PS 206 Intro to Guidance/Counseling
F2T 2009 DL
Zeng, Heather T.
Assistant Professor of Psychology/Online Instructor Evaluator
Ph.D. (NCC,NCC (C), LPC)
Available as students need- e-mail a time to talk
PS 101 or the equivalent
Corey, G., (2009) Theory and practice of counseling & psychotherapy, (8th Edition). Belmont, CA. Thomson Brooks/Cole ISBN-10: 0-495-10208-3
Textbooks can be purchased through the MBS bookstore
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Learning Outcomes: Core Learning Outcomes
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
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:
Exceeds Expectation (2)
Meets Expectation (1)
Does Not Meet Expectation (0)
Critical thinking and effective communication are included in the University’s mission statement as well as in the literacies
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
Outcome #2—Identify 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
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
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
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
Discussion Topic—minimum of 300 words for each question--Due on Thursday of each week. See assignment for grading rubric
Homework—minimum of 300 words for each question--Due on Sunday of each week. See assignment for grading rubric
Group Activity--Assignments—minimum of 300 words--Due on Saturday of each week. See assignment for grading rubric
Week 1Group Activity--Due Sunday of week 1
Consider This—3 points each--due Sunday of each week
Mastery--Due Sunday of each week
Responses--3 points each, Discussion Topic responses and Group Activity responses--Due Sunday of each week.
22 total responses
Core Assessment—Due Sunday of week 6. Core Assessment assignment and rubric in Syllabus
Midterm Exam--Due Sunday of week 4
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 (see below for additional information on requirements for proctored exam.) Both parts of the final exam are to be taken during week 8.
PS 206 Grading Policy:
Course Grading Scale:
The total number of points for the course is 942.
90-100% 848 - 942 points
80-89% 753 - 847 points
70-79% 660 - 752 points
60-69% 566 - 659 points
59% and below 565 points and lower
Late Submission of Course Materials:
Points will be deducted for lateness as follows:
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
midnight Mountain Time
will not receive credit
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 .
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 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 2009-2010 Undergraduate Catalog Page 92In 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.
Park University 2009-2010 Undergraduate Catalog Page 95
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 .
Last Updated:9/23/2009 1:36:32 PM