COUN 620: Fall 2015

The University of Wisconsin River Falls

College of Education and Professional Studies
Career Counseling
Class Times: Wednesday 4:30-7:15pm WEB Room 129
Instructor:
Email:
Phone:
Office:

Caroline Baker, Ph.D.

caroline.baker@uwrf.edu
715-425-3237 (office) or 865-254-0800 (cell)
WEB 224
Office Hours: M, W 3:00-4:15pm or by appointment

Required Texts:
Niles, S., & Harris-Bowlsbey, J. (2013). Career development interventions in the 21st century (4th ed.). Boston, MA:
Pearson.
The Self-Directed Search/Self Assessment- hard copy or electronic is fine
Online readings as assigned (on D2L)
Course Description:
This course introduces the student to a variety of theories and practices in career counseling and career development as applied
to a comprehensive, developmental school counseling program model. The use of career assessments, information sources
(including computerized and online career guidance and information systems), and career counseling skills are discussed and
practiced, emphasizing cultural considerations. Prerequisite: COUN 610. (F) Teaching methods for this course include a
didactic-experiential approach including lecture, activities, small group and online discussions.
Program Learning Objectives
Upon graduation from the UWRF counseling
program, students are prepared to:
Identify as professional school counselors through
language and behaviors;
Implement and advocate for comprehensive school
counseling programs;

Course Learning Objectives

Understand and apply the major career development counseling theories to

PK-16 educational settings
Gain knowledge of creating, implementing, and evaluating career
development models and programs
Understand and apply the major career development counseling theories to
PK-16 educational settings

Support student success by incorporating best

practices through research, scholarly literature, and
technology;

Know how to integrate technology and career information resources into

career education and counseling

Consult, collaborate and establish partnerships

with stakeholders;

Possess knowledge of career assessments and their relationship to theory

and career development
Gain knowledge of creating, implementing, and evaluating career
development models and programs
Understand and apply the major career development counseling theories to
PK-16 educational settings

Apply ethical, developmental, and cultural

practices in school counseling.

Gain practical knowledge of ethical, cultural, and developmental

considerations as they relate to career education and counseling
CACREP Core Curriculum Standards met by this course: II.G.2.a, 4.a, b, c, d, e, f, g, 5.d, e, 7.b, f, g

The UWRF promotes safe, inclusive and effective learning environments that protect the rights and support the interests of both
students and faculty. For additional information regarding our inclusivity expectations, academic accommodations, academic
conduct expectations and processes, and other syllabi information, please consult
http://www.uwrf.edu/Administration/Provost/AssocVCforAcadAffGradSt/Syllabi.cfm.
Special Accommodations:
The University of Wisconsin-River Falls strives to maintain our campus as a place of work and study for faculty, staff, and
students that is free of all forms of prohibited discrimination and harassment. If you have concerns about such behavior, contact
your instructor, the Office of Student Rights & Responsibilities at 715-425-4555, or the Office of Equity, Diversity and

