PS 206 Introduction to Guidance and Counseling
U1T 2006 DL
Waxse, Linda J.
Senior Adjunct Instructor
B.S. English Education, New York UniversityM.S. Psychology: Mental Health Services, Avila College
Dearing Hall, Parkville campus
8 am-4:30 pm--August 15--May 15
5 June --30 July 2006
PS 101 or equivalent recommended
Textbook: Theory and Practice of Counseling & Psychotherapy, 7th Edition, Gerald Corey. 2005. Thompson Brooks/Cole
Textbooks can be purchased though the MBS bookstore
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: PS101 or equivalent. 3:0:3
Learning Outcomes: Core Learning Outcomes
Read the following scenario regarding a counseling client and then answer the questions following it:
You have been working with a young client who we will refer to as Dan for 3 months. He was initially wary, reticent and cautious. It has taken patience and careful iuse of your trust and relationship -building skills to break through some of his resistance. He is beginning to talk and share something of his real life with you in your counseling sessions. Yet each time you begin to make some progress, he begins to draw back into his shell with a defensive remark such as: "You shrink types are all the same. You get your kicks out of prying into other people's lives." You, the counselor, repeatedly assure him, reminding him of the sanctity and privacy of your office and the confidentiality of your relationship. He has tested your integrity a number of times and has attempted to probe your attitudes and values. You have responded by using active listening to keep the focus on him. You have invested a considerable amount of counseling time reaffirming your trustworthiness.
Finally your persistence and patience pay off. After much hesitation Dan slowly discloses some of his secrets, meanwhile closely monitoring your reactions to him. He seems satisfied as to your neutrality and acceptance of him and so continues to describe his problems. It seems that this 16 year old boy has quite a successful career selling various drugs - speed, downers, marijuana, and sometimes cocaine and crack - to other students in the junior and senior high school. He shares that he has no intention of quitting. He explains that finally by engaging in this activity he has the power, respect, and friends that he has yearned for. He also likes the excitement and risks, and enjoys having his "clients" dependent on him. He also needs the money for his family and likes what it can buy for him to impress people as well. He does, however, feel a little guilty, and he wants you to help him soothe his conscience as he knows his family would not approve. He has also been experiencing some overwhelming feelings of panic when he has trouble functioning. He has no idea what is causing these "attacks". He reminds you that, if you can't help him, he can always find someone who will. He notices your hesitency and so, laughingly, throws your own words back in your face: "Remember, everything you say in here is privileged communication, and nothing disclosed will ever leave this room." You feel you have but a moment to respond and decide on a course of action.
Questions To Be Addressed In Paper, 500 word minimum, written in A.P.A. style.
1. Symptoms of the client, Dan.
3. Ethical Considerations
4. Course of Action You Would Take Regarding the Scenario.
5. Treatment you would use to address Dan's symptoms.
Link to Class RubricClass Assessment: Discussion Topic—minimum of 300 words for each question--Due on Thursday of each week.
See DT Grading Rubric for Discussion Topic
Homework—minimum of 300 words for each question--
Due on Sunday of each week. See Homework Grading Rubric for Homework
Group Activity--Assignments—minimum of 300 words--
Due on Saturday of each week. See assignment for grading rubric
Week 1 Group Activity--
Due Sunday of week 1
Consider This—5 points each--
due Sunday of each week Grading Rubric for Consider This
Due Sunday of each week
Responses--3 points each,
Discussion Topic responses and Group Activity responses--Due Sunday of each week.
22 total responses
Core Assessment—Due Sunday of week 6--16 July 2006.
Core Assessment assignment and rubric in Syllabus
Midterm Exam--Due Saturday of week 4--1 July 2006
Final Exam—2 parts, 75 points for each part.
Part 1—multiple-choice is taken in the course without a proctor.
Part 2—essay is a Proctored exam to be taken by Friday of week 8--28 July 2006
(see below for additional information on requirements for proctored exam.)
Both parts of the final exam are to be taken during week 8.
TOTAL POINTS FOR COURSE--839 points
Grading: PS 206 Grading Policy:
Course Grading Scale:
The total number of points for the course is 839.
A 90-100% 756 - 839 points
B 80-89% 672 - 755 points
C 70-79% 588 - 671 points
D 60-69% 504 - 587 points
F 59% and below 503 points and lower
Late Submission of Course Materials: Points will be deducted for lateness as follows:
after Midnight on Thursday (Mountain Time) will not receive credit
after Midnight on Saturday (Mountain Time) will not receive credit
after Midnight on Sunday(Mountain Time) will not receive credit
Sunday after midnight Mountain Time will not receive credit
Saturday after Midnight Mountain Time
- 5 points
Midnight Mountain Time
- 10 points
Midnight Mountain Time
no credit will be received (after this date the Midterm Exam cannot be accessed)
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--due Thursdays of each week
Homework Assignments--due Sunday of each week
Group Activities--due Saturdays of each week
Consider This discussions--due Sundays of each week
Mastery Quizzes--due Sunday of each week
Midterm Exam--due 1 July
Final Exam (proctored)--due Friday 28 July
Final Exam (in course)--due Sunday 30 July
Core Assessment--due Sunday 16 July
the reading of the text chapter assignments,
the links provided in the lectures,
and your web searches.
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.
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. 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 .
Last Updated:5/16/2006 12:31:43 PM