EDCE 510 - Introduction to Counseling
I. Descriptive Information
A. Course Number and Title: EDCE J510: Introduction to Counseling B. Bulletin Description: Introduction to Counseling
C. Course Credit: 3 hours D. Prerequisites: none
E. Intended Audience: Ed.S. Counselor Education students in the specialty
areas of school counseling and marriage, couples, and family counseling. Students enrolled in the Minor in Counseling.
F. Instructor:
II. Statement of Goals and Objectives
A. Course Goal: The purpose of this course is to have students gain an overview
of the counseling profession through readings, class discussion, and experiential activities. By the end of the course, students will have a clear understanding of what it entails to be a counselor and be able to distinguish a counselor from related mental health professions. In addition, students will begin to see themselves as having taken their first step toward being a professional counselor.
B. Course Objectives:
This course is designed to provide the student with a comprehensive understanding of counseling profession, so students will be able to do the following: (CACREP 2001 Standards and Program Objectives are noted):
Students will be able:
1. To describe the historical, social, and cultural foundations for counseling (CACREP II-K-1-a, b, d & Program Objectives IIA1, IIB, IIC).
2. To distinguish the various counseling specialty areas of school counseling, mental health counseling, community counseling, and marriage and family counseling. (CACREP II-K-1-a, b, d & Program Objectives IIA1, IIB, IIC).
3. To identify the characteristics of the effective counselor including empathy, genuineness, acceptance, open-mindedness, internality, competence, being mentally healthy, and being capable of building
alliances. (CACREP II-K-5, a, b, c & Program Objectives IIA1, IIB, IIC). 4. To learn about three standards in the profession: ethics, accreditation,
and credentialing. (CACREP II-K-1-e, h & Program Objectives IIA1, IIB, IIC).
5. To understand the various configurations (e.g., individual, group, family) in which counseling is delivered. (CACREP II-K-5, II-K-6 & Program Objectives IIA1, IIB, IIC).
6. To identify the basics to building and implementing a counseling
relationship, including basic counseling skills and case conceptualization. (CACREP II-K-5 & Program Objectives IIA1, IIB, IIC).
7. To describe various methods of appraisal/assessment as applied to the practice of counseling. (CACREP II-K-7, 8 & Program Objectives IIA1, IIB, IIC).
8. To relate life span and human development theories to the practice of counseling. (CACREP II-K-3 & Program Objectives IIA1, IIB, IIC). 9. To explain how multicultural issues, ethical issues, and professional
issues permeate all of what we do as a professional. (CACREP II-K-2 & Program Objectives IIA1, IIB, IIC).
10. To examine trends in the future including medical breakthroughs, the changing nature of therapeutic practice, the use of computers and the information superhighway, and the affects of stress, cynicism, and burnout on the counselor. (CACREP II-K-1 & Program Objectives IIA1, IIB, IIC).
C. Program Objectives-See Attached Appendix
Inspired by the mission of the College of Education and Department of
Educational Studies, the Counselor Education Faculty continually challenge and support students enrolled in counselor education programs to exemplify:
Integrity through which one's actions are ethical, open and forthright; Intellectual spirit that under girds the responsibility of professional
counselors to construct; generate, and share knowledge while maintaining perspectives on the contexts of learning and development;
Justice for all people, appreciation for and recognition of the significance of diversity, and a dedication to democratic principles; and
Stewardship that guides teaching, counseling, and leading; recognizes the central roles of collaboration and professional responsibility; and requires initiative in identifying and acting on needs with thoughtful and professional care.
III. Texts and Required Readings
Required:
Neukrug, E. (2007). The world of the counselor: An introduction to the counseling profession (3rd ed.) Belmont, CA: Thomson Brooks/Cole.
Recommended:
Meier, S. T. & Davis, S. R. (2011). The elements of counseling (7th ed.) Belmont, CA: Thomson Brooks/Cole.
IV. Academic Course Requirements and Candidate Performances A. Attendance and Class Participation (30 percent of your grade)
Because this course is offered primarily in an on-line environment with limited in-person class meetings, attendance and participation may have different meanings than what you have traditionally experienced. Each Monday you will receive an email as well as an announcement on BlackBoard providing you with instructions for the lessons of the week. These will likely consist of on-line videos, links to websites with audio or video files, articles, chat groups or discussion boards. Your participation will be measured by your consistent completion of the required weekly activities. Attendance will be tracked via your timely participation in the activities (i.e. your participation on BlackBoard,
submission of reflection papers, or other “evidence” of your involvement within the designed time frame). There will be a few designated in-person classes during the semester during which traditional attendance will be taken. You will be given an option whether to attend those classes at 9:30 a.m. or at 2:00 p.m. Once you have chosen your time slot, it is recommended that you continue with that slot throughout the remainder of the semester.
