James Madison University Clinical Mental Health Counseling PSYC 630 Sample Syllabus

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1 James Madison University Clinical Mental Health Counseling PSYC 630 Sample Syllabus This is the duty of our generation as we enter the twenty-first century -- solidarity with the weak, the persecuted, the lonely, the sick, and those in despair. It is expressed by the desire to give a noble and humanizing meaning to a community in which all members will define themselves not by their own identity but by that of others. --Elie Wiesel Course Description: This course provides an introduction to the clinical mental health counseling profession. Legal, ethical, and professional identity issues will be covered as well as fundamentals of counseling with varied populations in diverse settings. Required Texts: **Note: textbooks required by individual professors may differ from this list Echterling, L. E., Cowan, W. E., Evans, W., Staton, A. R, McKee, J. E., Presbury, J H., Stewart, A. (2008). Thriving: A manual for students in the counseling profession (2 nd ed.). Boston: Lahaska/Houghton Mifflin Staton, A. R., Benson, A. J., Briggs, M.K., Cowan, W. E., Echterling, L. E., Evans, W., Mckee, J. E., Presbury, J. H., Stewart, A. (2007). Becoming a community counselor: Personal and professional explorations. Lehaska Press/Houghton Mifflin: Boston Additional readings will be assigned throughout the semester. Required Supplies: Videotapes or DVDs as needed for class projects. Course Objectives: The objectives of this course are to help you understand: a. history and philosophy of the counseling profession; b. professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications; c. counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-

2 causing event; d. self-care strategies appropriate to the counselor role; e. counseling supervision models, practices, and processes; f. professional organizations, including membership benefits, activities, services to members, and current issues; g. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; h. the role and process of the professional counselor advocating on behalf of the profession; i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. (CACREP, 2009) Methods of Instruction: The format of this course combines discussion, presentations, and experiential activities. We will learn from each other, which will require everyone to attend class every week, on time and ready to work. The nature of this course requires that all students complete reading assignments as scheduled in order to meaningfully contribute to class discussions and counseling exercises. Evaluation: Students will be evaluated on their understanding of the course material and on the quality of their participation. The final course grade will be determined by the following: Course Activity Professional Issues and Advocacy 5 % Portfolio 10 % Observation 5 % Midterm Exam 20 % Counseling Reflection Paper 20 % Research Review Paper and Workshop 20 % Workshop 20 % Percentage of Grade A B B A indicates an exceptionally clear and creative grasp of the concepts of the course with demonstrated ability to apply this knowledge to specific problem situations and aspects of the material. B indicates solid understanding of the major concepts, issues, and principles explored and indicates work beyond meeting the basic requirements.

3 Please note: All papers and assignments are due at the beginning of the class or at the time specified. Assignments turned in late will not receive full credit. The final score will be reduced by one grade for each day the assignment is late. Professional Issues and Advocacy I expect you to become an active, contributing member of our class community by attending every class, being fully involved in all activities, contributing your ideas and observations to our discussions, and treating all members of the class community with respect. Please read assignments before class and do your best to actively engage with the assigned readings and experiences. Think critically about the course material, and take time to reflect on your own personal and professional growth. As you begin your training as a counselor I expect you to begin, or continue, your experience as an advocate. In order to receive full credit for this portion of the course requirements you must have at least one experience in professional counseling advocacy. A preliminary list of options for fulfilling this requirement includes: participating in programs sponsored by VCA, ACA, or relevant chapters, divisions, and affiliates; submitting a proposal for the VCGSA conference; attending the VCA, ACA, or a related organizational convention; attending legislative day training offered by VCA; or volunteering to work with CVCA, VCA, or ACA staff on a professional project. We'll talk more about this in class. Portfolio For many, this class is the beginning of the graduate school journey. You will therefore be asked to begin compiling a portfolio that you'll add to as you progress through the program. The portfolio, as well as your class participation, will be evaluated according to quality, thoughtfulness, and professionalism. See Developing a Portfolio on Blackboard. Observation This semester I would like you to observe at least one counseling session at the JMU Counseling and Psychological Services Center in Blue Ridge Hall. In order to be approved as an observer you must complete the HIPAA training provided by JMU s Institute for Innovations in Health and Human Services: sign a confidentiality statement, and obtain prior permission from the counselor. While observing the session please complete an observation form (available on Blackboard) and then meet with the counselor after the session, if possible, to discuss your reactions and questions. I will provide more information regarding this opportunity in class. Midterm Exam The midterm exam will consist of two parts: one individual effort and one group task, both completed during our ninth class meeting. More information will be provided in class.

