Syllabus Entrance
Printer Friendly
Email Syllabus

PS 206 Intro to Guidance/Counseling
Zeng, Heather T.


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

F2T 2007 DLA

Faculty

Zeng, Heather T.

Title

Assistant Professor of Psychology/Online Instructor Evaluator

Degrees/Certificates

Ph.D. Colorado State University- Cognate: Counseling/Career Development
Licensed Professional Counselor (WY) (LPC)
National Board Certified Counselor (NCC); National Board Certified Career Counselor (NCCC); Master Career Counselor (MCC)

Office Location

Fremont, CA  (Pacific Time)

Office Hours

Online- I will respond promptly /within 24 hrs

Daytime Phone

(786) 246-6232

Other Phone

None

E-Mail

heather.zeng@park.edu

Semester Dates

F2T 2007  Oct 22- Dec 16, 2007

Class Days

TBA

Class Time

Course accessible 24 hrs

Prerequisites

PS 101 or the equivalent

Credit Hours

3


Textbook:

Corey, Gerald, Theory and Practice of Counseling & Psychotherapy, 7th Edition, 2005. Thomson Brooks/Cole  ISBN 0-534-53605-0

Textbooks can be purchased through the MBS bookstore

Additional Resources:

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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

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. 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. 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 paste” 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.

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.

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)

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 techniques:

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

b.      Family therapy and psychoanalytic therapy (10 pts)

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

3. 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)

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

4. Describe how your knowledge of guidance and counseling principles might help your interpersonal relationships and reduce stress.

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 techniques for the following problems. Briefly justify your choices.

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)

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 approaches. Include fundamental assumptions, terms, and principles/techniques.

Whole Artifact:

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 concepts 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 concepts 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 concepts 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)

 

 

0-1 errors in describing key concepts (20 points)

 2-3 errors in describing key concepts ( 14 points)

More than 3 errors in describing key concepts (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 applied to one’s life (10 points)

 3 or more counseling and guidance approaches 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 applied to one’s life (7 points)

2 counseling and guidance approaches 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 applied to one’s life (0 points)

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

Effective Communication

Use of APA format

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

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:

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 with more grammatical and/or structural errors which was somewhat distracting for the reader

 (7 points)

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


Class Assessment:

Discussion Topic—minimum of 300 words for each question--Due on Thursday of each week.  See assignment for grading rubric

8 questions

120 points

Homework—minimum of 300 words for each question--Due on Sunday of each week. See assignment for grading rubric

7 questions

105 points

Group Activity--Assignments—minimum of 300 words--Due on Saturday of each week.  See assignment for grading rubric

6 activities

90 points

Week 1Group Activity--Due Sunday of week 1

1 activity

3 points (extra credit)

Consider This—3 points each--due Sunday of each week

7 questions

21 points

 

 

 

Mastery--Due Sunday of each week

7 quizzes

70 points

Responses--3 points each, Discussion Topic responses and Group Activity responses--Due Sunday of each week.

22 total responses

66 points

Core Assessment—Due Sunday of week 6.  Core Assessment assignment and rubric in Syllabus

 

220 points

Midterm Exam--Due Sunday of week 4

 

100 points

Final Exam2 parts, 75 points for each part.  Part 1multiple-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. 

 

150 points

 

TOTAL

942 points

Grading:
 

PS 206 Grading Policy:

Course Grading Scale: 

The total number of points for the course is 922.  

A

90-100%                  848 - 942 points

B

80-89%                    753 - 847 points

C

70-79%                    660 - 752 points 

D

60-69%                    566 - 659 points

F

59% and below       565 points and lower

  

 

 

Late Submission of Course Materials:

Points will be deducted for lateness as follows:

Assignments:  

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

       

Responses:

 

 

Sunday after

midnight Mountain Time

will not receive credit

  

Midterm:

 

 

Sunday after

Midnight Mountain Time

-5 points

Monday after

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 .

Course Topic/Dates/Assignments:

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 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
In 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.

  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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:10/3/2007 10:26:42 AM