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PS 206 Intro to Guidance/Counseling
Ajas, Hiroshi


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

S1AA 2013 LC

Faculty

Ajas, Hiroshi

Title

Adjunct Instructor

Degrees/Certificates

Master of Social Work, MSW; licensed in Texas
Master of Science in Counseling, MS
Master of Arts in Business Management, MA

Office Location

Park University, Building 5725, suite 5, Lackland AFB, TX

Office Hours

Anytime via email, work number or by an appointment

Daytime Phone

210-592-5330

E-Mail

Hiroshi. Ajas@park.edu

Semester Dates

14 Jan 13- 10 Mar 13

Class Days

--T-R--

Class Time

4:45 - 7:25 PM

Credit Hours

3


Textbook:
Corey, G., (2013) Theory and practice of counseling and psychotherapy, (9th ed.). Belmont, CA: Brooks/Cole Publishing Company. ISBN: 978-0-8400-2854-9.

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/.

http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

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:
The instructor's educational and teaching philosophy is one of partnership with students to accomplish a mutually agreed goal of learning. To accomplish this goal, the instructor serves as an active "agent" to orchestrate ways to facilitate open and free communications; coordinate students' effort to meet course objectives; and to provide a healthy, learning environment to give each student the freedom to learn and grow. Prior to each class, the instructor will provide a detailed course outline of major areas of interest for each chapter, followed with a copy of power point lecture slides. during class, students will be asked to summarize major concepts, ideas or issues brought out in the lecture as well as participating in small working groups. In summary, the instructor will integrate class lectures, power point slides, examinations and group discussions and Core Assessment assignments to meet course objectives.

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:

    1. 7 Feb  2013- Midterm Examination: Chapters 1-9.
    2. 7 Dec 2013- Final Examination: Chapters 10-15. Both examinations will include multiple choice, true and false and short answer response questions.
    3. Counseling Evaluations (two evaluations): Each student will be graded on counseling techniques to include effective communication in the helping relationships, exploring problem situations, formulating a multidimensional assessment, and to demonstrate an intervention technique that will help the client accomplish his or her stated therapeutic goals.
    4. Core Assessment Essay Paper: Each student will prepare a paper answering Core Assessment Essay questions utilizing the guidelines contained in the Core Assessment and Competency rubric. The paper will contain a minimum of 700 words and adhere to APA format guidelines. A detailed outline and discussion of this paper will be covered on the first day of class.
    5. Attendance and Group Participation: A percentage of each student's overall grade will be based on attendance and active participation in class lectures and small group exercises. Excused and unexcused absences and inactive participation in group activities will result in the deduction of points per class.

    Grading:

    1. Midterm Examination:  200 points (25%)
    2. Final Examination: 200 points (25%)
    3. Two Counseling Evaluations: 2x70 points= 140 points (17.5%)
    4. Core Assessment Essay Paper: 200 points (25%)
    5. Attendance and Group Participation: 60 points (7.5%)
    6. Total Points- 800 points (100%)
     
    800-720= A
    719-640= B
    639-560= C
    559-480= D
    479 and below= F

    Late Submission of Course Materials:
    The instructor will not accept late assignments unless for documented, excused reasons. Unexcused reasons for late submission of assignments will receive a grade of "zero." There will be no make up sessions or tests for unexcused absences. The student must make every effort to contact the instructor as soon as possible to make up missed assignments.

    Classroom Rules of Conduct:
    Class participation and appropriate classroom behavior is expected and attendance taken for each class. Class missed for legitimate reasons such as TDY, personal and medical emergencies are excusable but the student will need to coordinate with the instructor (e.g., email or phone) as soon as possible to make up missed assignments.

    Course Topic/Dates/Assignments:

    1. 15 Jan- Introduction to course objectives, discussion of Core Assessment Essay paper, explanation of grading and attendance system and Chapter 1- Introduction and Overview and group exercise.
    2. 17 Jan- Chapter 2- The Counselor: Person and Professional, lecture slides and group activity on helping relationship.
    3. 22 Jan- Chapter 3- Ethical Issues in Counseling Practice, lecture slides, case study exercises on ethical issues, and group activity on psychosocial/intake assessment.Video of Intake and Assessment.
    4. 24 Jan- Chapter 4- Psychoanalytic Therapy, video technique, lecture slides, case study exercises.
    5. 29 Jan- Chapter 5- Adlerian Therapy, video technique, lecture slides, case study exercises, role playing and group activity on communication skills.
    6. 31 Jan- Chapter 6- Existential Therapy, video technique, lecture slides, case study exercises and group activity on building relationship and establishing goals. 
    7. 5 Feb- Chapter 7- Person-Centered Therapy, video technique, case study exercises, Review for Midterm Examination.
    8. 7 Feb- Midterm Examination; Counseling evaluation #1 intake and assessment.
    9. 12 Feb- Chapter 8- Gestalt Therapy, video technique, lecture slides and Chapter 9- Behavior Therapy and video technique.
    10. 14 Feb- Chapter 10-Cognitive Behavior Therapy, video of technique and group exercises.
    11. 19 Feb- Chapter 11- Reality Therapy, video technique and group exercise.
    12. 21 Feb- Chapter 12- Feminist Therapy, video technique and group exercise.
    13. 26 Feb- Chapter 13- Postmodern Approaches, lecture slides and group exercise. Counseling evaluation #2.
    14. 28 Feb- Chapter 14- Family Systems Therapy, lecture slides and group exercises. Hand in Core Assessment Paper.
    15. 5 Mar- Chapter 15- An Integrated Perspectives, review for Final Examination.
    16. 7 Mar- Final Examination.

    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 95-96

    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 95

    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 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 .

    Additional Information:

    Bibliography:

    Copyright:

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    Last Updated:12/2/2012 4:40:19 PM