The School of Education Brooklyn College

HOME About Us Mission Statement Administration Faculty Jobs PROGRAMS Graduate Undergraduate Collaborations & Partnerships Roster of Nationally Recognized Programs RESOURCES For Students For Faculty ACCREDITATION THE TEACHER ACADEMY EARLY CHILDHOOD CENTER PROGRAMS THE CHALKBOARD BROOKLYN COLLEGE HOME APPLY ON LINE: Graduate Undergraduate	The School of Education at Brooklyn College Graduate Program in School Counseling _________________________________________________________________ General Goals for School Counseling Students · To prepare practitioners who work in various settings in diverse and complex environments · To prepare practitioners who are self-aware and sensitive to and respectful of all others in their work environments and communities · To prepare practitioners who are multiculturally aware and competent · To prepare practitioners who have developed a knowledge base and skills in the delivery of individual and group counseling · To prepare practitioners who are able to assume leadership roles within the counseling profession, the work environment, and their communities · To prepare practitioners who serve as advocates for their profession and their clients Objectives of the Brooklyn College School Counseling Program Upon completion of the program students will be able to: 1. Apply the knowledge base of counseling and evidence-based practices to develop, implement, and evaluate comprehensive developmental school counseling programs; 2. Assume the roles and functions of the professional school counselor as described by the Council for Accreditation of Counseling and Related Programs (CACREP), the American School Counseling Association (ASCA) National Standards, and ASCA National Model; 3. Translate theories of counseling, human development, educational and psychological assessment, career and educational development, family counseling and group dynamics into effective evidenced-based interventions and practices for individuals, groups, and families 4. Demonstrate the ability to form effective helping relationships with diverse individuals and groups; 5. Develop strong relationships between parents/communities and educators that contribute to the academic, social and emotional development of students; 6. Identify and apply leadership group dynamics knowledge and skills into effective classroom counseling interventions; 7. Demonstrate the capability to apply educational planning, career development and decision theory, and knowledge of sources of career information to student development and aspirations; 8. Use formal and informal assessment procedures to identify student and school community needs, focus interventions, and assess counseling intervention and programmatic outcomes and effectiveness; 9. Understand and apply evidence-based research results and culturally competent research skills to guide counseling practice; 10. Demonstrate ethical behavior based on the ethical standards for ACA and ASCA, and understand the legal issues relevant to school counseling; 11. Exhibit the professional leadership and social advocacy skills necessary to serve as an effective change agent, and advance the cause of disenfranchised or underrepresented groups, parents, and students; 12. Foster self-reflective capacities in oneself and others that facilitate personal, emotional, social, and spiritual development and that allow one to consider the meaningfulness of education as a life-long evolutionary process.
	The School of Education Brooklyn College/CUNY 2900 Bedford Avenue / Rm. 2111 James / Brooklyn, NY 11210 Updated December 2010 / Brooklyn College School of Education Copyright 2010--2011 Wilda Gallagher, Webmaster

HOME

About Us
Mission Statement
Administration
Faculty
Jobs

PROGRAMS
Graduate
Undergraduate
Collaborations &
Partnerships
Roster of Nationally Recognized Programs

RESOURCES
For Students
For Faculty

ACCREDITATION

THE TEACHER ACADEMY

EARLY CHILDHOOD CENTER PROGRAMS

THE CHALKBOARD

BROOKLYN COLLEGE HOME

APPLY ON LINE:

Graduate Undergraduate

The School of Education at Brooklyn College
Graduate Program in School Counseling

_________________________________________________________________

General Goals for
School Counseling Students

·         To prepare practitioners who work in various settings in diverse and complex environments

·         To prepare practitioners who are self-aware and sensitive to and respectful of all others in their work environments and communities

·         To prepare practitioners who are multiculturally aware and competent

·         To prepare practitioners who have developed a knowledge base and skills in the delivery of individual and group counseling

·         To prepare practitioners who are able to assume leadership roles within the counseling profession, the work environment, and their communities

·         To prepare practitioners who serve as advocates for their profession and their clients

Objectives of the Brooklyn College
School Counseling Program

Upon completion of the program students will be able to:

1.   Apply the knowledge base of counseling and evidence-based practices to develop, implement, and evaluate comprehensive developmental school counseling programs;

2.      Assume the roles and functions of the professional school counselor as described by the Council for Accreditation of Counseling and Related Programs (CACREP), the American School Counseling Association (ASCA) National Standards, and ASCA National Model;

3.      Translate theories of counseling, human development, educational and psychological assessment, career and educational development, family counseling and group dynamics into effective evidenced-based interventions and practices for individuals, groups, and families

4.      Demonstrate the ability to form effective helping relationships with diverse individuals and groups;

5.      Develop strong relationships between parents/communities and educators that contribute to the academic, social and emotional development of students;

6.      Identify and apply leadership group dynamics knowledge and skills into effective classroom counseling interventions;

7.      Demonstrate the capability to apply educational planning, career development and decision theory, and knowledge of sources of career information to student development and aspirations;

8.      Use formal and informal assessment procedures to identify student and school community needs, focus interventions, and assess counseling intervention and programmatic outcomes and effectiveness;

9.      Understand and apply evidence-based research results and culturally competent research skills to guide counseling practice;

10. Demonstrate ethical behavior based on the ethical standards for ACA and ASCA, and understand the legal issues relevant to school counseling;

11. Exhibit the professional leadership and social advocacy skills necessary to serve as an effective change agent, and advance the cause of disenfranchised or underrepresented groups, parents, and students;

12. Foster self-reflective capacities in oneself and others that facilitate personal, emotional, social, and spiritual development and that allow one to consider the meaningfulness of education as a life-long evolutionary process.

The School of Education
Brooklyn College/CUNY
2900 Bedford Avenue / Rm. 2111 James / Brooklyn, NY 11210

Updated December 2010 / Brooklyn College School of Education
Copyright 2010--2011
Wilda Gallagher, Webmaster