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PS 206 Intro to Guidance/Counseling
Seymour, Patricia N.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

PS 206 Intro to Guidance and Counseling

Semester

U1T 2008 DLB

Faculty

Seymour, Patricia N.

Title

Adjunct Faculty

Degrees/Certificates

B.S. – Florida Southern College - Social Sciences with an emphasis in Psychology
M.S. -  Southwestern Seminary - Marriage & Family Counseling
Ph.D. - Universal University - Counseling Psychology

Office Location

Thousand Oaks, California

Office Hours

Varied

Daytime Phone

805-497-2908

E-Mail

Patricia.Seymour@park.edu

Semester Dates

June 02 - July 27, 2008

Class Days

Online

Class Time

Online

Prerequisites

PS 101 or the equivalent

Credit Hours

3


Textbook:
Theory and Practice of Counseling & Psychotherapy, 7th Edition, Gerald Corey. 2005. Thomson Brooks/Cole  ISBN 0-534-53605-0

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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 prerequisite: PS 101 or equivalent. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate competence in the vocabulary used in guidance and counseling.
  2. Identify and critique key concepts found in the study of guidance and counseling.
  3. Identify ethical issues in the guidance and counseling process.
  4. Practically apply guidance and counseling to one's life and circumstances.
  5. Evaluate the guidance and counseling processes that occur in helping relationships.
  6. Apply understanding of basic helping skills utilizing theory, practice, and case application.


Core Assessment:

TOTAL POINTS: 220

Write a paper answering all the essay questions below using the APA format http://owl.english.purdue.edu/owl/resource/560/01/ which would include a title page, abstract, page numbers, internal documentation, reference page, internal documentation, etc.. Answer questions separately and do not use a narrative format. The website above will provide details on the APA format. 

Please preface your answers with the item number and letter of the question you are answering. e.g “1. (a.) Empathic understanding. When the counselor …etc.”   Keep your answers brief but thorough enough to demonstrate your understanding of each concept. If you use information from the text and/or outside references the information needs to be documented and direct quotes should be used minimally. In giving your answers, imagine that you have been asked these questions by a curious, well-informed, intelligent person, 18 years or older, who has only the background knowledge of their culture and general education. 

The paper should not be “cut and pasted” but a reflection of your knowledge gained from the course. It should be at least 700 words and include enough information to convince the reader that you understand the concepts, relationships, and issues you are discussing.

Questions Assessing Core Learning Outcome 1 (Demonstrate competence in the vocabulary used in guidance and counseling.) 50 pts.

1.      Define the following and give an example of each in a counseling situation. Do not copy the definition from the text and do not use examples from the text—apply your understanding of the information to an example for a counseling situation.

a.    Empathic understanding. (5 pts)

b.    Unconditional positive regard (5 pts)

c.    Transference (5 pts)

d.    Self Actualization (5 pts)

e.    Projection (5 pts)

f.     Denial (5 pts)

g.    Rationalization (5 pts)

h.    Repression (5 pts)

i.     Behavior Modification (5 pts)

j.     Assertiveness (5 pts)

Questions Assessing Core Learning Outcome 2 (Identify and critique key concepts found in the study of guidance and counseling.) 20 pts

2. Describe and discuss two major differences between the following models and their techniques:

a.      Behavior therapy and person-centered therapy (10 pts)

b.      Family therapy and psychoanalytic therapy (10 pts)

Question Assessing Core Learning Outcome 3 (Identify ethical issues in the guidance and counseling process.) 50 pts

3. Identify and discuss the ethical considerations of:

Part 1:

a.   Counseling a friend or relative. (10 pts)

b.   Pursuing a romantic relationship with a client or former client, either during or after a counseling relationship. (10 pts)

Part 2:   

c. Discuss the importance and limitations of confidentiality in a counseling setting.   Include in your answer specific information clients should have about this. (10 pts)

d. If a client very seriously threatens to kill someone, discuss the ethics of informing the police. (10 pts)

e. Discuss the ethics of informing a friend, relative, or mental health professional if the counselor thinks the client is suicidal. (10 pts)

Questions Assessing Core Learning Outcome 4 (Practically apply guidance and counseling to one’s life and circumstances.) 10 pts

4. Describe and apply how your knowledge of guidance and counseling models might help your interpersonal relationships and reduce stress. Identify the model(s) and include specific concepts or techniques from the model(s) and discuss how they apply.

