at the library or from your textbook provider

COUN 6311 Week 7 Assignment (20 Questions)

– Summer 2020

Assignment Instructions:

1. Download and complete the attached COUN 6311 Week 7 Assignment document (Click here to download)
2. Submit the assignment via Canvas by 11:59 pm on Sunday, August 2, 2020.

Assignment Rubric:

Question 1: 20 points

Question 2: 20 points

Question 3: 20 points

Question 4: 20 points

Question 5: 20 points

COUN 6311 Week 7 Assignment Question (20 Questions)

1. What is the difference between organizational and personal advocacy?

2. What is the difference between an advocate and an activist?

3. What is the difference between a lobbyist and an advocate?

4. How can you tell if an advocacy organization is effective?

5. Why is it important to have a clear understanding of your target audience when planning an advocacy campaign?

6. Why is it important to have a clear understanding of your goals and objectives when planning an advocacy campaign?

7. What are some of the key elements of effective advocacy campaigns?

8. What are some of the common pitfalls of advocacy campaigns?

9. How can you use social media to support your advocacy efforts?

10. How can you use traditional media to support your advocacy efforts?

11. What are some of the best ways to get people involved in your advocacy campaign?

12. How can you make sure your advocates are effective?

13. What are some of the best ways to train your advocates?

14. How can you evaluate the effectiveness of your advocacy efforts?

COUN 6311 Week 7 Discussion 1 (20 Questions)

DQ1: Last week we discussed the importance of diversity in the counseling profession. How would you define and describe cultural competency? How do you think that a counselor could become more culturally competent? Are there any challenges that counselors may face when working with clients from diverse backgrounds? DQ2: For this week’s discussion, let’s focus on advocacy in counseling. Advocacy is defined as “any action taken on behalf of clients or other constituencies to promote, protect, and defend their rights and interests within the social, political, economic, and educational systems” (American Counseling Association, 2005, p. 3). With this definition in mind, how do you see advocacy being used in the counseling profession? Do you think that counselors have a responsibility to advocate for their clients? If so, what do you think are some ways that counselors can advocate for their clients? Are there any challenges that counselors may face when advocating for their clients?

COUN 6311 Week 7 DQ 1 (20 Questions)

1.What is the difference between an educational leader and a manager?

2.What is the difference between a principal and a school superintendent?

3.What are the different types of educational leadership styles?

4.What are the different types of schools?

5.How do educational leaders advocate for students, teachers, and administrators?

COUN 6311 Week 7 Discussion 2 (20 Questions)

1. What are the four principles of counseling and how do they apply to the role of a school counselor?
2. What is the difference between a school counselor and a guidance counselor?
3. What is the difference between a guidance counselor and a college counselor?
4. What is the difference between a college counselor and a career counselor?
5. What is the difference between a career counselor and an employment counselor?
6. What is the difference between an employment counselor and a vocational rehabilitation counselor?
7. What is the difference between a vocational rehabilitation counselor and a mental health counselor?
8. What is the difference between a mental health counselor and a substance abuse counselor?
9. What is the difference between a substance abuse counselor and an addiction counselor?
10. What is the difference between an addiction counselor and a family counselor?
11. What is the difference between a family counselor and a marriage and family therapist?
12. What is the difference between a marriage and family therapist and a clinical social worker?
13. What is the difference between a clinical social worker and a psychiatric nurse?
14. What is the difference between a psychiatric nurse and a psychologist?
15. What is the difference between a psychologist and a psychiatrist?
16. What is the difference between a psychiatrist and a psychoanalyst?
17. What is the difference between a psychoanalyst and a neurologist?
18. What is the difference between a neurologist and a neuropsychologist?
19. What is the difference between a neuropsychologist and a cognitive psychologist?

COUN 6311 Week 7 DQ 2 (20 Questions)

Write 20 Questions for Week 7 DQ 2.

1. What is the difference between a leader and a manager?

2. What is the difference between leadership and management?

3. What are the different styles of leadership?

4. What are the different types of management?

5. What is the difference between a leader and a follower?

6. What is the difference between leadership and followership?

7. What is the difference between a leader and a boss?

8. What is the difference between leadership and management?

9. What is the difference between leaders and managers?

10. Who are some well-known leaders? Who are some well-known managers?

COUN 6311 Week 7 Quiz (20 Questions)

Question 1
The role of a professional school counselor is to:

A. provide direct services to students in the school setting.
B. act as a liaison between home and school.
C. consult with teachers, parents, administrators, and other professionals to promote student success.
D. all of the above.

Question 2
The term “advocacy” can be defined as:

A. the provision of individualized counseling services to students and their families by professional school counselors.
B. the provision of direct academic, career, and personal/social development services to all students by professional school counselors in order to optimize student success in school and beyond.
C. working for or on behalf of others or a particular cause.
D. all of the above.

Question 3
Which of the following is NOT an example of an advocacy activity that a professional school counselor might engage in?

A. Attending a local, state, or national conference related to issues impacting children and adolescents
B. Writing letters or making phone calls on behalf of individual students
C. Lobbying for increased funding for counseling programs at the district level
D. Referring parents to outside agencies for services

Question 4
The three types of consultation are defined as:

A. individual, group, and organizational
B. individual, peer, and programmatic
C. peer, programmatic, and organizational
D. programmatic, peer-to-peer, and organizational

Question 5
Consultation is generally initiated by:

A. the client who has a problem or concern they would like help with resolving
B. the consultant who identifies a need within an organization or system that could be addressed through consultation
C. either the client or the consultant depending on the situation
D. neither the client nor the consultant

Question 6
The first step in developing an effective consultation relationship is:
A. establishing rapport with the consultee(s). B. agreeing on goals and objectives for the consultation process C .determining what data will be collected during the consultation process D .all of the above

Question 7

A significant difference between group counseling and group consultation is that: A .in group counseling there is only one leader whereas in group consultation there may be multiple leaders B .the focus in group counseling is on developing interpersonal relationships whereas in group consultation the focus is on problem solving C .group counseling typically takes place over an extended period of time whereas group consultation generally occurs over a shorter period of time D .group counseling typically involves smaller groups whereas group consultation often involves larger groups

Question 8 The term “systems theory” refers to: A .the idea that human beings are separate from their environment and that change in one area does not necessarily lead to change in another area B .the idea that human beings are interconnected with their environment and that change in one area will lead to change in another area C .a theory specifically related to family systems D .a theory specifically related to organizations and businesses

Question 9 Systems theory provides a way of thinking about human behavior by: A .focusing on individuals within their environment B .focusing on individuals separate from their environment C .focusing on organizations or businesses D .focusing on groups separate from their environment

Question 10 The three major types of organizations are defined as: A .formal, informal, and family B .formal, informal, and business C .family, informal, and business D .formal, family, and business

Question 11 “Formal” organizations are those that: A .are governed by rules or regulations B .have specific purposes or goals C .are established by law D .all of the above

Question 12 “Informal” organizations are those that: A .are governed by rules or regulations B .have specific purposes or goals C .are established by law D .none of the above

Question 13 Family systems theory was originally developed by: A .Virginia Satir B .Carl Rogers C .Murray Bowen D .William Glasser

Question 14 One significant difference between family systems theory and other theories is that it: A focuses on changing individuals within the family system rather than changing the entire system itself B focuses on changing the entire system rather than changing individuals within the family system C recognizes that families are interconnected with other systems such as schools and businesses D all of the above

Question 15 The four identified subsystems within families are defined as: A communication, conflict resolution, decision making ,and emotional expressiveness B communication ,decision making ,emotional expressiveness ,and financial stability C decision making ,emotional expressiveness ,financial stability ,and physical caretaking D emotional expressiveness ,financial stability ,physical caretaking ,and spiritual beliefs/practices

Question 16 One way to think about subsystems is to consider them as: A parts of a whole that each have unique functions but also impact each other B independent from each other with no impact on each other C unimportant compared to the overall functioning of the family D having no impact on each other but still being governed by rules or regulations

Question 17 The concept of boundary refers to: A how much individual members can do without violating rules set by other members B how much individual members can do without violating rules set by outside agencies such as schools or businesses C how much individual members can do without having an impact on other members D all of the above

Question 18 Families can be described as having either rigid boundaries or permeable boundaries depending on: A how much individual members can do without violating rules set by other members B how much individual members can do without violating rules set by outside agencies such as schools or businesses C how much individual members can do without having an impact on other members D all of the above

COUN 6311 Week 7 MCQ’s (20 Multiple Choice Questions)

1. In the early years of development, parents should avoid using the following type of punishment with their child:

a. verbal criticism

b. spanking

c. sending the child to his or her room

d. all of the above

2. Parents should not use physical punishment with their children because:

a. it is ineffective in changing behavior

b. it can lead to more aggressive behavior in children

c. it can damage the parent-child relationship

d. all of the above

3. Which of the following is not a type of reinforcement?

a. positive reinforcement

b. negative reinforcement

c. punishment

d. extinction

4. Which of the following is an example of positive reinforcement?

COUN 6311 Week 8 Description

COUN 6311 Course is designed to provide advanced graduate students in school counseling with an opportunity to develop leadership skills in the area of advocacy and consultation. Students will examine the impact of systemic factors on individual and organizational functioning and learn to develop culturally relevant advocacy plans. Students will also learn to utilize consultation skills in working with diverse stakeholders to support positive student outcomes.

COUN 6311 Week 8 Outline

COUN 6311 Course explores the role of the school counselor in providing leadership and advocacy within schools. The COUN 6311 Course addresses topics such as problem solving, conflict management, consultation, program development, and effective communication. Theories of leadership and advocacy are addressed. Various styles of leadership are identified as well as their impact on individual, organizational, and community change. Ethical implications of leadership and advocacy roles are discussed along with ways to create ethical environments in which to work. Students will have opportunities to examine personal beliefs and values related to becoming a leader/advocate in their chosen field of school counseling through reflection papers and written journal entries throughout the COUN 6311 Course.

Prerequisites: Admission to the School Counseling program; COUN 5303; COUN 6301; COUN 6302; COUN 6303; COUN 6304

COUN 6311 Week 8 Objectives

COUN 6311 Course Description COUN 6311 Course is designed to provide students with the necessary skills for effective leadership and advocacy in schools, consultation and systemic change.

1) Understand the role of educational leaders in schools; 2) Understand how to advocate for school reform; 3) Understand how to consult with school staff and implement systemic change; 4) Understand how to lead effectively in schools.

COUN 6311 Week 8 Pre-requisites

COUN 6311 Course is designed to prepare students for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools. It is intended for students who have not yet completed COUN 6311. Topics will include: consultation, collaboration, conflict resolution, individual and group advocacy skills, organizational leadership skills, and multicultural competence.

COUN 6311 Week 8 Duration

August 3 – 7 (Week 1 of 8)

August 10 – 14 (Week 2 of 8)

August 17 – 21 (Week 3 of 8)

August 24 – 28 (Week 4 of 8)

August 31 – September 4 (Week 5 of 8)
*All synchronous activities for COUN 6311 will be recorded and archived for students who cannot attend live.

