COUN 512 FUNDAMENTALS OF COUNSELING - Pre-Practicum Skills/FALL 2012 COURSE SYLLABUS THE UNIVERSITY OF MONTANA

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1 COUN 512 FUNDAMENTALS OF COUNSELING - Pre-Practicum Skills/FALL 2012 COURSE SYLLABUS THE UNIVERSITY OF MONTANA INSTRUCTOR INFORMATION: Rita Sommers-Flanagan Office: Second Floor PJWCoEHS Rita.SF@Umontana.edu SCHEDULED CLASS MEETINGS: Tuesdays, 1:10-4:00 with additional pre-practicum meetings by arrangement COURSE CONTENT/DESCRIPTION: TEXTBOOK/READINGS/SUPPLEMENTARY COURSE MATERIALS: Readings will include articles, suggested book chapters, and internet addresses for your reading and viewing pleasure and analysis. In addition, we will use chapters from the text Becoming an Ethical Helping Professional which you will also use next term. Method of Course Delivery This course includes small group exercises and discussion, videotapes, lecture and large group discussion, individual exercises, clinical demonstrations, role-plays and student presentations. Wow, will this be fun or what? Course Purpose This course is designed to prepare school and mental health counselors-in-training to begin working with clients in the context of practicum, and to help new students gain an understanding of the counseling field. Much of the material introduced in this course will be developed in greater detail in later courses. This course is an overview that prepares the student for his or her professional identity and activities. CACREP Related Course Objectives G.1.a Gain knowledge about and understand the history and philosophy of the counseling profession; G.1.b Gain knowledge about and understand professional roles, functions, and relationships with other human service providers, including strategies for interagency-interorganization collaboration and communications; G.1.c Gain knowledge about and understand counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event; G.1.d Gain knowledge about and understand self-care strategies appropriate to the counselor role G.1.f Gain knowledge about and understand professional organizations, including membership benefits, activities, services to members, and current issues; G.1.g Gain knowledge about and understand professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; G.2.f Gain knowledge about and understand counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. G.5.a Gain knowledge about and develop an orientation to wellness and prevention as desired counseling goals; G.5.b Gain knowledge about and understand counselor characteristics and behaviors that influence helping processes; G.5.c Gain knowledge about and understand essential interviewing and counseling skills; 1

2 CACREP Specialty Standards: School Counseling D.1 Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. D.4 Demonstrates the ability to use procedures for assessing and managing suicide risk. CACREP Specialty Standards: Clinical Mental Health Counseling A.2 Understands ethical and legal considerations specifically related to the practice of clinical mental health counseling. B.1 Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling. D.6 Demonstrates the ability to use procedures for assessing and managing suicide risk. TEACHING AND INSTRUCTIONAL METHODS: COURSE REQUIREMENTS AND GRADING PROCEDURES (INCLUDING ASSIGNMENTS): Our entire department uses both grades and a scoring rubric to let students know how they are doing. The rubric will be applied to specific assignments that are intended to demonstrate your acquisition of the knowledge and skills named in the CACREP standards. Our rubric has three levels: Needs Improvement, is a signal to students that they have not mastered the essence of the standards in question. Acceptable is what we expect that most students most of the time will achieve. This signals that the student has learned and demonstrated sufficient mastery of the skill or understanding of the concepts to make effective and meaningful professional application. Exemplary signals a stellar effort, and excellent outcome, and/or a product that is truly above the usual expectations. These ratings do not necessarily correlate directly to the grade you are given in the course. They serve to give you more direct feedback about the standards and course objectives that give substance to the journey of becoming an effective and ethical professional counselor. Particular assignments are designed to help you learn and then demonstrate your learning of one or more of the CACREP standards. Each rubric level will have examples of outcome indicators that will help students know what is expected. Grades and rubric ratings for assigned papers are based on thoroughness, written clarity, integration of complex and sometimes diverse materials related to the learning objectives listed above, adherence to APA editorial standards, and careful proof reading. Your grammar will not be corrected, but marked as examples and poor grammar or writing will affect your grade. Presentations are graded on the comprehensiveness, accuracy and clarity of the presentation and the extent to which it engages class interest and participation. PLEASE use recycled or one-side-used paper Class Participation constitutes 25% of your class grade. By class participation, I mean that you attend class, attend the retreat, do the assignments and come prepared to share, question, and participate. I will also ask you to attend events/talks in the professional community. This counts as class participation as well. See Rubric description below. APPROXIMATE SCHEDULE OF CLASS TOPICS AND ASSIGNMENTS Aug 30 2