Questions Assessing Core Learning Outcome 5 (Evaluate the guidance and counseling processes that occur in helping relationships.) 30 pts

5. List the most appropriate and inappropriate counseling models and techniques for the following problems. Specific justification for choices needs to be included in discussion.

a.      Low self-esteem (5 pts)

b.      Phobias (5 pts)

c.      A child’s behavior problem (5 pts)

d.      Marital problems. (5 pts)

e.      Lack of assertiveness (5 pts)

f.       Alcohol or Drug Dependency (5 pts)

Questions Assessing Core Learning Outcome 6 (Apply understanding of basic helping skills utilizing theory, practice, and case application.) 30 pts

6. Discuss the basics of 3 counseling and guidance models. Include fundamental assumptions, terms, and principles/techniques.

In addition, points will be given for:

1. Use of APA format (10 pts)

2. Content of communication (10 points)

3. Technical skills in communication (10 Points)
 
 
 

 

Competency

Exceeds Expectation                    (2)

Meets Expectation                   (1)

Does Not Meet Expectation (0)

 

 

Critical Thinking

Critical thinking and effective communication are included in the University’s mission statement as well as in the literacies

Evaluation

 

Outcome # 1--Demonstrate competence in the vocabulary used in guidance and counseling (50 points)

 

Outcome #5—Evaluate the guidance and counseling processes that occur in helping relationship (30 points)

 

0-3 errors in defining and using vocabulary terms used in guidance and counseling (50 points)

5 or more models and techniques identified in evaluating the counseling process (30 points)

4-6 errors in defining and using terms, processes and issues in answering CA questions (35 points)

3-4 models and techniques  identified in evaluating the counseling process (21 points)

More than 6 errors in defining and using terms, processes and issues in answering CA questions (0 pts)

2 or fewer models and techniques  identified in evaluating the counseling process (0 points)

 

Synthesis

 

Outcome #2—Identify and critique key concepts found in the study of guidance and counseling (20 points)

 

 

4 or more major differences were identified for the models compared (20 points)

 3 or less major differences were identified for the models compared or differences described were not significant differences ( 14 points)

 2 or less major differences were identified for the models compared or differences described were not significant differences (0 points)

Analysis

 

Outcome #3—Identify ethical issues in the guidance and counseling process (part 1) (20 points)

3 or more reasons why these issues are unethical in EACH of the TWO areas of concern (20 points)

Only 2 reasons why these issues are unethical in EACH of the TWO areas of concern (14 points)

 

1 or no reasons why these issues are unethical in EACH of the TWO areas of concern (0 points)

Application

 

Outcome #3—Identify ethical issues in the guidance and counseling process (part 2) (30 points)

 

 

Outcome #4—Practically apply guidance and counseling to one’s life and circumstances (10 points)

 

 

Outcome #6—Apply understanding of basic helping skills utilizing theory, practice and case application (30 points)

3 or more reasons why these ethical issues are important in EACH of the THREE   areas of concern (30 points)

3 or more guidance and counseling concepts or techniques from model(s) applied to one’s life [model(s) needs to be specifically identified.] (10 points)

 3 or more counseling and guidance models identified and discussed including assumptions, terms and principles/techniques (30 points)

Only 2 reasons why these ethical issues are important in EACH of the THREE   areas of concern (21 points)

Only 2 guidance and counseling concepts or techniques from model(s) applied to one’s life [model(s) needs to be specifically identified.] (7 points)

2 counseling and guidance models identified and discussed including assumptions, terms and principles/techniques (21 points)

1 or no  reasons why these ethical issues are important in EACH of the THREE areas of concern (0 points)

1 or no guidance and counseling concepts or techniques from model(s) applied to one’s life [model(s) not specifically identified.] (0 points)

1 or no counseling and guidance models identified and discussed including assumptions, terms and principles/techniques (0 points)

Effective Communication

Use of APA format (10 points)