COUN 620: Fall 2015

Inclusion at 715-425-3833. For a list of prohibited behaviors and protected classes or to report online, please, see the following
link: http://www.uwrf.edu/EquityDiversityInclusion/incident.cfm.
The University of Wisconsin-River Falls welcomes students with disabilities into its educational programs, activities, residential
halls, and other programming and services on campus. Those who will need academic adjustments or accommodations for a
disability should contact the Office of Student Ability Services at 715-425-4555. Decisions to allow adjustments and
accommodations are made by the Office of Student Ability Services on the basis of clinical documentation the students provide
to sufficiently indicate the nature of their situation. Additional information is at:
http://www.uwrf.edu/AbilityServices/Index.cfm.
Academic Honesty:
The application of the UWRF Academic Conduct Policy will be fully adhered to in this course.
Technical Requirements:
Access to Learn at UWRF (powered by D2L) will be used for this course. You can log into D2L using your UWRF ID and
password. UWRF uses your campus email address (firstname.lastname@uwrf.edu) for communication. Check your UWRF
email account regularly for updates and announcements. If you have problems accessing your account or D2L contact the Help
Desk (http://www.uwrf.edu/DoTS/).
General Statement of Expectations
The counseling program is charged with the dual task of nurturing the development of counselors-in-training and ensuring
quality client care. In order to fulfill these dual responsibilities faculty must evaluate students based on their academic skills,
knowledge, and professional demeanor. A students progress in the program may be interrupted for failure to comply with
academic standards or if a students interpersonal or emotional status interferes with being able to provide ethical services to
clients. For example, in order to ensure proper training and client care, a counselor-in-training must abide by relevant ethical
codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and professional
character. These factors are evaluated based on ones academic performance and ones ability to convey warmth, genuineness,
respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the ability to
accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings
effectively and appropriately.
Recommended: The UWRF counseling program strongly recommends that you obtain membership in the American School
Counselor Association and/or the American Counseling Association or their State organizations (MSCA and WSCA). Student
memberships are available at a reduced rate, and allow you to become actively involved in both local and national activities of
your professional organization. Attendance at local and national conferences is also recommended to enhance your professional
repertoire.
Important Considerations
Attendance: Late arrival, early departure, extended breaks, and/or absenteeism is not acceptable. Make every effort to
be present for class, otherwise your grade may be affected.
WEB 235 may be used as a personal consideration and meeting room for students.
Cell phones: Unless discussed with your instructor, please turn off and put away these devices during class.
Food and beverages: Please be mindful of building requirements and of your colleagues.
Changes in syllabus: I reserve the right to change the syllabus as needed. In the event of changes, the students will be
notified in advance.
Breaks: We will take a 15-20 minute break at approximately 6:00pm each night.
Inclement Weather Policy: In the event of extreme weather, and/or if the University is closed, there will be no class.
Check email and/or D2L site. All other times, please use good judgment and do not put yourself or others at risk.
ASSIGNMENTS:
Assignments will be considered late if they have not been submitted to D2L by 11:59pm on the due date. Extensions of
deadlines may be purchased for 10% of the total points on that assignment and are at the discretion of the instructor. No
assignments will be accepted later than one class period from the date due, after that time the assignment will be graded as a
ZERO. Should you receive a grade that you want to dispute, please wait one week and review the assignment requirements and
your response to determine if you adequately completed that portion of the assignment. At that point, I am happy to reevaluate
your work. No extensions will be granted for exams, presentations, or discussions.

COUN 620: Fall 2015

Graduate papers are required to be written using 6th edition APA style. A quick reference guide can be found at
http://owl.english.purdue.edu/. Everything you do should use APA format. At a minimum, all work should be supported by
scholarly literature, which means in-text citations and a reference list. Points may be deducted from assignments if APA
formatting is not followed or is incorrect.
1. Website Toolbox (20 pts.): There are so many online resources to support you in career counseling. Its important to
choose credible sites, and consider costs. Here are a few reputable ones to become familiar with:
a. Wisconsin Career Pathways (https://www.wicareerpathways.org/)
b. CareerLocker (https://wiscareers.wisc.edu/Default.asp)
c. Minnesota Career Information Systems (https://mncis.intocareers.org/materials/portal/home.html)
d. iSeek (http://www.iseek.org/)
For this assignment, you must chose 2 of the sites above and compare and contrast them on D2L under the
discussion topic. Specifically, I want you to describe to me, using citations, the uses/features of each
website, pros and cons of using the website, and other information/literature you can find that support its
effectiveness when using with students in a K-12 setting.
13 or fewer points
-Incomplete assignment
-No supporting citations or
APA formatting

14-17 points
-Points addressed in a surfacelevel manner
-Few citations, or many APA
errors

18-20 points
-All points thoughtfully addressed.
-Citations used to support ideas;
APA format

