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


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

PS 206 Intro to Guidance/Counseling

Semester

S2T 2013 DL

Faculty

Zeng, Heather

Title

Adjunct Instructor

Degrees/Certificates

Ph.D.

Office Location

By e-mail/phone

Office Hours

Available 8 to 5 CT by Phone (e-mail me and let's arrange a time)

E-Mail

heather.zeng@park.edu

Semester Dates

Spring II 2013 (3/18-5/12)

Class Days

TBA

Class Time

See Syllabus for assignment due dates/Class available 24 hours

Prerequisites

PS 101 or the equivalent

Credit Hours

3


Textbook:

Corey, G., (2009) Theory and practice of counseling & psychotherapy, (9th Edition).  Belmont, CA. Thomson Brooks/Cole 
 ISBN13: 978-0-8400-2854-9

Textbooks can be purchased through the MBS bookstore

Additional Resources:
The instructor will e-mail  guidelines for the course to read and review. This highlights expectations for protocol and decorum in the course. This also includes confirmation of reviewing a netiquette website (how to work together collegially online). This is important to highlight in particular regarding the group work collaborations. It's important that students adhere to standards of conduct for students and recognize the Park policies as well. These will also be posted in the announcement area.

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:
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 @

Educational Philosophy:
A highly interactive course with readings and assignments that afford an exploration of the individual while also learning about theoretical approaches.

Learning Outcomes:
  Core Learning Outcomes

  • Demonstrate competence in the vocabulary used in guidance and counseling.
  • Identify and critique key concepts found in the study of guidance and counseling.
  • Identify ethical issues in the guidance and counseling process.
  • Practically apply guidance and counseling to one's life and circumstances.
  • Evaluate the guidance and counseling processes that occur in helping relationships.
  • 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:

    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 Thursday of Week 7

    1 question

    5 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.

    23 total responses

    69 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

    929 points

    Grading:
     

    PS 206 Grading Policy:

    Course Grading Scale: 

    The total number of points for the course is 929.  

    A

    90-100%                  837 - 929 points

    B

    80-89%                    744 - 836 points

    C

    70-79%                    651 - 743 points 

    D

    60-69%                    558 - 650 points

    F

    59% and below       557 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:

    Week 1 Topic:

    During Week 1 we will focus on an introduction and an overview of the basic issues in the counseling practice and the counselor as person and professional

    Week 2 Topic:

    During Week 2 we will focus on ethical issues in the counseling practice

    Week 3 Topic:

    During Week 3 we will focus on Psychoanalytic Therapy and Adlerian Therapy

     Week 4 Topic:

    During Week 4 we will focus on Existential Therapy and Person-Centered Therapy

    Week 5 Topic:

    During Week 5 we will focus on Gestalt Therapy and Behavior Therapy

    Week 6 Topic:

    During Week 6 we will focus on Cognitive Behavior Therapy and Reality Therapy

    Week 7 Topic:

    During Week 7 we will focus on Family Systems Therapy and an Integrative Perspective

    Week 8 Topic:

    During Week 8 we will focus on integration and application of counseling theory

     -----------------------------------------

    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 (1)--due Thursday of Week 7. 

    Consider This response (1)--due Sunday of Week 7
     
    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 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 2012-2013 Undergraduate Catalog Page 97

    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 2012-2013 Undergraduate Catalog Page 95
    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, 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.
    ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

    Park University 2012-2013 Undergraduate Catalog Page 98

    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:3/4/2013 2:16:03 PM