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UNIVERSITY OF CENTRAL MISSOURI
Coun 5120 Foundations of Professional Counseling
3 Semester Credit Hours
Fall 2008
Instructor: Nancy L.A. Forth, Ph.D., LPC, NCC
Office: Lovinger 1338
Phone: 660.543.8093
Email:
Office Hours: Available most days by appointment
I. DESCRIPTIVE INFORMATION
This 3-semester credit hour course is designed to present a comprehensive overview of the
fields of school counseling and community/agency counseling. History, philosophy, leadership/ management skills, program planning, implementation, and collaboration are studied.
II. COURSE OBJECTIVES
Course objectives include the following CACREP standards. (For school counseling students,
associated MoSTEP standards are in [ ]).
1. Professional Identity - studies that provide an understanding of all of the following aspects of
professional functioning:
a. history and philosophy of the counseling profession, including significant factors and events
providers [1.4.2.4 (1), 1.4.1.4 (3,5), 1.4.11 (5), 1.4.2.2 (1];
b. professional roles, functions, and relationships with other human service [1.4.2.3 (2)];
c. technological competence and computer literacy;
d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including
membership benefits, activities, services to members, and current emphases;
e. professional credentialing, including certification, licensure, and accreditation practices and
standards, and the effects of public policy on these issues [1.4.4.3 (1)];
f. public and private policy processes, including the role of the professional counselor
in advocating on behalf of the profession;
g. advocacy processes needed to address institutional and social barriers that impede access,
equity, and success for clients; and
h. ethical standards of ACA and related entities, and applications of ethical and legal
considerations in professional counseling [1.4.4.1 (1), 1.4.4.2 (1).
2. Helping Relationships - studies that provide an understanding of counseling and consultation
processes, including all of the following:
a. counselor and consultant characteristics and behaviors that influence helping processes
including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal
characteristics, orientations, and skills [1.4.2.3 (1, 2, 3];
b. essential interviewing and counseling skills so that the student is able to develop a therapeutic
relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries; and
- integration of technological strategies and applications within counseling and consultation processes.
III. REQUIRED TEXT
1. Nugent, F.R., & Jones, K.D. (2009). Introduction to the profession of counseling. (5th ed.).
Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
2. Other additional readings as assigned.
IV. INSTRUCTIONAL PROCEDURES
Instructional procedures consist of lectures, demonstrations, videos, class discussion, and small group exercises. Attention will be given to current and related research, use of technology, and programs that respond to the needs of diverse populations that include exceptionality, ethnicity, culture, age, gender, and intelligence.
V. COURSE REQUIREMENTS
1. Participation/Attendance/Professional Behavior. Participation and class attendance is expected regularly from each student/candidate. Missing more than one class meeting will result in lowering your final grade. Excessive tardiness will also result in lowering of the final grade. Neither absence nor notification of absences relieves the student of the responsibility for meeting all course requirements. Late assignments are accepted, but full credit will not be given. (See attendance policy UCMO General Catalog.) It is expected that all work submitted for this course will be APA style, typed, proofread, and referenced. All of us will take responsibility through the exchange of feedback. In addition, you will receive feedback from and give feedback to your peers and the instructor regarding the contribution each member makes to developing and nurturing a community of professionals. Respect of all class members is expected of each student.
2. Technology Planner: The use of technology in counseling is essential to efficient use of time and access to current resources. A variety of technologies such as computers, video equipment, and software assist in production of papers, reports, pamphlets, etc. Products prepared through the use of current technologies provide a more enhanced professional appearance. This planner is intended to assist students to first assess present knowledge and skill and prepare a plan to become technologically ready to apply the knowledge and skills to the daily work of a counselor. Please include the following sections in your planner: a. survey results (what type of technology is currently being used in the profession) b. a brief statement of personal experience in the use of various technologies c. an analytical statement concerning what you believe your needs are to become proficient
in using technology
d. planned activities with goals, objectives for goals, and a timeline for your identified
needs
3. Journal Article Review: Each student will review an article (published within the last 2 years) from professional counseling journals concerning topics relevant to the counseling profession such as – ethical/legal issues in professional counseling, group counseling, comprehensive K-12 guidance/community counseling programs, conflict resolution/mediation, child abuse, domestic violence, substance abuse, violence prevention, persons with disabilities, career, guidance curriculum/psychoeducation, consultation, couples and families, research, other topics with prior approval from instructor. Students will then write a summary (APA style) for the article. Please prepare the summary in the following manner
a. cover page (student name, university name, course title, assignment title, date)
b. section 1 – purpose of article
c. section 2 – content of the article
d. section 3 – results/conclusions
e. section 4 – implications for counseling
f. section 5 – personal reaction of the article (what did you think about the article? Did you agree/disagree with the author(s)? What will you take from the article?)
g. include a copy of the article
4. Advocacy Presentation: Advocacy of clients, community, society, and the profession are essential in counseling. Each student will be a small group member and present an area of advocacy to the class. Refer to the Public Policy section of the American Counseling Association homepage http:www.counseling.org/Counselors/. Presentations will be approximately 30 minutes in length. You will also create a handout for each class member. Requirements that are more specific will be discussed in class.
