ERIC Identifier: ED475389
Publication Date: 2003-06-00
Author: Vess, Kimberly A. - Halbur, Duane A.
Source: ERIC Clearinghouse on Counseling and Student Services
Greensboro NC.
Character Education: What Counselor Educators Need To Know.
ERIC/CASS Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
INTRODUCTION
Introduction Character education is the "fastest
growing reform movement in P-12 education today" (Williams, 2000, p.
32), thus all counselor educators and counseling students need to be
informed and cognizant of various P-12 character education programs.
Currently, more than 30 states mandate some aspect of character
education (Otten, 2000) and school counselors are frequently
responsible for introducing character education curricula to their
schools. However, research suggests that counselor education
programs are not emphasizing character education in their
preparation programs (Ryan & Bohlin, 1999).
DEFINITIONS AND
APPROACHES
What is character education and how does it affect
education? Williams & Schnaps (1999) detail the work of the now
defunct National Commission on Character Education, formed in 1997,
to answer these questions. The Commission defined the term character
education as "any deliberate approach by which school personnel,
often in conjunction with parents and community members, help
children and youth become caring, principled and
responsible" (Williams & Schnaps, 1999). According to
Williams (2000), the Commission used character education as an
umbrella term that encompasses diverse approaches, philosophies and
programs. Problem solving, decision-making, and conflict resolution
are important aspects of developing moral character. Character
education offers students opportunities to experience these traits
directly. Typically, the goals of character education are to help
children become morally responsible, self-disciplined
citizens (McBrien & Brandt, 1997). The American School Counselor
Association stated that the purpose of character education is
to "assist students in becoming positive and self-directed in their
lives and education and in striving toward future goals" (ASCA,
1998). These goals are carried out by teaching children about basic
human values such as honesty, kindness, generosity, courage,
freedom, equality, and respect (McBrien & Brandt, 1997). TYPES OF
PROGRAMS
Numerous types of character education programs exist.
Williams and Schnaps (1999) provided a thorough description of five
major theoretical perspectives of character education: Watson's
community of caring (1989); DeVries's constructive approach (1998);
Berkowitz's child development perspective (1985, 1999); Lickona's
eclectic approach (Lickona, 1991); and Ryan's traditional
approach (Ryan, 1995). In a later study, Williams (2000) delineated
four commonalities among the five theories. First, each theory
involves direct instruction wherein youth are inculcated with
virtues of society through training on habits or virtuous
behavior (including Ryan [1995], Lickona [1991], and
Berkowitz [1985]). Second, indirect instruction is a common
component of character education. Williams and Schnaps (1999, p. 12)
defined indirect instruction as "building a child's understanding
which is believed to lead to interpersonal interactions of peers
under the guidance of caring adults." Williams and Schnaps (1999)
cited theorists DeVries, Lickona, Watson, and Berkowitz as
participating in indirect instruction. Third, theorists
Watson (1989) and Berkowitz (1999) included community building in
their theories. Community building enhances moral character through
caring relationships and environments. Fourth, all character
education theories utilized adults as role models. Many commercial
programs available for purchase are based on the work of these
theorists. Since many school counselors will find themselves in
a "position to be effective in designing, initiating, and supporting
a character education curriculum" (ASCA position statement, 1998),
understanding the theoretical differences and similarities of
character education programs is important.
SAMPLE
PROGRAMS
Frequently, school systems purchase and utilize
commercial character education programs such as: American Promise,
Character Works, Character Counts and Character Matters. These
programs include teaching materials designed to infuse such
character values as trustworthiness, responsibility, respect,
fairness, caring and citizenship into the school curriculum.
Otten (2000) stated that character education is integrated into the
school community as a strategy to help re-engage students, deal with
conflict, keep students on task in the learning environment, and
reinvest the community with active participation by citizens in
political and civic life. With the popularity of character education
programs in P-12 education, counselors need to be educated how to
incorporate character education components into counseling program
curricula. HOW DOES CHARACTER EDUCATION FIT INTO COUNSELOR
EDUCATION?