3 Introduction to the course. General questions/answers. Review assignments. Visit from Kristy Murphy, College of Education licensure officer, regarding background checks Note: you must become a student member of the American Counseling Association and/or the American School Counseling Association now and have purchased your student liability insurance by December 8 th. Please provide evidence of these to Jessica Holtzer, TA. Assignment to go to Sidney presentation on common factors/measuring and take notes which will be turned in. Focus on common factors! Discussion on pairings and on the problem area you will use for the role-plays/work together. Discussion on paper topic and library tour. Discussion on Western MT MMC work and reflection paper Readings for Thursday Counselor Identity Retreat Sept. 1: The ACA Code of Ethics: Articulating Counseling s Professional Covenant Richard F. Ponton and Jill D. Duba Journal of Counseling and Development UM Counselor Education Student Handbook online From these readings, pay special attention to the following learning goals: G.1.a Gain knowledge about and understand the history and philosophy of the counseling profession; G.1.f Gain knowledge about and understand professional organizations, including membership benefits, activities, services to members, and current issues; G.1.g Gain knowledge about and understand professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues; Readings/Assignments for Sept. 6 ACA Website Browsing Divisions will be assigned Division Oral Report will constitute: Name, members, history, how to join, what the purpose(s) are, specific ethics codes, job opps, etc. approximately 5 minutes or less-- Current Issues/Identity From these readings, pay special attention to the following learning goals: G.2.f Gain knowledge about and understand counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. Sept. 6 3

4 Division Reports I (however many we can fit in) and short in-class reflection Check in on interview assignment targets Discuss Western Montana Mental Health Center Volunteering and Reflection Assignment AND VISIT THERE THURSDAY SEPT. 8 th 9-11 or so. This assignment is closely related to the following learning goal: G.1.b Gain knowledge about and understand professional roles, functions, and relationships with other human service providers, including strategies for interagency-interorganization collaboration and communications; Readings/Assignments for Sept. 13 Sidney will send a link. September 13 (those who can, go to Training in AM) someone video-tape for others Gather at 1:45 for any general information sharing, etc. 2:00 we will have repeated demonstrations and assignments related to essential interviewing and counseling skills this, of course, is related to this core standard: G.5.c Gain knowledge about and understand essential interviewing and counseling skills Clinical Demonstration: What counselors can use from psychoanalytic theory Readings/Assignments for Sept. 20 ACA/ASCA/AMHCA codes online at the respective websites. Chapter 5 plus 10 (school) or 11 (MH) from : Becoming an Ethical Helping Professional: Philosophical and Cultural Foundations (the text you will use for your Ethics course in the spring) Sept. 20 Discussion on Sidney presentation training/ Common Factors Hand in your notes Ethics and Professional Identity and Behaviors the developmental truths of becoming a licensed professional. When we engage in the Clinical Demonstrations and Role plays, please be especially attentive to the learning goal noted above (G.5.c.) 2:00 Clinical Demonstration: What counselors can use from Adlerian theory 4

5 Readings/Assignments for Sept. 27 For the following readings, please be especially attentive the following learning goal: G.5.a Gain knowledge about and develop an orientation to wellness and prevention as desired counseling goals; G.5.b Gain knowledge about and understand counselor characteristics and behaviors that influence helping processes; Locate through database search and read: Counselor Professional Identity: Findings and Implications for Counseling and Interprofessional Collaboration by Elizabeth A. Mellin, Brandon Hunt, and Lindsey M. Nichols in Journal of Counseling and Development Sept. 27 Discuss who will be interviewing whom. Okay to schedule. Ethics and Professional identity continued. Identity and interprofessional distinctions, collaborations, turf issues, and common ground. 2:00 Clinical Demonstration: What counselors can use from Existential theory Readings/Assignments for Oct. 4 Learning to write case notes using the SOAP format: S. Cameron and I turtle-song JCCD Oct. 4 Case note discussion Check in on overall progress on assignments. Clinical Demonstration: What counselors can use from Gestalt theory Readings/Assignments for Oct. 11 Probably a catch-up time, or TBA Oct. 11 Clinical Demonstration: What counselors can use from Person-Centered theory 5

