Department Head: Dr. Melanie Wallace
The mission of the Counseling and Instructional Support department is to provide to students instruction related to knowledge, skills, and dispositions of the specific area of their major. A strong commitment to instructional technology and school improvement is recognized by all faculty members in the department.
- Counselor Education - Clinical Mental Health Counseling (Education Specialist)
- Counselor Education - Clinical Mental Health Counseling (Master of Science)
- Counselor Education - School Counseling P-12 (Education Specialist)
- Counselor Education - School Counseling P-12 (Master of Science)
- Education - Teacher Leader (Education Specialist)
- Instructional Leadership P-12 (Education Specialist)
- Instructional Leadership P-12 (Master of Science in Education)
- Instructional Leadership P-12 (Reduced Credit Hour Option)
- Instructional Technology (Master of Science)
- Library Media P-12 (Education Specialist)
- Library Media P-12 (Master of Science in Education)
Counselor Education (ECG)
Orientation to graduate courses and the counseling program. Review of APA and additional information regarding writing at the graduate level. Current technology in relation to the field of counseling will be emphasized. Course includes ten hours of group counseling experience and a series of personal assessments. Required of all counselor education students during the first semester of class.
Examines the role of assessment in counseling and emphasizes basic techniques of appraisal and psychometric constructs associated with testing. Exposes students to a variety of educational and psychological tests. Emphasis in on those aspects important to the counselor as a consumer and administrator of testing information.
Required first semester. This course presents an overview of historical and contemporary developments in the practice of professional counseling. Information related to: (a) professional roles and responsibilities; (b) professional organizations; (c) state and national credentialing; and (d) counselor advocacy will be addressed. This course will also provide instruction on technological use and applications in addition to program specific material for Clinical Mental Health Counseling and School Counseling majors. All students will be required to participate in a 10-hour group counseling experience.
This course is designed to assist students in understanding the impact of social/cultural forces upon identity development and formation. Students will explore various components of our pluralistic society and how oppressive systems can exclude and harm individuals. Change theory and advocacy principles will be introduced to aid students in dealing with these issues in their communities and with clients.
This course provides students an introduction to the counseling profession and helping relationships. The course will emphasize personal growth, self-awareness, and professional behavior. Students will experience the helping relationship as both client and counselor.
Focus on the skills and competencies necessary in dealing effectively with the complex ethical standards and legal guidelines corresponding to clinical mental health and school counseling settings. Students will gain experience in ethical decision-making and consultation with other professionals. Offered Fall and Summer Terms.
Function, organization and evaluation of guidance services in elementary and secondary schools, colleges, and junior colleges, and community agencies with emphasis on public schools. Topics include: 1) basic guidance services; 2) functions of school personnel; 3) organizational patterns for guidance services; 4) selection criteria training and certification of guidance personnel 5) organization of counseling, individual analysis, information placement and follow-up services; 6) administration of guidance services; 7) consultation services.
This course is an introduction to the basic concepts of play therapy. Students will learn the basic concepts of play therapy, as well as the attitudes and skills necessary to establish and maintain facilitative relationships with children that encourage their expression, self-understanding, and personal growth and development.
This course provides the theoretical and clinical applications necessary to begin working with children facing grief and loss. The course is designed to give exposure to the dynamics of death, dying, and grief in the specific context of the developing child. The ultimate goal of the course is to provide the philosophical, theoretical, and practical foundation to effectively work with bereaved children who are confronted with grief and loss.
This course provides an overview of the nature of family systems relationships and family development. Particular emphasis will be given to the theory and practice of marital and family therapy. Students will examine both theoretical and empirical elements of family counseling which can be applied to marriage and family systems. After 2013, offered Fall and Spring terms.
This rehabilitation counseling course introduces the student to the legislative, historial, and philosophical roots of rehabilitation in America. A strong foundation of disability categories will be presented and discussed including physical, emotional, cognitive, and sensory disabilities. The course will introduce the student to the professional expectations, values, and ethical standards of the profession of rehabilitation counseling.
In this course the student will examine the history, description, definition, causes, and treatment of psychological disorders. Course topic areas will include psychological disorders throughout the life span, multiaxial assessment, DSM diagnosis, and treatment of the disorders. Offered Fall and Summer terms.
An examination of the major counseling theories and related techniques and an overview of the counseling relationship.
An introduction to career development theories and concepts and related resources and practices for career planning and decision-making.
Development of programs, practices, and techniques which address the unique needs of children and youth through college age.
This course will provide students with skills and background information in counseling older adults, their family members and/or caretakers. In addition, this course will provide students with the opportunity to acquire a conceptual understanding of both the normal process of human aging, and variant processes.
This course will provide an overview of the addictive process and addictive behaviors (e.g., substance abuse and gambling). Theories of addiction counseling and application of these theories will comprise a significant part of this course, particularly with how they apply to work with individuals, couples, families and groups. Co-occurring disorders, such as process addictions and mental illnesses will also be addressed. Offered Fall and Spring terms.
