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PS 206 Intro to Guidance/Counseling
Crowe, Jordyn-Grace M.


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

S1M 2013 CH

Faculty

Crowe, Jordyn-Grace M.

Title

Senior Instructor of Psychology, Sociology, and Communications

Degrees/Certificates

M.A. - Psychology and  Graduate Minor -  Social Work -  SUNY/Buffalo
B.A. Psychology with Honors, Cum Laude -  SUNY/Buffalo
A.A. Liberal Arts Social Sciences - Erie Community College South

Office Hours

Gladly by appointment or Via Virtual Office Hours (Email or Phone)

Daytime Phone

(252) 444-1711

Other Phone

(252) 466-2655

E-Mail

JordynGrace.Crowe@park.edu

jordyngracecrowe@yahoo.com (please use this address)

Web Page

http://my.park.edu -  click "enter my Park"  Visit our class page often!

Semester Dates

Spring I 2013

Class Days

--T-R--

Class Time

4:45 - 7:15 PM

Prerequisites

Suggested Prerequisite:  PS 101 or Equivalent

Credit Hours

3


Textbook:

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Required Texts:

Okun, B. F. & Kantrowitz, R. E. (2008).  Effective helping:  Interviewing and counseling techniques  (7th ed.).  Belmont, CA:  Brooks/Cole (Cengage Learning).

ISBN-10: 0495006254

Carnegie, D. B. (2009). How to win friends and influence people.New York: Simon & Schuster. (Original work published 1936.)

ISBN-10: 1439167346 (any edition is acceptable)


Strongly Suggested:

Rossiter, J. (2010). The APA pocket handbook:  Rules for format & documentation. Port St. Lucie, FL: DW Publishing. 

ISBN-10: 1933878134

 

The Carnegie book is available used from www.amazon.com, www.half.com, or www.ebay.com.

 Effective Helping is a paperback textbook and a favorite among students and faculty!  The author explores practical approaches to guidance and counseling in straightforward language.  The emphasis is on knowledge that is helpful for everyday use, whether you are a parent, counselor, teacher, military member, or manager.  I hope you will find this textbook a pleasure to read!  

Warning:  This course requires a great deal of reading (about 2 textbook chapters per week).  If you are not a good reader, do not like to read, or do not have time to read, do not take this course.

Students are expected to read the assigned chapter before attending class.  

Do NOT attempt to take this class without both books.

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Textbooks can be purchased through the MBS bookstore

Additional Resources:

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Please be prepared for class with the following supplies:

1)  Your Textbook

2)  2 College-Ruled, Standard Size, Spiral Bound Notebook.  If you use a lap top for notetaking, you probably won't need a spiral notebook.  

One notebook is for classroom note taking.  Students who take notes in class tend to do better academically than students who just listen.  The second notebook is for recording your answers to the questions posed by the Core Assessment assignment.  Be sure to list your source in APA format at the end of your definition or description. 

3)  Blue or Black Ink Pen or Pencil

4)  Highlighter

5)  Sturdy 2-3 pocket folder to hold study guides and handouts.
     

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/.

http://www.apa.org (American Psychological Association
http://www.psychologytoday.com (Popular magazine's website)
http://www.my.park.edu -  This is our course website.  Visit site often.
http://www.erowid.com -  Legal and illegal drug information
http://www.missionstatements.com
http://www.gottman.com  Marriage Research Center.

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 @

Prepare to engage in an exciting and possibly life changing course!  

This course provides students and novice counselors with nuts-and-bolts advice about the process of doing guidance and counseling, starting with the first contact with a new patient. The author of your textbook provides a unique, combined perspective on how counseling is conducted, what works and what doesn't work in treatment, and how to take care of oneself as a clinician.  The course speaks directly to the questions, concerns, and insecurities that beginning counselors typically face. Your textbook provides authoritative information for understanding and resolving common client dilemmas.

Educational Philosophy:

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WELCOME TO INTRODUCTION TO GUIDANCE AND COUNSELING!

My name is Jordyn Grace Crowe, M.A., and I will be your instructor.

My educational philosophy is one of shared interaction based on lectures, reading, classroom demonstrations (for which class participation is necessary) exams, videos/DVDs, CDs, and writing.  I am eager to get to know each student personally.  My goal is to engage each learner in the lively exploration of ideas, issues and contradictions. Disputatious learning is exciting!    Class members are encouraged to share their experiences and impressions as they relate to course content.