2. SDS Self-Assessment (5 pts): You will complete either the hard copy or online version of the SDS by the due date to use
in discussion. Your knowledge and experience with the assessment will be evaluated based on the class discussion on the
day it is due.
3. Post-Secondary Options Workshop Presentation (35 pts): In groups, you will design a workshop for a target population
(e.g., parents, teachers, stakeholders, students, etc.) that will appropriately educate the population regarding possible paths
for students after high school. Every group will be looking at this from a 9-12 grade focus. The final product for this
assignment will be a presentation plan designed for the target group, and a 10-minute overview/summary done for class.
Submit both to D2L. Everyone in the group will receive the same grade. APA formatting is required for this assignment, but
only for citations, which you need to support your ideas. In the presentation plan, the following items must be included:
a. Name the target population, purpose of presentation, time length, and any other information that you think is needed.
(2)
b. Identify at least 3 different post-secondary education/career options available to high school students. (6)
c. What do students need to have/do/get to pursue each option (e.g., minimum GPA; standardized tests)? Are there
any multicultural implications for access to the option? (9)
d. How is each option funded? What other funding options are possible (e.g., work study, grants, scholarships,
fellowships, etc.)? (6)
e. Provide a list of links for the target population to do further research on their own. You decide what is appropriate.
(2)
f. What ASCA Mindsets and Behaviors and WCSCM Benchmarks are addressed by your workshop? You would not
likely review these with your target audience, but you need to know how you meet specific standards through your
work. (4)
g. What are your measurable outcomes? How will you evaluate your effectiveness at meeting the standards? (4)
h. Make the overview/summary stimulating. Tell us about how you will engage your audience, and perhaps show us.
(2)
(CACREP: SC C.4, F.4, J.2, L.2, P.2)
24 or fewer points
25-31 points
-Poorly designed plan.
-Adequately designed plan,
-Incomplete.
neglecting some components of the
-No method of evaluating the
assignment.
program.
-Outcomes lack specificity; Plan for
evaluation is poor.

32-35 points
-Thoughtfully designed and
implemented transition plan
-Measurable outcomes identified;
plan for evaluation provided.

COUN 620: Fall 2015

-Lacks creativity; audience is not
engaged at all.
-No citations.

4
-Presentation lacks creativity.
-Few citations to support ideas.

-Creative presentation- engages

audience in material.
-Citations provided to support ideas.

4. Career Development Domain- Center/Curriculum (50pts.): In your same groups, you will construct a career
development center/curriculum for a designated age group (e.g., grades K-2; 3-5; 6-8; 9-10; 11-13) using the guidelines
presented in Chapter 9. In other words, what kind of document could you create that you could hand to stakeholders and
new counselors in the district so that they could take the document and implement the career center/curriculum? Make sure
to refer to the state legislation for both MN (https://www.revisor.mn.gov/statutes/?id=120B.125) and WI
(http://dpi.wi.gov/acp) regarding career planning. The ASCA Mindsets & Behaviors and WCSCM Benchmarks will also
help guide you. You must include a list of references and cite throughout the document using APA. One finished product
per group is to be posted to D2L under Discussion; everyone will receive the same grade. More specifically, you must
address the following points, at minimum:
a. Define the target population (e.g., K-2 graders, etc.) developmentally. Whats generally happening during these
windows of development? (4)
b. Describe your career theoretical orientation/framework and provide a rationale as to why it is appropriate for your
age group. You will need to agree on 1-2 theories for this assignment. (6)
c. Write measurable objectives to meet target populations needs. What do you want the career center/curriculum to
do to help students, and what do you hope they get from it? Refer to the ASCA Mindsets & Behaviors and
WCSCM Benchmarks to assist you with this. (6)
d. Determine how to deliver the career curriculum, using the scholarly literature and the state legislation links above.
How will you be in compliance? Provide an overview of what each states legislation requires of schools. (10)
e. How will you be inclusive of all cultures and needs? (4)
f. List and describe the student career assessments you will use in the center/curriculum, based on your theory and/or
delivery. (4)
g. Describe and construct methods of evaluation for your center/curriculum. How do you know you achieved your
measurable outcomes above? (5)
h. Standards. You must include the ASCA Mindsets & Behaviors as well as the WCSCM Model Academic
Standards and Benchmarks that are addressed by your center/curriculum and any activities used. (4)
i. How you will promote the center/curriculum to stakeholders to receive funding and support? (5)
j. List of references. This may include what you used to design the program as well as resources for use during the
program and for referral purposes. (Hint- Ive provided 5 references here to get you started, but you will add
others.) (2)
(CACREP: SC I.3, L.2)
34 or fewer points
35-44 points
-Incomplete response
-A plan is present, but lacks clarity or
-No objectives or means
integration
to evaluate the program.
-Delivery methods are linear and neglect
-Lacks thoughtfulness
the by all, for all foundation.
regarding theory
-Career theory is simply named, with little
-No attention paid to
integration throughout the program.
cultural or developmental -Objectives are vague; evaluation plan is
considerations.
narrowly-focused.
-Neglects thorough
-Cultural and developmental
application of state
considerations are lacking.
statutes
-Surface review of state law
-No citations to support
-Few citations used to support ideas; APA
work; no use of APA.
errors

