PS 206 Intro to Guidance/Counseling
F1G 2009 GR
Bauste, Robert L.
Senior Adjunct Instructor
BS PsychologyMS Counseling Psychology
Grand Forks Air Force Base
email/voice mail anytime ( may be arranged before/after class)
August 24th through October 18, 2009
4:45 - 7:25 PM
Textbook: Corey, G. (2009) Theory and practice of counseling and psychotherapy, (8th Edition). Belmont, CA. Thomson Brooks/Cole ISBN-10: 0.495-10208-2
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: The facilitator's educational philosophy is one of interactiveness based on lectures, readings, dialogues, examinations, videos, websites, writing and examinations. The facilitator will engage each learner in what is referred to as disputations learning to encourage the lively exploration of ideas, issues and contradictions. The facilitator will ensure a safe environment for the exploration of topics.
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
Class Assessment: Students will be assessed based on a midterm exam, a final exam, presentations, class participation and topic papers.
Late Submission of Course Materials: Assignments are due at the beginning of the class period on the date given in the syllabus. Homework assisgnments will not be accepted late. 10 points will be deducted from the core assessment for every calendar day it is late. No points will be awarded if it is late by more than 5 calendar days. The presentation must be presented on the date assigned.
Classroom Rules of Conduct: It is important that student's respect the opinions and values of peers. I do not anticipate any problems with regard to rudeness in our class. I do want everyone to know that the classroom is a safe place to exchange ideas.
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 92
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:7/20/2009 10:12:13 AM