COUN 6311 Week 8 Learning Outcomes

COUN 6311: Leadership, Advocacy, and Consultation in the Schools

COUN 6311 Course Objectives:

1. Understand leadership theories and their application to education.

2. Develop advocacy skills related to working with families and schools.

3. Understand the process of consultation and how to apply it in schools.

COUN 6311 Week 8 Assessment & Grading

**COUN 6311 Course Information** (https://online.unt.edu/COUN 6311 Course-offerings/current-semester)

**COUN 6311 COUN 6311 Course Schedule** (https://online.unt.edu/COUN 6311 Course-offerings/current-semester)

COUN 6311 Course Description: COUN 6311 Course is designed to familiarize students with the advanced professional role of school counselors as leaders and advocates in developing, implementing, and evaluating effective counseling programs in schools. The focus is on the counselor’s role in designing and delivering counseling services, coordinating other professionals within the school system to provide a comprehensive educational program, advocating for policies that support positive student development, collaborating with parents and community members to promote student success, and participating in leadership activities that impact the lives of all students in the school system. Prerequisites: COUN 5306 or COUN 5308 or consent of instructor

COUN 6311 Week 8 Suggested Resources/Books

Choose one of the following to use as a resource:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Counseling Association. (2014). Code of ethics and standards of practice. Retrieved from https://www.counseling.org/Resources/aca-code-of-ethics.pdf?_ga=2.212735759.1888002867.1573223672-717881201.1569372390

COUN 6311 Week 8 Assignment (20 Questions)

Table of Contents

COUN 6311 Week 8 Assignment (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) 1

Question 1 2

Question 2 2

Question 3 3

Question 4 4

Question 5 5

Question 6 6

Question 7 7

Question 8 8

Question 9 9

COUN 6311 Week 8 Assignment Question (20 Questions)

**Assignment Instructions:** This assignment is designed to assess your application of the concepts covered in COUN 6311 Course. Please read each question carefully and respond completely and accurately. Your responses should be thoughtful, in-depth, and thoroughly supported with specific references to required readings and other COUN 6311 Course materials as appropriate. Be sure to answer all parts of each question. Incomplete answers will not receive credit.

1. Define advocacy and explain how it differs from consultation.*

Advocacy is defined as any action that speaks in favor of, supports, or recommends a particular cause or policy. It can take the form of speaking out, writing letters, or participating in protests or marches. Consultation, on the other hand, is a process through which stakeholders come together to discuss an issue and reach a consensus on a COUN 6311 Course of action.

COUN 6311 Week 8 Discussion 1 (20 Questions)

COUN 6311 Week 8 Discussion 1 (20 Questions) for Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

Please copy and paste the following questions into a new document. Answer each question in complete sentences. Please upload your responses in the COUN 6311 Course shell under “Assignment Drop Box” by the specified due date. Please post any questions you have regarding this assignment to the “Week 8 Discussion Questions” discussion board thread. I will try to respond to questions as quickly as possible.

1) During this week’s lecture and readings, we discussed a number of federal laws that impact schools’ ability to provide services for students with disabilities. Give an overview of one of these laws, including its purpose and key provisions. Also, give an example of how your district has implemented this law in its school(s). Finally, explain how this law has affected your practice as a professional school counselor or other educational leader. [2 points]

2) Please select two specific leadership approaches from chapter 4 of our textbook that you feel would be most effective for you in your current work role (e.g., principal, assistant principal, school counselor). For each approach selected, explain why it is a good fit for you based on your current job duties/responsibilities and working conditions (e.g., school size, student demographics, staff morale). [2 points]

3) Based on what you’ve read so far in our textbook and other materials covered this semester, what do you think are some common reasons why parents may not participate in their child’s Individualized Education Program (IEP)? In your answer, refer to at least one specific example from our textbook or other materials covered this semester to support your position. [2 points]

4) One of the major themes we’ve been discussing all semester is effective communication between educators and parents/families of students with disabilities. Based on what you know about effective communication strategies from previous COUN 6311 Coursework and/or real-world experience, give three specific recommendations for how educators can more effectively communicate with parents/families of students with disabilities. [2 points]

5) In lecture this week, we learned about functional behavioral assessments (FBAs). FBAs are often used to develop positive behavior intervention plans (PBIPs), which are designed to address students’ problematic behaviors that interfere with their learning or the learning of others in the classroom setting. Based on what you know about FBAs from lecture and readings this week, describe two benefits and two limitations of using FBAs when developing PBIPs for students with disabilities. [2 points]

COUN 6311 Week 8 DQ 1 (20 Questions)

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View 20 Questions for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) from COUN 6311 at Texas A&M University. 1. How can …

COUN 6311 Week 8 Discussion 2 (20 Questions)

1. How can you use what you have learned in this class to help students?

2. What are some ways that you can be an advocate for students?

3. How can you use your leadership skills to help students?

4. What are some ways that you can be a consultant to schools?

5. How can you use your knowledge of the counseling process to help students?

COUN 6311 Week 8 DQ 2 (20 Questions)

COUN 6311 Course DESCRIPTION: Coun 6311: Leadership, Advocacy, and Consultation in the Schools COUN 6311 Course is designed to prepare counseling…

COUN 6311 Week 8 DQ 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) COUN 6311 Course DESCRIPTION: Coun 6311: Leadership, Advocacy, and Consultation in the Schools COUN 6311 Course is designed to prepare counseling…

COUN 6311 Week 8 DQ 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) COUN 6311 Course DESCRIPTION: Coun 6311: Leadership, Advocacy, and Consultation in the Schools COUN 6311 Course is designed to prepare counseling…

Need help with my Writing question – I’m studying for my class.

COUN 6311 CourseWeek 8 DQ 2(20 Questions)forCOUN 6311 – Leadership, Advocacy, and Consultation inthe Schools*(5 credits)(COUN 6311)COUN 6311 Course DESCRIPTION:Coun 6311: Leadership, Advocacy,and Consultation in the SchoolsThisCOUN 6311 Course is designed to prepare counseling students withadvanced professional knowledge of leadership issues within therealm of educational settings. Theories of leadership will bediscussed as a foundation for developing conceptual understandingsand application skills related to effective administration.Students will develop a framework for consulting with educationalstakeholders regarding school change as well as a plan for developingand implementing an advocacy initiative at a site of their choosing.Prerequisite(s): Admission to counseling program orpermission of department.

COUN 6311 Week 8 Quiz (20 Questions)

COUN 6311 Week 8 Quiz (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) Question 1 When evaluating a program or initiative, you must consider: Question 2 The ___________ is a basic leadership tool that includes setting goals, organizing resources, and assessing progress. Question 3 In order to be effective as an educational leader, you should possess: Question 4 __________ means to manage conflict constructively by using techniques that facilitate communication and problem solving. Question 5 The process of developing a plan for action to achieve stated goals is referred to as: Question 6 __________ is an approach to problem solving that involves developing common ground between parties. Question 7 A major goal of consultation is: Question 8 __________ refers to building trust with others by behaving in ways that make others feel secure. Question 9 In some consultation situations, the consultant will act as a(n): Question 10 Although teachers are the experts in their content areas, they still need guidance and support from administrators. This role of administrator as instructional leader was first developed by: Question 11 A major difference between supervision and evaluation is: Question 12 __________ is defined as a person’s capacity to perform tasks independently or with others. Question 13 The professional development model known as co-teaching refers to:

COUN 6311 Week 8 MCQ’s (20 Multiple Choice Questions)

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools (5 credits) COUN 6311 Course is designed to prepare school counselors for leadership roles in the development of educational programs. Students will examine theoretical approaches to leadership and learn how to create, implement, and evaluate counseling programs that meet identified needs in schools. Topics include professional advocacy, consultation, collaboration, mentoring, and supervision.

COUN 6311 Week 9 Description

COUN 6311 Course focuses on the study of leadership, advocacy, and consultation in school settings. Students will explore various models and approaches to leadership, advocacy, and consultation as they relate to working with diverse populations in schools. Particular emphasis will be placed on developing skills in these areas.

COUN 6311 Week 9 Outline

COUN 6311 Course explores the relationship between leadership, advocacy, and consultation in school settings. The focus of COUN 6311 Course is on developing the skills needed to be an effective leader in schools and to advocate for students and families. COUN 6311 Course will also explore the role of consultation in schools and how it can be used to support students and families.

COUN 6311 Week 9 Objectives

###### *COUN 6311 Course is a prerequisite for the School Counseling Internship (COUN 6390) and must be completed before students begin their internship.*

By the end of this week, students should be able to:

– Define and apply major theories of leadership, consultation, and advocacy.
– Develop a personal philosophy of leadership, consultation, and advocacy.
– Understand individual and group dynamics in organizations.
– Understand the political process at the local, state, and national levels.
– Advocate for educational policies that promote equity and access to quality education for all students.

COUN 6311 Week 9 Pre-requisites

COUN 6300 or COUN 6301 or COUN 6303 or COUN 6304 or COUN 6305 or COUN 6310 or COUN 6311

COUN 6311 Course Description: COUN 6311 Course provides students with an overview of leadership, advocacy and consultation in the schools. Students will examine ethical and legal issues related to working with children and families in school settings. Various intervention strategies for working with children and families will be explored. Students will learn about evidence-based practices in schools and explore ways to advocate for change.

COUN 6311 Week 9 Duration

This is a five-week class.

COUN 6311 Week 9 Learning Outcomes

Students will be able to:

– Explain the impact of organizational culture and climate on professional practice.

– Identify and describe the various roles that school counselors play in promoting student success.

– Develop a plan for advocating for school counseling programs and services.

– Analyze the impact of consultation on student learning and achievement.

COUN 6311 Week 9 Assessment & Grading

Assessment: There will be a midterm exam, an oral presentation, and a final exam.

Grading: Your grade in this class will be based on the following:

Midterm Exam (40%)
Oral Presentation (20%)
Final Exam (40%)

COUN 6311 Week 9 Suggested Resources/Books

COUN 6311 Course Instructor – Dr. Amie Brooks-Berry, PhD, LMFT-S, LPC-S, RPT-S

Required Textbook:

Flanagan, P., Crethar, H. C., & Freeman, J. A. (2018). Counseling and advocacy with diverse populations (3rd ed.). Thousand Oaks, CA: Sage. ISBN 9781506327919

Recommended Reading/Videos/Websites:

• https://www.counseling.org/docs/default-source/about-counseling/diversity/aca_competencies_for_providers_serving_lgbt_clients_v3_1.pdf?sfvrsn=2

COUN 6311 Week 9 Assignment (20 Questions)

Question 1: What are the three major types of consultation? Which do you think is the most difficult to implement? Why? How might a school counselor use each of the three types of consultation in an elementary school setting? Give an example for each. (10 points)

Question 2: What are some of the benefits and challenges associated with using technology in consultation? What are some specific ways in which technology can be used to facilitate consultation? (5 points)

Question 3: What are some of the ethical considerations that need to be taken into account when engaging in consultation? What are some specific ethical guidelines that school counselors should follow when engaging in consultation? (5 points)

COUN 6311 Week 9 Assignment Question (20 Questions)

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COUN 6311 Course: COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

Week 9 Assignment Question:

1. Define organizational climate. Give three examples of how the climate of a school can influence the academic success of its students.
2. Discuss three ways that effective leaders create and maintain a positive school climate.
3. Describe three benefits of having a positive school climate.
4. Explain how a positive school climate can lead to improved student achievement.
5. Discuss three strategies for creating a positive school climate.
6. Describe three challenges that leaders face when trying to create a positive school climate.
7. Explain how a leader’s behavior can influence the school climate.
8. Discuss the importance of involving all stakeholders in creating a positive school climate.
9. Describe how a leader can use conflict resolution strategies to improve the school climate.
10. Explain how effective communication can help to create a positive school climate.

