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PS 206 Introduction to Guidance and Counseling
Stryker, Gerald L.


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 Introduction to Guidance and Counseling

Semester

S1HH 2006 PA

Faculty

Stryker, Gerald L.

Title

Adjunct Professor of Psychology

Degrees/Certificates

BS in Business Administration
MS in Personnel/Industrial Counseling

Office Location

Bldg 2, 4040 Ogden Ave, WPAFB, OH

Office Hours

By Appointment

Daytime Phone

937-257-1888

Other Phone

937-848-3890

E-Mail

Jerry Stryker@park.edu

jerry.stryker@wpafb.af.mil

gstryker@woh.rr.com

Semester Dates

01/09/06 - 03/10/06

Class Days

----Thursday--

Class Time

5:30 - 10:30 PM

Perquisites

PS 101

Credit Hours

3


Textbook:
Counseling & Psychotherapy; Les Parrott III; Brooks/Cole Publishers; Second Edition; 2003.

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
Journal of Counseling and Development; The Counseling Psychologist; Journal of Counseling Psychology; Journal of Abnormal Psychology; and Personnel and Guidance Journal.


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:
The instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings.  The instructor will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues, and contradictions.

  Instructor Learning Outcomes

  1. Students will demonstrate a basic level of competence in the use of vocabulary found in he guidance and counseling process.
  2. Students will be able to identify, apply, and critique key concepts found in the study of guidance and counseling.
  3. Students will be able to identify ethical issues in the guidance and counseling process.
  4. Students will be able to evaluate the guidance and counseling processes that occur in helping relationships.
  5. Students will be able to apply understanding of basic helping skills utilizing theory, practice, and case application.
Class Assessment:
1.  Completion of all reading assignments prior to each class session.
2.  Participation in class discussion and activities.
3.  Completion of a Term Paper (6-8 pages).
4.  Group Project Presentation (Approximately 20 minutes).
5.  Completion of Three Exams that will cover the required textbook reading assignments and classroom lectures as indicated in Part VII of this syllabus.
6.  Case Study

Grading:
The student's final course grade will be based on the following distribution:

Test I       100 points 21%
Test II      100 points 21%
Test III     100 points 21%
Term Paper    50 points 10,5%
Group Project 30 points 05.5%
Case Study   100 points 21%
Total Points 480 points 100%

     The method of evaluating the total points earned and grade awarded will be according to the following scale:

                       A  432 - 480 Points
                       B  384 - 431 Points
                       C  336 - 383 Points
                       D  288 - 335 Points
                       F  287 or less or 3 or more unexcused absences

Late Submission of Course Materials:
Materials are due when they are schedule.  ALL WORK THAT IS LATE (UNLESS DUE TO AN EXCUSED ABSENCE) WILL BE REDUCED BY 20% OF THE ORIGINAL GRADE.  Example: a score of 90 will be reduced by 18 points for a final score of 72.  Grades will be assigned based on completion of course requirements as defined in the course syllabus.  There will be no adjustments of assigned grade based on additional work for extra credit.

Classroom Rules of Conduct:
1.  CLASSROOM PARTICIPATION - Each student is expected to participate in class discussions and activities.
2.  Additional Student Assistance - When a student feels additional assistance is needed, it is his/her responsibility to seek out and make such a request of the instructor.  The instructor will be available to a student for counseling about the course and any particular problems that the student feels may be interfering with his/her learning experience.  
3.  In accordance with Park College Policy, no children will be allowed in the classroom or in the building between 0530 p.m. and 1030 p.m.    
4.  All cell phones and beepers will be turned off or placed on an inaudible signal during class time.  
5.  STUDENT CONDUCT  -- Faculty members are expected to dismiss from their classrooms students whose behavior is detrimental to good order in the classroom. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, etc. Students who are dismissed from class may be given failing grades, suspension, or expulsion from Park University. Students whose behavior, either verbal or written, is detrimental to the good order of Park University may be subject to disciplinary action ranging from suspension to expulsion from Park University. Students who exhibit abusive or obscene language or behavior toward administrative personnel or support staff are also subject to suspension or expulsion from Park University.