Whole document, question answers and references are formatted in correct APA style with 0 errors (10 points)

Whole document, question answers and references contain 1 - 2 APA style errors (7 points)

Whole document question answers and references contain more than 2 APA style errors (0 points)

Content of communication (10 points)

Answers to questions were organized, focused and statements were effectively supported (10 points)

Answers to questions were organized, focus may not be clear at times and support for statements was minimal

 (7 points)

Answers were challenging to read due to disorganization, lack of focus and statements were not supported (0 points)

Technical Skill in Communication: (10 points)

Proofreading was effective and there were few, if any grammatical and/or structural errors and the errors were not distracting for the reader (10 points)

More effective proofreading was needed; grammatical and/or structural errors were somewhat distracting for the reader. (7 points)

 Proofreading was not effective and grammatical and/or structural errors were so frequent that it was too distracting and challenging to read (0 points)

Class Assessment:

Discussion Topic
Minimum of 300 words for each question--Due on Saturday of each week. 
16 questions
320 points
Consider This
Due Saturday of each week
7 questions
70 points
Mastery
Due Sunday of each week
6 quizzes
60 points
Group Projects
10 points each, Weeks 2 & 5. Due Saturday of the week assigned
2projects
60 points
Core Assessment
Due Saturday of week 6.  Core Assessment assignment and rubric in Syllabus
 
220 points
Midterm Exam
Due Sunday of week 4
 
200 points
Final Exam
100 points The final exam is multiple choice and is a Proctored exam to be taken by FRIDAY of week 8 (see below for additional information on requirements for proctored exam.)  It will be available in the classroom to be taken either online at the proctor site or via hard copy at the proctor site.
 
200 points
 
TOTAL

1130 points
 
 

Grading:


 



The total number of points for the course is 1130.  

A

90-100%                  1017 - 1130 points

B

80-89%                    915 - 1016 points

C

70-79%                    823 - 914 points 

D

60-69%                    740 - 822 points

F

59% and below       739 points and lower


 

 
 

Late Submission of Course Materials:



Points will be deducted for lateness as follows:
 
Assignment & Due Date
Late Submission
Discussion Posts - Due on Saturday
Late work accepted until Midnight (Mountain Time) Sunday. All late work will have points deducted. After this date no credit will be received.
Mastery Quizzes – Due on Sunday
NO late quizzes accepted. After this date no credit will be received.
Consider This – Due on Saturday
Late work accepted until Midnight (Mountain Time) Sunday. All late work will have points deducted. After this date no credit will be received.
Group Work – Due on Saturday
Late work accepted until Midnight (Mountain Time) Sunday. All late work will have points deducted. After this date no credit will be received.
Mid-Term Exam – Due on Sunday
NO late quizzes accepted. After this date no credit will be received.
Core Assessment – Due on Saturday
Late work accepted until Midnight (Mountain Time) Sunday. All late work will have points deducted. After this date no credit will be received. Minus 10 points for every late day.
 
 
 

Classroom Rules of Conduct:
Online Etiquette/Courtesy:  Online communications need to be composed with fairness, honesty and tact.  Spelling and grammar are very important in an online course.  What you put into an online course reflects on your level of professionalism.  It is important not to take disagreement personally.  Responses to different ideas and observations need to be objective.  Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally.  An important part of online learning is discussion.  Differences in thinking are good because our knowledge is broadened.  Because we have differences, we will have conflict.  The important thing is to handle conflict in a way that does not create defensiveness which blocks learning.  Here are online references that discuss online writing http://goto.intwg.com and netiquette http://www.albion.com/netiquette/corerules.html 

Course Topic/Dates/Assignments:

Discussion Topics (16)--due Saturday of each week

Consider This discussion (7) --due Saturday of each week

Mastery (6)--due Sunday of each week

Group Projects (2) – due Saturday of week 2 & 5

Core Assessment--due Saturday of week 6

Midterm Exam--due Sunday of week 4

Final Exam - The final exam is multiple choice and is a Proctored exam. It MUST be taken by 5:00 p.m. FRIDAY of week 8

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 2007-2008 Undergraduate Catalog Page 85-86

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. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
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. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:5/30/2008 5:30:53 PM