LEAD and SERVE constitute the conceptual framework for all programs for professional educators in the College of Education at NC State. They are the touchstones that assure that our students graduate with the following:
LEAD: four forms of knowledge; general pedagogy, content-specific pedagogical strategies, content or discipline knowledge as well as knowledge of the content of education, including foundations, historical perspectives and school settings.
SERVE: elements that show the range of dispositions developed in our candidates; scholarly, ethical, reflective, valuing diversity and experienced in practical application of knowledge.
General Course Information
ECD 560Research and Assessment in Counseling
Summer 2010 Section 001, Mondays & Wednesdays, 4:00 – 7:30 Poe 529
Instructor:Dr. Richard E. Tyler, LPC/NCC
520 Poe Hall
513-1842
Webpage:www4.ncsu.edu/~retyler
Office Hours: Immediately after class and by appointment
Required Texts:
Wilkinson, W. & McNeil, K. (1996). Research for the helping professions. Pacific Grove, CA: Brooks/Cole.
DSM-IV TR: Diagnostic Statistical Manual of Mental Disorders 4th Edition Text Revision. Washington DC: American Psychiatric Association.
Highly Recommended Text:
Publication Manual of the American Psychological Association (6th ed.) (Washington, DC: American Psychological Association, 2009.
Course Description:
This course is designed to increase students’ understanding of the role of research and assessment in counseling. The significance of research and the various types of research designs (quantitative and qualitative) will be addressed. Formal assessment using the DSM-IV TR will be emphasized. Developmental assessment will be mentioned as well as some other common assessment tools used in counseling. The class will mostly consist of discussion, with some lecture, experiential exercises, and case examples.
Attendance Policy
You are required to attend all class sessions. If you must miss a class, please notify your instructor in advance. If for any reason you have two or more unexcused absences from the course, you will not be able to receive a passing grade.
Course Overview
The Course Objectives Address the Following Elements of the Conceptual Framework for the College of Education
L: Learn general pedagogy
E: Educate with content specific strategies for teaching, may include technology
A: Apply discipline or content specific knowledge
D: Demonstrate understanding of the educational context, i.e., school culture, societal issues
S:Scholarly knowledge base to guide educational decisions
E:Ethical disposition for behaving with respect, integrity, personal responsibility
R:Reflective and self-evaluative
V:Value diversity with a sensitivity to cultural, economic, developmental, ethnic, racial, gender, religious and sexual orientation differences
E:Experienced in practical application of knowledge
Course Objectives
At the conclusion of this course, students should be able to:
- Become knowledgeable of basic research terminology. (CACREP Standard II.K.8.)
- To be familiar with the components of a research article. (CACREP Standard II.K.8)
- To understand the ethical issues related to research in counseling and psychological assessment. (CACREP Standards II.K.7. i. and II.K.8.f)
- To have confidence in developing a research proposal. (CACREP Standard II.K.8)
- To have a thorough knowledge of carious research designs used in counseling research. (CACREP Standard II.K.8)
- To be familiar with assessment techniques. (CACREP Standard II.K.7)
- To be familiar with the DSM-IV as well as qualitative methods used in assessment. (CACREP Standards II.K.7. g and h.)
- To be able to assess case studies using the DSM –IV. (CACREP Standard II.K.7.g and h).
Evaluation
This course is four credit hours. Students will be graded on a plus/minus letter grade system.
A+97 – 100B+87 – 89 C+77 – 79
A94 – 96B84 – 86 C74 – 76
A-90 – 93 B-80 – 83 C- 70 – 73
Please note that late assignments are not accepted and make-up exams and quizzes are not given unless you have a University recognized excuse (e.g. medically excused absence due to illness, inclement weather, religious holiday, death in the family, participation in a University related athletic event). Vacations/holidays are not University recognized excuses. If you are going to be absent the day that an assignment is due, be sure to get me a written copy of the assignment on or prior to the due date. If you have any questions please ask me.
Note:If you have a documented disability and wish to discuss academic accommodations, please contact the instructor as soon as possible.
Evaluation will be based on:
- Class Participation & Attendance – 20 %
- Research Prospectus – 30 %
- Final Exam– 35 %
- Case Conceptualization – 15 %
Research Prospectus:
Students should identify a topic for a possible study and develop it using the provided proposal format. Students are not expected to develop a complete proposal but rather a prospectus. The prospectus should include 1) an introduction and statement of the problem, 2) a brief review of literature (approximately 5 studies), and a methodology section. This paper should not exceed 10 pages. The Research Prospectus is Due on June 11th.
Final Exam:
The Final Exam is due on June 28nd. It will be distributed June 23rd and is a take-home exam. This exam will cover the points of research design and data collection as well as the finer points of APA Style. It will include a case study and diagnostic summary. Students will also prepare a treatment plan. This is a take-home exam and students are welcome to use their notes and texts as they work on the questions. This exam will be practical in nature, where you will be applying what we have covered to date.
Case Conceptualization:
At the beginning of the Semester each student will be paired with other students to develop a case conceptualization. You will choose a well known figure (real or fictional) and develop a full case history, background, and treatment plan. Your group will present the case to the class as part of a case conference. Be sure to be ready to answer questions about your case and be prepared to have questions prepared to ask of your colleagues. Presentations are scheduled for the last day of class on June 23rd.
Outline of Course Topics
Date:
5/24/10
5/26/10
5/31/10
6/2/10
6/7/10
6/9/10
6/14/10
6/16/10
6/21/10
6/23/10
6/28/10
Topic:
Course Overview
Class Introduction
Intro to APA Style
Developing a Plan
Research Design
Memorial Day – No Class Enjoy!
Validity
Beyond Quantitative Design
Making Sense of the Data
You and the DSM-IV
Multiaxial Assessment
Knowing what to do now that you know
Childhood Disorders
No Class – Email Prospectus by 11:00pm on 6/11/10
Substance Related Disorders
Psychotic Disorders
Dissociative Disorders
Mood Disorders
Adjustment Disorders
Psychopharmacology &
Medication Management
Anxiety Disorders
Somatoform Disorders
Sleep Disorders
Eating Disorders
Personality Disorders
V Codes
Sexual Disorders
Case Conceptualization Presentations
No Class – Email Final Exam by 11:00pm
Reading:
Wilkinson: Ch 1-4 & 9
Wilkinson: Ch 5,6 & 8
DSM pp xxiii - 37
DSM pp 39 - 134
DSM pp. 191 – 295
DSM pp. 297 – 343
DSM pp 519 - 532
DSM pp. 345 - 428
DSM pp 679 – 684
DSM pp. 429 – 484
DSM pp. 485 – 518
DSM pp. 597 – 662
DSM pp. 583 - 596
DSM pp. 685 – 742
DSM pp. 535 – 582