Technology and Counseling

Gannon University

Community Counseling Program

GCOU 672Critical Topics In Counseling

Technology and Counseling

1 Credit

Summer / 2006

Ken McCurdy, Ph.D., LPC, NCC, ACS

Assistant Professor

Palumbo Center Rm. 2226

871-7791

Office hours: M-Th. 3 p.m. – 5 p.m.

Psychology Department Office:

Undergraduate / Graduate Office: 2231 Palumbo Academic Center

814/871-7538 FAX 814/871-5511

Gannon web site:

The mission of Gannon University’s Community Counseling Program is to educate and train students to become professional counselors who are committed to the wellness of individuals, families, groups, and the greater community. The philosophy of the program focuses on the development of the competencies required of professional counselors. The program is committed to (a) enhancing students’ knowledge of counseling theory and concepts; (b) developing strategies to facilitate human growth and development over the lifespan; (c) providing skills and training requisite of generalist entry-level counseling practitioners; (d) developing multicultural competencies; (e) promoting the development of sound legal and ethical decision-making skills; and (f) preparing individuals for national certification and professional licensure. Although students are typically drawn from the regional area, applicants with diverse backgrounds and from outside the region are encouraged to apply. Students are guided to embody andcontribute to the spirit of diversity to which the program and profession are committed.

Required Texts:None

* All readings as assigned

Rationale:

Course Description:

Technology and web-based communication has impacted the counseling profession. Contemporary practices and ethical guidelines will be examined and discussed.

Course Outcomes:

Knowledge

Students will:

CACREP

A. / Demonstrate a minimal understanding of internet resources for school and community counselors; / II.K.3 / I.B, J, K
B. / Demonstrate a minimal understanding of internet resources for students and mental health consumers. / II.K.2 / I.C
C. / Demonstrate a minimal understanding of various types of resources available on the internet; / II.K.5 / I.D

Skills

Students will:

A. / Examine how use technology, the internet and the world wide web are incorporated into the provision of professional counseling services; / II.K.1-8 / I.B-G
B. / Analyze the use e-mail, file transfer protocol (FTP) & attachments, internet chat, and video conferencing for the professional practice of counseling in unique counseling settings; / II.K.1-8 / I.B-G
C. / Identify various ways to incorporate technology and the internet in working with students and mental health clients: psycho-education, individualized education & treatment plans; / II.K.1-8 / I.B-G
D. / Demonstrate minimal professional competencies using technology and the internet to augment the professional practice of counseling; / II.K.1-8 / I.A,D,F,J,K

Attitudes & Values

Students will:

A. / Examine personal values and biases regarding using the use of technology and the internet in professional counseling; / II.K.1-8 / I.B-G
B. / Recognize the legal and ethical implications with using technology and internet based resources in professional counseling; / II.K.1 / I.B-G
C. / Develop an understanding of the overall implications of using technology and the internet in the professional practice of counseling; / II.K.2 / I.B-G

Course Topics:

Various Methods of Distance Communication (e-mail, chat / instant messaging, video conference)

History of technology in the helping professions

WebCounselingWebSupervision

Legal and Ethical Issues Relating to Technology and Counseling

Technology and community counseling

Technology and school counseling

Instructional Methods and Activities:

• This course utilizes a three different formats: 1) Lecture and presentation; 2) Interactive group and cooperative learning; 3) The active use of technology. The course is conducted in a computer lab so that computer technology can be incorporated into the learning process.
• The course requires students be actively involved in the learning process through cooperative learning experiences incorporating computer technology, the internet, and various forms of technology-based communication.
• This course requires out of class work to be completed on a computer that has internet accessabililty. Public computer and internet access is available at Gannon’s Nash Library, all of the computer labs at Gannon, and at community public libraries.

Field Components/Service Learning/Special Experiences:

• Students will conduct virtual field experiences through exploring the vast amount of internet based resources contributing to professional counseling.

Methods of Evaluation/Assessments/Evidence:

E-mail Assignment:

Students will use a search engine, surf the net, and locate a total of 5 counseling related websites per dyad (i.e. ACA website, APA website, etc. Do not use these 2 sites). You will record each site address and e-mail a list of the 5 addresses along with a two-sentence description of each site to my e-mail address (on first page of syllabus.)

Counseling Resource Assignment:

Students will use a search engine, surf the net, and locate a total of 5 websites that counselors can use with clients (i.e. NIMH website, AMAZON Books website, etc. Do not use these 2 sites). You will record each site address and e-mail a list of the 5 addresses along with a short, one paragraph description of the site and how it can benefit your clients, to my e-mail address (on first page of syllabus.)

Treatment Plan Assignment:

You and your partner will need to develop a treatment plan for a client based on what you learned in the class and read in the text. The plan must focus on five client based treatment goals that consist of at least one realistic internet related objective for each goal. The goals must be measurably based on the internet objectives. You and your partner will create such a treatment plan similar to the one handed out in class. Be sure the plan addresses the needs of the client, the treatment goals are attainable, the objective(s) for each goal is realistic and at least one is related to the internet. Make sure that specific information is included in the treatment plan, goals and objectives including website addresses. The treatment plan will be neatly written (including each person’s name), attached to the client profile, and turned in after lunch.

