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COU509
– History and Philosophy of Counseling Graduate Studies in Counseling
Heidelberg College
Fall 2008 Wednesday 5:00 to 5:59pm Aro Rm 6 2 Semester Hours Instructor: Daniel
R. Cruikshanks, Ph.D., PCC-S, NCC Associate Professor &
Clinical Director College Hall 207/Arrowhead
Park (419)448-2308 dcruiksh@heidelberg.edu |
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Office
hours: Arrowhead
Wednesday 4-5pm Tiffin
Campus Mon-Tue 4-5pm
Conceptual Framework: Vital
Connections The
graduate counseling programs at Specifically,
the students build or construct their new knowledge about counseling with
several tools - theory, practice, and reflection. These are the building
tools that connect the constructivist core of the conceptual framework to
each of the counselor education licensure programs.
Course
Description (from the catalog) This course
will provide an understanding of all aspects of professional counseling
including history, roles, organizational structures, ethics, standards, and
credentialing. The course will be offered each semester. (Must be taken
during first term) (No prerequisite) Additional
Description This course
has been designed to introduce students, new to Graduate Studies in
Counseling, to this program, to the counseling field and to its place in the
broader fields of education and mental health. The purpose of this course is to prepare
students for the graduate experience and their entrance into the field of
counseling – that is, this is an indoctrination course designed to imprint
upon students the Professional Counselor Identity. During this course, students will be
exposed to a variety of experiences designed to provide 1) an
overview of the field, 2)
opportunities to develop and practice skills that will be needed throughout
the graduate training experience, and 3)
opportunities to discuss and have answered any and all questions about life
in this program and life in the field of professional counseling. These will include readings that
provide a survey of the counseling field, in class discussions and activities,
and out of class projects. Goals: To provide
Master’s-level counseling students with a comprehensive overview of the field
of professional counseling and the Graduate Studies in Counseling Program at
Heidelberg College. Objectives By the end of this semester students
will: 1. understand
the training process required to enter the counseling field including CACREP,
school counseling licensure, and clinical licensure. Additionally, students will understand the
design, process, and policies of the Graduate Studies in Counseling Program
at 2. understand
the history and philosophy of the counseling field from school counseling and
guidance to clinical/mental health counseling, and students will be able to
distinguish the Counseling Field from other mental health fields and discuss
fundamental differences between these fields as well as the similarities and
overlaps with them. 3. have a basic
conceptual overview of the many facets of counseling and the many roles of
the counselor in a variety of settings including schools and mental health
agencies and will be able to discuss these as well as the issues of greatest
concern to the field today. 4. have had the
opportunity to discuss the characteristics of an effective professional
counselor and have had the opportunity to reflect upon and explore the issues
they bring to this new role and how those issues might affect them in this
role. 5. understand
the professional identity of the counseling field as well professional
advocacy and professional competence by becoming familiar with professional
associations and actively engaging in advocacy, by understanding the
scientific/research basis of the field, by exploring the professional
literature, and by developing skills and competence in professional
communication (writing for publication). Readings
Gladding,
S., (2004), Counseling: A comprehensive
profession, 6th Ed., Merrill/Prentice Hall: Recommended Gladding,
S., (2001), The Counseling Dictionary:
Concise Definitions of Frequently Used Terms, APA, (2001),
Publication Manual of the APA ,5th
Ed., Additionally:
I reserve the right to assign additional readings (such as journal articles)
that I encounter and find appropriate to this context. Course
Structure and Instructor Expectations Due to time constraints of this
course, class time is largely comprised of lectures, group activities and
discussions. Your learning will be enhanced by these class activities and
discussions; however, the bulk of your learning necessarily will
come from your independent work on readings and assignments. To
maximize your in class experience, you should come to class having read
assigned readings and having prepared to discuss and become actively involved
in your own learning by asking questions and engaging in class activities.
Requirements/Grading
During the
semester, you will have opportunities to earn up to 1000 points for you final
grade. Grading is on the following
scale: 90% = A; 80% = B; 70% = C; 69% or less = F.
(note: specific
requirements for assignments may change as the semester progresses, but not
without prior discussion with you.)