4 Counseling Reflection Paper Each student will engage in at least one 30-minute peer counseling session. Your session as a counselor as well as your session when you are a client will provide useful information to you, so after completing your sessions please reflect on your work and write two papers. The first paper, approximately 5 pages in length, should address what you feel you did well as a counselor; what, if anything, you would do differently if given the opportunity; and how you plan to work on enhancing your strengths and attending to your challenges Research Review Paper The second paper is a research review. Identify an aspect of any issue your client presented in session, conduct a literature search regarding that issue, and synthesize your findings by presenting: 1) a description of the topic, including definitions and information about prevalence; 2) a brief summary of recent research regarding relevant counseling interventions or considerations; and 3) concluding recommendations, including a sample treatment plan (more information will be provided). Alternatively, if you have trouble identifying an aspect of your client s presenting concern to explore, choose a concern that you presented when you assumed the role of client. Please see me once you ve identified the concern you d like to research. This paper should be written in APA style and format and include citations from recent, peerreviewed journals. Workshop You will work with several other students to develop and present a workshop designed to address specific clinical mental health training needs. Workshops should be well researched and organized as well as professionally presented to the class. Each workshop group is expected to develop a training packet to distribute to class participants. Workshops will be held during the last two weeks of class. Schedule of Classes Week Content Assignment Week 1 Introductions and Community Building; Licensure and Credentialing Becoming Chpt 1 Thriving Chpts. 1 and 2 BB: ACA 20/20 Week 2 Counseling Process: Self Awareness Becoming Chpt 4 Thriving Chpt. 6 Week 3 Counseling Process: Other Awareness Becoming Chpt. 5 Thriving Chpt. 7 BB: Theory and Practice Becoming Chpt. 6 BB: HIPAA Week 4 Pragmatics: Records & Notes; Treatment Plans; and APA overview Week 5 Ethical Practice Becoming Chpt. 3 BB: Ethical Legal Week 6 Legal Issues Reading Provided Week 7 Counseling Management and Administration; Advocacy Becoming Chpt. 11 BB: Surgeon General Report; Surgeon

5 General Supplement; SAMHSA Week 8 Panel Presentation: The Work of Clinical Mental Health Counselors Becoming Chpt. 2 Thriving Chpt. 8 Week 9 Midterm Week 10 Interprofessional Collaboration and Consultation; Becoming 9 Emergency Response Counseling Reflection Paper Due Week 11 Prevention and Systemic Work Becoming Chpts. 8 & 10 BB: Mandated Reporting Week 12 Responding to Diverse Needs Becoming 7 Week 13 Supervision and Self-Reflection Becoming 12 Thriving Chpt. 9 Week 14 Workshops Thriving Chpt. 4 Week 15 Workshops Thriving Chpt. 5 Week 16 Portfolios Due; Research Review Papers Due Creativity and Self-Care Observation Forms Due Thriving Chpt. 3 BB: Stress Presentation Notes: The above schedule and procedures for this course are subject to change in the event of extenuating circumstances. Weekly topics and reading assignments will follow in the general order listed above, although some topics may be explored for several weeks. JMU abides by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act, which mandate reasonable accommodations be provided for students with documented disabilities. If you have a disability and may require some type of instructional and/or examination accommodations, please contact me early in the semester so that I can provide or facilitate provision of accommodations you may need. If you have not already done so, you will need to register with the Office of Disability Services, the designated office on campus to provide services for students with disabilities. The office is located in Wilson Hall, Room 107; you may call for more information. Students are respectfully reminded to refer to university policies regarding conduct of courses, including the JMU Honor Code, located in the university catalog. JMU s inclement weather policy is available: If you have questions about whether classes are cancelled or postponed, please check the JMU website at Recommended Reading Buber, M. (1958). I and Thou. Edinburgh: T & T Clark. Egan, G. (2007). The Skilled Helper (8th edition). Monterey, CA: Brooks/Cole-Thomson. Gilligan, C. (1982). In a different voice: Psychological theory and women s development. Cambridge: Harvard. Hoyt, M. F. (Ed.). (1994). Constructive therapies 1. New York: Guilford. Jongsma, A., Patterson, L. & McGinnis, W. (2000). The child OR adolescent OR adult psychotherapy treatment planner (2nd Ed.). NY, NY: Wiley Press. May, R. (1983). The discovery of being: Writings in existential psychology. New York: Norton. Ponterotto, J. G., Casas, J. M., Suzuki, L. A., & Alexander, C. M. (Eds.). (2001). Handbook of multicultural counseling (2nd ed.). Thousand Oaks, CA: Sage. Presbury, J. H., Echterling, L. E., & McKee, J. E. (2002). Ideas and tools for brief

6 counseling. Upper Saddle River, NJ: Merrill. White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York: Norton. Yalom, I. (1989). Love s executioner, and other tales of psychotherapy. New York: Basic.

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