A general guide for in-class participation is as follows:
Excellent (9-10 pts.): Proactive participation: Respectfully listen when others talk, actively contribute to class by offering ideas,
asking questions, and never displaying disruptive behaviors. Satisfactory (6-8 pts.): Reactive participation: Follow-up
contributions, but relying on others’ reactions and studies, or just reflecting opinion rather than exploration, contemplation, and
study.
Minimally acceptable (3-5 pts.): Present and awake, but only passively participating, not actively involved.
Unsatisfactory (0-2 pts.): Present, but not attentive, irrelevant contributions that inhibit the progress of the class, displaying disruptive behavior and unwillingness to learn.
Since the vast majority of this class will occur in an on-line environment, consider the above guidelines and how they apply to on-line discussions. Participation points for on-line participation will be assigned as follows:
a. Participation in any and all assigned Discussion Board discussions. This is defined as contributing one substantive post and three substantive
responses to your peers. Weekly discussion boards will be valued at 10
points. A rubric for the discussion boards is attached.
b. Participation in a weekly blog. This will serve as a place to reflect on and process the topics of the week. A minimum of one significant paragraph (5-6 sentences) and 2 comments to your peers is required. Weekly blog entries will be valued at 10 points. The in-class discussion guidelines will help you understand how to respectfully and thoughtfully engage in a blog
c. Timely completion of any other assignments. Timely means the assignment is completed by the time indicated in the instructions. Any assignments completed past that time will lose half the assigned points. All assignments will be valued at 10 points. These include weekly Reading Check-Ups (5 question quizzes designed to help you with the reading and prepare for the exams).
B. “Media, Myths, and Reality” Counselor Digital Storytelling Project (20 percent of
your grade)
Students will engage in a semester long project designed to examine various representations and assumptions about counselors. You will spend the first half of the semester gathering information. The information gathering phase of this project occurs in three steps. You may do these in whatever order you choose; however, following the first two steps prior to the third may prove most beneficial. Step 1: Media: Students will find 3-4 representations of counselors from any variety of media sources (movies, television programs, youtube videos, fictional books or stories, magazine articles). Movie, television, or other video clips will be shared with the class via BlackBoard as part of the final project.
Step 2: Myths: Students will collect information on thoughts and perceptions about counselors, the process of counseling, or the role of the counselor. You can do this by sending emails to friends and family asking for positive things they believe about counselors and negative things they have heard about counselors. You may also utilize other creative approaches to gathering this information (such as surveys, Facebook, or other media methods), but please check with the
instructor prior to doing so.
Step 3: Reality: Students will interview a practicing counselor in their area of study (i.e. school counseling or MCFC). You will develop a list of interview questions. These questions will be included as an attachment for your final reaction paper. You may video or audio tape this interview. Or you may ask the interviewee to provide you with a photo for your final project.
This assignment is intended to allow students to gather information about the field of counseling as well as the impressions that are given in the media and are held
by people around them. Students are then about to integrate the experiences of a practicing counselor and the information gained throughout their experience in this course in a final media based project (digital story telling, narrated
PowerPoint, or a wiki). After completing all these steps, you will hand in a 3 page individual personal reaction to the various sources of information “with” a copy of the interview questionnaire attached to the paper. Remember to write personal reactions to the three steps highlighted above as well as the collection of
information and conversations from your experience in this course. Refer to the evaluation criteria as a guideline.
C. On-line Study including Exams (30 percent)
There will be two exams during the semester and one graded discussion board. Both exams and discussion board will be provided through Blackboard on-line system. The exams will be made available during a designated time period on the regularly scheduled class day indicated on the course schedule and the discussion board will be open between 9:00 AM to 9:00PM on the particular scheduled day as well.
Two Exams (15 points each): Each exam will cover material from assigned readings as indicated on the course schedule. Each exam will consist of 20 multiple-choice questions and one essay question assessing your knowledge and comprehension. Exams will be available on BlackBoard during a scheduled time on the days indicated on your course schedule. You will be required to complete the on-line exam prior to the end of the scheduled exam period.
D. Exam III (20 percent)
Exam III will be given in an on-line format similar to that of the first two exams. There will be 20 multiple choice questions and one essay question reflecting the material covered during the class periods between the second exam and the final class meeting.
V. Administrative Course Requirements
A. Office Hours
Students are invited to make use of my office hours for any questions or comments they have about the course.