Preparation
& participation: Learning/teaching is a dynamic social
process. As an active learning,
seminar course, your presence and active engagement is particularly
important. For you to learn and for me
to claim to have taught, we must be present and engaged. To me, preparation and participation means
that you are familiar enough with the material to work with it in class and
that you are prepared to engage in relevant discussions in class. My expectation of you is that you will
attend class prepared and ready to discuss the material and ask questions
about it. You should expect the same
from me. You should understand that part of how I assess your learning is by
observing your behavior in class. With
this in mind, consider the following: Top Five ways to Impress Your
Professor: #5) Be
polite: Even
if you are convinced that your prof is a pin headed idiot, it’s probably wise
not to tell him that. If your prof is
wrong about something or you disagree with him, it’s fine (even encouraged)
respectfully to voice your disagreement, but it is wise to back up your
opinion with evidence from the literature and to voice your disagreement or
opposing views with respect. Yelling, name calling, and other aggressive
behaviors are not likely to impress your prof or your classmates, and this
definitely will fail to get your point across. #4) Show
respect: Profs
see all! If you slump over your desk and enter a catatonic state, do work for
other courses or your job, roll your eyes, and/or whisper to your neighbor,
your prof will almost certainly notice you, but not in the best light. Also, unless otherwise invited, don’t
assume that you know your prof on a first name basis—Dr. C. or Professor C.
are respectful. If you behave disrespectfully, you are far less likely get
respect in return. #3) Pretend
you care:
Let’s be honest, you and I both know that you are not necessarily interested
in every course you take—including this one! On top of that, you’re tired and
just want to get home and the last place on Earth you want to be right now is
here. Hint: regardless of what you’re really thinking about this course,
your prof only has your behavior as a basis of judgment. Pretend you care,
that you’re interested and that your prof is interesting. You might be surprised to discover
that the course actually becomes interesting to you. #2) Ask
questions: Asking questions and making comments in
class suggest to your prof that you are interested and paying attention. Neither of these things may be true, but
who cares? The goal here is to convey to your prof that you are interested,
engaged and learning something (see #3) #1) Lighten up! I take my
work both as a professor and as a mental health professional very
seriously. I am serious about
designing courses that provide the best possible learning experience and I am
serious about ethically sound, good practice.
However, I also believe we can have a lot of fun doing these things
well. I have a sense of humor (though
many would argue, not a very good one!).
Studies have found that learning is most effective in the context of a
heightened emotional state, and I do attempt to capitalize on this through
the use of humor in class. I make
every effort not to be offensive or disrespectful with humor (and I expect
the same from you), but I also tend to be very spontaneous. If I ever fail in
my efforts not to offend, please let me know.
I’m not afraid to apologize.
So, be serious about learning, but don’t be afraid to have fun in the
process. At the very least, if others
are having more fun than you are capable of having on a Wednesday night after
a long day of work, you might choose to deal with it. Attendance – Assignment
#1: "How My Baggage Determines My
Presentation" – Professional
counseling is a process in which a trained counselor helps individuals gain self-understanding
and understanding of others. The experiences and personal qualities and
characteristics of the counselor contribute to change. Whether the work
setting is a school, a clinic, or other human services organization, a big
part of being an effective professional counselor is gaining an understanding
of your ‘self’ and your motivation(s) for entering this profession. For this assignment, you will use
articles from the following specific journal editions for your primary
sources: Click here for articles Journal of Counseling and Development, October 1988, Vol. 67, No. 2 Journal of Counseling and Development, Winter 1999, Vol. 77, No. 1 For this reflection paper, you will
need to reference at least six articles (at least one from each
edition). These issues address two
important themes: 1) Critical incidents and how these shaped us as
professionals and human beings, and 2) the effects of racism on personal
development. Drawing from this literature, your
life experiences, your attitudes, beliefs, and values, write a personal
position paper reflecting how who you are will influence the professional
counselor you will become. As you grow
into your ‘self’ as a counselor, what are the areas of personal growth
that will be of particular importance to you? That is, what are the issues (your baggage) on which you will need
to work in order to become an effective professional counselor? This paper must
be in APA format and must
include
a minimum of six (6) of the articles noted above. Please integrate into your discussion
responses into the following questions as appropriate. These questions are to stimulate reflection
and are not to be seen as the
outline for your paper. (papers should not exceed 7 pages total): a.