45-50 points
-Thoroughly integrated plan
-Proposes a blend of individual, small group,
and classroom methods in program.
-Skillfully weaves career theory into
program.
-Creates measurable objectives and means to
evaluate them
-Incorporates cultural and developmental
considerations throughout program.
-Gears the program to successful postsecondary activity, regardless of grade levels.
-Integrates state law requirements
-Citations used to support ideas; APA

5. Theory Presentations (38 pts.): Together, your group will teach the rest of us about a career theory chosen from the list
below. You will refer to multiple sources to support your ideas, and cite using APA. Post your notes/presentation
document to D2L under the discussions. Your lesson is limited to 60 minutes, and must include the following:
a. Choose from 1) Narrative, 2) Systems Theory, 3) Chaos Theory, 4) Savickass theory, or 5) CIP. Each group must
chose a different theory to present, so all of these will be covered.
b. Provide an overview of the key points of the theory. (5)
c. How could it be used in a K-12 setting? (3)
d. What are the cultural and developmental considerations? (5)

COUN 620: Fall 2015

e. What career assessments could be used that adhere to this theory? (4)
f. Engage us in a brief activity to help us learn how to use the theory in career counseling process. (7)
g. Compare your theory with one of the theories learned earlier in the semester- pros/cons, applicability to K-12, etc.
(7)
h. Creativity in presenting the material so we engage and understand. (4)
i. Keeping it to 60 minute limit. (3)
25 or fewer points
-incomplete
-no citations
-not applied to K-12 setting
-not engaging
-extremely brief or goes way
beyond time limit
-group out of sync, unprepared to
present

26-33 points
-adequately address most points
-some disorganization in information
-surface-level application to school
setting
-runs long
-some creative points
-group mostly in sync and prepared
-few sources used

34-38 points
-all points thoroughly addressed
-quality information presented in
organized way
-solid application to school setting
-meets time requirements
-creative and engaging
-group in sync, ready to present
-multiple sources used to understand
theory

6. Wrap-Up Exam (50 pts.): All course material has potential to be on the exam. Part 1 will involve the multiple choice,
short answers and no books/notes will be permitted. Part 2 will involve essay responses and notes/books will be allows. No
internet may be used, and time will require you to know the material, especially theories and practice. We will take the
exam in a computer lab.
(CACREP: SC C.1, H.2)
7. Portfolio Assignment (10 pts.): You will respond to the following WDPI Standard for your portfolio, making sure to
include the following items:
a. Personal reflection of your understanding of the standard using the language of the standard.
b. Description of how your understanding has been reflected in your work, thereby demonstrating an understanding.
c. Artifacts (e.g., papers, presentations, projects, observations, etc.) that illustrate your understanding of the standard
and connection of your reflection to the standard. How does the artifact show that you understand the standard?
You may build upon this standard in other courses as you progress through the program.
WDPI Standard 6: Demonstrate an understanding of "Pk-16" career development theories, practices and
programs, including the ability to facilitate student skill development.

