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PS 206 Introduction to Guidance and Counseling
Miller, Sheri


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

S1Q 2006 FE

Faculty

Miller, Sheri

Title

Adjunct Faculty

Degrees/Certificates

B.S. in Psychology
M.S. in Counselor Education

Office Hours

TBA

Daytime Phone

307-640-7647

E-Mail

Sheri.Miller@pirate.park.edu

s.miller@peakwellnesscenter.org

Semester Dates

January 9, 2006 through March 12, 2006

Class Days

--T----

Class Time

5:00 - 10:00 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:
BECOMING A HELPER
COREY, Marianne S. and COREY, Gerald
4th Edition 2003

Textbooks can be purchased though the MBS bookstore

Additional Resources:
Videos, Internet, Materials by Students

http://www.infotrac.college.com/wadsworth

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 facilitator's educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, and writings.  The facilitator will encourage the lively exploration of ideas, issues, skills, theories, and techniques of helping.

  Instructor Learning Outcomes

  1. Describe major factors to consider in selecting a career in the helping professions.
  2. Describe systemic limitations and identify how to attain professional goals in spite of limitations.
  3. Examine and describe ways in which your family of origin has influenced your present relationships and how your background will influence your work as a professional helper.
  4. Explain major life themes at the various stages of human development from infancy through old age and describe how you dealt with said tasks in past and present situations.
  5. Define the stages in the helping process, their importance, of each stage and how said states correlate with theoretical orientation.
  6. Describe the issues of transference, countertransference, resistance, and self-management when working with difficult clients.
  7. Explain how personal values are likely to influence your work as a helper.  Describe critical distinctions between your personal values and those of a client which may interfere with or enhance effective helping.
  8. Describe how to appreciate and work with diversity in the helping relationship.
  9. Describe the applications of ethics to practical situations.  Define how ethical decision making can be used in relation to numerous ethical and legals concerns that helpers encounter.  Describe grounds for malpractice actions and ways to prevent malpractice suits.
  10. Define dual relationships.  Describe how to establish and maintain appropriate boundaries in order to keep a professional relationship with clients.
  11. Define the community approach to helping.  Identify the special responsibilities of a community worker.
  12. Describe the development of a prevention program in the community to address the needs of special-populations.
  13. Examine the values of working with groups and families.  Define the characteristics that make groups productive and powerful.  List the basic skills required for effective group leadership.
  14. Describe a systems approach to group work.  Identify themes which characterize a family systems perspective and contrast with an individual counseling perspective.  Define the key concepts of family therapy.
  15. Describe sources/causes of stress and burnout for helpers.  Demonstrate an understanding of the negative impact stress and burnout can produce.
  16. Define strategies for coping with stress more effectively.  Discuss the constructions of a multipronged strategy for stress management.
Class Assessment:
Examinations, quizzes, class participation, dialogue, group role playing, self-assessment journal.

Grading:
Quizzes                        100 points
Self-Assessment Journal        100 points
Mid-Term Examination           150 points
Final Examination              150 points
Participation/Attendance
Punctuality                    150 points

Grading Scale

585-650 points A
520-584 points B
455-519 points C
390-454 points D
389 or less points OR three (3) or more unexcused absences F

Late Submission of Course Materials:
Materials are due when they are scheduled.  ALL WORK THAT IS LATE (UNLESS DUE TO AN EXCUSED ABSENCE) WILL BE REDUCED BY FIVE (5) POINTS PER DAY.

Classroom Rules of Conduct:
1.  Participation - Students should be ready to participate and contribute,  Please be prompt.  Roll will be taken at the beginning of each class period.  ATTENDANCE DOES NOT EQUAL PARTICIPATION.
2.  Be prepared for class.  This means you have read the assigned readings and are prepared to discuss them.  Periodic quizzes may be given at the beginning of class.  Tardy arrival will result in missing the quiz.  QUIZZES MAY NOT BE MADE UP.  This course will consist of class discussion, small group discussion, quizzes, journaling, and examinations.  You are expected to take part in discussions.  Your in class participation is another portion of your grade.
3.  Examinations - There will be a Mid-Term and Final examination.  Examinations will likely consist of multiple choice, true/false, matching, and/or essay questions.  If an examinaction is missed, it is the STUDENT'S RESPONSIBILITY to contact the instructor BEFORE the examination to make arrangements for a make-up.  Allwork must be turned in for a final grade to be awarded.  Any work not turned in before the end of the grading cycle will be assigned a score of zero and averaged into the final grade.
4.  Additional Student Assistance - When a student feels additional assistance is needed, it is her/his 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 the student feels may be interfering with his/her learning experience.
5.  All cell phones will be turned off and beepers placed on an inaudible signal during class time.
6.  You may drink (non-alcoholic beverages) and eat ONLY IF you are prepared to LEAVE THE CLASSROOM AS YOU FOUND IT.


Course Topic/Dates/Assignments:
Week 1 - Introduction, review syllabus, overview of textbook, Chapters 1 and 2.

Week 2 - Chapters 3 and 4; Self-Assessment Journal Due

Week 3 - Chapters 5, and 6.    

Week 4 - Chapter 7 and 8; Self-Assessment Journal Due

Week 5 - Chapters 9 and 10; Mid Term Examination

Week 6 - Chapters 11 and 12; Self-Assessment Journal Due

Week 7 - Chapters 13 and 14.

Week 8 - Chapter 15; Self-Assessment Journal Due

Week 9 - Final Examination

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

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:

Copyright:

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