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PS 206 Intro to Guidance/Counseling
Zeng, Heather T.


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

F1T 2007 DLA

Faculty

Zeng, Heather T.

Title

Ph.D., Senior Instructor

Degrees/Certificates

NCC (National Board Certified Counselor)
NCCC (National Board Certified Career Counselor)
MCC (Master Career Counselor under NCDA)

Office Location

Online- Fremont, CA (Silicon Valley, South Bay area)  Pacific Time

Office Hours

Variable- I will respond to your e-mail in 24 hrs

Daytime Phone

786-246-6232 (Pacific Time)

E-Mail

heather.zeng@park.edu

Semester Dates

F1T 2007 -   August 20, -October 14, 2007

Class Days

TBA

Class Time

Online

Prerequisites

None

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

Additional Resources:

I will provide additional resources in the course dropbox and webliography. I will notify you through course announcements, in the lectures, or through e-mail when I post these throughout the course. These are provided to complement your understanding of the concepts approached in the course.

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

Educational Philosophy:

I think it is important to create a positive, non-judgmental environment where students can take risks to be innovative and learn.  My goals in teaching are to promote not just learning of the subject matter, but critical thinking, and problem solving methods related to our topics.  I will provide activities each week through lectures, quizzes, discussions, and web site explorations, that will complement and enhance your understanding of the week's topics. Through each week, the concepts attained through these various learning experiences will build upon each other. I encourage your contributions to the weekly lecture and hope this will afford each student to listen to varying views from peers while also reconciling these views with their own perspectives and growth in the field of applied research. I am a strong proponent of the Socratic Method and utilize this approach in much of my teaching.   My overall goal is to provide a strong foundation and capacity toward understanding, applying, and utilizing basic skills of counseling. I also want student's to understand the role of various therapeutic approaches to help individuals with normal problems that will encounter in their lifespan development.

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.


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 assignment for grading rubric

8 questions

120 points

Homework—minimum of 300 words for each question--Due on Sunday of each week. See assignment for grading rubric

7 questions

105 points

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

6 activities

90 points

Week 1Group Activity--Due Sunday of week 1

1 activity

3 points (extra credit)

Consider This—3 points each--due Sunday of each week

7 questions

21 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.  Core Assessment assignment and rubric in Syllabus

 

200 points

Midterm Exam--Due Sunday of week 4

 

100 points

Final Exam2 parts, 75 points for each part.  Part 1multiple-choice is taken in the course without a proctor.  Part 2—essay is a Proctored exam to be taken by Friday of week 8 (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

922 points

Grading:
 

PS 206 Grading Policy:

Course Grading Scale: 

The total number of points for the course is 922.  

A

90-100%                  830 - 922 points

B

80-89%                    738 - 829 points

C

70-79%                    646 - 737 points 

D

60-69%                    554 - 645 points

F

59% and below       553 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:

 

 

Sunday after

Midnight Mountain Time

-5 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 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 others or making statements that can be taken personally.  An important part of online learning is discussion.  Differences in thinking are good, because diversity broadens our knowledge.  However, when we have differences, we will have conflict.  The important thing is to handle conflict in a way that does not create a defensiveness which can block learning.  Here are links that discuss online writing: http://goto.intwg.com and netiquette http://www.albion.com/netiquette/corerules.html .

Course Topic/Dates/Assignments:
Discussion Topics (8)--due Thursday of each week.  

 

Discussion Topic Responses (2 each week--16 total)--due Sunday of each week.  

 

Homework (7)--due Sunday of each week.  

 

Group Activity--(6)--due Saturday of each week.  

 

Group Activity Responses (6)--due Sunday of each week.  

 

Week 1 Group Activity (1)--due Sunday of first week.  

 

Consider This discussion (7)--due Sunday of each week.  

 

Mastery (10)--due Sunday of each week.  

 

Core Assessment--due Sunday of week 6.  

 

Midterm Exam--due Sunday of week 4.  

 

Final Exam--the multiple-choice, part 1, is to be taken in the course without a proctor--due Sunday of week 8; the essay, part 2, is to be taken with a proctor--to be completed by 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
In addition to the information on plagiarism provided in the Syllabus, it is important to add additional information that will prevent problems that have occurred in previous classes.

Assignments are expected to use outside sources such as reliable websites, the textbook Doc Sharing and Webliography information to support your ideas, but this information needs to be integrated into the paper in appropriate ways to highlight and support your ideas, observations and conclusions. This information should not be the major part of your assignment or response.  Information from outside sources needs to be evaluated and discussed  critically.  Outside information is not to be used instead of your own thoughts and observations.  

The assignments must NOT contain large chunks of quotes. When outside sources are used, they need to be documented within the assignment and at the end. Direct quotes (used very sparingly) need to be in quotation marks. It is not acceptable to copy directly from the textbook or websites even if this information is documented at the end of your assignment. Assignments need to be in your own words indicating that you have read and understood the information. A report of the material is not acceptable—the information needs to be applied to the specific questions that are asked in the assignment.

Responses need to follow the above expectations as well. The information used from outside sources needs to be described and discussed as to why this information supports either the question or the assignment of another student. It is not enough to just provide a list with little description or discussion.

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 .



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. 

Copyright:

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Last Updated:7/20/2007 7:07:59 PM