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............ ..........................................

e.i1a....qirtit•te........g•te 

Studies 

Date.

..... 

7 9 - 12 - 

2.

.................................. 

1)

New Course - EDUC425-4 

2)

Changes - Physical Education Minor 

Action taken by the Senate Committee on Undergraduate Studies 

at its meeting of December 18, 1979, gives rise to.the follow- 

ing motions: 

MOTION 1 

That Senate approve and recommend approval to the Board 

of Governors the proposed new course EDUC 425-4 School 

Counselling for the Classroom Teacher , as setforth in 

S.80-2 

NOTE 

The course was presented as an appropriate response to an 

identified need of many teachers. The library estimate was 

seen as somewhat high since the library collection has been 

supplemented for the graduate programs in clinical psychology 

and it was felt that the number of necessary school-oriented 

counselling titles published annually must be relatively small. 

M(VPT(TJ

That Senate apprOve and recommend approval to the Board 

of Governorsthe proposed calendar revisions for the 

Physical Education minor, as set forth in S.80-2 

NOTE 

The proposed calendar revisions are largely oriented towards 

stronger liaison between Education and Kinesiology. They 

incorporate the new sequence of courses developed for that 

purpose. 

is

SiMON FRASER

MEMORANDUM

UNIVERSITY

S c x 79_

To

..................

.

Harr

y

.... ?

v.ans

..............................................................................   

From 

........J .W. 

?

George ? 

............................................................. 

Secretary ? 

Dean 

F,açuj•tyof 

Studies 

Subject ................. ................................................... .......... 

......................................... 

?

Date ........ .Novemb.er 

?

.

28, ? 

.9 . 

79

?

............................... 

For youri.nformation the Faculty of Education at its meeting on November 

26,

1979

approved the following: 

-

I. New course proposal, Education 

425-4 

School Counselling 

for the Classroom Teacher... 

?

.

2. Proposed calendar revisions for. the Physical Education minor. 

I would appreciate your including these items on. the agenda for the 

next meeting of the Senate Committee on Undergraduate Studies. 

S K: ma 

cc: Executive Committee 

Dean 

?

Chairman, SCUS 

NEW COURSE PROPOSAL FORM 

1.

Calendar Information 

?

Department: Education 

Abbreviation 

Code: EDIJC 

?

Course Number: 425 ? 

Credit Hours: 

?

4 ?

Vector:2-2'-() 

Title of Course: School 

Counselling

for the classroom teacher 

Calendar Description 

of Course: 

See attached sheets 

Nature of Course: Overview of School Counselling 

Prerequistes (or 

special 

?

instruction): ? 

Educ 220 or 

PSy

If

equivalent, or 

or consent of 

What 

approved: 

course 

?

None 

(courses), 

if any, is being dropped from 

the calendar if this course is 

2. ? 

Scheduling 

How

frequently 

will the course be offered? 

?

Twice 

a year. 

Semester in 

which the course will first be offered? 

?

Fall, 1980. 

3. ? 

Coals 

of

the Course 

See attached 

sheets for Statement of 

Rationale and

Topical 

Course Outline. 

4. ? 

Budgetary 

and S 

p

ace

---

Req ilrement ? 

(for information 

only) 

What additional 

resources will, be required in the 

following areas: 

Faculty 

present faculty will teach the course. 

? ?

..

?

Iliebert, ? 

R. ? 

Marx, 

?

J.

?

Martin 

Staff ? 

Library ? 

.

?

see attached 

Audio Visual ? 

-

Space 

?

-

Equipment ? 

-

5.

?

prova1 

Date: 

/p

Department Chairman 

Rational and Perceived Needs 

The primary focus of this ,:-ourst' is 1 . 

) d eve] 

ski I I and a theoretical Iiarkgro''ud 

from which classroom teachers 

ou.ld

da I s 

t

ore eFfect: ive Lv w 11.1% counsel log-related 

s

t;uations

that are eucotintered with in tlie colitcxt 

of the

normal 

c lassioom. Teach

often find themselves in s i rant ions where they lack 

the

appropriate- interpersonal 

skills that permit them to deal cfiect ively 

with counseti

ing-related situations. 

Such activities as standardized testing, career exploration and "group guidance" 

are often conducted with 1 itt] 

reference 

the riworet teal models that gave rise 

to such practices. This course would address these concerns. A more detailed 

rational is provided below followed by a course outline and suggested supporting 

reference materials. 

The rapport that develops between leacher and 

student

most often places the 

teacher in a position of trust and respect. in the classroom. As a result it seems 

natural for students to approach their teachers with a variety of problems and personal 

situations. in many cases children feel more ready 

approach their teachers with 

these matters than they do their parents, clergyman, or significant other adults. 

