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PS 206 Intro to Guidance/Counseling
Wettstein, Suzanne M.


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

FA 2011 HO

Faculty

Wettstein, Suzanne

Title

Adjunct Faculty

Degrees/Certificates

Master of Arts, Counseling & Guidance

Office Location

By Arrangement

Office Hours

By Appointment

Daytime Phone

816-522-6936

E-Mail

suzanne.wettstein@park.edu

suzannewettstein@hotmail.com

Semester Dates

August 18, 2011- December 8, 2011

Class Days

----R--

Class Time

2:25 - 4:55 PM

Prerequisites

PS 101

Credit Hours

3


Textbook:

Corey, G., (2009) Theory and practice of counseling & psychotherapy, (8th Edition).  Belmont, CA. Thomson Brooks/Cole  ISBN-10: 0-495-10208-3
 
This text is also available in e-book format.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
As assigned by the course instructor.

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.

Educational Philosophy:
The instructor believes that success in this course and in retaining the content of this course is done by investing the appropriate amount of time, effort, and energy into reading course materials, attending and taking notes on course lectures, openly participating in class discussions, and being open to exploring the concepts from this course outside of class time.  Learning is an interactive process and students are ultimately responsible for communicating their learning needs to the course instructor.

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:

Daily counseling session write-ups
Counseling session assessment
Midterm Exam
Final Exam
Core Assessment Paper
Participation (attendance, class discussion participation, peer counseling session attendance)
 

Grading:

Daily counseling session write-ups: 110pts (11@ 10 pts each)
Counseling session assessment: 100pts
Midterm Exam: 150pts
Final Exam: 150pts
Core Assessment Paper: 220pts
Class Participation: 20pts
 
Total Possible Points: 750

Late Submission of Course Materials:

Late submission of course material is generally not accepted.  Any exception to this policy is on a case by case basis and is reserved for EXTREME CIRCUMSTANCES ONLY.  If a student feels that they have an extreme circumstance which would prevent him/her from turning in a course assignment on time, the student is responsible for contacting the instructor as soon as possible with the explaination to determine if the assignment will be accepted. 

*Daily counseling session write-ups will be considered late if they are not turned in within the first 10 minutes of class.

Classroom Rules of Conduct:

 
This course covers theories and techniques of counseling and counseling procedures. Students will be engaged in their own self reflection as they seek to understand the needs of clients and of mental health professionals.  Students will be expected to participate in class discussions within the safe confines of our classroom in a respectful and professional manner adhering to the ethical guidelines of professional counselors. Students will, in addition, be expected to engage in practice counseling sessions with classmates and students are expected to conduct themselves in a professional and ethical manner during these sessions.  Topics can be at times controversial for some students, but discussion is meant merely for learning. Students should understand their own personal boundaries when participating in discussions. Students are responsible for their own learning and success in this course. 

Course Topic/Dates/Assignments:

 

August 18- Introductions, What is Counseling, The Case of Stan, (Read Chap. 1 & 2)

August 25- Choose counseling partners , Chapter 1& 2: Introduction and Overview & The Counselor: Person and Professional (Read Chap. 3)

September 1- Chapter 3: Ethical Issues in Counseling (Read Chap. 4/Counseling Sessions)

September 8- Session Write-Up Due, Chapter 4: Psychoanalytic Therapy (Read Chap. 5/Counseling Sessions)

September 15- Session Write-Up Due, Chapter 5: Adlerian Therapy (Read Chap. 6/Counseling Sessions)

September 22- Session Write-Up Due, Chapter 6: Existential Therapy (Read Chap. 7/Counseling Sessions)

September 29- Session Write-Up Due Chapter 7: Person-Centered Therapy (Read Chap. 8/Counseling Sessions/Study for Midterm)

October 6- Session Write-Up Due, Midterm Exam, Chapter 8: Gestalt Therapy (Read Chap. 9/ Counseling Sessions)

October 13- Session Write-Up Due, Chapter 9: Behavior Therapy (Read Chap. 10/Counseling Sessions)

October 20- Session Write-Up Due, Chapter 10: Cognitive Behavior Therapy (Read Chap. 11/Counseling Sessions)

October 27- Session Write-Up Due, Chapter 11: Reality Therapy (Read Chap. 12/Counseling Sessions)

November 3- Session Write-Up Due, Chapter 12: Feminist Therapy (Read Chap. 13/Counseling Sessions)

November 10- Session Write-Up Due, Chapter 13: Postmodern Approaches (Read Chap. 14/Counseling Sessions)

November 17- Session Write-Up Due, Chapter 14: Family Systems Therapy (Read Chap. 15/Counseling Sessions)

November 24 – Thanksgiving Break

December 1- Core Assessment Paper Due, Chapter 15: An Integrative Perspective (Study for Final Exam)

December 8- 1:00-3:00 Final Exam

 
 
 
Practice Counseling Sessions and Session Write-Ups:

Students will complete a series of practice counseling sessions with a partner each week throughout the semester. The sessions need to be 20-40 minutes per session and must either be audio recorded (cassette tape or mp3 file that can be emailed or burned to a CD) or video-taped (digital or VHS). These sessions will most likely be scheduled outside of class time (unless instructor deems class time appropriate for the practice sessions) and the location should be in a quiet location with no distractions. Each session will be focused on the counseling techniques for the theory we are covering for the week. Students will come to the following class prepared with a brief write-up about the session that answers the following questions:

(1)    What specific techniques/strategies did you use that demonstrated the specifics of this week’s counseling theory?

(2)    When during the session did you feel you helped your client discover something about her/himself?

(3)    What were some areas of the session you feel you could have improved upon?

(4)    Describe your comfortable level in using this counseling theory?

The write-up should be at least one paragraph and no more than 1 page in length (single spaced). Each write-up is worth between 0-5 points based on the level of thoughtfulness and self-reflection.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 96

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:7/24/2011 9:07:58 PM