COUN 6311 Week 9 Discussion 1 (20 Questions)

1. Why is it important to understand the dynamics of ethical decision making?

2. How can you use ethical principles to guide your decision making?

3. What are some common ethical dilemmas faced by school counselors?

4. How can you avoid or resolve ethical dilemmas?

5. What are the consequences of violating ethical standards?

6. What are some ways to prevent unethical behavior in schools?

7. How can you promote ethical behavior in schools?

8. What are some strategies for handling difficult conversations with parents about their child’s education or counseling needs?

9. What are some ways to advocate for students’ rights within the school system?

10. How can you support students who are struggling with mental health issues or other personal problems?

COUN 6311 Week 9 DQ 1 (20 Questions)

at Liberty University https://homeworklance.com/downloads/COUN 6311 Course-week-9-dq-1-20-questions-for-coun-6311-leadership-advocacy-and-consultation-in-the-schools-5-credits

COUN 6311 Week 9 Discussion 2 (20 Questions)

1. Reflect on what you have learned this term. What topics and theories were most important to you? Why?

2. What do you think are the most important skills for a school counselor? Why?

3. What do you think are the most important things a school counselor can do to be an effective leader? Why?

4. What do you think are the most important things a school counselor can do to be an effective advocate for students? Why?

5. What do you think are the most important things a school counselor can do to be an effective consultant to teachers and administrators? Why?

COUN 6311 Week 9 DQ 2 (20 Questions)

1. How might the current level of awareness among educators about the importance of effective collaboration and consultation be increased? What specific strategies might you recommend?

2. What do you think are the most important skills necessary for effective consultation? Why are these skills so important?

3. What are some of the common problems that can arise when consultation is not conducted effectively? How can these problems be avoided or minimized?

4. In what ways can consultation be used to promote positive change in schools and other educational settings? What are some examples of successful consultation initiatives that you have been involved in or heard about?

5. What challenges do you think consultants face when working with clients who may be resistant to change? How can these challenges be overcome?

COUN 6311 Week 9 Quiz (20 Questions)

Question 1
In order to develop a leadership style that is consistent with your personal beliefs and values, it is important to know:

Your leadership style.
Your personal beliefs and values.
How your leadership style affects others.
The impact of your leadership style on the organization.

Question 2
Which of the following is not one of the major responsibilities of school counselors?

Advocating for students’ rights.
Liaising with parents.
Implementing school-wide programs.
Reporting to the school principal.

Question 3
The _____ theory of leadership posits that the leader’s job is to get the work done through and with others.

Trait
Behavioral
Situational
Contingency

Question 4
According to Hersey and Blanchard’s Situational Leadership Theory, which of the following is not one of the four major situational leadership styles?

Delegating
Telling
Selling
Participating

Question 5
Which of the following is not one of Bass’s four transformational leadership behaviors?

Inspirational motivation
Intellectual stimulation
Idealized influence
Individualized consideration

Question 6
The least effective type of leader, according to Northouse, is one who: Northouse (2013) explains that an authoritarian leader is “one who controls, dominates, and dictates what should be done and how it should be done” (p. 97). This type of leader is generally considered to be the least effective because they often fail to take into account the needs and input of their followers. Additionally, this type of leader often creates an environment where followers are afraid to speak up or offer new ideas. Focuses on task accomplishment above all else. Encourages creativity and innovation. Considers the needs and input of followers. Has a clear vision for the future.

Authoritarian

Question 7
When a school counselor demonstrates integrity, they are: behaving in ways that are consistent with their values and beliefs, regardless of the situation or who is watching. being honest and ethical in all interactions with students, parents, and colleagues. adhering to professional standards set forth by their state’s counseling licensure board. all of the above. Question 8 According to Northouse (2013), which of the following is not one of path-goal theory’s four major leadership styles? Directive Supportive participative Laissez-faire Achievement-oriented Question 9 Which type of power does a school counselor have when they threaten to report a student’s behavior to their parents or administrators if they do not comply with the counselor’s request? Coercive Reward Expert Referent Question 10 The _____ theory suggests that people are attracted to leaders who embody qualities that they value or admire. Social cognitive Attribution Transformational Leader-member exchange Question 11 Which type of conflict often occurs when there is a disagreement about goals or objectives? Task Process Relationship Emotional Question 12 When using solution-focused brief therapy in working with a student who is experiencing conflict, a school counselor would likely: spend time focusing on past conflict in order to understand why it is occurring. help the student identify their goals for resolving the conflict. collaboratively develop a plan for resolving the conflict with the student. all of the above Question 13 Which theoretical orientation would likely view conflict as an opportunity for growth? Psychodynamic Solution-focused Brief Therapy Cognitive Behavioral Therapy Adlerian Question 14 In order for collaboration to be successful, it is important that team members: share common goals and values. trust and respect one another. have complementary skillsets. all of the above Question 15 When working as part of a team, it is important for school counselors to: be aware of their own strengths and weaknesses in order to best utilize their skillset. be willing to compromise in order to maintain harmonious relationships with team members. be able to effectively communicate their needs and wants to other team members. all of the above Question 16 A key component of emotional intelligence is: self-awareness social awareness self-management relationship management all of the above Question 17 In order for consultation to be successful, it is important that consultants: clearly define roles and expectations at the outset of the consultation process. build trusting relationships with those they are consulting with over time. provide direct feedback throughout the consultation process regarding areas where improvement is needed . all of the above Question 18 During a problem-solving consultation meeting, which type of questions would a consultant likely ask in order to help those being consulted identify possible solutions? Leading Probing Reflective All of the above Question 19 The first step in using mediation as a way to resolve conflict is: brainstorming possible solutions with those involved in the conflict helping those involved in the conflict understand one another’s perspectives facilitating open communication between those involved in the conflict identifying common goals between those involved in the conflict Question 20 When using advocacy as a way to resolve conflict, it is important for advocates to: understand both sides of the issue at hand clearly communicate their position on the issue work collaboratively with those involved in the conflict in order to find a resolution represent the best interests of those they are advocating for

COUN 6311 Week 9 MCQ’s (20 Multiple Choice Questions)

These are 20 questions for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) at Walden University. Coun 6311 leadership advocacy and consultation mcqs week 9

COUN 6311 Week 10 Description

COUN 6311 Course is designed to provide an overview of leadership, advocacy, and consultation as they relate to the education system. Topics include the history and philosophy of education; educational law; effective leadership styles; organizational change; and conflict resolution. Students will have the opportunity to apply these concepts in a practicum setting.

COUN 6311 Week 10 Outline

**

Week 10: Final Paper and Presentation (20 points)

Students will complete a research paper that is relevant to the COUN 6311 Course material. Students will be expected to select a topic related to the COUN 6311 Course, review the literature, and formulate a position based on their research. Students will be expected to utilize at least two scholarly sources in addition to the required readings for COUN 6311 Course. The final paper should be at least 8-10 pages long (double-spaced, excluding references and title page). The title page, reference section, and any appendices do not count toward the minimum page requirement for the paper. A detailed description of the grading criteria for this assignment can be found in COUN 6311 Course Content.

Students will also give an oral presentation of their final paper. Students are expected to use PowerPoint or some other visual aid to enhance their presentation. Students should practice their presentations prior to giving them in class. The presentations should last approximately 10 minutes with 5 minutes allotted for questions and discussion following each presentation. A detailed description of the grading criteria for this assignment can be found in COUN 6311 Course Content.

COUN 6311 Week 10 Objectives

By the end of this week, students will have learned:

• How to conduct a strengths-based assessment of individuals, families, and groups using various theoretical approaches.

• How to develop treatment goals and objectives using a strengths-based approach.

• How to apply crisis intervention and suicide prevention strategies with individuals, families, and groups.

COUN 6311 Week 10 Pre-requisites

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) COUN 6206 – Child/Adolescent Counseling: Theory and Techniques for School Counselors** (3 credits) (COUN 6206)

COUN 6206 – Child/Adolescent Counseling: Theory and Techniques for School Counselors** (3 credits) (COUN 6206) COUN 6710 – Introduction to Group Counseling** (3 credits) (COUN 6710)

COUN 6710 – Introduction to Group Counseling** (3 credits) (COUN 6710) OR COUN 6220 – Couples and Family Counseling**(3 credits) (COUN 6220)

*COUN 6311 Course requires a field experience that may be completed outside of normal work hours. For more information about this field experience please refer to the student handbook. **Students must have completed a practicum or internship prior to taking COUN 6311 Course.

COUN 6311 Week 10 Duration

COUN 6311 Course: 5 weeks

**COUN 6311 Course Description**

COUN 6311 Course provides students with an overview of leadership, advocacy and consultation in the schools. The focus will be on developing a better understanding of leadership styles, consultation models and effective advocacy strategies for working with diverse school populations. Students will also have the opportunity to examine their own personal values and beliefs related to effective leadership, consultation and advocacy in the schools.

COUN 6311 Week 10 Learning Outcomes

COUN 6311 Course is designed to help students understand and apply leadership, advocacy, and consultation skills in school settings. Students will learn to analyze problems in school settings, develop intervention plans, and implement these plans with stakeholders. In addition, students will learn to evaluate the effectiveness of their interventions.

COUN 6311 Week 10 Assessment & Grading

**Note: COUN 6311 Course is part of the School Counseling Program and may have additional requirements. Please refer to the School Counseling Student Handbook for more information.**

COUN 6311 Week 10 Suggested Resources/Books

## Textbooks for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits)
**Required Text:**
The Principalship: From Vision to Practice (7th ed.) by Robert Garmston and Bruce Wellman

**Recommended Texts:**
The Practice of School Leadership (6th ed.) by Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla L Wahlstrom
Solving Problems Through Consultation (4th ed.) by Richard D. Parsons and William P. Brown
The Art of Helping Others: Skills and Insights for Counselors, Teachers, Managers, Health Professionals, Clergy, Law Enforcement Officers and Paraprofessionals (15th ed.) by Robert R. Carkhuff

##### *Note: While COUN 6311 Course is required for students seeking School Counseling Certification in Texas; it is not required for students seeking School Counseling Certification in other states. Students should check with their state department of education regarding the certification requirements for the state where they plan to work.

COUN 6311 Week 10 Assignment (20 Questions)

COUN 6311 Week 10 Assignment (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

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COUN 6311 Week 10 Assignment (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Course Description: COUN 6311 Course focuses on leadership, advocacy and consultation as it relates to teachers, school administrators, counselors and other related personnel in public school settings. The COUN 6311 Course examines issues related to effective leadership practices for dealing with and implementing change within the context of public schools. Other topics include educational policy analysis; consultation models; crisis prevention and intervention; the impact of literacy on leadership effectiveness; designing effective school counseling programs; the use of data based decision making; program evaluation; ethical issues in leadership, advocacy and consultation; effective communication skills; political action processes; organizational development and various aspects of site-based management. COUN 6311 Course assignments will focus on real world applications of theories taught throughout the COUN 6311 Course.