This course provides an introduction to substance abuse counseling and related issues, including an overview of the historical context, etiological theories, and psychoactive impact of substances on the brain. The course will focus on assessment, diagnosis, and treatment of substance abuse/dependence with emphasis on clinical counseling practice informed by theory and research. Offered Spring and Summer terms.
Practicum is a clinical, experimental course that requires students to complete hours in a professional setting. The student will apply counseling techniques and skills in a supervised setting. The student will participate in the counseling process, refine techniques, and further enhance his/her therapeutic development.
Basic concepts and steps of crisis intervention with a focus on the background, dynamics, and strategies related to specific crises. Offered Spring and Summer terms.
An examination of the principles of working with individuals who have experienced a crisis, disaster or other trauma-causing event. Issues addressed include: impact of crisis and disasters as well as disgnosis and treatment planning appropriate to disaster response in diverse populations; the role of the counselor as a member of an interdisciplinary emergency management response team; and theoretical models of crisis and disaster counseling. After 2013, offered Fall and Summer terms.
Prerequisite(s): Permission of the instructor, ECG 585, and a passing score in the appropriate Praxis II. Must be completed at JSU. A 300 clock hour supervised field experience in an appropriate K-12 school setting.
Prerequisite(s): Approval of the instructor and ECG 585.
A 300 clock hour supervised field experience in an appropriate K-12 school setting. Must be completed at JSU.
Prerequisite(s): Permission of the instructor, ECG 585.
(3) Each course requires a 300 clock hour supervised field experience in an appropriate job setting; Clinical Experiences limited to three semester hours in enrollment periods of less than 15 weeks.
Prerequisite(s): Permission of the instructor and ECG 585.
Each course requires a 300 clock hour supervised field experience in an appropriate job setting; Clinical Experiences limited to three semester hours in enrollment periods of less than 15 weeks.
Examination of a variety of counseling theories through selection, both individually and as a group, of theories on which to focus throughout the semester.
Laboratory-based course, merging contemporary career theory with actual field practice; selection and administration of a battery of assessment instruments to individuals at significant life stages, scoring and interpretation of the test battery; presentation of findings and recommendations.
Various theories of group work, review of basic group leadership skills, and basics of group process; provides integration of concepts and skills; opportunities to lead groups with supervision and ongoing feedback, participation in demonstrations of various group models, writing of reaction/thought/positions papers.
An examination of counseling theory and related techniques that embrace holistic counseling that assesses and treats the whole person - spirit, soul, and body.
Identification and analysis of problems specific to the current counseling environment with emphasis on development of innovative and unique solutions. To be taken near the end of the program.
Prerequisite(s): ECG 691.
Must be taken in the last semester of enrollment. Continuation of identification and analysis of problems specific to the current counseling environment with emphasis on development of innovative and unique solutions.
Study of the supervision process in counseling highlighting legal and ethical issues, trends, multicultural considerations, and evaluation; both classroom seminars and supervision of master's students in clinical experiences required.
Educational Psychology (EPY)
A study of principles and concepts of physical, cognitive, personality, and social development from birth through death.
Corequisite(s): EPY 430.
Covers stages of physical, cognitive, and social-emotional development in school-aged persons from a global and multicultural perspective. This course is a prequisite for ESE 404 and ESE 484. Requires Teacher Education Program eligibility.
An introduction to measurement and evaluation of students' achievement. The construction of bias free, teacher generated, paper-pencil, achievement tests, uses of standardized assessments in school settings, and descriptive statistics are covered. Requires Teacher Education Program eligibility.
Prerequisite(s): EFD 501 or equivalent. evaluation of assessment instruments and programs.
Underlying concepts of assessment methods, practice in administration and interpretation of standardized tests, and evaluation of assessment instruments and programs.
Instructional Leadership (IL)
An introductory course for students accepted into the Instructional Leadership program. Students will be instructed on expectations surrounding the program of study. The course will also serve to develop technology skills specific to locating, creating, and disseminating information for educational purposes. Students accepted to the Instructional Leadership program are required to take IL 504 the first semester of enrollment.
A study of the basic elements of action research design with effective research and evaluative strategies.
q(3). Study of issues in multiculturalism, globalism, and comparative education as they influence educational leadership, school curricular design, and emerging educational policy.
Principles of curriculum development, staff development, and instructional leadership at the local school and system levels.
Development and managing financial resources to enhance student learning. This new course will replace EAD 563 School Finance.
Processes and procedures to develop and enhance the school's learning environment. This new course will replace EAD 556 Management of Student Services.
Analysis of basic concepts of school administration with special emphasis on leadership, management, and administration.
Legal and political structures under which public schools function with emphasis on school-community interaction and student services.
Supervised field-based experience; observation, study, and analysis of the administration of educational programs in selected schools; requires a minimum of 300 clock hours of supervised internship. Should be scheduled at the end of a student's program. A student must be in the last or next-to-last semester of study to register for this course. Must be completed at JSU. Fall and Spring only.