What are your guiding
values, principles, and beliefs for your life that will be useful as a
counselor? Discuss aspects of your values, principles, and beliefs that may
currently be inhibitive to helping because they may be immature, uninformed,
need development, etc. b.
Where did these
values, principles, and beliefs originate? c.
Using those ideas
articulated in a. above as a foundation, discuss your beliefs about human
nature in general, sexism, homosexuality (same-sex marriages, same-sex
parenting, etc.), racism (real or imagined), intergenerational poverty as a
way of life, alcoholism as a disease, abortion for teens with/without
parental consent, spanking as a form of child discipline, and the need to infuse
multiculturalism/diversity into school curriculum. Please be specific, talk
about your views honestly and forthrightly. I am looking for more than
"I don't agree with it". Here I am interested in your examining
your values to see if somewhere in your baggage, you have fears, supports,
inhibitions, apprehensions, confusions, etc. about potentially working with
clients for whom these issues would be part of their presentation. MAKE SURE
THAT YOU ADDRESS EACH AREA. d.
What life events
influenced you to pursue this profession? e.
What is your theory
of change? In other words, can people change, if so what are the factors
needed to create said change? f.
What is your major
area of interest within the counseling profession? g.
What age
group/disorder are you interested in working with? Least interested in?
Provide rationale h.
Discuss 5 strengths
.... 5 weaknesses that you may need to explore as you become a professional
counselor. i.
Oftentimes,
individuals enter the helping professions because they have gone through
their own painful experience, which led them to want to assist others in
resolving their difficulties. What personal experiences have you had that
made you sensitive to difficult life situations of others? j.
What is one question
about people that you have always been curious about but never asked? Why is
this significant to you now? Total assignment is worth 300 (Content
=150/APA=150) points. Your
paper must be submitted to me electronically either via Moodle. Assignment #2: Professional Journal Critique – In order to
become familiar with the professional journals in the counseling profession,
select a topic in an area of particular interest to you. Then select a minimum of three (3)
different journal research articles addressing this topic (these
must be professional journal articles from journals listed in Appendix I ONLY).
Read the articles and write a 5-8 page literature review discussion on that
topic citing the articles appropriately. Include the
following as appropriate: §
a brief overview of the topic as presented by
the literature you have selected §
not a
summary book report, but a discussion/presentation of the topic as described
by the literature. §
the major hypothesis/suppositions found in the
literature and theoretical orientation(s) discussed (if apparent) §
application of the findings to the counseling
profession (how may you take the information and apply it within a counseling context) §
critique of the findings/conclusions presented
in the literature, i.e., validity, reliability, cultural implications, and
ability to generalize. §
is the information important to counseling
competency, and why? §
what might be the ethical implications Note:
The Beeghley Library has a CDROM containing 20 years of the Journal of Counseling and Development,
as well as hard copies of some other ACA journals. Your
paper must be submitted to me electronically via Moodle. Your paper will be screened for originality
using Turnitin.com. Total
assignment is worth 300 points (Content = 150/APA = 150). Late papers WILL NOT BE ACCEPTED.
All papers must be prepared and presented according to the guidelines of the
American Psychological Association (APA) Manual, 5th ed. as
discussed in class. Assignment
#3: Group Advocacy Project – Professional identity and advocacy
for the counseling profession have become increasingly important topics of
concern in our field. Working in small
groups, choose and complete a professional advocacy project based on the
exercise listed in Appendix II. Each
group will prepare a Power Point presentation to be presented on the last
night of class. Total
assignment is worth 200 points. Exams: We will have
both a midterm and final exam during this term. These exams will consist of 100 multiple
choice items based on your assigned readings and class
discussions/activities. Each item will be worth 1 point. The exams will be administered on-line via
Moodle and will be available to you for two hours. The midterm will be
administered outside of class on the day/time selected by you. The Final will
be administered in class either in the computer center or the library (TBA) These exams
are open book, open notes exams. They
are not intended to be taken as group projects. Please honor my trust in you to be
ethically grounded professionals, and do your own work. Exams are
worth 100 points each. Standards
This course is designed to meet NCATE Standard 1 and
CACREP Standard K - 1.