6 Readings/Assignments for Oct. 18 Probably TBA Oct. 18 Clinical Demonstration: What counselors can use from Behavioral theory Readings/Assignments for Oct. 25 To be assigned by Jessie, Becca, and Julie Oct. 25 Presentation topic: International counseling, opportunities, credentials, emerging issues Clinical Demonstration: What counselors can use from Cognitive/Behavioral theory Readings/Assignments for Nov. 1 To be assigned by Peggy, Erin, and Kevin Nov. 1 Presentation topic: The role of the counselor in social justice, systemic change, advocacy and empowerment Clinical Demonstration: What counselors can use from Reality theory Readings/Assignments for Nov. 8 To Be assigned by Emily and Jubal Nov. 8 Presentation topic: Trauma/Disaster response systems in the schools Please consider this standard in respect to this presentation and readings: G. 1. c. Gain knowledge about and understand counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event; 6

7 Clinical Demonstration: What counselors can use from Family Systems theory Readings/Assignments for Nov. 15 To be assigned by Brittney, Keith, and Jenna Nov. 15 Presentation topic: Trauma/Disaster response and psychological first aid in the community (Missoula), region, and nation (can even include international a bit) Please consider this standard in respect to this presentation and readings: G. 1. c. Gain knowledge about and understand counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event; Clinical Demonstration: What counselors can use from Feminist theory Readings/Assignments for Nov. 22 To be assigned by Kate, Kinnerett, Emily Nov. 22 Presentation Topic: Wellness and other core identity features of Counselor Identity Both of the following standards are related to this presentation and to these readings: G.1.d Gain knowledge about and understand self-care strategies appropriate to the counselor role G.5.a Gain knowledge about and develop an orientation to wellness and prevention as desired counseling goals Clinical Demonstration: What counselors can use from Solution Focused theory Readings/Assignments for Nov. 29 To be assigned by Jo, Michaela, Derya Nov. 29 Presentation topic: Advocacy skills and issues for the Counseling Profession Clinical Demonstration: What counselors can use from Multicultural theory 7

8 Readings/Assignments for Dec. 6 Dec. 6 Clinical Demonstration: What counselors can use from Narrative or other integrated treatment approaches Dec. 13 Finals Week. Debriefing and short meetings. Oral exam. Detail on Assignments Interview with a mental health practitioner (LCPC) or Licensed school counselor. Professionals in our field have points of view, ideas, beliefs and theoretical and practical stances about their work. This assignment gets you out in the field talking to a person in your field. Your choice of person to interview may be guided by your career aspirations that is, if you intend to do career counseling, you may wish to interview a person in Career Services at UM. If you want to do family counseling, you may wish to find someone who works with families. After asking the first two questions, you can choose from the list below. Record and later listen carefully to your interview. In your paper, summarize the person s responses to your questions and how these responses line up with your understanding of counselor identity, ACA or ASCA codes, and so on. Be sure to be specific and include some direct quotes. Include an introductory paragraph that describes the person you interviewed. Explain to the person that his/her responses are not confidential. Your interview will be about professional, not personal concerns, though sometimes these come up naturally. The interview should take about 45 minutes but may go longer. Questions: Required questions: How do you think professional (school) counselors define the counseling profession? How do professional counselors perceive the counseling profession as distinct from psychology and social work (administration, school social workers, and/or CSCTs)? Optional: 1. Describe your general approach to your counseling work. Are there specific theories that guide your work? If yes, what are these? 2. In your opinion, what causes psychological suffering? Or why do people have difficulty in their lives, academic progress, and relationships? 3. What are your goals for your students/clients? 4. What do you think is the source or locus of change in counseling/psychotherapy? What other ways do you help students change? 8

