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PS 206 Intro to Guidance/Counseling
Turer, Ellen Marie


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/Counseling

Semester

S2U 2010 LU

Faculty

Turer, Ellen Marie

Degrees/Certificates

M. Ed. School Counseling (Northern Arizona University)
M.A. Curriculum and Instruction (Chapman University)
B.S. Park University (Park University)

Office Location

Luke AFB

Office Hours

Before/After Class and by appointment

Daytime Phone

623.680.8933

E-Mail

ellen.turer@park.edu

ellen.turer@earthlink.net

ellen.turer@dysart.org

Semester Dates

March 18, 2010 - May 9, 2010

Class Days

----R--

Class Time

4:50 - 10:10 PM

Credit Hours

3


Textbook:
Corey. (2009). Theory and Practice of Counseling and Psychotherapy. (8th ed.) United States: Thomson Brooks/Cole.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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/.


Course Description:
PS 206 Introduction to Guidance and Counseling: 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:
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:
 

Presentations

200 points 

Mid Term Exam

100 points

Core Assessment

200 points

Opinion/Reflection Paper

100 points

Final Exam

100 Points

Class attendance / Participation

 80 points

Total Possible Points

780 Points

Grading:
 

A = 780 - 702

B = 702 - 624

C = 623 - 546

D = 545 - 468

F = 467 or less

Late Submission of Course Materials:
Twenty percentage points (20%) will be deducted for late work.  If work is not posted by 11:59 p.m. on the due date 20% points will be deducted from the assignment grade.

Classroom Rules of Conduct:
Students are expected to attend all class meetings, be punctual, and participate in class discussions. If a student is unable to complete the class attendance according to university policy, it is his/her responsibility to withdraw from the class. In cases of emergency or illness, students are to contact the instructor immediately and arrange for another student to take notes, pick up any handouts, etc.  Any unexcused absence or excessive tardiness will result in lowering your grade by one full letter grade. Allowing students to make-up a missed exam is at the option of the instructor.   Points will be deducted for late assignments.  The number of points deducted is at the option of the instructor.  If you turn in other assignments after the due date, pointes will be deducted from the assignment.  Keep in mind that technology problems are not an excuse for late assignments.  If you have technology problems i.e. printing etc please make other arrangements like emailing to a fellow student for printing or instructor.  Keep electronic copies of all materials. Park University's Policy Statements attached apply to this course.  Cheating and plagiarizing will not be tolerated and will result in zero points for that assignment.   In order for all students to have opportunities for active participation in class discussions and learning activities, classmates are encouraged to be respectful to their fellow students. Allow all students time to express their ideas and positively encourage comments from others.  Students must be assured that any personal information shared with classmates will be considered confidential.   All assignments and exams must be completed in order to pass the course.

Course Topic/Dates/Assignments:
 

Class Meeting Dates

Chapter Topics

Chapters /
Assignments Due Dates

Meeting - 1 Thur
18 March 2010

Introduction / Expectations

Introduction to Guidance and Counseling

 Chapter 1-3

Meeting - 2 Thur
25 March 2010

Psychoanalytic

Adlerian 

Chapter 4

Chapter 5
 

Meeting - 3 Thur
1 April 2010

Existential

Person –Centered

Mid Term Review

Chapter 6

Chapter 7

Chapter 1-7

Meeting - 4 Thur
8 April 2010

Gestalt

Behavior

Mid Term Exam

Chapter 8

Chapter 9

Mid Term Chapter 1-7

Meeting - 5 Thur 
15 April 2010

Cognitive Behavior

Reality

Chapter 10

Chapter 11

Meeting - 6 Thur
22 April 2010

Feminist

Postmodern Approaches

Chapter 12

Chapter 13

Meeting - 7 Thur
29 April 2010

Family Systems

Integrated Perspective

Final Exam Review

Chapter 14

Chapter 15

Final Review

Core Assessment Due

Meeting - 8 Thur
8 May 2010

Final Exam

Opinion/Reflection Discussion

Final Exam Chapter 8-15

Opinion/Reflection Due

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 2009-2010 Undergraduate Catalog Page 92

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.

  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 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 .

Copyright:

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Last Updated:3/2/2010 8:51:18 PM