A difficulty arises in that most teachers have 

not had any

formal training in dealing 

with these kinds of situations and often feel. 111.-equiped to productively handle 

the -interaction. ii some schools a counsel.l.or is designated to deal with such student 

-oncerns. However, 

many

schools do not have counsellors, and where a counsellor exists, 

a high student: counsellor ratio makes student access difficult. The inaccessibility 

the counsellor and the rapport referred to above (especially in the elementary school 

sitting) results in the classroom teacher being frequentl.y faced with situations that 

demand counselling skills. 

?

.

Not only are teachers often involved in counselling types of situations, there 

is some indication that teachers perceive a need for developing more expertise in 

this area. Faculty members are frequently eafl is! upon to give in-service and professiona 

development seminars in this area. Based on the number of requests 

the past and 

feedback from students, the Director of Undergraduate Programs estimates an enrolment 

of approximately 30 students if an undergraduate course in school counselling were 

offered by this department. Moreover, the past two years have seen a substantial 

increase in private sector workshop offerings in such area:; as: "Affective", education, 

classroom communication skills, vocational. 'information systems, interpersonal, skills, 

no--lose confrontations, and the like. This can be taken as an indication of the 

potential market for such 

.

a course. 

Recent communication with the chairman of the provincial task force on school 

counselling has provided additional evidence of the need for an undergraduate couneUn 

course. Generally speaking there is a need for upgrading counsellor credentials in 

the province. At present, it would appear unrealistic to expect that school counsellors 

would have graduate degrees in counselling or related fields but that undergraduate 

coursework in counselling related fields would be a realistic immediate alternative. 

Furthermore, the task force Will be recommending to the minister that an effort be 

made to encourage more guidance and counselling activities within the classroom setting, 

and that universities be urged to develop undergraduate courses in counselling to help 

prepare teachers for this role. Therefore it would seem propitious for our department 

to offer a course in school counselling at the undergraduate level. 

In addition to the contribution that an undergraduate course In schooling 

counselling could make to teacher preparation, such a course would also open a career 

option to practicing teachers. Classroom teachers who wished to explore the poa 

h1l

I.tv 

of moving into the area of school, counselling could take this course for investigative 

purposes without having to enrol in a graduate program. The course could become part 

of an Extended Studies Diploma or could be part of the teacher's own professional in- 

service program. Further, undergraduate students interested in exploring the area of 

school counselling or interested in expanding their repertoire of classroom skills 

to take this course without having to enrol. 'in a graduate program. 

• lonal and P,reived N.ed; 

?

t•oi 

Therefore it 

i:3

proposed 

offer a course, thai could become an integral pan 

a

Profcs!4i0O1l

Development Pro,ralr. 

?

ide

assrOOifl teachers with group inter- 

aclion skills, communiCaf ion skills and an awareness ot ..otinseiling procedures that will 

make them more effective teachers. The pro1.osd calendar description and topical out- 

1.

11W

follow. 

CALENDAR DESCRIPTION 

This course is intet1ed for seiior students or practicing teachers who wish to 

tz1ore the area of school counsel IIng and develop some counselling skills that can 

be used within a classroom setting. A combination of lectures, discussion and 

supervised practice will be used as a means for exploring such areas as 

t

the role of 

the school counsellor, school counselling systems, vocational, decision making, 

st;mdardized testing, communication skills, and "affective" development. 

• COURSE OUTLINE 

1. What is school counselling 

- role ' 

of a school counsellor 

- counsellor - administration interaction 

- counsellor - teacher interaction 

- counsellor - parent interaction 

- counselling systems in the schools 

- some current controversies 

>

?

Counsellor training 

• ? 

- necessary skills for competent counselling 

- approaches to counselling 

- limitations of the school counsellor 

3.

Developing communication and counsei.li. 

n

t skills 

- listening skills 

- self-expression skills, 

- verbal - nonverbal communication 

- no-lose confrontations 

- group dynamics 

- group leadership skills 

?

... . 

•

"Affective" 

development 

- components of "affective" development 

- overview of "affective" education programs 

5.

Vocational decision making 

mode.1.s of vocational decision making 

- vocational information material. and sources 

6.

Use of Standardi.ied Tests 

- administering and Interpreting standardized tests 

7.

Use of referral services 

-- . recognizing counsellor limitations 

-

?

- procedures for referral and f011oW-UI) 

- school-based referral services 

community-based refex rail services 

.

