Orientation to Community and Agency Counseling COU Saturday 9:00 11:45

Transcription

1 Orientation to Community and Agency Counseling COU Saturday 9:00 11:45 INSTRUCTOR: ADDRESS: OFFICE LOCATION: HOURS: As posted and by Appointment (please see me in class or contact me by to schedule) TELEPHONE: PURPOSE AND CONTENT AREA: A survey of the historical, philosophical, societal, cultural, economic and political dimensions of and current trends in the community mental health movement; a historical perspective of the counseling profession, counselor roles and functions, per consent of program director and professional affiliations. PREREQ: admission to program or consent of program director. METHODS OF INSTRUCTION: The course is taught in a combination of interactive dialogue, lecture, group work, thematic assignments, and online blackboard work. The learning environment is meant to be a dynamic, evolving environment in which students with a variety of learning styles will find ample support to increase their knowledge and show evidence of their progress. KNOWLEDGE AND SKILL OUTCOMES: PROFESSIONAL IDENTITY CACREP SECTION II G.1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE 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 d. self-care strategies appropriate to the counselor role;

2 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. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. G.5. HELPING RELATIONSHIPS a. an orientation to wellness and prevention as desired counseling goals. CLINICAL/MENTAL HEALTH CACREP SECTION III FOUNDATIONS: A. KNOWLEDGE 1. Understands the history, philosophy, and trends in clinical mental health counseling. 3. Understand the roles and functions of clinical mental health counselors in various practice settings and the importance of relationships between counselors and other professionals, including interdisciplinary treatment teams. 4. Knows the professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling 7. Is aware of professional issues that affect clinical mental health counselors (e.g., core provider status, expert witness status, access to and practice privileges within managed care systems). 8. Understand the management of mental health services and programs, including areas such as administration, finance, and accountability. B. SKILLS AND PRACTICES 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling. COUNSELING, PREVENTION & INTERVENTION: C. KNOWLEDGE 1. Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society.

3 5. Understands the range of mental health service delivery such as inpatient, outpatient, partial treatment and aftercare and the clinical mental health counseling services network. 8. Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders. 9. Understands professional issues relevant to the practice of clinical mental health counseling. Students will be able to: CACREP 1 1) Understand the historical, philosophical, societal, cultural, II.G.1.a., economic, political dimensions and trends of clinical and 5.a. community mental health counseling: III.A.1. - Online assignments 2) Comprehend the professional roles and functions of counselors in various practice settings and the relationships between community mental health counselors and other therapeutic professionals - Interview Project - Online assignments 3) Identify the professional organizations of the counseling profession - Assigned readings & participation in class discussions - Online assignments 4) Describe the professional credentialing process and the effects of public policy on these issues - Assigned readings & participation in class discussions - On-line assignment 5) Describe the typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community mental health counseling services II.G.1.b., c. III.A.3., A.8 II.G.1.f., g. III.A.4. II.G.1.g. III.A.4. III.C.1. III.C.5

4 - Assigned readings & participation in class discussions - Interview Project 6) Understand the operation of programs and networks that promote mental health in a multicultural society and evaluate comprehensive community mental health counseling interventions, programs, and systems: - Interview - Group Project 7) Comprehend the polices, laws, and professional issues relevant to the practice of clinical mental health counseling: - Online assignments, role-playing and class discussion - Group Project 8) Identify the ethical and legal considerations specifically related to the practice of community mental health counseling: - Interview Project - Group Project 9) Explain the role of diversity and equity issues in community mental health counseling: - Group Project 10) Verbalize an understanding of their professional identity as professional counselors within the context of community and mental health services and settings: - Assigned readings & participation in class discussions - Annotated bibliography - Term Paper II.G.1.a. III.A.3., A.7 III.C.1. III.C.5 II.G.1.c., j. III.A.2., A.7 III.C.1. III.C.9 II.G.1.i.,j. III.A.2. III.B.2. III.C.1. II.G.1.i. III.B.2. III.C.1. II.G.1.b.