Course Topic/Dates/Assignments:
DATES        CHAPTERS                 TOPICS

12 Jan 06     1, & 2     Introduction, overview assignments & lecture on Chaps 1 & 2

19 Jan 06    3, 4, 5     Lecture & Discussion on Chapter 3, 4, & 5

26 Jan 06       6        Test (Chapters1-5 and Lecture Notes), Lecture on Chap 6
                       
02 Feb 06     7, & 8     Lecture & Discussion  

09 Feb 06     9 & 10     Lecture & Discussion

16 Feb 06       11       Test (Chap 6-10 & Lecture notes), Lecture, & Discussion on  Chap 11
                                 
23 Feb 06    12 & 13     Lecture & Discussion On Chapter 12 & 13, Presentations & "PAPERS DUE!!"
                       
02 Mar 06    14 & 15     Lecture, Discussion, Presentation & Case Study
           
09 Mar 06      16        Lecture & Discussion on Stress & Burnout, An Integrated Model for Coping with Stress & Presentations; Test (Chaps  11-15 & Lecture notes)

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 2005-2006 Undergraduate Catalog Page 85-87

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 2005-2006 Undergraduate Catalog Page 85-87

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, but unexcused absences may carry further penalties.
  3. 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 "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. 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.
  6. 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.

Park University 2005-2006 Undergraduate Catalog Page 89
In order to receive an excused absence due to work or illness, students must provide the instructor with appropriate written documentation. THIS IS THE STUDENT'S RESPONSIBILITY!  Park College has very specific requirements regarding attendance and unexcused absences.  You may want to review the College catalog.  I will follow Park's “customary” interpretation here that an excused absence means “official” (i.e., business-related) travel or a personal (not family) medical situation.  Just remember that no matter what you say or don't say, all absences are unexcused unless and until you provide required documentation.  Regarding timeliness – All students are expected to be in place no later than 1800 (0600 P.M.).  In order to be counted as present for the class, a student must be present for at least four hours.

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. 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: http://www.park.edu/disability .

Additional Information:

TERM PAPER ----- Select a specific topic/issue (approved by the instructor) to research.  Two different approaches noted below:

The topic should involve a specific group or population that presents a unique helping/counseling situation.  (For example -- alcoholics, abused children, battered women, elderly, homeless, drug addicts, adolescents, juvenile delinquents, etc.)  A brief overview of the character traits associated with this population.  The type of intervention/ counseling theory or combination of theories that you would use in trying to help an individual from this population.  Any unique ethical considerations that would evolve from interacting with your clients also need to be addressed.

Another approach in identifying a topic would be to develop your own unique style (theory) of helping/ counseling and explain how you would use it in intervening to help your client.  A brief overview of the character traits associated with the targeted population must be provided.  Make sure that you address why you feel that this theory would work for you and your clients.  Again you need to address any and all ethical considerations in developing and using your particular theory.

In using either approach, you should discuss aspects such as: key concepts of the theory, view of your role as a helper, helping/counseling goals, and relationship issues.

The “body" of the paper will be 6-8 typewritten double spaced pages.  It will conform to accepted research paper style and will contain (as a minimum) a title, footnote listing, and bibliography.  A minimum of three references, in addition to your text, will be used for the paper.  Papers are to integrate the course material and be comprehensive in nature.  These papers must be proof read and are expected to show evidence of clear thought processes.  Consideration will be given to the content of the paper, style of writing, evidence of analysis of data/subject, support for your conclusion(s), and writing mechanics in grading your paper.

TIPS FOR WRITING GOOD PAPERS

1.  Start off with an outline of your paper; 2.  In covering your topic, go from general to specific information (same for writing paragraphs); 3.  Make sure you define all terms (e.g., assume the reader knows very little about your topic); 4.  Make sure each sentence flows logically from the previous one and the same for paragraphs; 5. It is better to cover less material completely rather than trying to cover too much; 6.  Don't repeat material we go over in class or that is discussed in the text; 7.  PROOF READ BEFORE HANDING IN!  Points will be deducted for grammar and spelling errors or typos.
Term paper grades will be assigned based on the following:

Writing style/readability
Logical integration of material
Originality
Grammar/spelling/typos
Quality of references (including how recent they are)
Support for your conclusion
** Term papers due 23 Feb 06!!!!
**Late papers will be subject to lowering of grade by 20 percent.

