PS 206 Intro to Guidance/Counseling
F2HH 2009 PA
Magoffin, Lisa W.
B.A.: PsychologyM.A.: Behavioral Science
October 19, 2009- December 13, 2009
5:15 - 10:45 PM
Textbook: Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed). Australia: Thomson.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
As a teacher, I have three main objectives for your learning experience: 1) to provide a fundamental knowledge in Counseling 2) to create a learning environment which will foster critical thinking 3) to enhance self-awareness, as well as, awareness of the world around us.
My teaching practices are built on two principles. First, my courses are based on collaborative learning. I encourage students to share their thoughts and ideas through the use of discussion, debate, and reflection. By establishing an atmosphere of equal sharing, we can create a bridge between life experiences and the course’s theoretical framework. Secondly, I strive to create a strong rapport with my students. For me, good rapport includes listening, being sensitive to feelings, encouraging, providing timely feedback, and extra help when needed.
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
Late Submission of Course Materials: It is unfair to other students to allow some individuals to submit assignments after the scheduled due date. The following is a list of valid reasons for submitting late work:
· A medical emergency or a serious acute illness. All medical emergencies and illnesses must be verified by a note on letterhead by an M.D., D.O., P.A., or R.N. I will not normally accept a note from other health professionals (e.g., Ph.D., MSW, D.C., Physical Therapist) because their professional functions rarely involve medical emergencies or acute illnesses. I will acccept late work for students who can provide evidence of a verified medical emergency (but not acute illness) involving a child, spouse, parent, sibling, or grandparent.
· An Accident or Police Emergency. I will require an accident report or note on letterhead from an appropriate law enforcement officer to accept late work due to accidents or police emergencies (e.g., assault on student, student taken hostage, detained witness of a crime).
· Unforeseen Jury or Witness Duty. I will require a note on letterhead from a judge or attorney to accept late work due to jury or witness duty.
· Unforeseen Military Deployment or Activation. I will require a note on official letterhead from your commanding officer.
Classroom Rules of Conduct:
Classroom Participation: Each student will be evaluated by participation in classroom activities. Tardiness or leaving early will result in a deduction of participation points
E-mailing Assignments: The e-mailing of assignments is allowable. E-mailed assignments received after the due date (12:00 pm EST) will be considered late. All assignments received by the instructor will be replied to with a confirmation. When emailing, please include your full name and course information on the subject line.
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:9/21/2009 8:02:19 PM