5 11) Explain the role of advocacy and social change within the context of community mental health counseling. - Annotated bibliography - Group Project 12) Demonstrate technological competence, computer literacy, and the use the editorial style (APA) accepted by the social and behavioral sciences to present written material in the field - APA Workbook exams - Annotated bibliography - Term Paper 13) Understand how a graduate education in counselor education facilitates their personal and professional interests and growth - Assigned readings & participation in class discussions - Reflective journaling - Online assignments II.G.1.h. III.B.2. III.C.1. II.F. II.G.1.d., h. 1 CACREP- Council for Accreditation of Counseling and Related Educational Programs; All references to Section III refer to CLINICAL MENTAL HEALTH COUNSELING section of the 2009 standards REQUIRED TEXTS: 1) Gerig, M. S. (2007). Foundations for Mental Health and Community Counseling: An Introduction to the Profession. Upper Saddle River, NJ: Pearson Education, Inc. 2) Hazler, R. J. & Kottler, J. A. (2005). The Emerging Professional Counselor: Student Dreams to Professional Realities, 2 nd ed. VA: American Counseling Association. 3) Mastering APA Style : Student's Workbook and Training Guide, 6 th ed. plus 4) The Publication Manual of the APA, 6 th ed. 5) You must choose (and to inform the instructor of your choice) one book from the proposed bibliography (see last page of the syllabus) before September 18 th to read. Other articles and readings as assigned by instructor will be provided electronically and located on the Blackboard course page under Course Documents > Readings. 1 RECOMMENDED TEXT: 1) Gladding, Samuel (2006). The Counseling Dictionary, 2 nd ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. CLASSROOM STRUCTURE AND STUDENT RESPONSIBILITIES: The delivery format of this course is a hybrid course (partially online and partially faceto-face). Because the body of knowledge is very broad, class will take a multidimensional focus that allows you to learn through multiple pedagogical approaches (e.g., interviewing professionals in the community, structured and

6 unstructured group activities, Independent Learning/Self-Instruction, problem solving, discovery, and student led discussions) in addition to traditional didactic instruction. Blackboard will be the primary medium for course communication, posting of assignments, quizzes, and access to supplemental readings. Course announcements, changes to the course syllabus, PowerPoint outlines, instructions for projects and assignments, and class cancellations (should the need arise) may also be posted on Blackboard. You should check Blackboard at least twice per week. Instruction will be through lecture and classroom discussion, in-class activities, and small group interaction. Additional readings, Blackboard discussions, and video presentations also may supplement class materials. The work you will do in this course is subject to the Graduate Student Honor Code/ Appeal Policies and the College of Education and Human Services Code of Ethics and Procedures for Violation. The Graduate Student Honor Code is a commitment to the highest degree of ethical integrity in academic conduct, a commitment that, individually and collectively, the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. A copy of the Honor Code may be found on the NKU website at A copy of the College of Education and Human Services Code of Ethics and Procedures for Violation may be found on the NKU website at All requirements must be met in order to receive a passing grade in this course. In addition, all work submitted must reflect the student s own individual work. Any academic dishonesty such as cheating or plagiarism will result in either a failing grade in the course, a failing grade on the assignment, or other stipulations within the Academic Integrity section of the Honor Code, which are up to the instructor based on the nature of the case. Students with Disabilities Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Room 101 or call for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations. Visit the Disability Services Handbook website at Professional Behavior and Classroom Etiquette: Students are expected to adhere to the highest standards of ethical and professional behavior. Students are expected to cooperate with one another and with the instructor, to contribute to group discussions and projects, and to represent their own work fairly and honestly. Students are expected to adhere to professional behavior as outlined in the American Counseling Association s (ACA) Code of Ethics and Standards of Practice at and the American Mental Health Counselors Association (AMHCA) at _51110.pdf and will be accountable to the Counseling program. Students are welcome to use lap-top computers for taking lecture notes. All students using lap-tops for note-taking are asked to refrain from surfing the net and/or managing

