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Course Details

Course Details

Course Code: EDUC655 Course ID: 2814 Credit Hours: 3 Level: Graduate

This course expands on the Counseling Theories (EDUC535) course by providing a further evaluation of the theories, techniques, and strategies especially helpful when working with school age populations and their families in the context of a comprehensive school counseling program. The course explores counseling issues and provides specific techniques and strategies that are developmentally appropriate and applicable to the school setting. Activities focus on the delivery system of the ASCA National Model including the school counseling core curriculum, individual student planning, responsive services, consultation, and collaboration. Application of ethical standards and legal requirements unique to counseling children and adolescents is included. (Prerequisite: EDUC515 and EDUC535)

Course Schedule

No Course Offerings.

Current Syllabi

After successfully completing this course, you will be able to:

  • Explain the history of childhood problems and well-being (CACREP 3a, 3b)
  • Analyze developmental factors and cultural considerations that influence counseling children and adolescents. (CACREP 3h)
  • Evaluate particular developmental issues and concerns at the various stages of children, youth, and teens (CACREP 3e, 3f)
  • Demonstrate the counseling process, use of counseling theory, assessment, and techniques in individual and small group counseling with children and adolescents (CACREP 5a, 5h, 6a, 7l)
  • Recommend counseling approaches for children and adolescents with special needs and concerns (abuse, violence, eating disorders, attention deficit, hyperactivity disorder, depression, etc.) (CACREP 5j)
  • Explain ethical and legal considerations involved in counseling children and working with their families (CACREP 5-G 2n)
  • Summarize consultation theories and models that promote the success of children and adolescents in academic, career, and personal/social domains. (CACREP 5-G 1d)
  • Illustrate the use of data available in schools to inform school counselor decision making (process, perception, and outcome data) (CACREP 5-G 3n)
  • Create school counseling core curriculum lesson plans (CACREP 5-G 3c)
  • Plan various elements of the delivery system in the ASCA National Model (e.g., direct and indirect counseling services) (CACREP 5-G 3b)

Academic Achievement Strategies

Research best practices related to closing the achievement gap, academic success, and dropout prevention (CACREP 5-G 2a) and discuss effective strategies other schools have implemented that show encouraging results (CACREP 5-G 3i). In your discussion identify barriers to academic achievement and personal/social development that you believe affect the well-being of students today (CACREP 5-G 3h).

Find at least one peer-reviewed reference per issue that supports these beliefs. Summarize their findings and document them using APA (6th ed.) format. Minimum page requirement: 5 pages, not including reference page.

This assignment is due by 11:55 PM EST on Sunday of WEEK 1.

School Counseling Core Curriculum Lesson Plan

Create an original lesson plan using either the ASCA National Model Lesson Plan Template attached, or the template used by the samples in this lesson, or what is used in your school district if you have access to that format. Select a grade level, consider the needs of that age level, and identify appropriate ASCA student standards (mindsets and behaviors located in document attached) that you want to address. This lesson should focus on either an academic, career, or personal/social competency. In addition to completing the lesson plan template form, provide a 1-2 page analysis of the need for the topic with that grade level and provide examples of any other resources you may use in the lesson as an appendix. Examples of resources may include worksheets, pre/post surveys to evaluate the lesson, or templates of activities used. Assignment is due by 11:55 p.m. ET on Sunday of Week Three.

Small Group Counseling Video and Reflection

Role play a group counseling session in an 10-15 minute video. At least three participants are needed for this activity. Also, complete the self-critique form attached. This is a role play exercise, not a "real" counseling session. You must secure permission from your role play group participants prior to recording with the permission form attached. Also, keep in mind that your group participants should be 18 or older for these video role play exercises. Please secure a recording device in order to meet this requirement during the first couple of weeks of this course. Options may include your computer, cell phone, or video recorder. Each video will be 10-15 minutes in length. Video and Reflection are due by 11:55 p.m. on Sunday of Week 5.

Individual Counseling Video and Reflection

Role play an individual counseling session in a 10-15 minute video. Also, complete the self-critique form provided in the Sakai classroom under this Assignment. This is a role play exercise, not a "real" counseling session. You must secure permission from your role play partner prior to recording with the permission form attached. Also, keep in mind that your partner should be 18 or older for these video role play exercises; however, you will be using techniques and strategies appropriate for a child or adolescent. Please secure a recording device in order to meet this requirement during the first couple of weeks of this course. Options may include your computer, cell phone, or video recorder. Each video will be 10-15 minutes in length. Video and Reflection are due by 11:55 p.m. ET on Sunday of Week 7.

Consultation Case Study Paper

This course requires the completion of a case study paper. For this paper, you will be seeking support/consultation from a community agency to assist with behavioral support of a student attending your school. This type of consultation is known as client-centered case consultation and is the most common type (Caplan & Caplan, 1993). This case study paper will consist of several sections outlined below and should be between 8-10 pages, not including the title page, reference page, and appendix. Please be sure follow APA 6th edition standards and view the sample paper in the important information forum for formatting support.

