Additional Resources: Egan, G. (1992). The Skilled Helper: A problem management approach to helping. Pacific Grove, CA. : Brooks/Cole Publishing Company.
Shulman, L. (1992). The skills of helping: Individuals and groups (3rd ed.). Itasca, IL: F E Peacock.
Brill, N. I. (1990). Working with people. New York: Longman.
Compton, B., & Gallaway, B. (1989). Social work processes (4th ed.) Belmont, CA: Wadsworth.
Heitler, S. M. (1990). From conflict to resolution: Skills and strategies for individual, couple and family therapy. New York: W W Noron.
Course Description: A survey of the guidance process, communication, functions of counseling, and various counseling theories. This course is designed to introduce students to the whole guidance process. Emphasis will be placed on an integrated approach to basic helping skills utilizing theory, practice, and case application. The course will provide students with the foundation to develop skills they need to establish effective helping relations. Suggested pre-requisite: PS101 or equivalent. 3:0:3
Educational Philosophy: Dr. Blahy's approach to teaching is interactional and tends to include experiential and integrative techniques that promote the concept of life long learning. The use of integrative techniques of cooperative learning, hands-on learning, and role of teacher as facilitator aligns with Dewey's theory of progressivism. Lectures, course projects, activity circles, reflection papers, oral presentations, group assignments, as well as some quizzes and/or exams are utilized to encourage and facilitate student dialogue and learning. Dr. Blahy believes it is essential that a student is able to think, to interpret, to connect themes, and to grasp the larger picture of interrelation and connectedness through dialogue, rather than "cramming" heads with facts to be inputted and outputted. Further, she believes a mixture of control and freedom to think(reason) for one's self is of pivotal importance. By integrating teaching methods for various learning styles, facilitatin of a student's discovery of certain insights on his or her own is fostered.
Learning Outcomes:Goals of the Course:
The main objective of this course is to provide the student with the opportunity to become more knowledgeable and skillful in the guidance and counseling process and in interactional skills used to carry out effective guidance and counseling. The following course objectives apply:
Learning Objectives: Knowledge: Upon completion of this course, the student will have gained:
1. Knowledge of conditions necessary for the helping process.
2. Knowledge of the stages of the helping process.
3. Knowledge of the tasks associated with the stages of the helping process.
4. Knowledge of the communication process and skills for professional helping relationships.
5. Knowledge of counseling theories/functions that are important to the guidance process.
6. Knowledge of the demands and responsibilities of helping professionals.
7. Skill in clarifying purpose of the helping/guidance process
8. Skill in communicating empathy
9. Skill in recognizing techniques such as paraphrasing, reflection, clarification, confrontation and interpretation
Values and Ethics: Upon completion of this course, the student will develop and expand:
1. Values affirming the worth and dignity of individuals.
2. Values affirming helping processes and self-determination of individuals.
3. Values affirming uniqueness of the individual.
4. Values and understanding of the importance of maintaining confidentiality in the helping process.
Course Assessment: Lecture, Classroom discussion, Reading assignments, applications, Role Playing, Handouts, Group exercises Course Requirements:
Exams: Three exams will be given that will cover the material presented in lecture and from reading assignments covered during the unit. The exams will not be comprehensive. Exams will test the student's knowledge of content and the application of content from readings, exercises and lectures.
Classroom Exercises: Details will be provided during class. (Various activity handouts, cultural exercise, etc.)
Grading: Exam I 20%
Exam II 30%
Exam III 30%
A= 93-100 B=85-92 C=77-81
Late Submission of Course Materials: The instructor will not accept assignments late. Assignments not submitted on the due date will receive a grade of “zero”. There are few exceptions to this policy. Extreme situations may be discussed with the instructor to make other assignment arrangements. It is the STUDENT''S RESPONSIBILITY to contact the instructor in advance to discuss situation and seek approval.
Classroom Rules of Conduct: Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology or other circumstances. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.
Course Topic/Dates/Assignments: June6-8 Are the Helping professions for you
Ch. 1 Understanding the Helping Process lecture Getting the Most from your Education
Ch 2 Self Awareness and the Helping Process Common Concerns Of Beginning Helpers
Ch 4 Stages in the Helping Process Ch 3
Ethical Issues Ch 5
Values and the Helping Relationship Ch 6
Cultural diversity Ch7
Exam I & Exam II
June 20-22 Working With Groups Ch 9
Working With Family Ch 10
Working with the Community Ch 8
Working with the Community Ch 8
Understanding Life Transitions Ch 11
Stress and Burnout Ch 12
Challenge of Retaining Your Vitality Ch 13
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.
Park University 2004-2005 Undergraduate Catalog Page 101
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. <a href="http://www.park.edu/catalog">
Park University 2004-2005 Undergraduate Catalog</a> Page 101
Instructors are required to maintain attendance records and to report absences
via the online attendance reporting system.
Park University 2004-2005 Undergraduate
Catalog Page 100
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page:
Study Guide PSY 206 exam I
What are the characteristics of effective helpers; of ineffective helpers
needs of helpers
productive attitudes for being a helper
What are guidelines for becoming active learners
Characteristics of effective supervisors
Education for helpers
Significant points for wanting to be a helper
Discuss and understand the reasons as to why students find in difficult to “stick” with the helping field and in their intern placements
Personal attributes of effective helpers
Self disclosure ( what is it, when and why is it important, the "rules")
Orientation to the helping process is a function of what
The problem solving method (know each, a description of each, etc)
Examples of the two last mentioned above
Example and application question of all we have discussed for all five chapters--I have used examples in class to describe different issues
Ethical issues (what are they, what is there purpose, when are they used, how are they used, etc)
How do you make ethical decisions
What do clients have a right to know
Values (what are they, why are they important, who do they belong to, how do they apply to helping relationship, etc)
Effective skills in working with a client
Examples of value usages in helping relationship working with different populations, ( gay men and lesbians, ethnic groups, etc.)
Prevention of malpractice suits
Characteristics of culturally skilled helpers
Purpose of multiculturalism
What kind of process is multiculturalism
Examples of culturally skilled helpers
Multiculturalism counseling refers to what
Study Guide Test III
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