Prerequisites or May be taken before or after IL 566 with permission of advisor. Either IL 566 or IL 576 must be taken in the last semester. Supervised field experience including participation in and leadership of educational programs in selected schools upder the supervision of a mentor who is a practicing school administrator, and a university supervisor: includes the ten-day residency; must be scheduled during the last or next-to-last semester of study, must be completed at JSU; is offered fall, spring, and summer semesters.
Introduction to and utilization of essential research skills with an emphasis on application, ethics, and report-writing as commonly needed in the field; should be scheduled early in the program.
Procedures and issues related to design, development, and operation of educational facilities and programs.
Procedures and issues related to development of and administration of effective and efficient processes for hiring, mentoring, and inducting new faculty.
The study of supervisory leadership for personnel development focusing on instructional improvement.
Critique of research literature on effective schools and effective instruction with implications for school administrators.
Study of the research process, analysis and evaluation of selected research literature, and actual research proposal development.
Procedures and issues related to design, development, and operation of educational plant facilities.
Procedures and issues related to administration of effective and efficient school personnel programs.
Analysis and discussion of curriculum issues and application of a process approach to curriculum review and development in the local/school district level.
The study of theory and practice of curriculum development.
Study of theories of supervision; assessing, planning, implementing, and evaluating staff development programs; mentorships. (Open to instructional leadership majors only.)
Prerequisite(s): IL 610.
Development of a practical problem-solving process in relation to the administration of schools and school systems. This course culminates in a public presentation of a school-based problem-solving project. Course must be scheduled near the end of a student's program.
Prerequisite(s): IL 681.
Continuation of practical problem-solving in relation to the administration of schools and school systems culminating in a public presentation of a school based problem-solving project.
Prerequisite(s): IL 612.
Development of a practical problem-solving process in relation to the administration of schools and school systems. This course culminates in a public presentation of a school-based problem-solving project. Course must be scheduled near the end of a student's program. (This course is cross-listed with EFD 691; only one of these courses can be used for course credit.)
Prerequisite(s): IL 691.
Continuation of practical problem-solving in relation to the administration of schools and school systems culminating in a public presentation of a school based problem-solving project. (This course is cross-listed with EFD 692; only one of these courses may be used for course credit.)
Instructional Media (EIM)
The use of technology in the school setting. Research, small group discussions, and demonstrated applications will be emphasized.
Introduction to instructional technology, focusing on methods for integrating technology and media into classroom instruction.
Survey of current software and web-based technological applications in alignment with the needs of today's learners.
Study of current school-based technological processes and procedures with an emphasis on student and teacher empowerment in the areas of finding, evaluating, and using digital products; understanding social and ethical issues raised by technology; and applying critical thinking skills to the use of technology in the K-12 environment.
Examines best practices of quality online courses. Students will plan, design, and develop online instructional materials with a focus on collaboration and interactivity to improve the educational experience of the user.
Examines the processes and technology in the K-12 environment, including the media center, the classroom, and via wireless/data plan networks.
Design and development of a systematic approach to learner-based instruction emphasizing the role of technology and media in the learning process.
Introduces the latest innovative technologies that promote learning. Students will explore various learning environments and develop technology enhanced educational activities that are engaging, collaborative, and place emphasis on increasing student achievement.
Examines the best practices of quality online courses for the K-12 environment. Students will plan, design, and develop a medial rich online course with a focus on collaboration and interactivity. Courses will be designed to meet iNACOL National Standards for Quality Online Program.
Introduces the basics of video production utilizing digital video recording devices and video editing equipment. Students will study video technologies, basic equipment operation, video composition and video storytelling. Topics stress the creation of digital video productions for inclusion in multimedia and web applications for educational settings.
Addresses the technical, visual, and conceptual challenges involved with digital photography in an educational setting. Topics include digital photography processes, file and storage consideration, image evaluation, image manipulation, and methods for using digital images to develop critical thinking skills.
Library Media (LM)
Evaluation of books and other materials for junior/senior high school students. Selection aids, selection criteria, and interests, needs, and abilities of young adults emphasized; children's literature component included for those who have not previously taken a children's literature course.
Policies and procedures relative to the operation of a media center.
Prerequisite(s): Approval of the instructor.
Directed experience in performing various services in a school library media center. Must be completed at JSU.
Prerequisite(s): approval of the instructor.
Directed experience in performing various services in a school library media center.
Examines the techniques needed for successful instruction across various grade levels and disciplines with a focus on standards-based instruction and assessment.
A survey of the current trends and issues that affect libraries and schools. Promotes the process of becoming a school-based leader and instructional partner.
Criteria of selection and evaluation of media center materials for building a library media collection to support the curriculum and encourage reading for pleasure. Principles and procedures of classifying and cataloging print and non-print media. Study and evaluation of basic reference sources and services.
Applies innovative tools and techniques for access and utilization of materials for children and young adults in the classroom as they relate to collaboration with teachers. E-books and other electronic media emphasized. Lesson plans that are technology-oriented will be developed as students explore the integration of a variety of materials as they relate to learning styles and enhancement of learning.