Prerequisites: Admission to M.Ed./MSEd Program or instructor permission required. 3 credit hours earned at 2000-level or above required prior to enrollment. 3 credit hours earned in Master’s degree program required prior to enrollment. Master’s Degree Candidates must complete 12 credit hours prior to enrolling in this class unless enrolled in a single degree program that requires more than 12 credit hours per semester for degree completion, then students may enroll with the consent of their Advisor. Admission to EdS program required prior to enrollment. Consent of department required prior to enrollment. For additional information visit http://www.uta.edu/education/degree/masters/consent/. Consent of department required prior to enrollment or instructor permission required for undergraduate students who have not been admitted into graduate program yet but have completed a bachelor’s degree from UTA with a GPA equal or greater than 3.0 overall as well as 9 graduate level hours from UTA with a GPA equal or greater than 3.0 overall including COUN 5306 with a grade equal or greater than B-.

COUN 6311 Course Outcomes: Through COUN 6311 Course students will develop knowledge about topics including: 1.) Effective leadership practices used by public school leaders 2.) The impact that literacy has on leadership effectiveness 3.) Organizational development methods used by public school leaders 4.) Program evaluation methods used by public school leaders 5.) Ethical issues that are relevant to leadership 6.) Political action processes utilized by public school leaders 7.) Effective communication strategies utilized by public school leaders 8.) Effective consultation models utilized by public school leaders 9.) Crisis prevention strategies utilized by public school leaders 10.) Data based decision making strategies utilized by public school leaders 11.) The relationship between education policy and site based management 12.) The importance of counseling programs within schools 13.) Various forms of advocacy that can be used within a public school setting 14.) A variety of research designs associated with program evaluation 15.) Types of measurement scales which are most often used during data collection 16.) Differences between qualitative and quantitative research designs 17.) Types of data collection instruments which are most often used during data collection 18.). Variables associated with program evaluation 19). Formulating hypotheses 20). Methods commonly used during data analysis 21). Implications associated with experimental design 22). Types of experimental designs 23). Ways in which findings can be presented 24). Implications associated with correlational design 25). Types of correlational designs 26). Implications associated with survey design 27). Ways in which surveys can be administered 28). Types of scaling 29). Types of reliability 30). Validity 31) Evidence based decision making 32) Problem solving 33) Reframing 34) Structured brainstorming 35) Consensus building 36) Negotiation 37) Organizational structure 38) Organizational climate 39) Organizational culture 40) Stakeholder analysis 41) Systems thinking 42) Critical thinking 43 ) Continuous quality improvement 44 ) Emotional intelligence 45 ) Action research 46 ). Definitions 47 ). Different types 48 ). Steps 49 ). Why is action research needed 50 ). Using action research 51 ). Important part 52 ). It is essential 53 ). It is needed 54 ). It is conducted 55 ). Purpose 56 ). Conducted 57 ). Six steps 58 ). Defining 59 ). Investigating 60 ). Collecting 61 ). Analyzing 62 ). Reflecting 63 ). Acting 64 ) Reflective practice 65 ) Inquiry 66 ) Observation 67 ) Identification 68 ) Implementation 69 ) Evaluation 70 ) Reporting 71 ) Intentions 72 ), developing 73 ), reflecting 74 ), reflecting 75 ), reflecting 76 ), reflecting 77 ), reflecting 78 ), reflecting 79 ), reflecting 80 ), reflecting 81 ), reflecting 82 ), reflecting 83 ), reflecting 84 ), reflecting 85 ), reflecting 86 ) Reflective writing 87 ) Reflective essay 88 ) Reflection 89 )) Description 90 )) Exposition 91 )) Evaluation 92 )) Analysis 93 )) Argument 94 )) Interpretation 95 )) Discussion 96 )) Exploration 97 )) Explanation 98 )) Self reflection 99 }} Reflection paper 100 }} What is reflection 101 }} Personal 102 }} Academic 103 }} Professional 104 }} Gibbs reflective model 105 }} Experiences 106 }} What happened 107 }} Feelings 108 }} Evaluation 109 }} Analysis 110 }} Conclusion 111 }} Actions 112 } Other 113 } Benefits 114 } Students 115 } Criteria 116 } Criteria 117 } Criteria 118 } Criteria 119 } Criteria 120 } Four 121 } Four 122 } Four 123 }) Introduction 124 }) Body 125 }) Conclusion 126 }) Introduction 127 }) Body 128 }) Conclusion 129 }) Introduction 130 }) Body 131 }) Conclusion 132 }) Introduction 133 }) Body 134 }) Conclusion 135 }), ( 136 }, ( 137 }, ( 138 },( 139 },( 140 },( 141 },( 142 },( 143 },{ 144 { 145 { 146 { 147 { 148 { 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 321 322 323 324 325 326 327 328 329 330 331 332 333 334 335 336 337 338 339 340 341 342 343 344 345 346 347 348 349 350 351 352 353 354 355 356 357 358 359 360 361 362 363 364 365 366 367 368 369 370 371 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 442 443 444 445 446 447 448449 450 451 452 453454 455456 457 458459 460461462 463464 465 466467468469 470471472473474475476477478479 480481482483 484485486487488489 490491492493494495496497498499 5005015025035045055065075085095105115125135145155165175185195205215225235245255265275285295305315325335345355365375385395405415425435445455465475485495505515525535545555565675675775875976076176276376476576676776876977077177277377477577677777877978078178278378478578678778878979079179279379479579679779879980080180280380480580680780880981081181281381481581681781881982082182282382482582682782882983083183283383483583683783883984084184284384484584684784884985085185285385485585685785885986086186286386486586686786886987087187287387487587687787887988088188288388488588688788888989089189289389489589689789889990090190290390490590690790890991091191291391491591691791891992092192292392492592692792892993093193293393493593693793893994094194294394494594694794894995095195295395495595695795895996096196296396496596696796896997097197297397497597697797897998098198298398498598698798898999099199299399499599699799899910001001100210031004100510061007100810091010101110121013

COUN 6311 Week 10 Assignment Question (20 Questions)

1. Define consultation and identify the three major types of consultation.

2. What is the difference between a problem-solving model and a prescriptive model of consultation?

3. What are the five steps in the problem-solving model of consultation?

4. Describe the prescriptive model of consultation and identify its three main phases.

5. What are the six key skills necessary for effective consultation?

6. What are some of the common challenges that consultants face?

7. Describe the different types of feedback that consultants can provide to clients.

8. What are some ways that consultants can build rapport with clients?

9. What are some of the ethical issues that consultants need to be aware of?

10. Describe the process of data collection in consultation.

11. What are some of the common data-gathering techniques that consultants use?

12. How can consultants use data to develop goals and objectives for consultation?

13. What is action research and how can it be used in consultation?

14. How can consultants use technology in consultation?

15. Describe some of the ways that consultants can evaluate their work.

COUN 6311 Week 10 Discussion 1 (20 Questions)

Week 10 Discussion 1 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) | Nurses Station

COUN 6311 Week 10 DQ 1 (20 Questions)

1. What are the differences between a stakeholder and a consumer?

2. What is the difference between a “one-time” consultation and an ongoing consultation?

3. What are some of the advantages and disadvantages of using focus groups in consultation?

4. How might you use problem-solving consultation in your work with schools?

5. What are some of the advantages and disadvantages of using peer consultation?

6. What are some of the advantages and disadvantages of using student assistance teams?

7. What is problem-solving consultation, and how might you use it in your work with schools?

8. What are some of the advantages and disadvantages of using student support teams?

9. How can you use data-based decision making in consultation?

10. What are some of the advantages and disadvantages of using action research in consultation?

COUN 6311 Week 10 Discussion 2 (20 Questions)

COUN 6311 Week 10 Discussion 1 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 9 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 9 Discussion 1 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 8 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 8 Discussion 1 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 7 Discussion 2 (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits)

COUN 6311 Week 10 DQ 2 (20 Questions)

Instructions: Please read the following instructions carefully before posting your initial discussion thread and participating in class discussion. Your initial post should be at least 200 words and address the key questions identified below. You are required to have at least 2 peer reviewed references (in addition to the textbook). These references can be found in the Walden Library databases, and they should not be over 5 years old. Please use proper APA 6th edition formatting for all references. Cite your sources within the body of your paper using parenthetical citations and include a reference list at the end of your paper with full APA 6th edition citations for each reference used. The weekly discussion is due by 11:59 p.m., Eastern Standard Time, on Day 7 of each week. Review the Grading Rubric for this assignment located in COUN 6311 Course Resources for guidance on how you will be graded for this activity.*

DQ 1

As a school counselor, you are also a leader within your school community and contribute to creating healthy relationships with students, parents/caregivers, and colleagues that support students’ development. What leadership qualities do you value? Are there any qualities you think are essential for effective leadership? Why? Are there any other qualities that you think would benefit young people in school?

DQ 2

As a new school counselor, what are some of the leadership challenges you anticipate facing in your first year? How might you overcome these challenges? In addition, what might happen if you fail to recognize or embrace these challenges as opportunities to improve yourself as a leader?

COUN 6311 Week 10 Quiz (20 Questions)

Question 1. 1. Excessive amounts of time spent on the internet is considered: (Points : 1)

a. cyberbullying.

b. online aggression.

c. internet addiction.

d. online gaming addiction.

Question 2. 2. An effective leader maintains strong relationships with their followers and other leaders through ___________.(Points : 1)

a. inspiring charisma only in times of crisis or hardship.

b. using inspirational charisma to inspire trust, hope, and confidence in others to achieve a common goal or vision for the future of the organization or team being led.

c. using transformational leadership qualities such as empowering, modeling, coaching, teaching, and visioning to inspire trust, hope, and confidence in others to achieve a common goal or vision for the future of the organization or team being led only during difficult times when morale is low within the group being led..

d. maintaining a clear vision of where they would like to see the group going that is articulated clearly and consistently to followers in order to provide direction while delegating tasks and projects efficiently within the group so that everyone feels they are contributing equally to the success of the group while maintaining open lines of communication with both followers and other leaders in order to maintain relationships that encourage collaboration among members of the group being led .

COUN 6311 Week 10 MCQ’s (20 Multiple Choice Questions)

1. From the standpoint of adolescent development, what are some of the benefits of providing consultation services to schools?

2. What is the “consultant’s dilemma” and why does it present such a challenge for school counselors?

3. Why is it important for school counselors to be familiar with the theories and models of consultation?

4. What are some of the key skills that are necessary for effective consultation?

5. What are some of the ethical issues that need to be considered when providing consultation services to schools?

COUN 6311 Week 11 Description

COUN 6311 Course is designed to prepare the professional school counselor for effective leadership and advocacy in the schools. Students will examine legal and ethical issues related to counseling, including confidentiality, privileged communication, dual relationships, mandatory reporting, professional boundaries, and other topics of concern. Students will also learn effective methods of consultation and collaboration with students, parents, teachers, administrators, school staff members, outside agencies, and others.

COUN 6311 Week 11 Outline

*COUN 6311 Course is cross-listed as COUN 6333 and EDUC 6311, and is taught by the Educational Psychology faculty.

