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Education Major Version

PS 206 Intro to Guidance/Counseling
Gray, Gerald


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

F1E 2007 PE

Faculty

Gray, Gerald

Title

Adjunct Faculty

Degrees/Certificates

Doctor of Ministry in Gospel and Culture
Masters of Divinity Clinical Pastoral Education/Certified Marriage and Family Therapist
Marriage and Family

Office Location

Camp Pendleton

Office Hours

Appointment Only

Daytime Phone

951-837-3852

E-Mail

Gerald.Gray@pirate.park.edu

aphorozein@hotmail.com

Semester Dates

August 20, 2007 - October 14, 2007

Class Days

--R----

Class Time

4:45 - 10:10 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:

Theory and Practice of Counseling & Psychotherapy, Seventh Edition, Corey, Gerald, 2005, Thomson Publisher

Additional Resources:

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/.


Course Description:
Explores the major schools of psychotherapy. The course includes an extensive use of actual case studies. suggested PREREQUISITES: PS 101 or equivalent. 

Educational Philosophy:

Learning is and should always be an exciting, enjoyable and challenging process.  Therefore, my style of instructing is to create an atmosphere and set a tone that is non-intimidating to the student.  Thus, fostering an environment that each student may willingly participate in meaningful dialogue geared toward meeting the course's overall learning objectives: 

1) Establish an open milieu for intellectual stimulation via lecture, group discussion and audio visual aide. 

 2)  Provide access to academic excellence with the latest and most updated research and discoveries through assigned group projects and Internet exploration. 

3)  Finally, prepare the student for critical thinking and effective communication via writing assignments and class presentations.

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. Explore various systems of psychotherapy and glean insights for practical application.
  2. Examine the impact the socio-culture plays in the overall engagement of psychotherapy.
  3. Develop a working understanding of the overall objective of the psychotherapy process.
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:

Group Chapter Presentations, Group Case Study and Individual Research Paper Assignments: 

1)  A Group Chapter Presentation and a Group Case Study Presentation will be required this semester.  Easch group will be assigned a chapter or section from our required text and will be allowed one hour for all Group Chapter and Case Study Presentations.  Please feel free to be as creative as possible during these presentation.  Please feel free to be as creative as possible during these presentations.  You may make use of other relevant resources such as:  Intgernet Research, Medical Publications, Newspaper Articles, Audio Visual
Aide, and Movie Clips in support of your presentations.  Additional guidance will be provided relative to the presentations after the second week of class. 

2)  A Core Assessment is required this semester.   I will provide specific guidance regarding the Core Assessment during the first and second week of the course.

 3)  The Core Assessment is due by the end of the six-week of class.  Please do not panic nor stress, additional information and ample guidance will be provided.

Grading:

Grading Policy: 

Course Grading Scale: 

The total number of points for the course is:  100 

A:  90-100% 

B:  80-89% 

C:  70-79% 

D:  60-69% 

F:  59% and below 

Midterm Exam = 25 points 

Final Exam =25 points

Core Assessment =25 points

Class Participation/Attendance/Group Presentations =25 points 

Late Submission of Course Materials:
Late submission of course material will be dealt with on a case-by-case basis.

Classroom Rules of Conduct:
Students are expected to place all trash in trash receptacle.  All food and drink must be removed from the classroom at the end of the class session.  Students are expected to respect the opinions of their classmates and engage in meaningful discussions.

Course Topic/Dates/Assignments:
Session Topic

 

Week One: Chapter One/Introduction

 

Chapter Two/ Psychoanalysis

 

Week Two: Chapter Three/Adlerian Psychotherapy

 

Chapter Four/Analytical Psychotherapy

 

Week Three/Chapter Five/Person-Centered Therapy

 

Chapter Six /Rational Emotive Behavior Therapy

 

 

Week Four: Chapter Seven/Behavior Therapy

 

Chapter Eight: Cognitive Therapy

 

Mid-Term Exam

 

Week Five: Chapter Nine/Existential Psychotherapy

 

Chapter Ten: Gestalt Therapy

 

Week Six: Chapter Eleven/Multimodal Therapy

 

Chapter Twelve: Family Therapy

 

Week Seven: Chapter Thirteen/Psychodrama

 

Chapter Fourteen/Experiential Psychotherapy

 

Chapter Fifteen: Contemporary Issues In Psychotherapy

 

Week Eight: Final Exam

 

 

 

 

 

 

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

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.

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. 

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Last Updated:7/24/2007 11:46:26 AM