DIVERSITY
STATEMENT: The MAC program is committed to maintaining a
community that recognizes and values the inherent worth and dignity of every
person; fosters sensitivity, understanding, and mutual respect among its
members; and encourages each individual to strive to reach his or her own potential.
In pursuit of its goal of academic excellence, the MAC program seeks to
develop and nurture diversity, believing that it strengthens the
organization, stimulates creativity, promotes the exchange of ideas, and
enriches campus life. The American Counseling Association has explicit
policies, standards, and ethical guidelines regarding diversity issues. In
this class, you will be expected to reflect the standards and ethics of the
counseling profession, especially in the area of diversity. Any use of
written or verbal language should be consistent with the respect and
tolerance that are the cornerstone of the counseling profession and should
reflect the ACA Human Rights Committee’s 1987 statement on tolerance, which
states: In order
to guarantee that each individual is free to pursue his/her potential, each
member of AACD (now ACA) is charged to (a) engage in ongoing examination of
his/her own attitudes, feelings, stereotypic views, perceptions and behaviors
that might have prejudicial or limiting impact on others; (b) contribute to
an increased sensitivity on the part of other individuals, groups or
institutions to the barriers to opportunity imposed by discrimination; (c)
advocate equal rights for all individuals through concerted personal,
professional, and political activity. Academic
honesty: (from the college policy manual) Dishonesty in any form, including but
not limited to academic cheating or falsification on any official college
record will result in disciplinary action.
I
would encourage you to review the complete policy (Graduate
Studies Catalog) for details as I will adhere to this policy. In addition, I expect adherence to the APA
ethical guidelines for publication with regard to the proper citation of
non-original materials used in papers (e.g. plagiarism). Incomplete
Grades Students
who, at the end of the semester, wish to be considered for an
"Incomplete" must request this in writing to the professor,
explaining the reasons and identifying a specific date that the assignment(s)
will be submitted. It is the professor's discretion to approve or decline the
request for an incomplete. If promised work has not been completed and
submitted by the agreed upon date, the incomplete will become an F. Students
with Disabilities or Special Needs Students with documented physical,
psychological, and/or learning disabilities are eligible for reasonable and
appropriate accommodations under the Americans with Disabilities Act
(ADA). Under provision of the Please
feel free to discuss any concerns regarding disabilities with me for further
guidance and information. Grade Disputes Students who feel that they
have received an inappropriate grade for any assignment or for the course
have the right to challenge that grade.
To challenge a grade, students should adhere to the following
procedures. ·
First, discuss your concerns with the
instructor. The issue may be as simple
as a grading/recording error that is easily corrected, or it may be resolved
satisfactorily upon explanation/review with the instructor. ·
If you are unable to get satisfactory results
with the instructor, the next step is to present your concerns in writing to
the Program Director, Dr. Lipford-Sanders, for her review and investigation.
Upon completion of a review and investigation, Dr. Lipford-Sanders will
contact you with her findings and recommendations. ·
If you continue to feel that the outcome is
unsatisfactory, then you may present your concerns, in writing, to the
AVP/Dean, Dr. Weininger, for further
consideration. ·
Finally, If you continue to feel that the
outcome is unsatisfactory, then you may present your concerns, in writing, to
the Graduate Education Policy Committee (GEPC) for review and investigation. In the event of a grade
conflict, you must follow this procedure.
If you fail to follow this procedure (for example calling the Dean
first), you will be instructed to follow this procedure. I encourage you to discuss any
concerns you have regarding this course with me. I will make every effort to
address these concerns and resolve them.
I understand that this is not always possible, and in such events, I
invite you to pursue such matters following the above procedures as needed. Appendix I The
purpose of the writing assignments for COU509, History and Philosophy of
Counseling is 1) to teach the student professional writing and presentation
skills and 2) to introduce students to the literature of the counseling
field. For that reason, these
assignments have very specific guidelines for acceptable reference sources. The following Journals are published by ACA
or its affiliates and are acceptable as references for research projects for
this course. Citations from sources
other than the following are not acceptable for assignments in this course. Journal Affiliate Association
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