COUN 6311 Course focuses on developing leadership skills that can be applied to a variety of school settings. Students explore principles and practices associated with effective leadership and learn to apply these concepts in their personal and professional lives. The major goal of COUN 6311 Course is to help students develop an understanding of how they can best use their strengths to influence others in positive ways. Topics include: principles of leadership; building relationships; conflict management; decision making; facilitating change; influencing others; and advocacy.

COUN 6311 Week 11 Objectives

COUN 6311 Course develops a framework for understanding and implementing leadership, advocacy, and consultation in school settings. Through examination of educational organizations and the roles of effective leaders, students develop an understanding of how to influence organizational change. Students also explore ethical issues involved in leadership. A major focus is on identifying and developing effective collaborative relationships with diverse individuals at all levels of school organizations. COUN 6311 Coursework also emphasizes application of theoretical perspectives to real-world situations through field experiences that provide opportunities to observe and engage in activities such as leading group processes, developing peer relationships, consulting with staff, conducting needs assessments, promoting organizational change, facilitating conflict resolution processes, providing feedback to others, collaborating with other professionals, advocating for resources and services within the community, and marketing school programs.

COUN 6311 Week 11 Pre-requisites

COUN 6311 Course Instructor or Sponsor: Elise D. Ohlson, Ph.D., Associate Professor of Counseling

COUN 6311 Course is designed to prepare students for the required Leadership, Advocacy and Consultation COUN 6311 Course in the School Counseling Program. It is recommended that students complete COUN 6311 after completing the majority of their required program COUN 6311 Coursework. Students will be expected to be familiar with the field of school counseling as it relates to leadership, advocacy and consultation in order for them to effectively participate in COUN 6311. Students will review the following content areas: leadership and organizational theories, current issues in education, counseling supervision models, ethics and professional issues in counseling, research methods and statistics, consultation process, individual and group dynamics, the dynamics of organizations, models of interventions at the individual level, community resources and community planning processes. In addition to this review of content areas related to leadership, advocacy and consultation students will also have an opportunity to reflect on their own values and personal beliefs related to these topics. The class will also address how students’ values may impact their ability to function as effective leaders and advocates within educational environments. This class is a hybrid class that requires both face-to-face (in-person) as well as online components. Class meeting times are scheduled during regular business hours (i.e., Monday – Friday from 8am – 5pm).

COUN 6311 Week 11 Duration

. . . . . . . . . . 5 weeks

Total Credits for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) . . . . 5 credits

* Please note that the required reading list may include additional readings or resources provided by your instructor. You will be notified if there are additional required readings by the instructor of your COUN 6311 Course.

COUN 6311 Week 11 Learning Outcomes

*Note: This is a sample syllabus. Your actual COUN 6311 Course will have additional readings and activities.

COUN 6311 Leadership, Advocacy, and Consultation in the Schools (5 credits) COUN 6311 Course focuses on leadership and advocacy roles that counselors can play in schools to enhance the lives of all students. Theories of leadership and advocacy are explored as well as applications to school counseling. Students learn techniques for consultation, effective communication, conflict resolution, program development and evaluation, resource acquisition and utilization, and effective ways to work with families and other school personnel. Strategies for culturally competent leadership are also addressed. Prerequisites: Admission to the Master of Arts in Counseling Program or instructor permission.

COUN 6311 Week 11 Assessment & Grading

Assessment & Grading in the Schools (COUN 6311) is a 5 credit COUN 6311 Course. The final grade for COUN 6311 Course will be determined by the average of the following:

COUN 6311 Week 11 Suggested Resources/Books

Ackerman, P. J., & Nunnally, J. C. (1995). Child development and educational practice. Fort Worth: Harcourt Brace College Publishers.

Anderson, G. L., & Anderson, L. E. (2013). Clinical supervision in the helping professions: A practical guide (5th ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Baker-Sennett, J., & Johnson, M. D., Eds.(2015). Handbook of school counseling research and practice (2nd ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Brownell, M. T., & Lentini-Klein, R.(Eds.). (2007).Handbook of diagnosis and treatment planning in counseling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Constantine MG (Ed.). (2007). The handbook of multicultural counseling competence . Mahwah , NJ : Lawrence Erlbaum Associates .

Creswell , J . W . , Plano Clark , V . L . , Gutmann , M . L . , Hanson , W . E . ( 2011 ). Designing and conducting mixed methods research ( 2 nd ed .) Thousand Oaks , CA : SAGE Publications Inc . http://dx.doi.org/10.4135/9781452226277 Constantine MG,, VL,, WE.. ().).. http://dx.doi.org/10.4135/9781452226277

COUN 6311 Week 11 Assignment (20 Questions)

### 1. Define advocacy, consultation, and leadership. How are they related? Give examples of how these concepts have been evident in your professional experience.
Advocacy is defined as the act of pleading or arguing in favor of something, such as a cause, idea, or person. Consultation is defined as a professional relationship between a consultant and a client in which the consultant provides expert advice to the client in a particular area. Leadership is defined as the act of leading a group of people. These concepts are related in that they all involve working with others to achieve a common goal.

An example of advocacy would be if a teacher advocated for a student to receive special education services. An example of consultation would be if a school counselor consulted with a teacher on how to best support a student with behavior issues. An example of leadership would be if a school administrator led a team in developing a new school policy.

### 2. Explain why it is important for educators to be effective advocates for children and families.
There are many reasons why it is important for educators to be effective advocates for children and families. Some of these reasons include:

-Ensuring that all children have access to a quality education
-Helping children and families navigate the school system
-Working to remove barriers that prevent children from being successful in school
-Advocating for changes at the school or district level that will benefit children and families

COUN 6311 Week 11 Assignment Question (20 Questions)

Please answer the following questions:

1. What are some of the major differences between consultation and advocacy?

2. What are some of the benefits of consultation?

3. What are some of the key elements of effective consultation?

4. When is consultation appropriate?

5. How can school counselors use consultation to build relationships with parents?

6. What are some ways in which school counselors can use consultation to support teachers?

7. How can school counselors use consultation to support students?

8. What are some of the challenges associated with consultation?

9. How can school counselors overcome these challenges?

10. What are some of the ethical considerations associated with consultation?

COUN 6311 Week 11 Discussion 1 (20 Questions)

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*NOTE: COUN 6311 Course is being taught as a Hybrid class with weekly online discussion posts, field experiences at local schools, and group projects.

• PLEASE RESPOND TO THE DISCUSSION QUESTIONS WITHIN THE MODULE AND NOT TO EACH OTHER. DO NOT POST ATTACHMENTS IN DISCUSSION FORUMS. IF YOU WOULD LIKE TO SHARE A DOCUMENT WITH YOUR CLASSMATES OR INSTRUCTOR, PLEASE USE BLACKBOARD COLLABORATE (WEB CONFERENCING TOOL). THANK YOU!

• Please see Syllabus for detailed instructions for participation in the Discussion Forums.

• Please remember to submit your work as attachments to this forum by clicking on the “Submit Assignment” link above. Include two separate attachments when submitting your responses to each part of this assignment: 1) a Word document titled: “LAST NAME, FIRST NAME_MODULE WEEK 11 DISCUSSION_PART 1” and 2) a Word document titled: “LAST NAME, FIRST NAME_MODULE WEEK 11 DISCUSSION_PART 2” *PLEASE NUMBER YOUR RESPONSES. Thank you!

• NOTE: Part 1 of this assignment consists of 20 questions that must be answered using peer-reviewed scholarly articles written within the past 10 years. Part 2 of this assignment requires you to share an experience related to consultation in a school setting (recent or past). You may use your practicum site or an experience from teaching full-time if you are not currently involved in the educational field. The shared experience should relate directly to one of the following topics discussed in Part 1 of this week’s assignment: what is consultation? What are common problems that can occur during consultation? What are effective problem solving strategies for consultants? What are effective ways to provide support to those who are struggling with implementing recommendations? How do consultants avoid re-traumatizing students by attempting to implement programs based on inaccurate information? How do consultants handle conflict between stakeholders during consultation? Which consultation model would have been most appropriate for your shared experience? Why? How did you/would you determine if consultation goals were met and/or if goals needed to be modified after starting consultation? How does collaboration differ from consultation and which model would be more appropriate for your shared experience? Why? When is it appropriate for teachers or administrators to consult outside sources regarding student issues such as mental health, trauma history, etc.? Which ethical considerations should be taken into account when deciding whether or not it is appropriate for teachers or administrators to consult outside sources regarding student issues such as mental health, trauma history, etc.? Why is it important that school counselors understand how special education laws can impact students with mental health needs before starting consultation services with educators and parents/guardians regarding individual students with disabilities? How do students benefit from school counselors consulting outside sources regarding student issues such as mental health, trauma history, etc.? Would it have been more beneficial if teachers had consulted outside sources prior to consulting with you about their concerns regarding an individual student’s mental health needs (i.e., before they contacted you)? Why or why not? If so, why do you think they did not consult an outside source prior to contacting you about their concerns regarding an individual student’s mental health needs (i.e., why did they contact you first)? Would it have been more beneficial if educators had consulted outside sources prior to consulting with you about their concerns regarding classroom climate and academic achievement among African American males in their school district? Why or why not? If so, why do you think they did not consult an outside source prior to contacting you about their concerns regarding classroom climate and academic achievement among African American males in their school district (i.e., why did they contact you first)? Would it have been more beneficial if administrators had consulted outside sources prior to consulting with you about their concern regarding increasing rates of tardiness at the middle school level in their school district? Why or why not? If so, why do you think they did not consult an outside source prior to contacting you about increasing rates of tardiness at the middle school level in their school district (i.e., why did they contact you first)? Would it have been more beneficial if administrators had consulted outside sources prior to consulting with you about whether or not there was a need for a new afterschool tutoring program at their elementary school due to declining test scores among African American male students compared with white students at the same grade level across all subject areas over a 5 year period from 2013-2018?) Why or why not? If so, why do you think they did not consult an outside source prior to contacting you about whether or not there was a need for a new afterschool tutoring program at their elementary school due to declining test scores among African American male students compared with white students at the same grade level across all subject areas over a 5 year period from 2013-2018?) Would it have been more beneficial if administrators had consulted outside sources prior to consulting with you about whether there was a need for an afterschool art enrichment program at their high school due high rates of disciplinary incidents involving African American male students during art classes compared with discipline incidents involving white male students during art classes over a 5 year period from 2013-2018?) Why or why not? If so, why do you think they did not consult an outside source prior before contacting me about whether there was a need for an afterschool art enrichment program at their high school due high rates of disciplinary incidents involving African American male students during art classes compared with discipline incidents involving white male students during art classes over a 5 year period from 2013-2018?)

