ArgosyUniversity, Chicago Campus

MA Community Counseling

PC6025Section BLA Human Growth and Development

FACULTY Name: Shedeh Tavakoli

Phone: (312) 777-7706

E-mail:

Office Hours: Monday 9:30 – 4:30

Tuesday 9:30 – 4:30

Wednesday 10:00 – 4:00

MEETING DATESFirst Weekend Meeting:

Friday, May 29, 2009

Saturday, May 30, 2009

Sunday, May 31 2009

Second Weekend Meeting:

Friday, June 19, 2009

Saturday, June 20, 2009

Sunday, June 21, 2009

CLASS SCHEDULEFriday6-8:45pm

Saturday9am-5pm

Sunday 9am-4pm

WEB-AUGMENTED ACTIVITIES

Starting with the first week of the term and ending with the last week of the term. Term begins 5/09/2009 and ends on 6/29/2009.

Course length:7.5 weeks

Contact Hours: 45 Hours

Credit Value: 3.0

MASTER OF ARTS IN COMMUNITY COUNSEING MISSION STATEMENT

The mission of the Master of Arts in Community Counseling program at Argosy University in Chicago is to create a learning environment that promotes academic excellence, professional competence, and personal integrity. This mission is achieved through a curriculum that integrates counseling skills, theoretical foundations of counseling, and clinical field experience into appropriate interaction and intervention skills for utilization in a variety of settings with diverse client populations. We serve a diverse student body from urban, suburban, and rural areas who are intrinsically motivated to help others. The program actively engages faculty and students in the preparation of counselors who meet the needs of diverse communities.

The purpose of the Master of Arts in Community Counseling program is to deliver the core learning experiences established by academic program accreditation and the licensure board of the State of Illinois to assure that students completing the program are competent, ethical counselors prepared for post-graduate positions and professional counseling licensure.

COURSE DESCRIPTION

This course includes studies that provide a broad understanding of the nature ad needs of individuals at all levels of development: Normal and abnormal human behavior, personality theory, lifespan theory, and learning theory within cultural context.

COURSE DELIVERY FORMAT

This course has class meetings scheduled on weekends and is web-augmented with a weekly online component found at . This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of this course. Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as opportunities to engage with faculty and other students around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web-based learning environment to provide supplemental resources and reading material. The course will be available onlineto students one week prior to the beginning of the term. For questions pertaining to the online format, please refer to the registration bulletin.

TECHNOLOGY:

Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.

PROGRAM OUTCOMES

The program outcomes of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Each learning objective in this syllabus is tied to the program outcomes and each program outcome corresponds to a specific CACREP standard (the exact standard is delineated by numeric representation, i.e. CACREP Section II.K.2.a & II.K.5.b.c. & Community Counseling Section C.7, etc.).

Program Outcome One: Professional Identity
Competency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.
Program Outcome Two: Social and Cultural Diversity
Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.
Program Outcome Three: Human Growth and Development
Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.
Program Outcome Four: Career Development
Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.
Program Outcome Five: Helping Relationships
Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.
Program Outcome Six: Group Work
Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.
Program Outcome Seven: Assessment
Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.
Program Outcome Eight: Research and Program Evaluation
Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.
Program Outcome Nine: Communication Skills
Competency 1. Communicate clearly and effectively, both orally and in writing.
Program Outcome Ten: Interpersonal Effectiveness (IE)
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.

COURSE OBJECTIVES

Upon completion of this course, students will be expected to be able to meet the following CACREP and programmatic competencies:

1.Understand and articulate the major tenants of a variety of counseling models and theories as well as relevant research and factors applicable when working with clients in professional settings (II. K. 5c, 5d, 5e; & CC.C.4 ).

2.Understand and articulate the historical development of a variety of directive and non-directive counseling theories (II. K. 5c; CC.C4; & C7)

3.Articulate and demonstrate how affective, behavioral, and cognitive theories are applied to case studies (II. K. 5c;CC.C.4, C.7 .

4.Identify and understand how various counseling theories address ethical issues when they arise in the context of counseling (II. K. 5g, CC.A4)

5.Be able to identify and articulate the strengths and limitations of the major counseling theories covered in the course in relation to culturally and ethnically diverse clientele (II.K. 2c; & CC.C1).

6.Understand the variety of counseling theories such that an articulation of a burgeoning interest in a specific theory or theories of counseling can be stated in accord with his or her personal cognitive, attitudinal (including personal values), and affective style (II.K.5c; & CC.C4,.C7).