7 during class time. When the class is engaged in interactive conversation (e.g. large or small group discussion), it is expected that all lap-top computers will be folded to the closed position so as to remove the relational barrier open lap-tops create. As a courtesy to your classmates, PLEASE MUTE OR TURN OFF ALL ELECTRONIC COMMUNICATION DEVICES DURING CLASS. If you absolutely must take a call, please leave the classroom Attendance: Because this class is a hybrid course, attendance on class days will be very important because there may be material presented in class that will not be found in your textbook or delivered online. Lectures may be supplemented with class discussion, videos, and guest speaker presentations. Students are expected to arrive promptly and be prepared to participate in class discussions and activities. Rare absences do not require explanations, but you will be responsible for arranging to get any assignments, handouts, or class notes. COURSE ASSIGNMENTS AND METHODS OF INSTRUCTION: Readings: Students will be expected to read the texts as assigned each week and seek to understand the main points of the readings assigned for each class in order to participate actively during classroom discussions. Reading assignments may include reserved material. Reading assignments may not directly parallel the lecture and exercises of the class. You are, however, expected to read the texts as assigned each week and will be responsible for learning the material. On occasion, there may well be discrepancies between the content of the class discussion and the material presented in the texts. You are, however, expected to apply evaluative, critical analysis and ask questions of anything you do not understand. Journaling: As graduate students, we expect you to actively engage in examining and questioning content knowledge, understandings, and (your) own professional development. From the first day of class, you will be a participant in this process. The process of examining one's own thoughts and feelings is particularly helpful for counselor trainees who are learning new concepts, increasing self-awareness, and beginning to grapple with complex issues that go beyond right and wrong answers. Journaling helps students to self-evaluate and sort what they know from what they don't know. The act of reflecting on thoughts, ideas, feelings, and your own learning will also develop students metacognitive skills. Students will be given a journaling format in which to record their thoughts, ideas, feelings, as well as their analysis of their chosen book and how they understand their entries. On-line Assignments: All assignments posted on Blackboard will be due on the class day indicated on the syllabus. One of the purposes of these assignments is to infuse technology into the course and introduce students to some of the technologybased assignment formats they may encounter throughout their coursework in the counseling program. The format of the assignments may vary with each topic. Assignments are to be submitted via Blackboard (not ) using word documents and will be read, graded, and uploaded back into Blackboard unless otherwise indicated. Interview Project: Using a list of questions as a guideline, students will interview a licensed clinical counselor or licensed mental health counselor. Individuals who received training and education in social work, psychology, marriage and family therapy, psychiatry, or received their training in a counseling psychology program, are NOT viable professionals for interviewing even if they are licensed as a LPC or LCPC. If you have any doubt about the