PART 2 – Your Shared Experience (10 points) Share one professional experience related directly related one of the following topics discussed in Part 1: what is consultation; common problems that can occur during consultation; effective problem solving strategies for consultants; effective ways provide support those struggling implementing recommendations; avoid re-traumatizing clients by attempting implement programs based inaccurate information; handle conflict between stakeholders during consultation; which model would be most appropriate your shared experience; determinations made goals met/modified after starting consultation; how collaboration differs from consultation and which model would be more appropriate shared experience; when appropriate teachers administer consult external resources student issues such mental health trauma history etc.; ethical considerations taken into account deciding whether administrator should consult external resources before making recommendations individual client; how students benefit consultant seeking external resources; would benefit if teacher sought external resources before presenting concern counselor; would benefit administrator sought external resources before presenting concern counselor; would benefit administrator sought external resources before taking action address trend providing some form extra help/support struggling student population. Include description specific tasks completed details provided other stakeholders involved activities conducted specific strategies implemented describe changes observed outcomes observed address effectiveness implementation process identify specific successes challenges experienced along way provide clear rationale decisions made throughout process including any modifications changes implementation process based feedback received throughout process provide specific examples illustrate points made create narrative helps classmates clearly visualize details provided helps them better understand implementation process provides opportunity integrate theories concepts learned week discussion questions into real world application pertains directly educational setting describes realistic scenario teacher potentially experiences describes realistic scenario administrator potentially experiences describes realistic scenario counselor potentially experiences

COUN 6311 Week 11 DQ 1 (20 Questions)

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Course Description:

Leadership, Advocacy, and Consultation in the Schools is a five-credit COUN 6311 Course that is designed to prepare practicing school counselors for leadership roles at the district, building, and classroom level. The focus of COUN 6311 Course is on leadership development for effective advocacy and consultation in schools. Students will examine research-based models of leadership and explore practical applications to enhance their leadership skills. Students will also study various advocacy models and learn how to effectively advocate for individual students, groups of students, and educational programs within the school setting. In addition, students will be introduced to consultation theory and process as they relate to counseling in schools. Through readings, group discussions, simulations/role plays, lectures, videos, written assignments, and field experiences students will be able to apply what they have learned to real-life situations.

COUN 6311 Week 11 Discussion 2 (20 Questions)

1. When discussing consultation, what are the three elements that are included?

2. What is the goal of consultation?

3. What is the difference between consultation and collaboration?

4. What are the five steps in the consultation process?

5. What are some of the benefits of consultation?

6. What are some of the challenges of consultation?

7. How can consultation be used to support school-wide positive behavior interventions and supports (PBIS)?

8. What is a student study team (SST)?

9. What is the difference between an SST and an IEP team?

10. What are some of the benefits of using an SST process?

COUN 6311 Week 11 DQ 2 (20 Questions)

What are three characteristics of an effective team? Describe the benefits of effective teamwork. How can conflict be beneficial to a team? What is the role of a team leader?

COUN 6311 Week 11 Quiz (20 Questions)

1. In the “Dispositional Approach”, what is the primary difference between leadership and management?

2. What are some of the advantages of online communication in a school counseling program?

3. What are some of the ways in which a school counselor can advocate for students?

4. What is the difference between a formal and an informal assessment?

5. What is the most important factor to consider when choosing an assessment tool?

6. What are some of the ethical considerations involved in administering assessments?

7. What is the difference between an individualized education plan (IEP) and a 504 plan?

8. What are some of the things that a school counselor should keep in mind when writing an IEP or 504 plan?

9. What is the role of the school counselor in consultation?

10. What are some of the challenges that school counselors face when providing consultation services?

COUN 6311 Week 11 MCQ’s (20 Multiple Choice Questions)

Name ______________________________ Date ___________________

Question 1 (1 point)
1. Which of the following is not one of the five processes of consultation?

A. Planning and assessment of consultation services
B. Monitoring and evaluating outcomes of consultation services
C. Interpersonal communication and relationship building
D. Skills training in consultation services

Question 2 (1 point)
2. Which of the following models for consultation stresses that a consultant’s role is to provide resources to the consultee?

A. The internal support model for consultation
B. The technical assistance model for consultation
C. The problem-solving model for consultation
D. The prescriptive expert model for consultation

Question 3 (1 point)
3. Which of the following is not one of the three types of knowledge that consultants need?

A. Technical expertise in a particular area or field of study or practice
B. Process skills, such as interpersonal skills, problem solving, conflict resolution, etc.
C. Contextual factors, including organizational politics and culture
D. Specific content knowledge

Question 4 (1 point)
4. A consultant who has a limited understanding of the organization’s context may be perceived as:
I. Competent and knowledgeable in their field or subject area II. Lacking technical expertise in their field or subject area III. Presumptuous and arrogant IV. Ignorant and uninformed about how the organization actually works V. Incompetent and unqualified to provide adequate technical assistance VI. Unable to build trust with consultees VII. All of the above VIII. None of the above

Question 5 (1 point)
5. What are some benefits that can accrue to an organization when it uses an external consultant? Select all that apply:I . The consultant may possess valuable technical expertise or specialized knowledge not available within the organization II . The consultant may provide an objective, unbiased perspective on issues facing the organization III . The consultant can be more readily held accountable than internal staff for addressing organizational problems IV . The use of external consultants often sends a message to employees that management is incompetent and/or unwilling to address organizational problems internally V . Organizations using external consultants are often perceived as being more innovative than those who do not VI . All of the above VII . None of the above

Question 6 (1 point)
6. What are some risks that can accrue to an organization when it uses an external consultant? Select all that apply: I . The consultant may possess valuable technical expertise or specialized knowledge not available within the organization II . The consultant may provide an objective, unbiased perspective on issues facing the organization III . The consultant can be more readily held accountable than internal staff for addressing organizational problems IV . The use of external consultants often sends a message to employees that management is incompetent and/or unwilling to address organizational problems internally V . Organizations using external consultants are often perceived as being more innovative than those who do not VI . All of the above VII . None of the above

Question 7 (1 point)
7. Which statement best describes how an effective leader influences followers?I . Leaders use their positional power to influence followers II . Leaders persuade followers by providing logical arguments and appealing to their self-interest III . Leaders inspire followers by articulating a shared vision and motivating them to achieve common goals IV . Leaders coerce followers by using threats and punishments V . All of the above VI . None of the above

Question 8 (1 point)
8. According to Hersey and Blanchard’s Situational Leadership Theory, which style of leadership is most effective when followers are highly skilled and motivated, but lack direction?I . Telling II . Selling III . Participating IV . Delegating V . None of the above

Question 9 (1 point)
9. According to Hersey and Blanchard’s Situational Leadership Theory, which style of leadership is most effective when followers are unskilled and unmotivated, and need close supervision?I . Telling II . Selling III . Participating IV . Delegating V . None of the above

Question 10 (1 point)
10. According to path-goal theory, which type of leader is most effective in facilitating goal attainment for subordinates working in hazardous conditions?I . Directive leaders II . Supportive leaders III . Participative leaders IV . Achievement-oriented leaders V . None of the above

Question 11 (1 point)
11

COUN 6311 Week 12 Description

COUN 6311 Course explores the relationships between school counselors, educators, and other professionals who work in the schools. Students develop skills necessary to function as school counselors and to assume leadership roles in developing school counseling programs. Students also learn to advocate for individual students and groups of students as well as to consult with parents and teachers on issues related to academic, career, personal/social development, and multicultural competence.

COUN 6311 Week 12 Outline

Week 12: May 11-15
Final Exam: 80 points

This final exam covers the entire COUN 6311 Course. It is due on the last day of class.

1. Define the following terms:
– School counselor
– Leadership
– Advocacy
– Consultation

2. Explain how each of the following concepts relate to school counseling:
– Ethical and professional conduct
– multicultural competence
– social and political context of education

3. Describe the roles and responsibilities of the school counselor in relation to the following topics:
– Student achievement
– College and career readiness
– Social and emotional development

4. Discuss the importance of developing positive relationships with the following groups:
– Students
– Parents/families
– Teachers
– administrators

5. Explain the process of conducting a needs assessment and developing a counseling program. Include the following in your discussion:
– Stakeholder involvement
– Data collection and analysis
– Program goals and objectives

6. Describe how school counselors can advocate for their students, families, and profession. Include the following in your discussion:

Types of advocacy (e.g., individual, systemic)

The role of professional organizations (e.g., ASCA, state associations)

Lobbying at local, state, and national levels

The use of social media in advocacy efforts

COUN 6311 Week 12 Objectives

**

To prepare you for this week, please review the videos below.

Watch the following videos to review COUN 6311 Course 12 content. You will have an opportunity to apply what you learn this week when you complete your weekly Assignment. Click on the video links below to watch them now or return to them later:

Video 1: Overview of COUN 6311 Course 12 (Click here to view video) http://youtu.be/IWhZbDbC10c

In this video, Dr. Tina Walcott provides an overview of COUN 6311 Course 12 and outlines the learning objectives for the week.

Video 2: Overview of Week 12 Assignment (Click here to view video) http://youtu.be/g1tYMdMf8Pw

In this video, Dr. Tina Walcott provides an overview of WEEK 12 ASSIGNMENT which requires students to identify a current problem in education and develop a comprehensive plan for its solution. As you work through your assignment, refer back to this video as needed for clarification and guidance regarding requirements for completing each section of your assignment. Use Week 12 Rubric as a guide throughout the week when completing your assignment (located underCOUN 6311 Course Resources). While completing your assignment, refer back to your textbook readings and other COUN 6311 Course resources as needed for additional support in addressing required components related to leadership, advocacy, consultation and problem solving within a school environment.

COUN 6311 Week 12 Pre-requisites

(Prerequisites: COUN 6300, 6301, and 6302)

COUN 6311 Week 12 Duration

Week 12: October 25 – October 31, 2010

Monday Tuesday Wednesday Thursday Friday

25 26 27 28 29 30 31

*(COUN 6311 Course starts the week of August 23, 2010)

COUN 6311 Week 12 Learning Outcomes

*Note: Although you may work ahead, and therefore complete the required readings for a future week, please do not begin your weekly discussions until Sunday night of the week for which they are assigned. The weekly discussions are in place to provide structure for your work and facilitate collaboration with your classmates.

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools (5 credits)

COUN 6311 Course is designed to prepare practicing school counselors with the knowledge, skills, and dispositions to lead, advocate for, and consult within the educational system. It is focused on developing leadership competencies that promote equity and access to opportunity for all students in elementary through high school settings by providing opportunities for school counselors to develop leadership practices that facilitate effective change within their schools. Participants will be expected to have experience working with diverse populations in a K-12 school setting or similar educational environment as a licensed professional counselor. This class meets face-to-face one day per week on campus during our fall semester from 8:00am-4:00pm CT on Mondays (Session 3).

COUN 6311 Week 12 Assessment & Grading

COUN 6311 Course provides advanced study in leadership, advocacy, and consultation in the schools with a focus on current issues. Students will gain knowledge and skills necessary to assume leadership roles in developing and promoting effective school counseling programs that address the needs of all students and families. Students will also explore how leadership skills may be utilized in working with diverse populations. COUN 6311 Coursework will include discussion, readings, projects, presentations, and research.

COUN 6311 Week 12 Suggested Resources/Books

COUN 6311 Course Resources (required):

Fisher, D. G., & Frey, N. (2007). Leadership for a better world: Understanding the social change model of leadership development. Upper Saddle River, NJ: Merrill/Prentice Hall. ISBN: 9780131535340.
* Christensen, A. L., & Webb, K. D. (2009). Facilitating student learning in online and blended environments. Thousand Oaks, CA: Corwin Press. ISBN: 9781412956530.

Additional Recommended Books:

The following books are not required for the COUN 6311 Course, but may be useful for students who want to explore the topics covered in greater depth.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass. ISBN: 9780787976557.