In your consultation case study paper please include the following:

  1. Discuss a school-based consultation model you would use in the scenario provided. Use peer-reviewed articles to inform your discussion of the consultation model. (CACREP 5c)
  2. Discuss consultation skills needed when working with parents and school personnel to set the stage for an effective consultation to take place. (CACREP 5-G 1d)
  3. Include evidence-based consultation strategies from peer-reviewed research that fit the scenario provided and the school counselor's role in the consultation process. (CACREP 5-G 2b)
  4. Include a plan for gathering additional information and develop a sample plan of how you will work with the student, family, and community agency. (CACREP 5-G 2b)
  5. Describe ethics and laws related to working with agencies outside the school setting. Conclude the discussion with a sample release of information form. (CACREP 1i)

Scenario: Eric

For the past three months, nine-year-old Eric has expressed fearfulness about attending school. He reports a mixture of worries about failure and complains of stomachaches and headaches. Primarily, he feels sad, and for the past few weeks has been unable to enjoy his usual school activities. At the same time, his school performance has begun to decline from all As to mostly C grades because of missing school and difficulty in concentrating. The combination of his declining grades, anhedonia, and absences resulted in the teacher referring the student to the school counselor. After meeting with the student several times the school counselor found that going to sleep is troublesome too, because he worries about doing poorly in school and he frequently awakens several times during the night. Eric presents as being very sad and on several occasions he has burst into tears for no apparent reason.

The school counselor contacted Eric’s parents about his behavior and it was determined that his parents are going through a difficult divorce and he hasn’t seen his father since he left the home four months ago. The mother shared that before the separation the parents had continual marital problems over their 20 year marriage. The mother also revealed that Eric has been seeing a local private practice counselor for the past year because of his difficulty with his parent’s relationship, low self-esteem, and attachment to his mother.


Caplan, G., & Caplan, R. B. (1993). Mental health consultation and collaboration. New York: Maxwell Macmillan International Publishing Group.

Special note: This assignment is identified as an artifact for your e-portfolio and should also be uploaded into your e-portfolio. The e-portfolio is a culminating project that will be a work in progress throughout your program and graded during your Internship course.

The case study paper is due by 11:55 p.m. ET on Sunday of Week 8.

Forum Participation

Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.


  • Post the initial response to each forum by 11:55pm, ET, Wednesday.
  • Initial responses should be no less than 300 words.
  • Initial responses are to be original in content and demonstrate a thorough analysis of the topic.
  • Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
  • Replies to classmates should be no less than 150 words.
  • Responses to classmates are significant to advance the forum.
  • All forums can be accessed in the Forums section of the course.

Forum Rubric

NameGrade %
Forums 15.00 %
Week 1: Introduction 1.88 %
Week 2: School Counseling Core Curriculum 1.88 %
Week 3: School Counseling Core Curriculum Lesson Feedback 1.88 %
Week 4: Small Group Counseling Techniques 1.88 %
Week 5: Small Group Counseling Activities 1.88 %
Week 6: Reflection on Individual Counseling Videos 1.88 %
Week 7: Assessing Risk of Harm 1.88 %
Week 8: Collaboration 1.88 %
School Counseling Core Curriculum Lesson Plan 15.00 %
School Counseling Core Curriculum Lesson Plan 15.00 %
Video Tape Assignments 40.00 %
Individual Counseling Video 20.00 %
Group Counseling Video 20.00 %
Written Assignments 30.00 %
Academic Achievement Strategies 15.00 %
Consultation Case Study 15.00 %

Course Textbooks: No Required Textbook

Recommended Textbook for the degree program:

In addition to the required texts in this course, you are strongly encouraged to purchase the latest addition of the Publication manual of the American Psychological Association (Currently 6th Ed.) if you have not previously purchased this resource.

Required Readings:

Akos, P., Cockman, C. R., & Strickland, C. A. (2007). Differentiating classroom guidance.

Professional SchoolCounseling, 10(5), 455-463.

Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening counselor-

teacher-family connections: The family-school collaborative consultation project.

Professional School Counseling, 8(1), 47-55.

Bostick, D., & Anderson, R. (2009). Evaluating a small-group counseling program -- a model for

program planning and improvement in the elementary setting. Professional School

Counseling, 12(6), 428-433.
Brigman, G., & Webb, L. (2008). An individual psychology approach to school counselor

consultation. Journal of Individual Psychology, 64(4), 506-515.
Burnham, J. J. (2009). Contemporary fear of children and adolescents: Coping and resiliency in

the 21st century. [Special Issue]. Journal of Counseling and Development, 87, 28-35.

Burnham, J. J., & Lomax, R. G. (2009). Examining ethnicity and fears of children and adolescents

in the United States: Differences between Caucasian, African American, and Hispanic

populations. Journal of Counseling and Development, 87, 387-393.

