The faculty in the Department of Counseling has as its mission the goal of training students who display a respect for human dignity, exhibit a commitment to fulfillment of their individual potential, show an understanding of educational and counseling processes with knowledge in their specific field of endeavor, apply ethical and competent behavior in the use of counseling skills, acquire and use knowledge of the roles and functions of others working in related fields, possess and display maturity in self-development, and who understand issues and trends of a multicultural and diverse society.
Scope and Purpose:
A library materials collection to support the department of counseling and special education includes advanced study level information on the practice and theory of special education of students at all educational levels, including the education of the disabled and gifted. It also includes research level coverage of school guidance programs and practices, family and educational counseling, and information on educational and school psychology at the research level. The coverage for special education includes all aspects of assessment, Curriculum, instruction, and administration including educational prescription. Guidance coverage needs to be complete enough so that no aspect of vocational, educational, or career guidance is neglected. Counseling coverage extends to individual and group counseling for therapy in behavioral and attitudinal situations. While the emphasis is on educational settings, the focus of the department, and therefore the collection, is on recognition and remediation for individuals regardless of their environment. School psychology coverage needs to be thorough, including all current theory and experimentation, child study, and assessment in the field. Care is taken to assure that all the various subjects included in this department's information needs are developed as an integrated collection of information, providing the basis for recognition of the individual's needs, prescription for development, and the therapy, instruction, or guidance to effect a program. Both current theories and practices and historical development are included in the collection.
The Curriculum of the department of counseling and special education prepares undergraduate students for certification to teach special pupils through the secondary level. Special education Curriculum includes developmental disabilities and physical handicapped. Graduate programs lead to counselor certification and administrative competencies in school programs for counseling, guidance and special education. Doctoral level programs are included for educational psychology and counseling; the latter leading to state licensure. The department coordinates with the department of psychology on doctoral study. The department's programs lead to bachelor's degrees and masters degrees in special education, masters degrees in school psychology, and masters and doctoral degrees in counseling.
Concentration of the collection will be practice and theory in North America and Western Europe, but no major ideas or trends from throughout the world can be omitted. Collection of United States publications will be at a research level for counseling and school psychology and at the advanced study level for special education. European and English-speaking countries will be collected at the initial study level for all subjects; pertinent titles from the remainder of the world will be collected at a basic study level.
Primary collection will be in the English Language except that major theoretical works not available in English or translation should be acquired in foreign Language to assure complete coverage. Effectively, that means that one or two percent of collection may be in foreign Languages.
Historical treatment of special education in the nineteenth and twentieth century is collected at initial study level. Advanced study level coverage of current developments in the United States and basic study level collection of current practices in special education throughout the world is observed. School psychology requires research level coverage on the theoretical and experimental bases and historical developments. Research level collection is necessary for educational psychology. Emphasis in counseling is advanced study level coverage of current information, and basic study level coverage of current developments in the United States and basic study level collection of current practices in special education throughout the world is observed. School psychology requires research level coverage on the theoretical and experimental bases and historical developments. Research level collection is necessary for educational psychology. Emphasis in counseling is advanced study level coverage of current information, and basic study level coverage of historical theoretical works. Guidance emphasizes current materials collected at an advanced study level, and historical coverage at the basic study level.
Special education needs advanced study level collection of theoretical and professional publications and a basic level collection of popular treatments. Sample special education instructional materials used in instructional programs are covered in the curriculum center policy. School psychology needs research level coverage of professional and theoretical treatments and research reports. Counseling materials include professional works and research reports. Guidance information collection includes the information materials used in the provision of guidance, as well as the theory and practice of guidance as described in research studies and the professional literature.
Principal collection will be in print formats with about ten to fifteen percent of acquisitions in audiovisuals or computer software, the latter will be especially useful for special education and counseling.
No significant remote resources are identified.
Closely related curricular areas are found in psychology, communicative disorders, home economics and family ecology, and elementary and secondary education. Specific subject areas supporting those departments are not the responsibility of this policy.