Fullan, M., & Hargreaves, A. (2004). What’s worth fighting for in your school? New York, NY: Teachers College Press. ISBN: 9780807744560.

Kerbow, D., & Klesges, L. M. (Eds.). (2000). Handbook of school counseling programs and practices (2nd ed.). Thousand Oaks, CA: Corwin Press. ISBN: 9780761919470.

COUN 6311 Week 12 Assignment (20 Questions)

*Note: COUN 6311 Course is required for students who are seeking a degree with a School Counseling Specialization (i.e., M.Ed. School Counseling). For students seeking a degree in Clinical Mental Health Counseling, COUN 6311 Course is an optional elective.

Complete the following questions on this document. Be sure to save and submit your work as you complete each question. The purpose of this assignment is for you to reflect on the class discussions and readings from the past several weeks and consider how these materials relate to school counseling.

1) Based on your understanding of current educational practice and policies, do you believe that schools should consider providing academic counseling services? Why or why not?

2) In your view, what are some of the most important challenges facing school counselors? Explain your answer.

3) Do you believe that there is a need for more research on the effectiveness of school counseling programs? Why or why not?

4) Based on what you have learned in COUN 6311 Course, do you believe that school counselors should be more involved in advocacy efforts? Why or why not?

5) What do you see as the most important role of the school counselor in promoting social justice in schools? Explain your answer.

6) Do you believe that consultation services should be provided by school counselors? Why or why not?

7) What do you see as the most important function of the school counselor in promoting college and career readiness among students? Explain your answer.

8) What do you believe is the most important thing that school counselors can do to prevent bullying in schools? Explain your answer.

9) What do you see as the most important role of the school counselor in promoting mental health among students? Explain your answer.

10) What challenges do you believe school counselors face in trying to address the needs of all students? Explain your answer.

COUN 6311 Week 12 Assignment Question (20 Questions)

Assignment: Complete the 20 Questions below. Include the Questions and your Answers in a Word document and submit to your Instructor by Day 7 of Week 12.

Question 1: Define advocacy. Explain why you think advocacy is an important role for school counselors to play in the lives of students. (2–3 paragraphs)

Question 2: Describe how you would use ethical reasoning to support your advocacy efforts on behalf of a student or group of students. (2–3 paragraphs)

Question 3: You are working as a school counselor in an elementary school. You overhear two teachers talking in the faculty lounge about a student in their class who they believe is not “normal.” They go on to say that the student is disruptive, doesn’t follow directions, and that they think the student may have a learning disability or mental health issue. What should you do? (2–3 paragraphs)

Question 4: Explain what you think are the most important components of an effective school counseling program. (2–3 paragraphs)

Question 5: Define leadership. Why do you think leadership is an important role for school counselors to play in the lives of students? (2–3 paragraphs)

Question 6: Describe a time when you took on a leadership role in your personal or professional life. What did you learn from this experience? (2–3 paragraphs)

Question 7: You are working as a school counselor in a middle school. You overhear two teachers talking in the faculty lounge about a student in their class who they believe is not “normal.” They go on to say that the student is disruptive, doesn’t follow directions, and that they think the student may have a learning disability or mental health issue. What should you do? (2–3 paragraphs)

Question 8: Explain what you think are the most important components of an effective consultation process. (2–3 paragraphs)

Question 9: You are working as a school counselor in a high school. You overhear two teachers talking in the faculty lounge about a student in their class who they believe is not “normal.” They go on to say that the student is disruptive, doesn’t follow directions, and that they think the student may have a learning disability or mental health issue. What should you do? (2–3 paragraphs)

COUN 6311 Week 12 Discussion 1 (20 Questions)

Assignment 1: Final Capstone Project Summary and Reflection Paper

This assignment is due at the end of Module 8. Please review the Final Capstone Project Summary Rubric document in the COUN 6311 Course Information area for specific grading criteria.

Use the knowledge, skills, and dispositions you have acquired throughout your program of study to develop a Final Capstone Project Summary and Reflection Paper. Your Final Capstone Project Summary should include the following components:

1. Summarize your capstone project in 3-5 pages, excluding title page and reference list (APA format). Include a description of your chosen setting, project purpose/goals, implementation process/methods, evaluation process/methods, conclusions/results, and overall reflections on your experience. Be sure to address each required element listed above in this section.

2. In addition to your summary of the capstone project itself, you will also reflect on what you have learned about yourself as a professional school counselor through this experience. Be sure to address each required element listed below in this section.

COUN 6311 Week 12 DQ 1 (20 Questions)

(COUN 6311 Week 12 DQ 1)

1. Explain how leadership is defined and how it relates to your personal beliefs and values.

2. What are some of the most important qualities of a leader? Why are these qualities important?

3. What is your definition of effective leadership? What are some of the most important characteristics of effective leaders?

4. What is your definition of transformational leadership? What are some of the most important characteristics of transformational leaders?

5. What is your definition of authentic leadership? What are some of the most important characteristics of authentic leaders?

6. How would you describe your own leadership style? Do you feel that your leadership style is effective? Why or why not?

7. What are some of the challenges you have faced as a leader? How did you address these challenges? What could you have done differently to address these challenges more effectively?

8. Who have been the biggest influences on your own leadership development? Why have these individuals had such a big impact on your development as a leader?

9. What are some of the biggest challenges facing leaders today? How can these challenges be addressed effectively?

10. What do you believe is the most important thing for leaders to keep in mind when leading others? Why is this so important?

COUN 6311 Week 12 Discussion 2 (20 Questions)

Please answer each of the 20 questions below in your own words. Include your name and class number at the top of each page. Please type or print legibly. The answers to these questions should reflect your understanding of the readings for this week, as well as other information that you have gathered from your experience and/or research (cited when appropriate). Include at least three scholarly references in each answer. You may use in-text citations or footnotes. Be sure to indicate which question you are answering on each page. You may type these questions directly into the discussion board; or if you prefer, you may attach a Word document with your responses and submit that instead.

Please post your initial answers by Saturday night at 11:59 pm CT and respond to at least one other student’s postings by Tuesday night at 11:59 pm CT.

Question 1: What is one key issue affecting educational administrators today? Why is it important for educational administrators to understand this issue? What recommendations would you make for addressing this issue? How does this relate to ethical leadership?

Question 2: Explain how the role of principal has changed over the years. How has technology impacted educational leadership? How might educational leadership be different in ten years due to technology changes? Why is it important for principals to understand these changes? How can principals successfully use technology to address various administrative issues?

Question 3: Describe a situation where you were a bystander during an incident of bullying (this can be from childhood, school, work, etc.). Did you take any action during the incident? If not, why not? If yes, what did you do and why did you choose that action? What would you have done differently if given another chance to respond? (Answering these questions requires reflection on personal values.)

Question 4: Bullying is defined as “a repeated pattern of aggression with intent to harm that involves an imbalance of power between aggressor and victim” (Espelage & Swearer, 2003). Describe some factors that contribute to bullying behavior. What are some risk factors associated with bullies themselves, victims of bullying, and witnesses/bystanders to bullying behavior? Which factors do you think are most important in determining someone’s likelihood of bullying behavior or being bullied themselves? Why? Would changing any of these risk factors make bullying more likely or less likely to occur? Explain how effective interventions might address some of these risk factors. How might ineffective interventions make bullying worse rather than better when implemented in schools or other settings? Give specific examples whenever possible.

COUN 6311 Week 12 DQ 2 (20 Questions)

Week 12 DQ 2

This discussion will focus on your final paper. The purpose of this assignment is to present your work, gain feedback from your colleagues and instructor, and incorporate that feedback into a final version of your paper. Please respond to the following questions:

1. What are the specific research question(s) that you are investigating? How did you develop these questions? What was your rationale for choosing these particular questions? Be sure to cite any resources that helped you in formulating the research questions.
2. What is/are the theoretical framework(s) that guided your study? How did you select the theory or theories that would provide the most appropriate framework for understanding your research question(s)? Why do you believe this/these theory/theories are best suited for understanding your question(s)? Be sure to cite any resources that helped you in formulating the theoretical framework.
3. What is your research design (e.g., qualitative, quantitative, mixed-methods)? Why did you choose this particular design? How does this design help you to answer your research question(s)? Be sure to cite any resources that helped you in formulating the research design.
4. What data collection methods did you use in your study (e.g., surveys, interviews, focus groups, observations)? Why did you choose these particular methods? How do these methods help you to answer your research question(s)? Be sure to cite any resources that helped you in formulating the data collection methods.
5. How will you analyze the data collected during your study? What statistical tests (if quantitative) or data analysis procedures (if qualitative) will you use to help answer your research question(s)? Be sure to cite any resources that helped you in formulating the data analysis plan.
6. What are the expected outcomes of your study? In other words, what do you hope to learn from conducting this study? How will this new knowledge contribute to the field of school counseling? Be sure to cite any resources that helped you in formulating the expected outcomes of the study.
7. Based on what you have written in response to the previous six questions, what are the next steps in conducting this study (e.g., IRB approval, data collection, data analysis)? When do you anticipate completing these steps?
8. What challenges do you anticipate encountering during this study? How do you plan to address these challenges?
9. What are the implications of this study for school counselors? For example, how might the findings be used by school counselors to improve their practice?
10. What are the limitations of this study? For example, what factors might impact the generalizability of the findings?

COUN 6311 Week 12 Quiz (20 Questions)

Question 1: 1. The consultation model was first developed by:

a. Edward Zigler and Sally Provence

b. Gerald Caplan and Ruth Roemer

c. Sam Goldstein and Nathan Azrin

d. Jerome D. Frank and Sarah E. Frank

Question 2: 2. The major advantage of the problem-solving model is that it:

a. encourages clients to find solutions for themselves rather than being told what to do by the consultant.

b. is a highly structured process that is easy to learn and follow.

c. can be used in almost any situation, with any client, and with any problem.

d. results in more lasting change than other consultation models because it leads to client ownership of the solution.

COUN 6311 Week 12 MCQ’s (20 Multiple Choice Questions)

1. The _____________________ theory of leadership posits that effective leaders share common characteristics and behaviors.

a. trait

b. leader-member exchange (LMX)

c. situational

d. transformational

2. The _____________________ is a major concern of the followers, who are motivated to achieve these goals through their identification with the leader’s vision.

a. self-actualization need

b. esteem need

c. safety need

d. social need

3. ____________________ occurs when an individual’s identity, values, and beliefs are not in conflict with the behaviors expected of him or her in a particular context, thus resulting in harmony between the individual and his or her environment. This is also known as congruence or alignment of thoughts and actions with respect to the values, beliefs, attitudes, goals, etc., within the individual system in which they occur. This creates a feeling of satisfaction and enjoyment from one’s work activities as well as feelings of accomplishment from completing tasks successfully (Weiner, 2010). Congruence refers to fit with/between: 1) job demands/ resources; 2) person-environment; 3) leader-member; 4) leadership styles/ follower attributes; 5) leadership roles/ subunit goals; 6) vision/ action plans; 7) change processes/ organizational culture (Schriesheim & Kerr). Consider the following question: Is there alignment between an individual’s identity, values and beliefs and their job? In other words does their job align with who they are? If there is no alignment between these variables then what do you think will happen? For example if a highly extroverted person were to work at a job where they were confined to being by themselves all day long they may experience some issues such as boredom and not be very satisfied with their job because it doesn’t align with who they are (Weiner, 2010). According to Weiner (2010), “the greater the congruence between an individual’s attributes and his or her work environment, the more likely it is that he or she will be satisfied with that work environment” (p. 257). Therefore, it is important for individuals to find a job that best suits them so that they can be satisfied with their work and feel accomplished when completing tasks successfully. A lack of congruence can lead to feelings of frustration and dissatisfaction which can lead to turnover intentions and absenteeism (Schriesheim & Kerr).