5. Reflective Statements: Students will write two reflective statements that follow the program’s reflective statement format and relates the course work to the following CACREP core areas as stated under “Course Objectives” page 1 of the course syllabus. For those in the school counseling program, students will also include the MoStep standards. The reflective statement is a method of considering the experiences in a course, (e.g. any changes in knowledge, dispositions, and skills); and relating the learning to CACREP (and MoStep) standards, content in other courses and future practice. The purpose of the reflection is to provide an evaluation of the educational experience and assist in projecting what the individual’s next step is for continued professional growth and development. In each statement include 1) what is my prior knowledge of the standard; 2) what have I learned in this course about the standard; 3) what do I need to do to learn more about the standard.
6. Demonstration of counseling skills. Develop and maintain a peer counseling relationship
with a classmate for 2 sessions. Video tape both sessions in the Counselor Education Clinic. Both tapes must be turned into the instructor with a transcription of the session and critique describing your intentions and effectiveness of your behavior/skills (details of transcript will be given during class). Along with your tape, you will include a personal reflection regarding your experience in the session. Each student will present a brief videotaped section of one session in class for demonstration of your skills and to receive feedback. Please adhere to ethical concerns. Transcripts that do not disguise the identity of the individual with whom you are talking will not be accepted. Each student is responsible for protecting the confidentiality of the peer-client. Each student is also responsible to make sure session tapes are destroyed.
7. Discussions on Blackboard: In order to continue learning between class meetings, all students will engage in discussions via Blackboard. Further details will be given during the first class meeting.
8. Course reflection: A typed reflective paper describing thoughts and feelings about contributions to class; what was learned about self and others; and concrete changes in attitudes, values, or behaviors the student wants to make or has noted. This paper is more personal in nature and may be written in first person. It is wise to use a short introduction explaining what the purpose of the paper is and how you intend to meet that purpose. The body of the paper may have several parts. Each part of the paper should be labeled so it is easily identified. The paper should end with a summary or conclusion. Graduate level papers are expected to be written in proper form using correct sentence and paragraph formation, grammar, mechanics, and spelling. will be reflective of what has occurred during the entire course. Please address the following in your paper:
a. As a result of this course, what have you learned (about the counseling profession and
yourself)?
b. As a result of these learnings, how have you changed in your beliefs or behaviors?
c. How will these learnings impact your work as a counselor?
d. How will you continue to grow and develop these ideas in the future?
9. Notebook: Each student will prepare a notebook, containing all of the journals, and assignments. It will be professional in appearance and organization and presented in the creative manner of your choice. The notebook will include a typed, outside cover page and spine showing in large letters the course name, date and student name. The name on the spine will be positioned like a book spine. An inside title page, table of contents, and dividers will be used to facilitate locating each assignment. Be sure to have an outside cover page, and inside cover page, and the name on the spine in large letters in the style as shown on a book. The following outline will be utilized:
Title page (In addition to the outside notebook cover sheet)
Table of contents
Section 1 – Course syllabus, Class activity sheets, Handouts, Class Notes
Section 2 – Technology Planner
Section 3 – Journal article Review
Section 4 – Advocacy Presentation
Section 5 – Tape Transcriptions/Critique/Reflection, Feedback
Section 6 – Reflective statements
Section 7 – Course Reflection
§ Other assignments as assigned
VI. EVALUATION OF STUDENTS
Generally, your grade will be based on skills, knowledge, and dispositions including: the ability to receive and incorporate feedback, attendance & participation (professional behavior), written assignments, self-exploration, and counseling skills. Attendance is necessary to meet course requirements.
Participation and professional behavior 20 points Grading Scale
Technology Planner 25 points A = 94 – 100%
Journal Article Review 25 points B = 86 – 93.99%
Advocacy Presentation 50 points C = 78 – 85.99%
Reflective Statements (2) (each 10 points) 20 points D = 70 – 77.99%
Video Tapes/critiques/reflections (2) (each 50points) 100 points F = Below 70%
Blackboard Discussion Participation (2) (each 10 points) 20 points
Course Reflection 20 points
Notebook 5 points
Total 285 points
** Late work will be accepted, but will receive a lower grade **
Course Materials: Copying and or distributing of any handouts or other materials used in this course is not allowed
Belief Statement The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Academic Honesty Policy: Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the University Community. Indeed, academic honesty is one of the most important qualities influencing the character and image of an educational institution. As higher education is challenged to improve the quality of its programs, there is great value in emphasizing academic standards and integrity. It is the University’s responsibility to provide an educational process that informs both students and faculty of their rights and responsibilities regarding such important matters as cheating, plagiarism, and professional ethics. Most of what is considered unethical or dishonest behavior can be avoided if faculty and students clearly understand both what constitutes these practices and their consequences. The university community should also be aware of the procedures to be followed should a breach of academic honesty occur. (http://www.ucmo.edu/access/7.htm)
Accessibility Services: This course works in concert with the Office of Accessibility Services and the Office of Equity in meeting ADA requirements. Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, (V) (TTY) 660/543-4421
Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library's website at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk: Phone: 543-4154Email:
If you have difficulty writing or expressing ideas in writing, you may want to seek assistance from a friend who writes well or consider visiting the writing lab in Humphreys Building
TENTATIVE COURSE SCHEDULE
August 20 Introductions, overview of the course, chapters 1 & 2
August 27 Chapters 3-5
September 3 Chapters 6, 7, 9, 10
Technology Planner Due
September 10 Chapters 11-13
Blackboard Discussion