Topical Course Outline (cont) 

S. Ethical considerations 

- confidentiality 

- parent, teacher, student and counsellor rights and responsibilities 

SUPPORTING RI LEl.M: SOUR(

Adams, F.C.

and Stephen 

s

, C.W., 

Universities.

Carbondai( 

?

Southern 1 II inoi s thuver;ilY Press, 1972 

jjtj 

behavioral sciences. 

Englewood Cliffs: Prcntice-lIaU, 1969. 

Axline , V.M. 

?

New York: galantine, 1964. 

Becker, W 

.C.

Parents 

are teachers: 

?

Champaign 

Research Press, 

1971. 

Belkin, 

G.S. 

Practical 

c0ufle1

!!!&

the

.schools. Ihihuque: William C. 

3rown, 

Berne, B. Games people 

2tay

.

New York: Grove, 1964. 

nm

Rrammer, L.M. The helpirela 

?

shipj Process and skills, 

Englewood Cliffs: 

?

Prentice _Hill, 1973. 

Byrne, R.H. Guidance: 

A behavioral approach. 

?

OOd

Cliffs ? 

Prentice-Hall,. 

1977. 

Calhoun, J.F., 

?

Acocello, 

JR. Psycho1oyofzi(I'listment 

and

human relationship? 

New York: Random 

1-louse, 1978. 

Calia, B.F. and 

Corisini , R.J. , Critical 

Englewood Cliffs: 

Prentice-HaIl. 1973. 

Carkhuff, R.R., 

?

Beren son , B.C. i3epnd counselin and 

(2nd Ed.). 

New York: Holt, 

Rinehart t Winston, 1977. 

Carter, R. Help! These 

kids are driving 

me

crazy. Champaign:

Research Press, 

1972. 

Chapman, E.N. Career 

search: 

Apersonl 

-

pursuit. Chicago: Science Research 

AssociateS, 1976. 

De Vito, 

J.A. 

The

intpersOfl a 

communication book. New York: 

Harper 

1976. 

Dreikiers, R. Greenwold, •B. 

B., f,Pepper, F.C. Maintain' 

?

t in 

the

classroom: 

illustrated

teaching te 

?

e. New York: Harper 

?

Row, 

1971. 

Ellis, 

A., ? 

Harper 

R.A. ? 

Lide9 rational living. Hollywood: Wilshire, 1961. 

Ellis, 

A. HanistiC 

PsychotheraPJJhe 

Rational Emotive    

?

New

York: 

?

JulianIl3. 

Franks,C.M., Behaviour 

Therap: 

?

jraisa1 and Status. New York: McGraw Hill, 

1969. ? 

- -

Fullmer, D..W., G 

Bernard, lI.W. The school counselor-consultant 

.

Boston: Houghton, 

Mifflin, 1972. 

•inzbeTg, E. Career Guidance. New York McGraw UL1, 1971.. 

Glasser, W. 

?

N ?

York:. Harper 

f Row, 

iT ?

Glasser, W. Schools without failure- 

New York: Uarer

Row, 1969.

Gordon, T. 

teacher 

eftectiveness traini."- New York: p.11. Wyden, 

1974. 

Gottman, J.M., 

?

Leibluin, S.R. 

New York: Holt, Rinehart 

?

Winston, 1974.

Harris, T.A. Pm OK - 

You're OK. New York: Harper 4 Row, 

1967.

Hendricks, G., 

?

Wills, 14. The 

?

!LL!&-2 

?

for

children,

Englewood Cliffs: 

Prentice-Hall, 1975. 

Holland, J.L. 

Vocational Choice_ Toronto: Ginn, 1966. 

Hoppock, R.

New York: McGraw

.

11111, 1967.

Boston:

Isachson,

L.E. Career 

_Informa 

tion* 

Allyn ? 

Bacon, 1971. 

.

XrumbOltz,J.0, 

Krum 

bol t 

?

FI.B. ? 

aii

hiidrens.Y.2L

Englewood 

Cliffs: 

Prentice-Hall, 1972.. 

ing:

Cases and techniques.. 

Krumboltz, J.D., l Thoresen, C.E. Behaviora 

l

counsel 

New York: Holt, Rinehart 

?

Winston, 1969. 

New York: Holt, Rinehart 

Krumboltz,

Winston,

J.D.,

1976.

Thoresen, 

C.E. 

Counsel±

Lazarus, A.A. Behaviour Therapy and BeYolld. 

?

ew Yor1: McGraw Hill, 1971.? 

Lyman, H.B. Test scores and what they mean (2nd Ed.). 

Englewood Cliffs:

Prentice-Hall, 1971. 

Mahoney, N.J., • Thoresen, C.E. 