REQUIRED TEXTS:

Broderick, P.C., & Blewitt, P. (2006). The Life Span: Human Development for Helping

Professionals (2nd Edition). Upper Saddle River, NJ: Prentice Hall.

CLASS POLICIES AND EXPECTATIONS

Attendance

Students are expected to be punctual to all classes and practicum. Absences should occur only for such urgent reasons as ill health or critical emergency. Whenever possible, students should notify the faculty of these absences in advance. Excessive late arrivals or absences, regardless of the reason, may jeopardize a student’s academic standing.

Attendance in all blended (weekend) and evening face-to-face class meetings is required. A student who cumulatively misses three (3) hours of class will receive a reduction of the final grade unless the student successfully completes additional work with the instructor’s consent.

A student who misses six (6) or more hours of on-campus class will be required to withdraw from the course. Exceptions may be made in extreme situations and on a case by case basis in the event of severe illness, critical emergency or family crisis. Documentation of these events must be submitted to the instructor (i.e. a doctor’s note, etc.). Additional work will be assigned in lieu of mandatory withdrawal. In the event of a student withdrawing due to absence, a refund of tuition is dependent on the documented reasons for the absence and must be approved by the Campus President.

Online Participation

Students are expected to complete weekly reading and online assignments.Online components of the course begin as the term begins. Courses with class meetings spread through Term I and Term II are bridged courses, which will all start on the 4th week of the first term, and end in the middle of the 4th week in Term II. In other words, online participation will begin during the 4th week of the first term.

Timely online participation is a form of class attendance. Student financial aid may be affected by when a student last participates online.

Late Work

Will be assessed a reduction in grade (e.g. A to A-) for each day the assignment is late. Students should notify the instructor ASAP of any problems with completing their work on time.

Classroom Etiquette

It is to be expected that the instructor will treat all students with dignity and respect -- it is also expected that the students will treat both the instructor and other students with this same respect. In order to more effectively facilitate this, do the following: 1) turn offall pager and cell phones before class; 2) abstain fromtext messaging in class; 3) keep side conversations to a minimum; and, 5) be respectful in allinteractions

COURSE REQUIREMENTS/ASSIGNMENTS

In this class you will be evaluated on the following: Basic Academic Skills, Application of Knowledge, and Interpersonal/Professional Presentation.

  1. In-class and online discussion (50 points)

Weekly postings begin each Monday morning. You have until the following Sunday at midnight to respond. Postings require analysis and integration of text material with personal experiences. Quality of discussion will be evaluated using the attached rubric.Students are expected to complete weekly reading and online assignments.

  1. Journal article review(50 points)

Two peer-review journal articles will be read and reviewed. The articles chosen should be relevant to the course material, to your chosen application topic and/or to your chosen presentation topic. The article should present the results of a research methodology employed to answer a research question. A good journal in which to find such articles is the Journal of Counseling & Development.

  • Purpose:
  • To become familiar with research being conducted in the field of professional counseling.
  • To be exposed to the application of research methodologies described in the text.
  • To gain more detailed knowledge of an issue in lifespan development.
  • Doing the assignment:
  • Read article carefully.
  • Take notes as you read in your own words.
  • Leave the article behind at this point.
  • You must turn in a copy of the articles reviewed.
  • Writing the review:
  • Cite the article using APA style.
  • Include a summary of the article (write your own abstract).
  • Describe the methods used by the researcher(s) : How were subjects selected?
  • What procedures were used? What type of research methodology was employed?
  • Were subjects representative of the population? Evaluate the procedures.
  • Describe/discuss findings: what did researcher(s) learn? Are results expected or surprising? What questions are left over? What would be the next step if further research were to be conducted in this area?
  • Find the topic in the Belsky or Comstock books. Do the findings confirm the accepted view in lifespan development as presented in the books?
  • The review should be 500-750 words, typed, double-spaced and free of typographical and grammatical errors.