8 training of the individuals you plan to interview, please ask them about their training PRIOR to your interview or contact me to verify that they are appropriate for this assignment. Also, you may not interview a family member or close friend for this assignment. Be prepared for difficulty finding someone with free time (especially in the community/mental health track). Be prepared for cancellations and reschedules. Plan ahead and do this early! Further instructions, including the format of the project, will be explained in class. Annotated Bibliography: To introduce students to the literature within the counseling field (not psychology or social work), students will be required to develop an organized list of sources (4) for their term paper, each of which is followed by a brief note (usually about 150 words) or "annotation." An annotated bibliography includes descriptions and explanations of your listed sources beyond the basic citation information you will provide in the reference list at the end of your term paper. You must cite professional counseling journals only. Your annotated references may include some or all of the following o The content (focus) of the item o The usefulness of the item o A discussion of any limitations that the item may have, e.g. grade level, timeliness etc. o What audience the item is intended for o An evaluation of the methods (research) used in the item o An evaluation of the reliability of the item o Discussion of the author s background o Discuss any conclusions the author(s) may have made o Your reaction to the item o Evaluation or why you feel this work is suitable for your topic The annotated bibliography will be turned in before the term paper. Further instructions will be given in class. Writing Competency Activity: Assignments are your professional responsibility; therefore, they should reflect your best work. Spell checking, grammar checking and formatting are expected. The Counselor Education Program requires that all term papers and essays conform to the most current edition of APA style of the Publication Manual of the American Psychological Association. Therefore, students will be required to demonstrate their knowledge of spelling, punctuation, capitalization, and typographic arrangement and display particularly with regard to title page, page numbering, margins, and spacing and their readiness to prepare writing assignments according to the APA Publication Manual, 6 th ed.. Unless otherwise noted, all assignments should include a cover page and should be typed in 12 point font with 1 inch margins following APA Style. In an effort to provide you with instruction in APA style and a review of grammar and writing skills, you will be required to complete the learning exercises and integrative exercised and practice tests in the workbook independently, outside of class at your own pace. You must earn at least an 80% on the mastery test before you can turn in your term paper. Term Paper: Students will be assigned a topic to explore the influence of various trends or events in the counseling profession. Empirical studies, literature reviews, and theoretical articles are all acceptable references. References must include recent (2000 or later) scholarly journals in counseling. The paper should be 8-10 pages in length and must be typed and carefully checked for spelling, grammatical, and structural errors according to the manuscript guidelines set forth by the Publication Manual of the

9 American Psychological Association (5 th ed.). The class will be divided into roundtable discussion groups where students will discuss their topics and its effect on the current practice of mental health and community counseling. In this way you will have the opportunity to learn something from each other s findings. Be sure to prepare an outline for discussion. Further instructions will be explained in class. Grading will be based on the content, clarity, and thoughtfulness of the paper, as well as adherence to APA format. Mental Health Service Program Project: Class presentations are a regular portion of counselor training. In many professional settings you will be given opportunity to present or even required to present to potential clients, community groups, and/or client groups. These presentations provide community education, psycho-education to clients and/or their families, secure funding and/or encourage people to enter into a counseling process to resolve difficulties and/or enrich life. Another benefit of this assignment is the development of skills in team planning. Students will work in small groups to develop and present to the class a program to meet the mental health needs of a given population. The presentation should be no more than 30 minutes in length and should include a brochure handout describing the service(s). The use of Powerpoint or any other instructional aids may be used during the presentation. Further instructions including the format of the project will be explained in class. Grading will be based on the thoroughness of the presentation, your work as a team, the conceptualization of the needs within the population, sense of purpose for the program, goals of the program, and evaluation measures. Quizzes: There will be a series of timed, online quizzes over portions of the assigned readings. Tests: There will be a midterm and a final exam. Both exams are in class, closed book, and a combination of objective and short answer items. The exams will represent a sampling rather than an extensive covering of the material. In studying for the exams, you should review class notes, readings, classroom discussions, and any handouts or reserved reading material assigned. If you are absent on a test date, it is your responsibility to meet with the instructor to determine when and/or if you can make-up the test. Extra Credit: To encourage participation in professional conferences, extra credit will be given to students who attend/participate (5 points) or present (10 points) at a conference and share the information with the class. A maximum of 15 points is possible. Proof of attendance will be required. Student Performance Criteria: Maximum number of points possible on journal = 100 points Maximum number of combined points possible on online assignments = 100 points Maximum number of points possible on interview project = 100 points Maximum number of points possible on annotated bibliography = 100 points Maximum number of points possible on term paper = 100 points Maximum number of points possible on group project = 100 points Maximum number of combined points possible on quizzes = 100 points Maximum number of points possible on midterm grade = 150 points Maximum number of points possible on final exam = 150 points