?

to the p 

r5Ofl.

Monterey: 

Brooks/Cole, 

1974. ?

Martin, 

G., ? 

Pear, 

J. Behavior 

_modification:What

it is and 

to do it.

Pr

Englewood Cliffs: 

?

entice-Hall, 

1978- ?

Miller,

S., Nunnally, 

E.W. 

?

Wackman, D.B. Alive 

and aware:

How to 

improve

your

relationships 

?

Minneapolis: Interpersonal 

communications 

programs, 

1975.

Osipow, S. 

. H. Theories of Career Development. New York: 

Appleton-Centu 

ry-

Crofts, 

PalomareS, U., 

?

Bod, 

C. Human deV 

.

o

?

PY°L" ?

(Levels 1-VI). La Mesa: 

Human Development 

Training Institute, 194. -- 

CWTIM

3 ?

Patterson, G. . R.

Champaign: Research 

Press, 1975. 

Rimm, D.C., 

?

Masters, J.C. 

findgs. New York: /u:ademic, 1974. 

Schmidt, J.A. He 

?

rseif 

?

seLf-cha,'. Champaign: Research 

Press, 

1976. 

Sheppard, W.C., Shank, S.B., 

?

Wilson, ). Teaching social behavior 

t2J°.'

children.

Champaign: Research Press, 1973. 

Strayhorn, J .M. 

?

to effecJ 

y

e communication 

?

l!ob1em- 

solVifl&.

Champaign: Research Press, 1977. 

Tlx,rndike, R. 

L. Educational Measurement (2nd lid.).. Washington, D.C.: 

American 

Council of 

Education, 97l. 

Tolbert, E.L.

Boston: Houghton Mifflin, 1974. 

Tubbs, S. I,, 

?

Moss, 

S. Human communication 

New York: 

Random House, 1974. 

Tyler, L.E. Tests 

and

Measurements:hiiglcwoOd Cliffs: 

Prentice-Hall, 1973. 

Watson, D., ? 

Tharp, R. Self-directedbchaVi0L,!!ificati0n for 

Adjustment. Monterey 

?

: Bro/Cole, 

oks

1972. 

Wolpe, J. The

Practice of behavior 

t1terap(2n 

d

Ed.). New York: 

Pergamofl 

1973. 

Zytowski, D.C. 

Vocational Behaviour. New York: Holt Rinehart.f Winston, 

1968. 

Peters, R.S., Hirst, P.U., Dearden, R.F. Education and 

the

Development of Reason 

Peters, R.S. Ethics and Education 

Szasz, T. The Myth of Mental Illness 

An interperSOflal perspeCt1y.. 

is

SFU LJ!R&1Y cou,ECrL)N

AI.(.ATO1

(To be 

compl

eted 

only for n. 

'.Cuse ;

or ?

Date to be offered: 

•

1'aH., 1980

• ? 

2.

?

Resources currently 

?

in collection: 

Reading lists. 

?

No. and Z of titles available: 

?

44

86%

Related materials in general collection: 

Monographs: ? 

300-400 titles 

Serials Subscriptions:

Backffles: ?

partLil

backiiies.

Other:

3.

?

(Indicate approx. 

?

no. ? 

of

?

titles, 

?

vols.,

ESTIMATED

COS

date, as appropriate) 

Monographs: ? 

25 titles/year              

200.00 

200.00

New serials subscriptions; 

?

Serials bakft1es: 

?

5

Other (specify): 

tal

800.00 

Comments:

The library has adequate holdings

n

the

area 

of counsellin

g

Considerable ti

tles, both monog^^ILII__I_jjq_serials fiave._,_b_een ordered' 

over

the the p

ast

strain on 

our

budget.

'or tlhrary ?

Fc4 laculty 'epartmeflt

• / 

MINOR IN ELEMENTARY SCHOOL PHYSICAL EDUCATION 

Rationale for Proposed Changes 

The proposed changes in the procedure, policies and content of the 

Elementary School Physical Education Minor are based upon several 

important considerations. These are described in the accompanying 

paragraphs. 

To date, we have allowed one Fall intake for prospective candidates. 

Through a screening process, available qualified faculty associates and 

special 405 placements, approximately 24 students are annually admitted 

to this program. Reduced professional development 

,

enrollments, coupled 

with a substantial increase in external programs requires a shift to an 

"open" minor. In order to accomplish 

'f.

this, we are requiring: 

(a)

Nine mandatory lower

L.,courses ?

ere#ri''t

{b) Completion of curriculum seminars, workshops and special 

course offerings during Education 402; 

(c)

Completion of a specified teaching assignment in physical 

education during Education 405; 

(d)

Completion of two mandatory upper4,,Sit:h courses during Education 

404; and 

(e)

Completion of the remaining upper ,is'minor course require- 

ments prior to entrance to PDP, during Education 404 or 

subsequent to Education 404. 