Campbell, C., & Bowman, R. P. (1993). The 'fresh start' support club: small-group counseling for

academically retained children. Elementary School Guidance and Counseling, 27(3),

Chesley, G. L., Gillett, D. A., & Wagner, W. G. (2008). Verbal and nonverbal metaphor with

children in counseling. Journal of Counseling and Development, 86(4), 399-411

Clemens, E. (2007). Developmental counseling and therapy as a model for school counselor

consultation with teachers. Professional School Counseling, 10(4), 352-359.
Corrigan, D. (2000) The changing role of schools and higher education institutions with respect

to community-based interagency collaboration and interprofessional partnerships.

Peabody Journal of Education, 75(3), 176-195.

Eppler, C., Olsen, J. A., & Hidano, L. (2009). Using stories in elementary school counseling: brief

narrative techniques. Professional School Counseling, 12(5), 387-391.

Geltner, J. A., & Clark, M. A. (2005). Engaging students in classroom guidance: management

strategies for middle school counselors. Professional School Counselors, 9(2), 164-166.

Gerler, Jr., E. R., & Anderson, R. F. (1986). The effects of classroom guidance on children's

success in school. Journal of Counseling and Development, 65(2), 78-81.

Goldman, L. (2004). Counseling with children in contemporary society. Journal of Mental Health

Counseling, 26 (2), 168-187.

Hall, A. S., & Gushee, A. G. (2000). Diagnosis and treatment with attention deficit hyperactive

youth: mental health consultation with school counselors. Journal of Mental Health

Counseling, 22(4), 295-306.

Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational group

approach to increase study skills and grade point averages. Professional School

Counseling, 12(6), 434-439.
Kiselica, M., & Cappetta, L. K. (1996). The effectiveness of small group counseling for children of

divorce. School Counselor, 43(4), 317-319.
Kizner, L. R. (1999). Small group counseling with adopted children. Professional School

Counseling, 2(3), 226-230.
Lee, R.S. (1993). Effects of classroom guidance on student achievement. Elementary School

Guidance & Counseling, 27, 163-171.

Liu, W.M., & Clay, D. (2002). Multicultural counseling competencies: Guidelines in working with

children and adolescents. Journal of Mental Health Counseling, 24 (2), 177-187.

Magnuson, S. (1996). Charlotte's web: expanding a classroom activity for a guidance lesson.

School Guidance and Counseling, 31(1), 75-76.

McGannon, W., Carey, J., & Dimmitt, C. (2005. May). The current status of school counseling

outcome research. Amherst, MA: Center for School Counseling Outcome

Research. Retrieved

Nicholson, J. I., & Pearson, Q. M. (2003). Helping children cope with fears: using children's

literature in classroom guidance. Professional School Counseling, 7(1), 15-19.
Nicoll, W. G. (1994). Developing effective classroom guidance programs: an integrative

framework. School Counselor, 41(5), 360-365.

Park, N., & Peterson, C. (2008). Positive psychology and character strengths: application to

strengths-based school counseling. Professional School Counseling, 12(2), 85-92.

Steen, S., & Kaffenberger, C. J. (2007). Integrating academic interventions into small group

counseling in elementary school. Professional School Counseling, 10(5), 516-519.
Tarver-Behring, S., & Spagna, M. E. (2004). Counseling with exceptional children. Focus on

Exceptional Children, 36(8), 1-12.
Van Velsor, P. (2004). Revisiting basic counseling skills with children. Journal of Counseling and

Development, 82(3), 313-318.
Walter, S. M., Lambie, G. W., & Ngazimbi, E. E. (2008). A choice theory counseling group

succeeds with middle school students who displayed disciplinary problems. Middle

School Journal, 40(2), 4-12.

Young, D. S. (2005). Today's lesson by...Roosevelt? The use of character portrayal in classroom

guidance. Professional School Counseling, 8(4), 366-371.
Recommended Readings:

American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. Text Revision). Washington, DC: Author.

Thompson, C.L., & Henderson, D.A. (2010). Counseling Children (8th Ed.). Pacific Grove, CA: Brooks-Cole.

Web Sites

In addition to the required course texts, the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.

Site Name

Web Site URL/Address

American Academy of Pediatrics

American Academy of Child and Adolescent Psychiatry

Bazelon Center for Mental Health Law

Center for Health and Health Care in School

Center for Health Services, Research and Policy

Center for Mental Health in Schools

Center for School Mental Health Assistance

Child Welfare League of America

Children’s Defense Fund

Federation of Families for Children’s Mental Health

Georgetown University Center for Child & Human Development

Infant and Children’s Sleep

National Academy for State Health Policy

National Alliance for the Mentally Ill

National Association of State Mental Health Program Directors

National Center for Children in Poverty

National Center for Education in Maternal and Child Health

National Center for Mental Health and Juvenile Justice

National Health Law Program

National Mental Health Association

National Institute of Mental Health

Office of Juvenile Justice and Delinquency Prevention

President’s New Freedom Commission on Mental Health


World Health Organization

Book Title:Various resources from the APUS Library & the Open Web are used. Please visit to locate the course eReserve.*

Previous Syllabi

Not current for future courses.