Assignment Task:
Required Readings & Resources:
Kolbert, J., Crothers, L., & Hughes, T. (2022). Introduction to school counseling: Theory, research, and practice (2nd ed.).
- Chapter 10: "College and Career Readiness"
- Chapter 11: "Prevention/Auxiliary Programming"
- Chapter 12: "Helping Students with Exceptionalities"
Part A: Discussion: College & Career Readiness
Review the Discussion Requirements for this course before responding to the prompt below.
Read this week's textbook readings and examine the differences between college readiness and career readiness. The text seems to suggest that students should be prepared to enter college or the workforce. However, little is provided to define the workforce or resources in particular areas.
Discuss the school counselor's role in assisting students in determining if a college or a non-college track career program will be more valuable for them. In Oklahoma, there are required parental forms if a child is going to be on a core track versus a college readiness track. The core track is often misunderstood as an easier path to take, which might be seen as less intensive than the college track. Additionally, there is a disproportionate number of minority students in the core track. Include in your discussion how a school counselor could assist the parents and students to make better choices for their futures and what assessments they might use to make data-informed decisions. Need Assignment Help?
Part B: Discussion: College & Career Readiness
Review the Discussion Requirements for this course before responding to the prompt below.
Read this week's textbook readings and examine the differences between college readiness and career readiness. The text seems to suggest that students should be prepared to enter college or the workforce. However, little is provided to define the workforce or resources in particular areas.
Discuss the school counselor's role in assisting students in determining if a college or a non-college track career program will be more valuable for them. In Oklahoma, there are required parental forms if a child is going to be on a core track versus a college readiness track. The core track is often misunderstood as an easier path to take, which might be seen as less intensive than the college track. Additionally, there is a disproportionate number of minority students in the core track. Include in your discussion how a school counselor could assist the parents and students to make better choices for their futures and what assessments they might use to make data-informed decisions. 250 words
Part B-Essay: Creating a Non-Aggressive School Environment
This assignment will require you to go beyond the textbook and examine the literature on the causes of school violence and effective prevention programs. Locate at least three peer-reviewed journal articles that examine the issues of bullying, school violence, or reducing negative behaviors in the school.
Summarize each article. List and discuss sources of school violence and the programs designed to reduce these behaviors. Locate one more article that gives the data for increases in school violence and why current programs appear not to be working.
The main part of the essay will be the conclusions you draw and the suggestions or recommendations you make to design a program that will be more effective in preventing school violence. You do not have to create a school violence intervention program but use analysis to determine what we may be missing and the school counselor's role.
Write at least 750 words. Including the textbook, you must have at least four references and use APA style with title and reference pages.
Part C: Vocabulary: School Counselor Profession Terms, Part 5-To assist you in preparation for the school counselor exam and to help you understand the terminology used in the profession, define each of the following terms. As you prepare each week for this assignment, keep these terms in a continuous file.
Terms:
- Career readiness
- College going culture
- Vocational education
- National Career Cluster Framework
- Identity status in advisement
- Identity diffusion
- Identity foreclosure
- Identity moratorium
- Identity achievement
- School violence prevention programs
- Bullying
- Proactive/reactive aggression
- Social and emotional learning programs
- Exceptionalities
- IDEA
- Special Education
- Section 504 of the Rehabilitation Act of 1973
- RTI
- IEP
- Gifted and talented programs