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COU509
– History and Philosophy of Counseling Graduate Studies in Counseling
Fall 2006
–Thursday 5:00 to 6:00pm Arrowhead
Park Campus Rm. #3 2 Semester
Hours Instructor: Daniel
R. Cruikshanks, Ph.D., PCC-S, Associate Professor & Clinical Coordinator (419)448-2308 dcruiksh@heidelberg.edu Office hours: Available by appointment.
Gladding, S., (2004), Counseling:
A comprehensive profession, 5th Ed., Merrill/Prentice Hall: 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 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, the counseling field, and 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. 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
questions about life in this program and life in the field. These
will include readings that provide a survey of the counseling field, in class
discussions and activities, and out of class projects. 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 counselor and have
had the opportunity to reflect upon and explore the issues they bring to this
new role and how those issues might effect 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). Course Structure 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 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 Tuesday night after a
long day of work, deal with it J Attendance – Assignment #1: "How My Baggage Determines My Presentation" – 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 agency, a big part of being an effective counselor is gaining an
understanding of yourself 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 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
counselor? This paper must be in APA format and must include a minimum of
six (6) of the articles on reserve.
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. 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 three (3) different journal
articles addressing this topic (these must be three 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. a brief overview of the topic as presented by the
literature you have selected b. the major hypothesis/suppositions found in the
literature and theoretical orientation(s) discussed (if apparent) c. application of the findings to the counseling
profession (how may you take the information and apply it within a counseling context) d. critique of the findings/conclusions presented in
the literature, i.e., validity, reliability, cultural implications, and
ability to generalize. e. is the information important to counseling
competency, and why? f. 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 either via e-mail or on floppy disc or cd. 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 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 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 and
will be available to you beginning after the night of class scheduled through
the following Sunday. 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. 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. de
Abruna, 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
Appendix
II Group Advocacy Project – Professional identity and advocacy for the
counseling profession have become increasingly important topics of concern in
our field. For this project, you will
work in small groups. Each group will
choose and complete a project based on the exercise below. Groups must communicate with each other to
ensure that they do not duplicate advocacy actions. While some class time may be allotted for
groups to meet and work, each group will be responsible for finding time to
meet or communicate as needed outside of class. Each
group will present its project on the last night of class.
I.
Project Goals Students
will become acquainted with the process of legislative advocacy for the
welfare of clients and/or for the counseling profession.
II.
Objectives: ·
Students will
gain familiarity with current legislative issues of concern to the counseling
profession and the importance of adding to the voice for change. ·
Students will learn
how to approach state and/or national representatives to advocate for
legislative action. ·
Students will
become familiar with the information and resources available on the ACA Web
Site. III. Steps: 1.
Visit the ACA web site
(www.counseling.org)http://www.counseling.org
and review the Public
Policy section. Identify current
issues and calls for action identified by the ACA. 2.
In your groups,
discuss the various issues and identify one that your group will act upon. 3.
Develop a plan
of action with appropriate intervention(s). Actions may include a formal
letter appropriate to the issue at hand and signed by the entire class, or a
letter that would be distributed to the class with encouragement for members
to take action. Actions may include
other solutions as the group decides (and approved by the instructor). 4.
On the last
night of class, the group will present to the class the legislative issue
selected for advocacy, rational for its choice, plan of action, and action
taken. IV. Resources needed: ·
ACA web site (www.counseling.org) ·
Names
of Representatives (see ACA web site) |
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