B. Course Schedule
The course schedule provided in the syllabus is a tentative outline of course topics to be covered. Due to varying time for class activities or other
circumstances, changes may be made throughout the course. It is the
instructor’s responsibility to give you appropriate notice of such changes, and it is the student’s responsibility to take note of these changes. Students will receive an email and a BlackBoard announcement at the beginning of each week with instructions on how to access the course material for the week.
C. Make-up policy for work
Make-up work must be arranged ahead of time (i.e., prior to the due date), and students must present documented evidence of extenuating circumstances that lead to the necessity for make-up work.
D. Cell phones & Laptops
Please turn off all cell phones and other electronic devices including laptops before class starts for our face-to-face meetings.
E. Incomplete Grades
Incompletes will only be submitted for extenuating circumstances (e.g.,
prolonged physical or mental health problems). You must provide appropriate documentation.
F. Format of papers
Papers must be in APA style, typed, double-spaced, in 12 point Times New Roman font with one-inch margins. All assignments must be submitted with
a title page.
G. Late submission of assignments
Unless a student receives approval from the instructor prior to the original due date of an assignment, late assignments will be penalized with a deduction of 10 % of the possible points for the assignment for each business day in which the assignment is late.
H. Students with Disabilities
Students who require any accommodations for any aspect of this course should notify me immediately.
VI. Evaluation and Grading
Attendance and Participation 30 percent “Media, Myth, & Reality” Reaction Paper 20 percent
Exam I 15 percent
Exam II 15 percent
Exam III 20 percent
__
A = 90-100 B+ = 85-89 B = 80-84 C+ = 75-79 C = 70-74 D+ = 65-69 D = 60-64 F = Below 60
VII. Major Topics of the Course
TENTATIVE COURSE SCHEDULE
Week of: Tuesday Thursday Reading &
Assignments
January 11th Intro to the Course
In Person
Complete “Welcome” Blog entries
January 18th *The Counselor’s Identity *History of the Counseling Profession Ed Neukrug Video Interview
Weekly Blog Entry Reading Quiz
Chapters1 & 2
January 25th Standards of the Profession
On-line activity Weekly Blog Entry
Chapter 3 February 1st Individual Approaches to Counseling On-line Theories activities
Weekly Blog Entry
Chapter 4
February 8th Counseling Skills On-line activity Weekly Blog Entry Reading Quiz
Chapter 5
February 15th Consultation & Supervision
On-line activity Interview with Russ
Haber
Weekly Blog Entry Reading Quiz February 22nd Group Approaches to
Counseling
On-line activity Weekly Blog Entry Reading Quiz Chapter 7 March 1st Developmental Counseling Teenage Brain Discussion Board On-line activity Weekly Blog Entry Reading Quiz Chapters 9 &10 Check-in re: MMR project SPRING BREAK
NO CLASS NO ASSIGNMENTS SPRING
BREAK March 8th In Person Review
(Optional)
On-Line Exam
March 15th Research & Evaluation
Testing & Assessment Weekly Blog Entry Reading Quiz
Chapter 13
March 22nd Career Counseling On-line activity Interviews with Mike Hix and Crystal Wingate
Weekly Blog Entry Reading Quiz Chapter 11 March 29th Multicultural Counseling Cultural Genogram Activity
Weekly Blog Entry Reading Quiz
Chapters 14&15
April 5th In Person Review (Optional)
On-Line Exam #2
April 12th School Counseling Marriage & Family Counseling
Chapters 16, 6, & 17
Weekly Blog Entry Reading Quiz
April 19th On-line Exam #3 Media, Myths
and Reality Projects Due
NOTE: I have created an on-going Discussion Board titled “Frequently Asked Questions” for each week. This is an opportunity for you to post any questions or reactions you have to the readings of the week. Your instructor and your peers will review the FAQ and answer any questions posted during that week. It is our goal to ensure you have every opportunity to ask questions, share ideas, and create a learning community with your peers even if you aren’t always face-to-face.
University of South Carolina
Counselor Education Ed.S. Programs: Program Objectives
Inspired by the mission of the College of Education and Department of Educational Studies, the Counselor Education Faculty continually challenge and support students enrolled in counselor education programs to exemplify:
Integrity through which one's actions are ethical, open and forthright;
Intellectual spirit that under girds the responsibility of professional counselors to construct; generate, and share knowledge while maintaining perspectives on the contexts of learning and development;
Justice for all people, appreciation for and recognition of the significance of diversity, and a dedication to democratic principles; and
Stewardship that guides teaching, counseling, and leading; recognizes the central roles of collaboration and professional responsibility; and requires initiative in identifying and acting on needs with thoughtful and professional care.
