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PS 206 Intro to Guidance/Counseling
Esparza, Carolyn H.


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 Intro to Guidance and Counseling

Semester

U1B 2008 BL

Faculty

Esparza, Carolyn H.

Title

Instructor

Degrees/Certificates

MSW

Office Location

Classroom

Office Hours

After Class

Daytime Phone

915-203-2500

Other Phone

915-203-2500

E-Mail

carolyn.esparza@park.edu

carolynesparza@juno.com

Semester Dates

May - July 2008

Class Days

-M-W---

Class Time

5:00 - 7:30 PM

Credit Hours

3


Textbook:

 

Additional Resources:
Handouts will be provided and are considered integral to the learning experience.            

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:
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:
To engage students in motivational opportunities to learn and apply useful information through instructor presentations (lecture); reading assignments; interactive classroom discussion; special student project presentations and examinations  The primary goal of this course is to offer the student an opportunity to learn a broad perspective of the guidance and counseling field and to have opportunitities to identify and/or apply these practices.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate competence in the vocabulary used in guidance and counseling.
  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 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:

TOTAL POINTS: 220

Write a paper answering all the essay questions below using the APA format http://owl.english.purdue.edu/owl/resource/560/01/ which would include a title page, abstract, page numbers, internal documentation, reference page, internal documentation, etc.. Answer questions separately and do not use a narrative format. The website above will provide details on the APA format. 

Please preface your answers with the item number and letter of the question you are answering. e.g “1. (a.) Empathic understanding. When the counselor …etc.”   Keep your answers brief but thorough enough to demonstrate your understanding of each concept. If you use information from the text and/or outside references the information needs to be documented and direct quotes should be used minimally. In giving your answers, imagine that you have been asked these questions by a curious, well-informed, intelligent person, 18 years or older, who has only the background knowledge of their culture and general education. 

The paper should not be “cut and pasted” but a reflection of your knowledge gained from the course. It should be at least 700 words and include enough information to convince the reader that you understand the concepts, relationships, and issues you are discussing.

Questions Assessing Core Learning Outcome 1 (Demonstrate competence in the vocabulary used in guidance and counseling.) 50 pts.

1.      Define the following and give an example of each in a counseling situation. Do not copy the definition from the text and do not use examples from the text—apply your understanding of the information to an example for a counseling situation.

a.    Empathic understanding. (5 pts)

b.    Unconditional positive regard (5 pts)

c.    Transference (5 pts)

d.    Self Actualization (5 pts)

e.    Projection (5 pts)

f.     Denial (5 pts)

g.    Rationalization (5 pts)

h.    Repression (5 pts)

i.     Behavior Modification (5 pts)

j.     Assertiveness (5 pts)

Questions Assessing Core Learning Outcome 2 (Identify and critique key concepts found in the study of guidance and counseling.) 20 pts

2. Describe and discuss two major differences between the following models and their techniques:

a.      Behavior therapy and person-centered therapy (10 pts)

b.      Family therapy and psychoanalytic therapy (10 pts)

Question Assessing Core Learning Outcome 3 (Identify ethical issues in the guidance and counseling process.) 50 pts

3. Identify and discuss the ethical considerations of:

Part 1:

a.   Counseling a friend or relative. (10 pts)

b.   Pursuing a romantic relationship with a client or former client, either during or after a counseling relationship. (10 pts)

Part 2:   

c. Discuss the importance and limitations of confidentiality in a counseling setting.   Include in your answer specific information clients should have about this. (10 pts)

d. If a client very seriously threatens to kill someone, discuss the ethics of informing the police. (10 pts)

e. Discuss the ethics of informing a friend, relative, or mental health professional if the counselor thinks the client is suicidal. (10 pts)

Questions Assessing Core Learning Outcome 4 (Practically apply guidance and counseling to one’s life and circumstances.) 10 pts

4. Describe and apply how your knowledge of guidance and counseling models might help your interpersonal relationships and reduce stress. Identify the model(s) and include specific concepts or techniques from the model(s) and discuss how they apply.

Questions Assessing Core Learning Outcome 5 (Evaluate the guidance and counseling processes that occur in helping relationships.) 30 pts

5. List the most appropriate and inappropriate counseling models and techniques for the following problems. Specific justification for choices needs to be included in discussion.

a.      Low self-esteem (5 pts)

b.      Phobias (5 pts)

c.      A child’s behavior problem (5 pts)

d.      Marital problems. (5 pts)

e.      Lack of assertiveness (5 pts)

f.       Alcohol or Drug Dependency (5 pts)

Questions Assessing Core Learning Outcome 6 (Apply understanding of basic helping skills utilizing theory, practice, and case application.) 30 pts

6. Discuss the basics of 3 counseling and guidance models. Include fundamental assumptions, terms, and principles/techniques.