4. ____________________ occurs when members see themselves as part of a unit that has collective goals that transcend their own personal goals (Weiner, 2010). Group cohesion is important for task accomplishment because it leads to members working together in order to achieve group goals rather than working independently towards their own personal goals (Weiner, 2010). Group cohesion is also important for organizational commitment because it leads to members feeling like they are part of something bigger than themselves which can lead to increased motivation and loyalty towards the organization (Weiner, 2010). Group cohesion can be enhanced by developing relationships within the group so that members feel like they are part of a family rather than just co-workers (Weiner, 2010).

5. ______________________ involve two or more people working together toward common goals while interdependent on each other for successful completion of tasks (Weiner, 2010). In order for groups to be effective they must have certain characteristics such as common goals, division of labor, interdependence among members, communication among members, group cohesiveness, and group norms (Weiner, 2010). Common goals are important for groups because they provide direction and purpose for members to work towards (Weiner, 2010). Division of labor is important for groups because it allows members to specialize in certain tasks which can lead to increased efficiency and effectiveness (Weiner, 2010). Interdependence among members is important for groups because it ensures that all members are contributing equally to the group’s success or failure (Weiner, 2010). Communication among members is important for groups because it allows for the exchange of ideas and information which is necessary for making decisions and completing tasks (Weiner, 2010). Group cohesiveness is important for groups because it leads to members working together rather than independently towards group goals (Weiner, 2010). Group norms are important for groups because they establish rules and expectations for member behavior which helps to maintain order and ensure that all members are treated fairly (Weiner, 2010).

COUN 6311 Week 13 Description

COUN 6311 Course is designed to provide counselors with a comprehensive overview of the skills necessary for effective leadership, advocacy, and consultation in school settings. Topics covered include: change theories, conflict management, problem solving, influencing others, collaboration, developing and implementing action plans, and communicating effectively. Students will have opportunities to develop and practice their leadership skills through individual and group activities.

COUN 6311 Week 13 Outline

**COUN 6311 Course is part of the Clinical Mental Health Counseling Program**

COUN 6311 Course is designed to provide clinical mental health counseling students with an understanding of leadership, advocacy and consultation in schools. Students will learn to develop collaborative relationships with school staff and administrators, gain an understanding of the political aspects of working within the schools, and understand how to advocate for children in the schools. Students will learn to work effectively as consultants within the schools. Students will also learn to develop a presentation that meets the needs of their audience. COUN 6311 Course is delivered online.

COUN 6311 Week 13 Objectives

– Examine how effective school leaders, counselors, and other education professionals advocate for students and families, as well as for the profession
– Understand how to develop relationships with diverse stakeholders in a school setting
– Develop an understanding of how to consult with teachers and other school staff to improve student outcomes
– Learn about techniques for conducting needs assessments and program evaluations in schools
– Understand how to develop and implement action plans based on data collected from needs assessments and program evaluations

COUN 6311 Week 13 Pre-requisites

COUN 6311 Course Description COUN 6311 Course focuses on the advanced study of leadership and consultation in school settings. Specifically, the COUN 6311 Course will introduce students to principles of leadership and advocacy, as well as how to develop a professional portfolio. Prerequisites: COUN 6300 and COUN 6301

COUN 6311 Week 13 Duration

Week 13: 10/12 – 10/16, 2015

COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits)

COUN 6337 – Developmental Counseling and Therapy with Children and Adolescents* (3 credits)

COUN 6311 Week 13 Learning Outcomes

#. Learning Outcome
Students will analyze how to lead and advocate for change in educational organizations.

## Detailed Learning Outcomes
– Understand how to lead and advocate for change in educational organizations.
– Understand the importance of effective communication when leading and advocating for change.
– Understand the different stakeholders involved in leading and advocating for change in educational organizations.
– Understand the different approaches that can be taken when leading and advocating for change.
– Understand the potential obstacles that can arise when leading and advocating for change.

COUN 6311 Week 13 Assessment & Grading

Evaluation of class participation, written assignments, and oral presentations. Students are expected to attend all class sessions and to be prepared for discussion. Written assignments must be submitted in a timely manner.

COUN 6311 Week 13 Suggested Resources/Books

COUN 6311 Week 13 Suggested Resources/Books for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 13 Suggested Resources/Books for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311)

COUN 6311 Week 13 Assignment (20 Questions)

(Graduate School of Education) at University of Houston

COUN 6311 Course materials required for this assignment are located in the COUN 6311 Course Content area, under the Week 13 heading. This document is a list of 20 questions related to the information and material presented in the COUN 6311 Course Content area, under the Week 13 heading. The questions will be graded using a simple point system; one point per question for a total of 20 points.

1. What are some of the most important things you learned in this class?

2. What was your favorite part of this class?

3. What were some things you struggled with in this class?

4. How did this class help you develop as a professional?

5. How did this class help you develop as a person?

6. What impact did this class have on your future goals?

7. What did you think of the instructor?

8. How well did the instructor manage the classroom and facilitate learning?

9. Was the instructor available and responsive to questions and concerns?

10. How interesting was the material covered in this class?

11. How useful was the material covered in this class?

12. How clearly was the material presented in this class?

13. Was the pace of this class too fast, too slow, or just right?

14. How much work was required for this class?

15. Was the workload reasonable, given the amount of credit earned for this class?

16. Were the assignments & quizzes relevant to what was being learned in class?

17. Did the assignments & quizzes help you learn the material?

18. Was feedback on assignments & quizzes provided in a timely manner?

19. Was feedback on assignments & quizzes clear and helpful?

20. Would you recommend COUN 6311 Course to others? Why or why not?

COUN 6311 Week 13 Assignment Question (20 Questions)

COUN 6311 Week 13 Assignment Question (20 Questions) for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits) (COUN 6311) Please note that the COUN 6311 Week 13 Assignment Question assignment will be due on Sunday by 11:59pm CT. Directions: Please answer each of the following questions in your own words. Be sure to include specific examples from your own experience or readings to illustrate your points. Cite all sources according to APA 6th Edition guidelines. Your answers should total approximately 10-12 double-spaced pages. 1. What is a leader? What characteristics do leaders possess? Are there different types of leaders? If so, what are they? 2. In what ways is leadership an interpersonal process? 3. Define emotional intelligence and explain its importance for effective leadership. 4. Explain how transactional and transformational leadership differ from one another. 5. What is a stakeholder? Why is it important for leaders to take into account the needs and perspectives of various stakeholders when making decisions? 6. Explain how change affects organizations and individuals and describe how leaders can effectively manage change within their organizations. 7. Define conflict and describe the different types of conflict that can occur within organizations. 8. Explain the role that power plays in leadership and discuss how leaders can use power effectively to achieve organizational goals. 9. Describe the different types of communication that occur within organizations and explain the importance of effective communication for leaders. 10. Explain what organizational culture is and describe how leaders can use organizational culture to achieve organizational goals. 11. Define motivation and discuss how leaders can use motivation to achieve organizational goals. 12

COUN 6311 Week 13 Discussion 1 (20 Questions)

**COUN 6311 Course Schedule (COUN 6311)**

Monday, September 25: Week 13 Discussion 1 Due by 11:59 pm EST/EDT.

Tuesday, September 26: Final Exam Part I Due by 11:59 pm EST/EDT.

Wednesday, September 27: Final Exam Part II Due by 11:59 pm EST/EDT.

COUN 6311 Week 13 DQ 1 (20 Questions)

Complete 20 Questions for COUN 6311 – Leadership, Advocacy, and Consultation in the Schools* (5 credits)

COUN 6311 Week 13 Discussion 2 (20 Questions)

1. Why do you think that some people view leadership as a “natural” trait? Do you think that leadership can be learned? Explain your answer.

2. What are some of the benefits of effective leadership?

3. What are some of the challenges associated with effective leadership?

4. What do you think are some of the most important qualities of an effective leader? Why?

5. What do you think are some of the most important qualities of an ineffective leader? Why?

6. What do you think are some of the most important skills that an effective leader should possess? Why?

7. What do you think are some of the most important skills that an ineffective leader should avoid? Why?

8. In your opinion, what is the difference between a leader and a manager? Explain your answer.

9. In your opinion, what is the difference between a leader and a follower? Explain your answer.

10. Do you think that all leaders are born with certain qualities or traits that make them successful? Explain your answer.

COUN 6311 Week 13 DQ 2 (20 Questions)

In the last few decades, educational accountability has taken on many different forms. Some examples include standardized test scores, parent satisfaction surveys, teacher evaluations, and stakeholder feedback. In your opinion, what is the most important form of accountability for schools? Why? What are some benefits and drawbacks to using this form of accountability? How might it impact students, parents/guardians, teachers, principals, and other school staff?

COUN 6311 Week 13 Quiz (20 Questions)

1. In what ways can teachers use children’s observations of the world to teach science and math? (Choose all that apply.)
* A. By keeping a science journal where they document their observations of the world around them.
* B. By observing how children work with materials and then planning lessons based on their interests.
* C. By using children’s observations as a starting point for discussion and then asking questions to help them think more deeply about what they have observed.
* D. By asking children to make predictions about what will happen in an experiment and then conducting the experiment with them.
2. Which of the following is not one of the five major components of emotional intelligence?
* A. Self-awareness
* B. Emotional regulation
* C. Social skills
* D. Cognitive abilities
3. According to Bandura, which of the following is not a way that children learn?
* A. Direct instruction from adults
* B. Observational learning from adults and peers
* C. Trial-and-error learning through exploration and play
* D. Instruction from books and other media sources
4. Vygotsky believed that ___________ is more important than ___________ in children’s cognitive development.
* A. maturation; experience
* B. environment; heredity
* C. nature; nurture
* D. interaction; isolation
5. Which of the following is not one of Piaget’s stages of cognitive development?
* A. Sensorimotor stage
* B. Preoperational stage
* C. Concrete operational stage
* D) Formal operational stage
6. In order for children to develop a sense of self-efficacy, they need to believe that ___________ is something they can control and that they are ___________ at it.
* A . their behavior; competent
7 . What is the best way to encourage a child’s imagination?
8 . What is the best way to help a child who is struggling with a task?

COUN 6311 Week 13 MCQ’s (20 Multiple Choice Questions)

1. School administrators should be aware of the professional development needs of their staff and offer adequate resources to promote staff development.

2. In order for school administrators to be effective leaders, they must have excellent communication skills.

3. In order for school administrators to be effective leaders, they must possess a deep understanding of educational research.

4. In order for school administrators to be effective leaders, they must be skilled in conflict resolution.

5. All of the above are correct.

COUN 6311 Course Conclusion

* Please note that anything with an asterisk is not calculated in the GPA for the certificate.