GROUP PROJECT -- All group members will equally contribute to the group project.  Each member of the group needs to participate in the gathering of the data and the presentation of the data to the class.  A two to four page written summary highlighting the key points of the project will be submitted to the instructor prior to the presentation.  
The group needs to identify a particular helping agent to explore and report on [ Woman Line, Greene Hall, Head Start, ARTEMIS, Courts,  etc. ].  You need to define what the agent does; the population the agent serves; funding for the agent; are the clients seeking help or are they referred and does it make any difference, the predominant style [theory] of helping, if any; what the agent feels that their success rate is; where does the agent see itself in 5 or 10 years from now; and how would the group feel about working for the agent and the population of people that the agent serves.      


Case Study Assessment:  --  A case study scenario regarding counseling a client will be presented in class that each student will analyzed and  complete a written summary  involving the following areas:


Symptoms of the client


Diagnosis


Ethical Considerations


Course of Action You Would Take Regarding the Scenario


Treatment you would use to address the client's symptoms


 


Grades will be assigned based on the follow:  Total Points = 100


Critical Thinking Competency: 60 points

(15 points)


1. Identify the correct course of action in the scenario utilizing a minimum of 5 steps - exceeds expectations


2. Identify the correct course of action in the scenario utilizing 4 steps - meets expectations


3. Identify the correct course of action in the scenario utilizing 2 - 3 steps - does not meet expectations


4. Identify the correct course of action in the scenario utilizing 0 -1 steps - no evidence


 


(15 points)


1. Identify the correct 5 ethical considerations - exceeds expectations.


2. Identify 4 of the correct ethical considerations - meets expectations.


3. Identify 3 of the correct ethical considerations - does not meet expectations


4. Identify 1-2 of the correct ethical considerations - no evidence.


 


(15 points)


1. Identify 5 of the symptoms needed for diagnosis - exceeds expectations.


2. Identify 4 of the symptoms needed for diagnosis - meets expectations.


3. Identify 3 of the symptoms needed for diagnosis - does not meet expectations.


4. Identify 1 - 2 of the symptoms needed for diagnosis - no evidence.


 


(15 points)


1. Produce the correct diagnosis for the client on each of 5 Axis - exceeds expectations.


2. Produce the correct diagnosis for the client on 4 of the 5 Axis - meets expectations.


3. Produce the correct diagnosis for the client on 3 of the 5 Axis - does not meet expectations.


4. Produce the correct diagnosis for the client on 1-2 of the 5 Axis - no evidence.


 


Content Competency: 40 points

(10 points)


1. No factual errors regarding written assignment - exceeds expectations.


2. 1-2 factual errors regarding written assignment - meets expectations.


3. 2-3 factual errors regarding written assignment - does not meet expectations.


4. 5 or more factual errors regarding written assignment - no evidence.


 


(10 points)


1. Demonstrate correct knowledge of key concepts of guidance & counseling in the 5 question areas - exceeds expectations.


2. Demonstrate correct knowledge of key concepts of guidance & counseling in  4 of the questions areas - meets expectations.


3. Demonstrate correct knowledge of key concepts of guidance  & counseling in  2-3 of the questions areas - does not meet expectations.


4. Demonstrate correct knowledge of key concepts of guidance & counseling in of 0-1 of the question areas - no evidence.


 


(10 points)


1. Effectively incorporates assessment issues by identifying and justifying 5 correct diagnosis areas and treatments - exceeds expectations.


2. Effectively incorporates assessment issues by justifying 4 diagnosis areas and treatments - meets expectations.


3. Effectively incorporates assessment issues by justifying 3 diagnosis areas and treatments - does not meet expectations.


4. Effectively incorporates assessment issues by justifying 1-2 diagnosis areas and treatments - no evidence.


 


(10 points)


1. Paper is written with correct form and punctuation - exceeds expectations.


2. Paper has 1-2 errors regarding correct form and punctuation - meets expectations.


3. Paper has 3-4 errors regarding correct form and punctuation - does not meet expectations.


4. Paper has 5 or more errors regarding correct form and punctuation - no evidence.


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