When character education is implemented in a school
system, it is often the school counselor who coordinates the
program. Since school counselors are typically in a position to
assist students with developmental concerns and mental health
issues, it is imperative that they be familiar with character
education programs. The American School Counselor Association
supports character education in the schools, stating that
professional school counselors need to "take an active role in
initiating, facilitating and promoting character education programs
in the school curriculum. The professional school counselor, as a
part of the school community and as a highly resourceful person,
takes an active role by working cooperatively with the teachers and
administration in providing character education in the schools as an
integral part of the school curriculum and activities" (ASCA,
1998). As character education continues to play a vital role in
P-12 education, it is important to prepare counselors for this facet
of their professional positions. However, research suggests that
counselor education programs have yet to reflect this new national
priority in their course content (Ryan, & Bohlin, 2000). Some
authors have suggested that counselor educators avoid character
education because it feels contrary to academic freedom, infringes
on faculty beliefs about privacy or personal behavior, or because
they are fearful of inculcating values in higher education
settings (Ryan, & Bohlin, 2000; Williams & Schnaps, 1999). Though
these may be concerns of counselor educators, it can be argued that
all forms of education contain the teaching of values (Williams,
2000). If counselor educators are to serve as models for the
profession, it would stand to reason that character education be
included in counselor preparation. More specifically, prospective
school counselors need to be taught to select, teach, and facilitate
character education programs. They must learn how to involve all
stakeholders, including students and parents, in successful program
implementation.
CONCLUSION
Character education is the fastest
growing school-based movement (Williams, 2000). The character
education movement affects counselors and counselor educators. The
counseling profession strives to aid P-12 youth in developing
academic skills and also to assist in the development of values,
character, self-directed behavior, generosity, equality and
respect (ASCA, 1998; McBrien & Brandt, 1997). Teachers, staff,
parents and administrators are looking to school and mental health
counselors to guide them in the character education component of
P-12 education. Therefore, information on character education
programs needs to be incorporated into counselor education programs.
Counselor educators owe it to students to prepare them to understand
the common foundations of the various marketed character education
programs. Counselor educators who assist counseling students with
this competence are modeling professionalism, advocacy and the need
to stay up to date. However, the ultimate payoff is counselors who
are more equipped and confident to commence and encourage character
education programs for P-12 youth. RESOURCES
American School
Counseling Association (1998). American School Counseling
Association's position statement on Character Education.
http://www.schoolcounselor.org/content.cfm?L1=1000&L2=7. Center
for the 4th and 5th Rs
P.O. Box 2000
SUNY, Cortland
Education
Department
Cortland, NY 13045
Tel: (607) 753-2455
Fax: (607)
753-5980.
http://www.cortland.edu/www/c4n5rs
Character
Development Foundation
P.O. Box 4782
Manchester, NH
03108-4782
Tel/Fax: (603)
472-3063
http://www.charactered.org
Character Development
Group
PO Box 9211
Chapel Hill, NC 27515-921
Tel: (919)
967-2110
Fax: (919)
967-2139
http://www.charactereducation.com
Character Education
Partnership
1600 K Street, NW, Suite 501
Washington, DC
20006
Tel: (800) 988-8081
Fax: (202)
296-7779
http://www.character.org/
The Consortium for Social
Responsibility and Character in Education
University of Central
Florida
College of Education
Suite ED-318
PO Box
161992
Orlando, Florida 32816-1992
Tel: (407)
823-3819
Fax: (407)
823-5135
http://pegasus.cc.ucf.edu/~csrce/
International Center
for Character Education
University of San Diego
5998 Alcala
Park
San Diego, CA 92110-2492
Tel: (619) 260-5980
Fax: (619)
260-7480
http://www.teachvalues.org/
The Journal of College and
Character
Center for Study of Values in College Student
Development
Department of Educational Leadership
113 Stone
Building
Florida State University
Tel: (850)
644-6446
Fax: (850)
644-1258
http://www.collegevalues.org/
REFERENCES
American
School Counseling Association (1998). American School Counseling
Association's position statement on Character Education. Retrieved
December 10, 2002, from
http://www.schoolcounselor.org/content.cfm?L1=1000&L2=7 Berkowitz,
M. W., & Oser, F. (Eds.). (1985). Moral education: Theory and
applications. Hillsdale, NJ: Lawrence Erlbaum and
Associates.