GRADING:
Assignment:
Website Toolbox
Post-Secondary Options Workshop
Career Development Program Manual
Theory Presentations
Wrap-Up Exam
SDS Self-Assessment
Portfolio Reflection
TOTAL:

Points:
20
35
50
38
50
5
10
208

Extra Credit (5 pts.): Choose a current issue article

from online about career. Provide the link or copy of the
article and discuss the school counseling implications
from the topic and ideas presented on D2L.

Grading Scale:
A
93-100%
A90-92%
B+
87-89%
B
83-86%
B80-82%
C+
77-79%
C
73-76%
C70-72%
D+
67-69%
D
63-66%
D60-62%
F
<60%

COUN 620: Fall 2015

COURSE SCHEDULE:
WEEK

READINGS DUE

1
Sept. 2

Ch. 1; Review National Career

Development Guidelines; 7 Habits
of Ineffective Career Counselors

2
Sept. 9

Ch. 5, 8, 9

3
Sept. 16

Ch. 10, 11; Career Counseling

Cultural Competence

4
Sept. 23

Ch. 2 p. 42-63; Palladino

Schultheiss & Stead, 2004; Supers
Rainbow; Supers Rainbow Lesson
Plan
Ch. 2 pages 69-80; Gottfredson &
Johnstun, 2009

5
Sept. 30

ASSIGNMENT DUE

AGENDA
Intro to syllabus; APA; D2L & Group
Assignments/work time; World of Work;
ASCA/NCDA/NACAC/MACAC; Why career
counseling?
Career Services 220 Hagestad Hall @4:30;
History overview- Theory #1: Parsons

Website Toolbox

E, M, H school levels; Program development &

evaluation; Process; Assessment; Culture
Super- Assessment, C and D* considerations,
Process; group work time

SDS Self-Assessment

Holland- Assessment, C and D* considerations,

Process; group work time

Review Powerpoint and

post to D2L discussion

Technology; Ethics; Job/Labor/Workplace Info

and Resources (BLS, O*net); State Law

Post-Secondary Options
Workshop Posted

Review Online Discussions; Presentations X5;

group work time

6
Oct. 7
ONLINE
CLASS
7
Oct. 14

MN State Statute; DPI ACP;

http://dpiwisacp.blogspot.com/;

8
Oct. 21

Ch. 3 pages 94-100; Gibbons &

Borders, 2010; Ch. 2 pages 64-69;
Cochran et. al, 2011

SCCT; Gottfredson; group work time

9
Oct. 28

Ch.2 pages 80-88; Krumboltz,

1994; Turner & Ziebel, 2011

Krumboltz; group work time

10
Nov. 4

Brown, 2002

11
Nov. 11

Check out some of the other

articles on D2L related to your
theory presentations

Ch. 6; Ch. 14

Career Development
DomainCenters/Curriculum

Theory Presentations X2 (well decide who goes

first by drawing randomly)

