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PS 206 Introduction to Guidance and Counseling
Waxse, Linda J.


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

U1T 2006 DL

Faculty

Waxse, Linda J.

Title

Senior Adjunct Instructor

Degrees/Certificates

B.S. English Education, New York University
M.S. Psychology: Mental Health Services, Avila College

Office Location

Dearing Hall, Parkville campus

Office Hours

8 am-4:30 pm--August 15--May 15

Daytime Phone

816-584-6237

E-Mail

linda.waxse@park.edu

Web Page

http://www.park.edu/studentlife/Counseling/CounselingCenter.aspx

Semester Dates

5 June --30 July 2006

Class Days

TBA

Class Time

TBA

Prerequisites

PS 101 or equivalent recommended

Credit Hours

3


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

  1. Demonstrate a basic level of competence in the use of vocabulary found in the guidance and counseling process.
  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 concepts 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.


  Instructor Learning Outcomes
  1. Define the salient terms utilized for the guidance and counseling process.
  2. Differentiate between the different guidance and counseling approaches and evaluate the most applicable processes when applied to a case study.
  3. Identify and understand the importance of the ethical principles and issues that are a basic part of the delivery of guidance and counseling services.
  4. Compare and contrast the effectiveness and limitations of the various guidance and counseling processes for use in helping relationships.
  5. Develop an integrative framework for guidance and counseling.
Core Assessment:


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.


 


2.  Diagnosis


 


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 Rubric

Class Assessment:
Discussion Topic—minimum of 300 words for each question--Due on Thursday of each week.  
See DT Grading Rubric for Discussion Topic
8 questions
120 points

Homework—minimum of 300 words for each question--
Due on Sunday of each week. See Homework Grading Rubric for Homework
7 questions
105 points

Group Activity--Assignments—minimum of 300 words--
Due on Saturday of each week.  See assignment for grading rubric
7 activities
90 points

Week 1 Group Activity--
Due Sunday of week 1
1 activity
3 points

Consider This—5 points each--
due Sunday of each week Grading Rubric for Consider This
7 questions
35 points  

Mastery--
Due Sunday of each week
7 quizzes
70 points

Responses--3 points each,
Discussion Topic responses and Group Activity responses--Due Sunday of each week.
22 total responses
66 points

Core Assessment—Due Sunday of week 6--16 July 2006.  
Core Assessment assignment and rubric in Syllabus
100 points

Midterm Exam--Due Saturday of week 4--1 July 2006
100 points

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.  
150 points


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:

Assignments:  

Thursday assignments
after Midnight on Thursday (Mountain Time) will not receive credit

Saturday assignments
after Midnight on Saturday (Mountain Time) will not receive credit

Sunday assignments
after Midnight on Sunday(Mountain Time) will not receive credit      

Responses:  
 
Sunday after midnight Mountain Time will not receive credit

Midterm:
Saturday after Midnight Mountain Time
- 5 points

Sunday after
Midnight Mountain Time
- 10 points

Monday after
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.

  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.
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 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Critical Thinking Competency:  Synthesis Continuum                                                                                                     
Outcomes
                                                  
Identify the correct course of action in the scenario utilizing  a minimum of 5 steps - exceeds expectations Identify the correct course of action in the scenario utilizing  4 steps - meets expectations Identify the correct course of action in the scenario utilizing   2 - 3 steps - does not meet expectations Idenfity the correct course of action in the scenario utilizing    0 -1 steps - no evidence 
Critical Thinking Competency: Synthesis Continuum                                                                                                      
Outcomes
                                                  
Identify the correct  5 ethical considerations - exceeds expectations. Identify 4 of the correct ethical considerations - meets expectations. Identify 3 of the correct ethical considerations - does not meet expectations Identify 1-2 of the correct ethical considerations - no evidence. 
Critical Thinking Competency: Analysis Continuum                                                                                                       
Outcomes
                                                  
Identify 5 of the symptoms needed for diagnosis - exceeds expectations. Identify 4 of the symptoms needed for diagnosis - meets expectations. Identify 3 of the symptoms needed for diagnosis - does not meet expectations. Identify 1 - 2 of the symtoms needed for diagnosis - no evidence. 
Critical Thinking Competency:  Evaluation Continuum                                                                                                    
Outcomes
                                                  
Produce the correct diagnosis for the client on each of 5 Axis - exceeds expectations. Produce the correct diagnosis for the client on 4 of the 5 Axis - meets expectations. Produce the correct diagnosis for the client on 3 of the 5 Axis - does not meet expectations. Produce the correct diagnosis for the client on 1-2 of the 5 Axis - no evidence. 
Content Competency: Terminology Continuum                                                                                                              
Outcomes
                                                  
No factual errors regarding written assignment - exceeds expectations. 1-2 factual errors regardng written assignment - meetss expectations. 2-3 factual errors regarding written assignment - does not meet expectations. 5 or more factual errors regarding written assignment - no evidence. 
Content Competency: Concepts Continuum                                                                                                                 
Outcomes
                                                  
Demonstrate correct knowledge of key concepts of guidance & counsling in the 5 question areas - exceeds expectations. Demonstrate correct knowledge of key concepts of guidance & counseling in  4 of the questions areas - meets expectations. Demonstrate correct  knowledge of key concepts of guidance  & counsling in  2-3 of the questions areas - does not meet expectations. Demonstrate correct knowledge of key concepts of guidance & counseling in of 0-1 of the question areas - no evidence. 
Content Competency: Application Continuum                                                                                                              
Outcomes
                                                  
Effectively incorporates  assessment issues by identifying and justifying 5 correct diagnosis areas  and treatments - exceeds expectations. Effectively incorporates assessment issues by justifying  4 diagnosis areas and treatments - meets expectations. Effectively incorporates assessment issues by justifying 3 diagnosis areas and treatments - does not meet expectations. Effectively incorporates assessment issues by justifying 1-2 diagnosis areas and treatments - no evidence. 
Technical Skills Competency: Whole Artifact Continuum                                                                                                  
Outcomes
                                                  
Paper is written with correct form and punctuation - exceeds expectations. Paper has 1-2 errors regarding correct form and punctuation - meets expectations. Paper has 3-4 errors regarding correct form and punctuation - does not meet expectations. Paper has 5 or more errors regarding correct form and punctuation - no evidence. 

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Last Updated:5/16/2006 12:31:43 PM