Berkowitz, M.W. (1999). Building a good person. In
M.E. Bafumo, K. Bohlin, E.Schaps, & M. Williams (Eds.), Character
education: The foundation of teacher education (Report of the
Commission on Character Education). Washington, D.C.: Character
Education Partnership.
DeRoche, E., & Williams, M. (2002).
Educating hearts and minds: A comprehensive character education
framework (2nd ed.). Thousand Oaks, CA: Corwin Press.
DeVries,
R. (1998). Implications of Piaget's constructivist theory for
character education. Action-in-Teacher-Education, 20 (4),
39-47.
Lickona, T. (1991). Educating for character: How our
schools can teach respect and responsibility. New
York:Bantam.
McBrien, J. L., & Brandt, R. S. (1997). The language
of learning: A guide to education terms. Alexandria, VA: Association
for Supervision and Curriculum Development.
Otten, E. H. (2000).
Character Education. Bloomington, IN: ERIC Clearinghouse for Social
Studies/Social Science Education. (ERIC Document Reproduction
Service No. ED 444 932). Retrieved February 15, 2003, from
http://www.ed.gov/databases/ERIC_Digests/ed444932.html.
Ryan,
K. (1995). The ten commandments of character education. The School
Administrator, 52 (8), 18-19.
Ryan, K., & Bohlin, K. (2000).
Teacher education's empty suit. Education Week on the WEB. Retrieved
October 19, 2002, from
http://www.edweek.org/ew/ewstory.cfm?slug=26ryan.h19.
Schaeffer,
E. F. (1999). Implementing Character Education. National Association
of Secondary School Principals Bulletin.
Smith, D., (2002). White
House conference draws on psychologists' expertise. APA Monitor,
33 (8), 22.
Watson, M., Solomon, D., Battistich, V., Schaps, E., &
Solomon, J. (1989). The child development project: Combining
traditional and developmental approaches to values education. In L.
Nucci (ed.), Moral development and character education: A
dialogue (pp. 51-92). Berkeley, CA: McCutchan.
Williams,
M. (2000). Models of character education: Perspectives and
developmental issues. Journal of Humanistic Counseling, Education
and Development, 39, pp. 32-40.
Williams, M., & Schnaps,
E. (Eds.)(1999). Character Education: The foundation for teacher
education. Washington, DC: Character Education
Partnership.
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Dr. Kimberly Vess and Dr. Duane Halbur are
counselor educators at the University of Northern Iowa and private
practitioners in Cedar Falls, Iowa.
ERIC Digest are in the public
domain and may be freely reproduced and disseminated. This
publication was funded by the U.S. Department of Education, Office
of Educational Research and Improvement, Contract No. ED-99-CO-0014.
Opinions expressed in this report do not necessarily reflect the
positions of the U.S. Department of Education, or ERIC/CASS
Title: Character Education: What Counselor Educators Need To Know.
ERIC/CASS Digest.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Counseling and Student Services Clearinghouse, University of
North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26171,
Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel:
800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail:
[email protected]; Web site: http://ericcass.uncg.edu.
Descriptors: Counselor Educators, Counselor Role, Counselor Training,
Educational Change, Program Descriptions, School Counseling,
School Counselors
Identifiers: Character Education, ERIC Digests
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