I. Integrity
A. Students will comply with the American Counseling Association Code of Ethics in relationships with faculty, peers, colleagues, supervisors, and clients.
Students will demonstrate compassionate and competent ethically-and-culturally sensitive professional service that promotes mental health and human potential.
B. Students will be self-aware, self-reflective, open to feedback, and capable of self-evaluation. Students will demonstrate
recognition and respect the possibilities and limits of their own abilities, knowledge, frames of reference, skill, and authority, and behave in accord with the highest ethical and professional standards such as those advanced by the American Counseling Association, the International Association for Marriage and Family Counselors, the American School Counselor Association, and the National Board for Certified Counselors.
C. Students will accept leadership responsibility, demonstrate initiative, dedication to education, and engage in professional behavior toward faculty, peers, colleagues, supervisors, and clients. Students will demonstrate themselves as professionals and work closely and cooperatively with other professionals, including those in: public and private schools, colleges and universities; community and private agencies, institutions, and programs; businesses, industries, and philanthropic organizations; and government agencies.
II. Intellectual Spirit
A. Students will be tolerant and patient toward the process of teaching, learning, and counseling. 1. Students will demonstrate successfully the ability to apply the knowledge
and skills obtained through the program.
2. Students will demonstrate continuous personal and professional development through life-long learning.
B. Students will actively participate in all learning experiences designed to foster mastery of the content, science, and art of professional counseling practice.
1. Students will demonstrate intellectual inquiry by asking questions through research and applying this knowledge to counseling practice and education.
2. Students will demonstrate a mastery of the tools of professional research to aid them in their search for valid answers to their questions.
3. Students will demonstrate the ability to create new knowledge and model efficacious practices. C. Students will demonstrate critical and constructive intellectual flexibility and inquiry.
1. Students will demonstrate construction of their own ethically-informed philosophical orientation to the helping process by utilizing the various theoretical, research, and practice resources available.
2. Students will demonstrate the ability to make appropriate calculated risks in their search for creative and innovative solutions to human problems and concerns.
III. Justice
A. Students will demonstrate appreciation and respect for diversity. Students
will demonstrate respect and enhance the worth, dignity, equality and positive development of all people within their communities of engagement.
B. Students will advocate for social justice commensurate with the ideals of the counseling profession. Students will demonstrate promotion of equal
educational, employment, and self-development opportunities for all people, regardless of culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, and socioeconomic status.
of others. Students will demonstrate commitment of themselves in order to improve the quality of life in the world community as well as in the immediate communities in which we live.
IV. Stewardship
A. Students will be respectful of self and others in all learning environments.
B. Students will demonstrate openness to feedback from faculty, peers, colleagues and supervisors. Students will demonstrate accountability to the profession, to the public, and to each other.
C. Students will engage in professional leadership roles in their interactions with faculty, peers, colleagues, and supervisors throughout their counseling careers.
1. Students will demonstrate leadership by participating in local, state, regional, national, and international activities relevant to their professional practice.
2. Students will demonstrate self-awareness and accountability by consulting frequently with their advisor(s), clinical
supervisor(s), and/or professional colleagues regarding the choices confronting them in their various professional activities. 3. Students will demonstrate their identity as professional counselors by providing leadership that enhances professional
efficacy and inspires public trust.
Grading Rubric for Discussion Board Posts
Benjamin Bloom created a taxonomy for categorizing levels of complexity for discussion in educational settings. Please use this taxonomy for composing discussion board response posts for class. Main Posts and Response Posts to the discussion
question and your colleagues will be graded using an adaptation of Bloom’s Taxonomy as follows:
Bloom’s Taxonomy Levels Possible Points
Your Points Level 1: Knowledge.
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Clues:
You know that you are writing a post at level 1 when you list, define, label, quote, name, or simply state who, when, where, etc.
Level 2: Comprehension.
understanding information
grasping meaning
comparing two concepts
translate knowledge into new context
ordering, grouping, inferring causes
Clues:
You know that you are writing a post at level 2 if you simply summarize, describe, compare or distinguish between two concepts.
4
Level 3: Application
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Clues:
You know that you are writing at a level 3 if you apply, demonstrate, calculate, complete.
6
Level 4: Analysis.
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Clues:
You know that you are writing a post at level 4 if you analyze, connect, offer in depth comparisons, explain complex underlying meanings.
8
Level 5: Synthesis.
Such posts typically involve:
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Clues:
You know that you are writing a post at level 5 when you integrate, design, generalize, invent or formulate a new idea from the readings.
Level 6: Evaluation
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
10
TOTAL/10 COMMENTS