Final Internet Resource Project:

Students will create an Internet Counseling Resource Guide. The guide will serve as a resource for using internet sources in the practice of professional counseling and school counseling. The guide will be directed toward each students’ interest area in counseling; i.e. school counseling, drug & alcohol counseling, mental health counseling, career counseling, etc. Make every effort to include some topics related to, but not necessarily directly related to your interest; i.e. D&A counseling and school counseling are related. The guide should be structured as such:

-a brief introduction

-a paragraph or two describing your interest area and why you are interested in this area of counseling

-a section on each topic that relates to your interest area (at least 3 sections)

(i.e. School Counseling interest area [1 section on adolescents, 1 on anorexia, 1 on depression])

-each section will included a brief one paragraph introduction to the section, at least 5 websites that pertain to that section, and a brief two sentence description of each site.

-a one to two paragraph conclusion describing how you will use the internet as a

professional counselor, clinical counselor or school counselor in this interest area.

This project should be approximately five pages long and no longer than 8 pages. Remember that the goal is to create an Internet Counseling Resource Guide that you can add to throughout your career as a professional counselor. The final product should be a 5-8 page guide, with a title page, that you e-mail to me either in a message or as an attachment to a message. You will need to e-mail me (address on front of syllabus) your final Internet Counseling Resource Guide by the date indicated on the course schedule! I will e-mail you back confirming receipt of the project.

Course Requirements/Grade Assignment

Course RRequirements:Points:

Participation:10

E-mail assignment (In class):10

Counseling Resource Assignment (In class):10

Treatment Plan (In class):30

Final Internet Resource Project (Due: Friday November 12, 1999):40

Total:100

Grading Criteria/Scale by %:

A100-94B+87-89B-80-82C70-76

A-90-93B83-86C+77-79F69-

Commitment to Diversity

The Community Counseling Program establishes and supports an environment that values the diverse and unique nature of human experiences and backgrounds. We enrich our personal and professional lives by exemplifying Gannon University’s call to demonstrate professional respect for the dignity of every person.

Utilization of Technology

The Community Counseling Program supports the Technical Competencies for Counselor Education Students(1999) advocated by the Association for Counselor Education and Supervision. Courses and faculty utilize all available technology to meet course outcomes and promote the technological competence of counseling students.

• The course is a technology-based course presented on Blackboard and available to students 24 hours a day. Students will be required to complete activities in which they must utilize Blackboard, download pertinent documents and resources, and communicate with the instructor through electronic discussion and e-mail. Students should check Blackboard twice a week for announcements and updates. Please check all sections of Blackboard regularly.

Academic Integrity

Gannon University considers the maintenance of academic integrity of utmost importance. Absolute integrity is expected of every Gannon student in all academic undertakings. Community Counseling students are held to the Academic Integrity in the current Graduate Catalog.

Class Policies:

• This is a course where you will advance your technological competencies while at the same time identifying creative and ethically appropriate ways to incorporate technology in the practice of professional counseling. The computer will serve as the main avenue to access the vast amount of technological resources available to professional counselors. A minimal level of computer literacy is required.
• Attendance is very important. Absences may affect your grade. A failing grade may result if a student misses any part of this course because of the intensive weekend format. Cases of emergency or extreme hardship may be taken into consideration. These extra ordinary circumstances may be considered, but students are responsible for contacting the professor prior to the absence or in as close proximity to the absence as possible.
• All phones, beepers and other electronic devices are to be turned off in class and placed out of sight throughout the class period. Students with a confirmed “emergency” situation must receive approval from the professor before class for any exceptions to be granted. If an emergency arises that your presence at class is in question, you need to truly assess if you should come to class in the first place.
• Participation is expected in each class session and experiential learning activities.
• All assignments are due by the end of class on the dates listed on the class schedule. Late assignments will generally not be accepted. In cases of documented or extreme circumstances, assignments may be accepted with a reduction of grade determined by the professor. Generally, no “I” grades will be given.

Course Schedule

Class Date / Topic Read Assignment

Friday

5-6:30Review of the Course

What is the internet / world wide web (WWW)Kenny & McEachern

10 min. break

6:40 – Computer use & Internet communications

7:30 - e-mail, FTP and attaching files, internet chat, and video conferencing Sampson, Kolodinsky, & Greeno

7:30-8Types of internet resources

10 min. break

8:10–TheraScribe 3.5

8:45

8:45 – 9Surf the internet

- identify various internet resources

- e-mail assignment

Readings at Home

Heinlen, Welfel, Richmond, Rak

Shaw & Shaw

Saturday

9-10:30WebCounseling & WebSupervision

(turn in treatment plan)

15 min. break

10:45-12 Video Conferencing Demonstration (CETL)

12-1Lunch Break

1-2:20Internet counseling resources

- school and mental health counseling internet resourcesElleven & Allen

- internet resources for students and mental health consumersSabella & Halverson

- counseling resources assignment

10 min break

2:30-3:20 Incorporating the internet working with students and mental health clientsSussman

- psycho-education

- treatment plans

- treatment plan assignment

10 min break

3:30- Legal and ethical issues involved with professional counseling Bloom & Sampson

4:30and the internetACA Code / NBCC Code

4:30-5 Wrap up and Evaluation

Additional non-face-to-face time will be devoted to completing the Internet Resource ProjectDue Date: June 30, 2006