***You are also required to present your findings in class on Sunday May 31, 2009**

  1. In-class presentations(100 points)

You may choose to address and present on any one of the following questions/situations. If you work in a team, the contributions of each member must be obvious, and all members of the team will receive the same grade. Be vivid and creative in your presentation format (e.g., role-plays and live demonstrations, Power Point presentations, video clips, poster sessions, etc.). We will try to have not duplicate topics presented, if possible:

  1. You are counseling the parents of a young infant. They describe their baby as fussy and irritable. They are convinced that they must be doing something wrong to make their child act this way. Based on the evidence available from research, what could you tell these parents about the relative contribution of heredity vs. environment (including parents) in shaping the temperament of this infant? Secondly, given this information, what specific recommendations would you make regarding parenting behaviors they should demonstrate to create a more synchronous relationship? Be sure to provide behavioral examples that would be helpful to most parents. For the purposes of the presentation, you must also present the evidence based on research to justify your approach.
  1. Imagine a 4-year-old child. What are the important issues confronting this child according to Freud, Erikson, and Piaget? Compare and contrast these viewpoints and provide helpful hints for parents to assist their negotiation through this challenging time. These hints should be specific enough so that they will be helpful to parents and with clear, concrete instructions for implementation. For the presentation, be sure to provide clear examples of a 4 year old’s physical, cognitive, emotional, and social worlds as viewed by each of these three theorist’s perspectives.
  1. Frasier is a five year old boy who is deathly afraid of the outdoors, particularly when there are dogs around. This intense fear has been a part of Frasier’s life since the day he was playing outside and was attacked by a German shepherd. Now he refuses to go outside to play and he avoids the family dog, a poodle. Using any ideas and concepts from any of the learning theory perspectives, explain how this intense fear developed, why it continues and how you might extinguish Frasier’s fear. Design a plan to help Frasier overcome this fear of dogs. Use specific concepts from operant and classical conditioning as part of your plan.
  1. Discuss parental style and its importance to child outcomes. Given this information, how would you advise parents to minimize later problems and foster a more positive parent-child relationship? Be specific and provide behavioral examples that parents can use as a guide.
  1. Summarize and evaluate the research on the factors involved in promoting healthy attachment of infants and young children to their parents/caretakers. List and describe Ainsworth’s 3 primary attachment styles as well as any other attachment styles which have been observed and discovered since her pioneering work, describe Ainsworth’s research on attachment styles, and evaluate the impact of various attachment styles on the behavior of young children and its potential influence on later adult relationships.
  1. Summarize and evaluate the theories about causes of ADHD. Describe and evaluate ways of helping children with ADHD. Be sure to include parental and therapeutic interventions and that some of these interventions are specific enough for children and/or parents to understand and implement.
  1. Discuss couple/marital relationships. What factors contribute to their success as well as failure? These include personal, situational and contextual factors. How does the marital life cycle impact happiness and satisfaction? Given this information, what recommendations would you give a young couple who are contemplating marriage or long-term commitment? Provide specific suggestions that will pave the way for greater chances of happiness and satisfaction.
  1. Summarize the main features of adolescent thought and explain how they impact on sexual decision—making. Given that information, imagine that you are the parent of a 14 year old girl that wants to date a twenty year old man. How would you deal with this situation using an authoritative style? Developing a dialogue between parent and child might be helpful. Finally, compare and contrast the authoritative style of parenting in this situation with what a permissive, authoritarian, and neglectful style of parenting would look like. What are the likely outcomes for the different parenting styles used in this situation?
  1. You are counseling the 38 year old mother of a moderately rebellious teenage girl. The mother is very frustrated because she and her daughter think so differently. One of the hurtful things the daughter keeps saying to her mother is that it’s “all downhill” for adults mentally and that her mother is “past her peak.” First, contrast the characteristics of adolescent and adult thought and use this to explain why adults and adolescents can view the same situation so differently. Second, evaluate the evidence that it’s “all downhill” mentally for adults, bringing in specific evidence about changes in cognitive abilities throughout adulthood. Third, provide advice for this mother that will create a more harmonious relationship between the two of them.
  1. Discuss the current literature pertaining to divorce as it relates to children and adults. Why must one examine the impact of divorce from divergent perspectives when considering the consequences to children versus adults? Using the information from the text and other resources as necessary, what specific recommendations would you provide for a couple who is contemplating divorce and whose children are age 4, and 12? Cite from various sources as needed to support your answer.
  1. Application Project–(200 points)

A range of course application projects are available for you to choose. Application Project: Students will choose one of the assignments listed below. Students may propose an alternative project of comparable rigor and scope (with instructor approval). Length of papers: 7-10 pages. APA style must be adhered to (see Publication Manual of the 2merican Psychological Association, 5th Ed). The application project should demonstrate understanding of theoretical and research concepts of human development. While the papers should focus on practical application, conceptual clarity and understanding of the theoretical material must be demonstrated. Papers will be evaluated on the basis of conceptual understanding of human developmental processes, quality of critical thinking, clarity of written expression, and ability to apply course concepts to the chosen topic. A rubric for this assignment will be provided.