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:

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Class Assessment:

7 Quizzes:  Students will take a quiz approximately every week on previously covered material (one or two topics).  This will assure that the information is fresh in your mind and you are able to do your best.  Quizzes take place at the beginning of class  and consist of multiple choice, short answer essay, and fill in the blank questions.  Each quiz contains 25 questions and one extra credit question.  No books or notes may be used.

Class Participation -   -  Students are asked to demonstrate their preparation for class through class participation.  Please read the assigned chapter or pages before class and be prepared to discuss them with the class.  All students should bring their textbook, a spiral notebook, a sturdy pocket folder, a pen or pencil, and a highlighter to every class.  Of course, you must be present to each class participation, which is worth 55 points.

Please write a personal mission statement.  Check out www.missionstatements.com and franklincovey/missionstatement/index.html?  Your mission statement is worth 50 points.

Core Assessment Writing Assignment -  All students taking PS 206 are required to complete the Core Assessment Writing Assignment created by the faculty of the main campus.  Explicit instructions are included in this syllabus.  We will go over the instructions together and I am available to guide you through the process. Please meet with me (or email or phone me) on a regular basis to update me on your progress and share any questions you may have 

Instructions for the Core Assessment Assignment:
Write a paper answering all the essay questions provided 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.

It is very important that each learner understands what plagiarism is and how to avoid  it.  I want to read your words and ideas (not someone else's).  Write the way you normally talk and proofread for spelling or writing errors.  Plagiarism includes lifting words and ideas from other sources, without giving proper credit, and claiming they are your own.  Consequences for students caught plagiarizing are very serious.    If you aren't sure what constitutes plagiarism -  please ask me.  Keep direct quotes to a minimum. Start early!    Have fun!   Your Core Assessment is worth 220 points.

EXTRA CREDIT:  

PET DONATION:  Students may earn a maximum of 5 points of extra credit by donating pet food and pet care products to the Havelock Critter Rescue Squad and Havelock Animal Rescue and Shelter.  Donation requests:  A large bag or dog or cat food, a pallet of canned dog or cat food, a large box of clumping cat litter for multiple cats.  Pet beds, and pet toys are also appreciated.  You can turn in your donation to me anytime up to the last day of class.  

VALENTINES FOR VETS  :  5 points of extra credit for 2 cards.  10 points extra credit for 7 or more cards.  Please do not use tiny children's valentines meant for elementary classroom exchange.  Many of our veterans have arthritis in their hands and fingers and have difficulty handling these little cards.  Veterans love handmade cards!  Cards from children (with the child's name and age) are considered treasures!

COURSE EVALUATION  :  3 points of extra credit.  Turn in the last page which says "Thank You" and write your signature.  

Grading:

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GRADING:

7 Quizzes - 25 points each = 175 points
Mission Statement = 50 points
Core Assessment Paper = 220 points
Class Participation = 55 points
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Total = 500 points

Quizzes:
A+ = 26 points
A   = 25-23 points
B+ = 22 points
B   = 21-20 points
C   = 19-18 points
D   = 17 points
Below Passing = Below 17 points

To calculate your final grade, divide the number of course points you earned by the total number of points available (500 points) and move the decimal place.

Here is the final grading scale:

100 - 90%  =  A  =   500 - 447 points 
  89 - 80%  =  B  =   446 - 397 points
  79 - 70%  =  C  =   396 - 347 points
  69 - 65%  =  D  =   346 - 322 points
Below 65% =  Below Passing

Late Submission of Course Materials:

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Please be on time and attend class regularly.  Be prepared with assignments completed.

Procrastination...zzzzzzz...I'll do it tomorrow.  

Procrastination is sometimes due to taking on an overloaded schedule.  "Where do I find the time?"

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Late Submission of Course Material
 
Technology is a wonderful thing...until it lets you down when you have a deadline.  Computers crash and printers run out of ink or paper.  Begin your Core Assessment Writing Assignment early  and save all work. Backup your hard drive.  Use virus protection.  Keep extra ink and paper on hand.   Print out a back up hard copy of your paper and put it in a safe place.

If you miss a quiz, please contact me by email.  If you have a documented excuse, you can take the quiz at the Park University office before all the quizzes are returned to the class.  If you ask to make up a quiz after the quizzes have been returned, you will need to take a make up quiz.  Make up quizzes are more challenging and usually in essay form.

Procrastination is sometimes due to fear of failure or confusion about course requirements.  Ask me for help.

Procrastination heightens adrenaline, kind of like a triple shot of espresso!  If that boost of adrenaline you get when you finish coursework at the last minute has become addictive...let's try a new approach.  Set goals and rewards for yourself as you complete each part of the course requirements.