10 Your final grade will be determined on the following +/- grading scale: Points Letter Grade Grading Scale A A B B B C C & Below F & Below NOTE: There is no C- or D s in Graduate School. Revised grading scale : DATE Points Letter Grade Grading Scale A A B B B C C & Below F & Below SCHEDULE* TOPIC August 28 Course Introduction Self-Evaluation APA Workshop Chapters 1 & 2 TOPIC: Education, Licensure, & Certification, August 30 Last day to register to enter a course Last day to drop with a 100% tuition adjustment September 4 TOPIC: What is a Licensed Mental Health or Clinical Mental Health, or Professional Counselor? On-line assignment due by 9:00 p.m. READING Hazler & Kottler Gerig Chp. 5 Chapters 1-3; 6 Chapter 1 September 11 TOPIC: Historical Perspective of Chapters 4 & 5 Chapter 2 Counseling Profession September 13 Last day to drop a course without a grade appearing on a student s transcript Last day to drop a course with a 50% tuition adjustment September 18 TOPIC: The Comprehensive Community Counseling Model Guest speakers TBD Chapters 7-9 Chp.6 & 11

11 September 25 TOPIC: Theoretical Foundations On-line quiz due by 9:00 p.m. Chapters 3-4 October 2 TOPIC: Theoretical Foundations Chapters 3-4 cont. October 9 October 16 MIDTERM Interviews due: Discussion groups TOPIC: Appraisal On-line Quiz due by 9:00 p.m. Chapters Chapter 7 October Fall Break - University Open/No Classes October 23 TOPIC: Diversity, & Ethics Chapters 8 & 9 October 30 TOPIC: Diversity, & Ethics cont. On-line assignment due by 9:00 p.m Chapters 8-9 cont. Annotated bibliography due November 1 Last day to drop a course with a grade of W Last day for the submission of appeals to Bursar concerning refund policy November 6 TOPIC: TBD November 13 On-line assignment due by 9:00 p.m. Chapter 10 November 20 November 24 November December 4 December 11 Presentation of Group Projects TOPIC: Managed-Care & Future Trends All Term Papers due; Small group discussions FINAL EXAM HOLIDAY/UNIVERSITY OPEN NO CLASSES Thanksgiving Holiday - University Closed No Classes Chapter 12 *This syllabus is subject to change to meet the needs/demands of the class as deemed necessary by the instructor. Every effort will be made to provide these changes to the class in writing. Verbal notification at any regularly scheduled class meeting, however, or through any of the established means of communication such as , blackboard or update of online syllabus will constitute sufficient notice.

12 Optional Text Choices: 1) Bandler, Richard & John Grinder (1975a). The Structure of Magic I: A Book About Language and Therapy 2) Bandler, Richard & John Grinder (1975b). The Structure of Magic II: A Book About Communication and Change 3) May, Rollo, The Art of Counseling 4) May, Rollo, Man's Search for Himself 5) Kottler, Jeffrey A. and Carlson, Jon. The Client Who Changed Me: Stories of Therapist Personal Transformation 6) Kahn, Michael. Between Therapist and Client: The New Relationship 7) Yalom, I. D. The Gift of Therapy: An Open Letter to a New Generation of Therapists and Their Patients 8) Yalom, I. D. Momma and the Meaning of Life: Tales of Psychotherapy 9) Kottler, J. On being a therapist. 10) Yalom, I. D. Love s Executioner: & Other Tales of Psychotherapy 11) Frankl, Victor. Man s Search for Meaning 12) Rogers, Carl. On Becoming a Person 13) Maslow, Abraham. Toward a Psychology of Being 14) Curtis, Rebecca C. & Stricker, George. How People Change: Inside and Outside Therapy Course Evaluation Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Starting Spring semester 2011, the students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two-week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to Click on "student login" and use the same USERNAME and PASSWORD as used on campus. *Eight-week classes will be given one week before classes end to complete evaluations.

13 In addition, you should be aware of: Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not. Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful. Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor s department chairperson. Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments.