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PS 206 Intro to Guidance/Counseling
Limozaine, Bruce 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 Intro to Guidance and Counseling

Semester

S2LL 2009 LR

Faculty

Limozaine, Bruce J.

Title

Senior Psychology Instructor/Adjunct Faculty

Degrees/Certificates

B.S. Psychology (Emporia College); M.S. Ed. Counseling (Univ. of Wisc.-Superior)
Advanced Study (Ed.D. Counseling Psychology - Univ. of Denver);
Candidate D.Min. (Univ of South-Sewanee); Certified Public Manager

Office Location

Park University Classroom

Office Hours

15  minutes before and after class (make appointment before class meeting)

Daytime Phone

501-681-2332

Other Phone

501-372-4388

E-Mail

Bruce.Limozaine@park.edu

brucelimozaine@classicnet.net

Semester Dates

March 16 - May 10, 2009

Class Days

--S--

Class Time

9:00AM - 2:00 PM

Credit Hours

3


Textbook:
Okun, B.F. and Kantrowitz, R. E. (2008). Effective Helping: Interviewing and Counseling Techniques (7th Ed.). Belmont, CA.: Thomson. 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
DSM-IV TR Guide. Publication Manual of the American Psychological Assocation, Latest Edition.

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/.

http://www.apa.org/journals/faq.html
http://www.counseling.com
http://www.personalityresearch.org/papers/allen
http://www.counseling.org
http://www.2yk.psu.edu/~mer7/theorists.htm
http://www.abacon.com/famtherapy/satir.html

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:

For each student to reach their full potential by exploring, examining, and engaging in the treatment protocol. This is done through each student's interaction with the instructor and using the resource's given in the class website.
 

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

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. Answers need to be 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 are explaining this information to someone who has no prior knowledge of counseling terms, concepts and issues. The paper should not be cut and pasted but a reflection and application of your knowledge gained from the course. It should be a minimum of 700 words and include enough information to convince the reader that you understand the concepts, relationships, and issues you are discussing and are not simply reporting the information.

Questions Assessing Core Learning Outcome 1 (Demonstrate competence in the vocabulary used in guidance and counseling.) 60 pts.

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

a. Empathic understanding. (10 pts)

b. Unconditional positive regard (10 pts)

c. Transference (10 pts)

d. Anxiety (10 pts)

e. Projection (10 pts)

f. Irrational Beliefs (10 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 three major differences between the following models and their techniques. Discussion of the specific differences of the models needs to be integrated and is not to be a separate report of each.

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.) 40 pts

3. Identify and discuss the ethical considerations of:

Part 1:
a. Pursuing a romantic relationship with a client or former client, either during or after a counseling relationship. (10 pts)
Part 2:
a. Discuss the importance and limitations of confidentiality in a counseling setting. Include in your answer specific information that clients need to be provided. (10 pts)
b. Discuss 2 counseling situations where duty to warn would be necessary. What would be the ethical issues involved? (10 pts)
c. Discuss the importance of ethical standards in the counseling profession.

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

4. Describe and apply how your knowledge of guidance and counseling models might help your own 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 effective and the least effective counseling models and techniques for the following problems. Specific justification for choices needs to be included in discussion.

a. Low self-esteem (10 pts)

b. Phobias (10 pts)

c. Marital problems. (10 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

 

Outcome #5—Evaluate the guidance and counseling processes that occur in helping relationship

 

0-3 errors in defining and using vocabulary terms used in guidance and counseling

6 or more models and techniques identified in evaluating the counseling process

4-6 errors in defining and using terms, processes and issues in answering CA questions

4-5 models and techniques  identified in evaluating the counseling process

More than 6 errors in defining and using terms, processes and issues in answering CA questions

3 or fewer models and techniques  identified in evaluating the counseling process

 

Synthesis

 

Outcome #2Identify and critique key concepts found in the study of guidance and counseling

 

 

3 or more major differences were identified for the models compared 

 2 major differences were identified for the models compared or differences described were not significant differences

 1 major differences were identified for the models compared or differences described were not significant differences

Analysis

 

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

3 or more reasons why this issue is unethical in the area of concern

Only 2 reasons why this issue is unethical in the area of concern

 

1 or no reasons why this issue is unethical in the area of concern

Application

 

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

 

 

Outcome #4—Practically apply guidance and counseling to one’s life and circumstances

 

 

 

 

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

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

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

 

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

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

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

2 counseling and guidance models identified and discussed including assumptions, terms and principles/techniques

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

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

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

Effective Communication

Use of APA format (10 points)

Whole document, questions, answers and references are formatted in correct APA style with 0 errors

Whole document, questions, answers and references contain 1 - 2 APA style errors

Whole document questions, answers and references contain more than 2 APA style errors

Content of communication (10 points)

Answers to questions were organized, focused and statements were effectively supported

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

Answers were challenging to read due to disorganization, lack of focus and statements were not supported

Technical Skill in Communication:

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

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

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

 
 

Class Assessment:

1.  Written Mid Term
2.  Written Final Exam
3.  Compliance with Core Assessment Standards, as set forth in this syllabus

Grading:

Core Assessment - Written Paper                     220 points
Mid-Term Exam                                                 90 points
Final Exam                                                         90 points
Classroom Participation                                     20 points
Total Possible Points                                        420 points 
 
Letter Grades will be assigned based on the following numbers of points:
 
A=378 points and above 
B=336 points to 377 points
C=294 points to 335 points
D=252 points to 293 points
F=251 points and less

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 5 points per each day late.  Unfulfilled assignments will result in a grade of zero (0).
 
No late work will be accepted after term of enrollment. 

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:

Week One -
   Mar 21    Chapter 1 and Chapter 2 review
                   Discuss the APA paper requirements and grading procedures
 
Week Two -
   Mar 28  Chapter 2  and Chapter 3  review         
                Reading Assignment Presentations for both chapters
   
 Week Three -
   Apr 4    Chapter 4  and Chapter 5 review            
               Reading Assignment Presentations for Chapter 4
               Core Assessment Research
         
 Week Four -
   Apr 11    Chapters 1 - 5 review          
                Reading Assignment Presentations            
                Core Assessment Research
                Special Topic Presentations                                                                        
                 (Mid-Term Exam - to be completed and turned in on Apr 18)
 
Week Five -
  Apr 18    Mid-Term review          
                  Chapter 6 review
                  Reading Assignment Presentations
                 Special Topic Presentations       
 
Week Six -
   Apr 25    Chapter 7  and Chapter 8 review         
                  Reading Assignment Presentations          
                  Core Assessment Research
                  Reading Assignment Presentations
 
Week Seven -
   May 2   Chapter 9 and Chapter 10 review           
                 Special Topic  Presentations 
                 Final Exam handout - must be completed and hand-in on May 9
 
Week Eight -
   May 9   May 9 Final Exam turn-in and review        
                Core Assessment (Written Project turned-in)           
               
               

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 2008-2009 Undergraduate Catalog Page 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 2008-2009 Undergraduate Catalog Page 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 "F".
  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.

Park University 2008-2009 Undergraduate Catalog Page 89-90

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:3/4/2009 11:26:57 PM