12
Nov. 18
13
Nov. 25
14
Dec. 2
15
Dec. 9

Brown; group work time

Theory Presentations X2
THANKSGIVING BREAK

NO CLASS- THANKSGIVING BREAK

Portfolio Assignment

Wrap-Up Exam

*C and D= Cultural and Developmental

Wrap-Up Exam; Extra

Credit

Theory Presentations X1; Review (How did

teaching a theory help you understand the
previous theories?)
Wrap-Up Exam

COUN 620: Fall 2015

References
Arthur, N., & McMahon, M. (2005). Multicultural career counseling: Theoretical applications of the systems theory framework. The
Career Development Quarterly, 53, 208-222.
Backes, C. E., & Brown, P. M. (March, 2009). Going beyond the test! Using alternative assessments in career education. Techniques:
Connecting Education & Careers. 34-37.
Careersnz (2012). Supers theory. Careers New Zealand. Retrieved from http://www.careers.govt.nz/educators-practitioners/careerpractice/career-theory-models/supers-theory/
Cochran, D.B., Wang, E. W., Stevenson, S. J., Johnson, L. E., & Crews, C. (2010). Adolescent occupational aspirations: Test of
Gottfredsons theory of circumscription and compromise. The Career Development Quarterly, 59, 412-427.
George, R., Pryor, L., & Bright, E. H. (2009). Game as a career metaphor: A chaos theory career counseling application. British
Journal of Guidance & Counselling, 37(1), 39-50. doi: 10.1080/03069880802534070
Gibbons, M., & Borders, L. (2010). Prospective first-generation college students: A social-cognitive perspective. The Career
Development Quarterly, 58, 194-208.
Gottfredson, G. D., & Johnstun, M. L. (2009). John Hollands contributions: A theory-ridden approach to career assistance. The
Career Development Quarterly, 58, 99-107.
Grier-Reed, T., & Ganuza, Z. M. (2011). Constructivism and career decision self-efficacy for Asian Americans and African
Americans. Journal of Counseling & Development, 89, 200-205.
Jarvis, P. S., & Keeley, E. S. (2003). From vocational decision making to career building: Blueprint, Real Games, and school
counseling. Professional School Counseling, 6(4), 244-250.
Krumboltz, J. (1994). The Career Beliefs Inventory. Journal of Counseling & Development, 72, 424-428.
Lachterman, B., & Meir, E. (2004). The impact of work setting congruence on well-being. Journal of Career Assessment, 12(2), 150168. doi: 10.1177/1069072703257753
McMahon, M., & Watson, M. (2009). Career psychology research challenges: A systems theory response. South African Journal of
Psychology, 39(2), 184-194.
Olson, E. D. (2003). The 7 habits of highly ineffective career counselors. Career Convergence Magazine. Retrieved from
http://www.ncda.org/aws/NCDA/pt/sd/news_article/4788/_self/layout_ccmsearch/false
Orb-Austin, R. (2010). Multicultural career counseling competence: 5 key tips for improving practice. Career Convergence
Magazine. Retrieved from http://www.ncda.org/aws/NCDA/pt/sd/news_article/28865/_self/layout_ccmsearch/false
Palladino Schultheiss, D. E., & Stead, G. B. (2004). Childhood career development scale: Scale construction and psychometric
properties. Journal of Career Assessment, 12(2), 113-134. doi: 10.1177/1069072703257751
Planning for Students Successful Transition to Postsecondary Education and Employment; Personal Learning Plans. Minnesota
Statutes: Education Code 120B.125 2014
Sampson, J. P., Peterson, G. W., Reardon, R. C., & Lenz, J. G. (2000). Using readiness assessment to improve career services: A
cognitive information-processing approach. The Career Development Quarterly, 49, 147-174.
Thorngren, J. M., & Feit, S. S. (2001). The career-o-gram: A postmodern career intervention. The Career Development Quarterly, 49,
291-303.
Turner, S. L., & Ziebell, J. C. (2011). The career beliefs of inner-city adolescents. Professional School Counseling, 15(1), 1-14.
University of Oregon (2004). Life roles rainbow. Oregon Career Information System. Retrieved from
https://oregoncis.uoregon.edu/pdf/curriculum/Life_Roles_Rainbow_MS.pdf
Wisconsin Department of Public Instruction. (n.d.) Academic and career plan (ACP). Retrieved from http://dpi.wi.gov/acp

COUN 620: Fall 2015

Appendix
State Training Domains Met By This Course: Wisconsin Department of Public Instruction: School Counseling
Standards. Full domain descriptions are available in the UWRF Policies and Procedures Handbook or via the
Wisconsin DPI website at http://dpi.wi.gov/tepdl/pi34.html
The bold-faced items reflect DPI pupil school counseling standards that are met through the requirements of
Career Counseling (COUN 620).
DPI COUNSELING STANDARD
Demonstrate an understanding of the psychological, theoretical, and
sociological foundations of human development, learning, and behavior.
Demonstrate an understanding of skills required to develop, organize,
administer, evaluate, and promote a comprehensive developmental schoolcounseling program based on the Wisconsin Developmental Guidance Model in
collaboration with educators, families and community resources.