In addition, points will be given for:

1. Use of APA format (10 pts)

2. Content of communication (10 points)

3. Technical skills in communication (10 Points)
 
 
 

 

Competency

Exceeds Expectation                    (2)

Meets Expectation                   (1)

Does Not Meet Expectation (0)

 

 

Critical Thinking

Critical thinking and effective communication are included in the University’s mission statement as well as in the literacies

Evaluation

 

Outcome # 1--Demonstrate competence in the vocabulary used in guidance and counseling (50 points)

 

Outcome #5—Evaluate the guidance and counseling processes that occur in helping relationship (30 points)

 

0-3 errors in defining and using vocabulary terms used in guidance and counseling (50 points)

5 or more models and techniques identified in evaluating the counseling process (30 points)

4-6 errors in defining and using terms, processes and issues in answering CA questions (35 points)

3-4 models and techniques  identified in evaluating the counseling process (21 points)

More than 6 errors in defining and using terms, processes and issues in answering CA questions (0 pts)

2 or fewer models and techniques  identified in evaluating the counseling process (0 points)

 

Synthesis

 

Outcome #2—Identify and critique key concepts found in the study of guidance and counseling (20 points)

 

 

4 or more major differences were identified for the models compared (20 points)

 3 or less major differences were identified for the models compared or differences described were not significant differences ( 14 points)

 2 or less major differences were identified for the models compared or differences described were not significant differences (0 points)

Analysis

 

Outcome #3—Identify ethical issues in the guidance and counseling process (part 1) (20 points)

3 or more reasons why these issues are unethical in EACH of the TWO areas of concern (20 points)

Only 2 reasons why these issues are unethical in EACH of the TWO areas of concern (14 points)

 

1 or no reasons why these issues are unethical in EACH of the TWO areas of concern (0 points)

Application

 

Outcome #3—Identify ethical issues in the guidance and counseling process (part 2) (30 points)

 

 

Outcome #4—Practically apply guidance and counseling to one’s life and circumstances (10 points)

 

 

Outcome #6—Apply understanding of basic helping skills utilizing theory, practice and case application (30 points)

3 or more reasons why these ethical issues are important in EACH of the THREE   areas of concern (30 points)

3 or more guidance and counseling concepts or techniques from model(s) applied to one’s life [model(s) needs to be specifically identified.] (10 points)

 3 or more counseling and guidance models identified and discussed including assumptions, terms and principles/techniques (30 points)

Only 2 reasons why these ethical issues are important in EACH of the THREE   areas of concern (21 points)

Only 2 guidance and counseling concepts or techniques from model(s) applied to one’s life [model(s) needs to be specifically identified.] (7 points)

2 counseling and guidance models identified and discussed including assumptions, terms and principles/techniques (21 points)

1 or no  reasons why these ethical issues are important in EACH of the THREE areas of concern (0 points)

1 or no guidance and counseling concepts or techniques from model(s) applied to one’s life [model(s) not specifically identified.] (0 points)

1 or no counseling and guidance models identified and discussed including assumptions, terms and principles/techniques (0 points)

Effective Communication

Use of APA format (10 points)

Whole document, question answers and references are formatted in correct APA style with 0 errors (10 points)

Whole document, question answers and references contain 1 - 2 APA style errors (7 points)

Whole document question answers and references contain more than 2 APA style errors (0 points)

Content of communication (10 points)

Answers to questions were organized, focused and statements were effectively supported (10 points)

Answers to questions were organized, focus may not be clear at times and support for statements was minimal

 (7 points)

Answers were challenging to read due to disorganization, lack of focus and statements were not supported (0 points)

Technical Skill in Communication: (10 points)

Proofreading was effective and there were few, if any grammatical and/or structural errors and the errors were not distracting for the reader (10 points)

More effective proofreading was needed; grammatical and/or structural errors were somewhat distracting for the reader. (7 points)

 Proofreading was not effective and grammatical and/or structural errors were so frequent that it was too distracting and challenging to read (0 points)

Class Assessment:

Mid Term Exam
Reading Assignment Presentation
Special Topic Presentation
Participation
Compliance with Core Assessment Standards as set out in this syllabus

Grading:

Mid Term Exam  20%
Reading Assignment Presentation 20%
Special Topic Presentation 20%
Participation 20%
Compliance with Core Assessment as set out in this syllabus 20%
 
Letter grades will be assigned based on the following number grades:
90 – 100 = A
80 – 89  = B
70 – 79  = C
60 – 69  = D
Below 60 = F

Late Submission of Course Materials:
 

Late submissions are considered unacceptable and not accepted after the assigned due date.  Unexcused late submissions of any assignment may be accepted under special circumstances with instructor's approval, however will result in a deduction of 10 points per each day late.  Unfulfilled assignments will result in a grade of zero (0).

Classroom Rules of Conduct:
 

Students are expected to attend all classes, be on time and prepared to participate.  Attendance will be taken at the beginning of all class meetings.   Tardies and unexcused absences will affect classroom participation score.

Purposeful class participation is expected and requires taking an active part in all class activities and discussions.  Participation will be incorporated in the final grade.

Course Topic/Dates/Assignments:
 NOTE:  TEXT HAS NOT YET BEEN PROVIDED.  WILL UPDATE WHEN TEXT IS RECEIVED  AND REVIEWED.

Week 1: Course overview, Introduction
Reading Assignment: Chapters 1 & 2 Text
SELECTION OF SPECIAL TOPIC PRESENTATIONS

Week 2: Reading Assignment: Chapters 3 & 4 Text

Week 3: Reading Assignment: Chapters 5 & 6 Text
Beginning Student Special Presentations

Week 4: Reading Assignment: Chapter 7 Text
MID TERM EXAMINATION

Week 5: Reading Assignment: Chapters 8 & 9 Text
Student Presentations Continue: Special Topics

Week 6: Reading Assignment: Chapters 10 & 11 Text
Student Presentations Continue: Special Topics

Week 7: Student Presentations Concluded: Special Topics

Week 8: 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 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
Evidence of plagerism will result in a grade of zero.  No make up will be permitted.

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 .

Copyright:

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

Last Updated:4/16/2008 2:47:48 PM