The above proposed requirements will provide the following benefits 

to this faculty and to each prospective candidate; 

(a)

Opens the minor 

to

all qualified students. 

(b)

Permits appropriate transfer of community college courses. 

(c)

Enhances the quality of the minor program through mandatory courses 

and teaching experiences. 

(d)

Provides .a means of projecting student enrollments, hence provides 

lead time to select appropriate 405 school associates. 

Finally, the proposed changes described in the accompanying Calendar 

description necessitate the faculty responsible for this Minor to design 

a sequence of experiences and course offerings that is sequential in 

nature as well as provide a foundation for advanced course and program 

offerings. 

MINOR IN ELEMENTARY SCHOOL PHYSICAL EDUCATION 

.

??

The Minor in Elementary School Physical Education provides students in 

the Professional Development Program with an additional and special com- 

petence to teach Physical Education. 

Prereqisites 

minimum of nine semester hours selected from the following list of 

courses with at least six hours to be taken from KIN, 

EPA,

and/or PSYC. 

Prospective students for this program must complete these courses (or approved 

transfer courses from community colleges or other universities) prior to 

enrolling in Education 401. 

KIN. 100-3 Introduction to Human. Structure and Function 

KIN. 110-3 Current Topics in Human Nutrition 

KIN. 140-3 Contemporary Health Issues 

KIN. 142-3 Introduction to Kinesiology 

KIN. 143-3 Exercise Mnagpent 

FPA. 120-3 

?

?

J ?

(formerly KIN. 144-3) 

KIN. 220-3 Human Food and Nutrition 

KIN. 241-3 Sports Injuries - Prevention and Rehabilitation 

PSYC. 105-3 Differential Psychology 

EDUC. 220-3 Psychological Issues in Education 

EDUC. 230-3 Philosophical Issues in Education 

EDIJC. 240-3 Social Issues in Education 

. ?

Professional Development Program Requirements 

All students wishing to obtain an Elementary School Physical Education 

Minor must complete the teaching and course requirements listed under the 

following Education numbers of the Professional Development Program: 

EDUCATION 401: Any student who has completed the prerequisite 

courses and who wishes to complete the Professional Development 

requirements for this Minor must complete the Elementary School 

Physical Education application form by October 15th. Application 

forms may be obtained through the Faculty Associate or from the 

office of the Director of Professional Programs. 

EDUCATION 402: All prospective Physical Education Minor can- 

didates must complete the designated curriculum seminars, work- 

shops, or other special course offerings of this minor program. 

Students assigned to external program locations will be required 

to complete alternate program requirements. A schedule of these 

requirements is available approximately three weeks prior to 

Education 402. 

EDUCATION 405: During this four month internship, Physical 

Education Minors are required to teach a minimum of three 

intermediate level and three primary level physical education 

classes per week. 

2.

EDUCATION 404: 

?

The Elementary School Physical Education Minor 

• requires all candidates to complete at least 14 to 18 semester 

hours of specified upper ?/l'i.S!c.V course work. The following two 

specified courses must be taken during Education 404: 

EDUC. 459-4 Instructional Activities in Elementary 

?

School Physical Education 

EDUC. 479-4 Designs for Learning Physical Education 

Remaining Course Requirements 

The remaining 6 to 10 hours of the 14-18 required for the Minor may be 

selected from the following recommended courses. These remaining courses 

may be completed prior to entering the Professional Development Program, 

during Education 404, or during any semester subsequent to completion of 

the Professional Development Program. 

KIN.  

303

Kinanthropometry 

KIN.  

320-3 

Cultural Aspects of Human Movement 

KIN.  

343-3 

Fitness Appraisal and Guidance 

KIN.  

367-3 

Psychology of Motor Performance and Skill 

Acquisition 

KIN.  

370-3 

Biomechanics of Motor Learning 

KIN.  

375-3 

Physiological and Developmental Basis of 

Motor Performance 

• ? 

KIN.  

470-2 

Motor Activities Laboratory I (Individual) 

KIN.  

471-2 

Motor Activities Laboratory II (Team) 

PSYC. 

302-3 

Learning 

PSYC. 

351-3 

Child Psychology 

EDUC. 

422-4 

Learning Disabilities 

EDUC. • 

423-4 

Analysis of Teaching 

NOTE: Other courses not listed above must be approved by the Nrector. 

of Undergraduate Programs. 

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