9 5. How do you know when your work with a particular person, classroom, family or group is going well? How do you know when you need to adjust or change the way you are working? 6. Without identifying details, describe a case or work situation you continue to think about or that challenged you. 7. Without identifying details, describe a work situation from which you have derived considerable satisfaction. 8. What do you do to renew and/or develop your skills and/or understanding of your work? How do you get help with a case if you need it? 9. To what extent does successful counseling or school counseling depend on the knowledge or skills the counselor has developed through his or her training or continuing education? 10. To what extent are a school/mental health counselor s personal life or issues implicated or drawn into his/her work? What can a professional do when his/her life is a struggle? You should have a concluding paragraph or two that adds your perspectives on the person you interviewed. What surprised you? What did you learn about the person or her/his work that you might want to bring into your own work? What did you learn that you would not want to bring into your work? Would you like to be supervised by this person? Did you learn anything that you would like to explore further, either with this person or otherwise? Team Paper and Presentation: This is your opportunity to use the Mansfield library and APA editorial format. Your must discuss at least five academic references (no references from a course reading assignment) directly related to the assigned topic. APA editorial style is part of your grade, as is the thoughtfulness of your review and integration of the literature. Bring the references in searchable format to your presentation. TOPICS: (These are directly related to course objectives and CACREP Standards. Please review the standards you are addressing and indicate how you will know if you and your fellow students have gain the knowledge and skills named in the standards) Advocacy for the profession as a function of being a professional/ Wellness as a core concept in counseling Trauma/disaster response (School)/Trauma/disaster response (Community Regional National International)/The role of the counselor in advocacy/social justice/empowerment International credentials/ work and educational opportunities for school and mental health counselors. Volunteer work: Volunteer twice for at least 2.5 hours each time at the Day Treatment component of the WMMCH or very similar situation interact with the people, learn from them whatever they might like to share with you about their lives. Write up a short report of your time, reflecting on your growing awareness of the many relational, ethical, social justice/political, and skill-theory-based dimensions of the helping relationship. To summarize, the course requirements are: 1) Read the assignments and come prepared for class discussion and experience each week. 2) Participate in practicing the skills presented in the twelve skill demonstrations for a total of two hours each week with your partner. 3) Complete the four written and/or oral assignments, along with the volunteering described above. Grading and rubic ratings are based on your thoughtful critique and comprehensive approach, integration of readings, successful completion of the pre-practicum experience, and class discussion. We are working with complex material, and your assignments should reflect this. Clinical Practice Work 9

10 We will begin by very short role-play type practice the last hour of class, after you have watched a set of techniques demonstrated for you. We will debrief the experience together, and instructors/supervisors will try to observe your group occasionally as you begin trying out the counselor role. Later in the term, beginning Nov. 1, you will be paired with a classmate to work on the use of both the common factors in counseling efficacy, and on techniques associated with the major theories of human change. You will need to schedule two hours outside of class time to work with your partner, one hour as counselor, one hour as client. You will need to work with Jessica about room availability. You need to video-tape the hour you are the counselor, and review this tape on your own time, writing a short reflection on your observations and questions. Also, write short case notes about your clinical work to begin getting in the habit of this practice. You will meet with your partner a total of 6 times, or 12 hours. A note on confidentiality: You will have a counseling role-play or real experience with other class members. The issues you work with are your choice. You may not wish to work with personal concerns and if this is the case, you can role-play someone (no names or identifying information). Either way, this is not a confidential situation. You are colleagues, and this is a class assignment, not a real counseling relationship. However, any information shared should be treated with professional respect. If you reveal information that suggests danger to self or others or if instances of previously unreported physical or sexual abuse come to light, we will need to work with this, sometimes by reporting, sometimes by helping the student get assistance. You would be involved immediately nothing will occur behind your back except if there is immediate danger and we can t reach you. If you are actively suicidal, for example, we must make all efforts to be of assistance, help keep you safe and provide resources for recovery. University policies on academic cheating in any form apply to this course. See (notice page 8 specifically). The Counselor Education Program is committed to teaching in the most inclusive and accessible manner possible. If you have special needs, please let the instructor know, and/or contact Disability Services for assistance. For more information, please consult 10

11 COURSE-RELATED CACREP SPECIALTY STANDARD STUDENT LEARNING OUTCOMES AND EVALUATION RUBRICS In this course student performance will be evaluated in many ways. Below are the school and clinical mental health counseling standards that are evaluated in this course. Although your competence with respect to the following standards will undoubtedly be related to your final grade in the course, the particular rubric included below is also designed for faculty to systematically evaluate our effectiveness in teaching these areas. We provide this information because it may be useful to you to know what sorts of standards we re covering in the program and how we re going about measuring these standards in this course. If you find this process confusing or overwhelming, then you can feel free to ignore this section because if you do a good job completing the assignments described above, then you ll be doing a good job in this class! Learning Assignment and Assessment: Readings on Suicide Assessment and Role Plays Standards Needs Improvement (Unacceptable) Acceptable Exemplary COUNSELING PREVENTION AND INTERVENTION D. Skills and Practices SH/MH 4/6 Demonstrates the ability to use procedures for assessing and managing suicide risk The student failed to notice and ask about accepted suicide assessment domains. The student The student demonstrated demonstrated basic the skills named in 2, but suicide assessment also was able to do skills, including SLAP, constructivist input, and and SAD PERSONS integrated multicultural, inquiry. research, professional ethics, developmental, or other important counseling domains or issues into his or her performance. 11