COURSE RELATED
ARTIFACT(S)
Career Development
Center/Curriculum
Career Development
Center/Curriculum

Demonstrate the skills required to work effectively with school teams to promote a
safe and healthy school climate, including prevention and intervention strategies
such as conflict resolution, peer mediation and crisis management.
Demonstrate an understanding of the role that diversity, inclusion, gender and
equity have on students academic achievement, personal/social and career
development.
Demonstrate individual and group counseling skills, which facilitate students,
personal/social, academic, and career development throughout their Pk-12 school
experience.
Demonstrate an understanding of "Pk-16" career development theories,
practices and programs, including the ability to facilitate student skill
development.
Demonstrate knowledge of developmental approaches to assist all students and
parents at points of educational transition such as, home to elementary school,
elementary to middle to high school and high school to postsecondary options.

Website Toolbox; Post-Secondary

Options Workshop; Career
Development Center/Curriculum;
Theory Presentation
Post-Secondary Options Workshop;
Career Development
Center/Curriculum

Demonstrate an understanding of relevant state and federal laws, institutional rules,

regulations and standards along with the national and ethical standards of the
American School Counselor Association.
Demonstrate the ability to utilize research, student data and institutional assessments
to improve school counseling programs and recommend systematic changes that
will improve the learning environment for all students.
Demonstrate an understanding of current and emerging technology in
education and school counseling to assist students, families, and educators in
making informed academic, career, and personal/social choices.
Demonstrate an understanding of and how to acquire ongoing professional
development and reflection in helping to continually evaluate school-counseling
services.
Demonstrate acquired skills in understanding the role, function, and responsibilities
of a school counselor by acquiring a minimum of 600 hours of supervised practicum
as a school counselor in a school setting at the appropriate level(s).

Website Toolbox

COUN 620: Fall 2015

Wisconsin Department of Public Instruction: Pupil Services Standards.

Full domain descriptions are available in the UWRF Policies and Procedures Handbook or via the Wisconsin
DPI website at http://dpi.wi.gov/tepdl/pi34.html.
The Wisconsin Department of Public Instruction (DPI) also has standards for all Pupil Services educators. The
bold-faced items reflect DPI pupil school counseling standards that are met through the requirements of
Career Counseling (COUN 620):
DPI STANDARD
The pupil services professional understands the
Ten Teacher Standards (see
http://dpi.state.wi.us/tepdl/stand10.html for
details)
The pupil services professional understands the
complexities of learning and knowledge of
comprehensive, coordinated practice strategies that
support pupil learning, health, safety, and
development.
The pupil services professional has the ability to use
research, research methods, and knowledge about
issues and trends to improve practice in schools and
classrooms.
The pupil services professional understands and
represents professional ethics and social behaviors
appropriate for school and community.
The pupil services professional understands the
organization, development, management, and
content of collaborative and mutually supportive
pupil services programs within educational settings.
The pupil services professional is able to address
comprehensively the wide range of social,
emotional, behavioral, and physical issues and
circumstances which may limit pupils abilities to
achieve positive learning outcomes through
development, implementation, and evaluation of
system-wide interventions and strategies.
The pupil services professional interacts
successfully with pupils, parents, professional
educators, employers, and community support
systems such as juvenile justice, public health,
human services, and adult education.

COURSE RELATED ARTIFACT(S)

Career Development Center/Curriculum

Career Development Center/Curriculum