In fact, students who wait until the last minute to study or complete a writing assignment actually do WORSE than those who start early and work steady.  

Mission Statements and Papers will lose 5 points per class meeting

Classroom Rules of Conduct:

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Please be on time.  We look forward to your presence and interaction!  

In order to ensure an atmosphere conducive to learning for all, cell phones will be turned off while in class.  Emergency exceptions to this policy must be cleared with the instructor prior to a class period.  You may be asked to hand the instructor your cell phone or asked to leave if your cell phone goes off during class.  It will be returned to you at the end of class...unless it's so cool I just can't part with it  !  Do not text, make or receive calls  , tweet, email , surf the web, listen to tunes  , take pictures  , or check your social networking site in class  .

Eating and drinking in the classroom   are permitted provided you clean up after yourself and are considerate of others.  Remember, your mother doesn't work here.  

ALWAYS REMEMBER:  What happens in Counseling class STAYS in Counseling class!  

Course Topic/Dates/Assignments:

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Tuesday, Week 1 -  Instructor Illness

Thursday, Week 1 -  Orientation   

Tuesday, Week 2 -  Introduction (Chapter 1)

Thursday, Week 2 -  Introduction (Chapter 1)

Tuesday, Week 3 -  QUIZ 1  -  The Helping Relationship (Chapter 2)

Thursday, Week 3 -  Communication Skills (Chapter 3)

Tuesday, Week 4 -  QUIZ 2 -  Stage I:  Building Relationships & Establishing Goals (Chapter 4)

Thursday, Week 4 -  Stage I:  Building Relationships & Establishing Goals (Chapter 4)

Tuesday, Week 5 -  QUIZ 3 -  Current Theoretical Approaches (Chapter 6)

Thursday, Week 5 -  Current Theoretical Approaches (Chapter 6)

Tuesday, Week 6 -  QUIZ 4 -  Introduction to Strategies (Chapter 7)

Thursday, Week 6 -  Introduction to Strategies (Chapter 7)
   MISSION STATEMENT DUE -  

Tuesday, Week 7 -  QUIZ 5 -  Applying Strategies (Chapter 8) -  PAPERS DUE  

Week 7 -  Make Up Class -  Crisis Theory and Intervention (Chapter 9) -  Read on Your Own, Take Notes
(I am willing to meet with our class and teach the material, if you prefer.  Let me know.)

Thursday, Week 7 -  QUIZ 6-  Issues Affecting Helping (Chapter 10)

Tuesday, Week 8 - Issues Affecting Helping (Chapter 10)

Thursday, Week 8 -  QUIZ 7 -  VIDEO, Papers Returned, Celebrate Our Learning 

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
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Cheating on quizzes, or helping others cheat, will not be tolerated.

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
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Plagiarism Policy -  Plagiarism will result in a grade of zero for the paper and most likely as "F" in the course.  Plagiarism can get you kicked out of school.  If you are not sure what constitutes plagiarism, I recommend you check out web sites such as plagiarism.org or turnitin.com.

Having someone else write your Core Assessment Writing Assignment also constitutes plagiarism.  (A student tried that one time and was caught.)

Do you own work.  Give credit to other writers where credit is due.

Take notes in your own words from the journal articles or books you plan to cite and then put them away, so you won't be tempted to lift sentences or even paragraphs.

Keep quotations to a minimum (just one or two).

Write the way you would normally speak (toss the thesaurus).  Do NOT try to sound like a textbook or a journal article.  Be yourself.

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 2012-2013 Undergraduate Catalog Page 98
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In order to succeed in this class, it is highly recommended that you attend all class sessions and complete all assignments on time.  In the past, students who did not attend the majority of classes earned very low grades.  It's up to you!

Park University does not consider Personal Leave or Vacation a legitimate absence.  If you expect to miss many classes, it may be better to take this course at another time.

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 .
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If you have a hidden medical condition for which you might need help in the classroom, please make an appointment with me as soon as possible.  If you have a learning, physical, or emotional disability, for which course accommodations or adaptations may be needed, please speak with me.  Students who request accommodations or adaptations will be asked to furnish the University with a note addressed to Campus Director Ivy Prior, from your healthcare provider.

Additional Information:






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A Reality Check:

Are you overextended?     

Students who try to do too much tend to become stressed out and do poorly in college classes.  
Now is the time to take a good look at the schedule you created.  



Include time for YOU and for the people and personal activities that are important to you.  

YOU MATTER!  


Bibliography:

Copyright:

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Last Updated:1/21/2013 7:24:31 PM