THE UNIVERSITY OF TEXAS AT BROWNSVILLE and TEXAS SOUTHMOST COLLEGE Fall 2011

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
and TEXAS SOUTHMOST COLLEGE
Fall 2011
Syllabus
COURSE:
COUN 6310 - Introduction to Guidance
Tuesday, 4:15-7:05 p.m., EDBC 2.222
INSTRUCTOR:
Alma G. Leal, Ed.D., LPC, LMFT, NCC, CSC
REQUIRED TEXT:
Gladding, S. T. (2009). Counseling: A comprehensive
profession. (6th ed.). Upper Saddle River, NJ:
Merrill/Pearson.
Texas Education Agency. A Guide for Program
Development Pre-K-12th Grade (A Model Developmental
Guidance and Counseling Program for Texas Public
Schools), 4th Edition (Revised 2004).
OFFICE PHONE/E-MAIL:
(956) 882-7672
[email protected]
OFFICE LOCATION:
EDBC 1.110
OFFICE HOURS:
Monday
2:30-4:00 p.m.
Tuesday
2:30-4:00 p.m.
Wednesday 4:00-6:00 p.m.
Other times by appointment only
Attendance Policy
Prompt and regular attendance is expected. The student may be asked to drop the class
after one absence. Tardiness of fifteen (15) minutes or more will be considered an
absence. Students leaving early before class is dismissed will also be considered absent.
Make-up Policy
The student should, if possible, make arrangements in advance for make-up work. If
advance notice is not possible, arrangements can be made with the instructor for make-up
work provided the absence is explained and legitimate, i.e. sickness; death in family, etc.
Anyone who is absent whenever materials are distributed in class must make
arrangements to pick up these materials at the instructor's office.
Course Description
Philosophy, principles, and current practices of pupil guidance. Pupils' social, emotional,
intellectual and attitudinal dimensions are explored. Group guidance and individual
COUN 6310, page 2
counseling techniques that apply in public schools are studied through lectures,
discussions and class participation.
This course also introduces the student to the field of counseling and guidance, as well as
the major theories of counseling. The student will develop an awareness of the guidance
services and the role identity of the counselor. Knowledge of the development of
counseling and the present state of the profession will be acquired. The students will
understand the importance of personal qualifications and professional preparation
standards for counselors. Students will begin to evaluate the self in relation to these
qualifications and standards.
The course also presents an overview of the purposes and objectives of professional
organizations. Also included in the course is an in-depth study of ethical standards and
legal issues pertaining to the counseling profession.
Student Academic Outcomes: Students will
CACREP Standards:
Common Core=K
School Counseling=SC
Community Counseling=CC
________________________________________________________________________
1.Understand how certain factors and events
have shaped the counseling profession by
becoming familiar with the history and philosophy
of the counseling profession.
K.1.a, SC.A.1, CC.A.1
2. Define the counselor’s professional roles,
functions, and relationships with other
human service providers.
K.1.b, CC.A.2, CC.B.1
3. Demonstrate technological competence
and computer literacy in exploring counseling
websites, doing research and presentations and
providing counseling, guidance and
consultation.
K.1.c, K.5.f
4. Identify professional organizations related
to counseling and their objectives, benefits,
activities, services and current emphasis.
K.1.d
5. Distinguish between professional credentialing,
certification, licensure, and accreditation.
K.1.e
COUN 6310, page 3
6. Understand the role of professional counselors
in advocating for the counseling profession,
addressing social justice issues and removing
barriers that affect clients.
7. Compare and contrast ethical standards
and legal issues related to professional
counseling.
K.1.f, K.1.g, SC.B.1
K.1.h, K.5.g, SC.A.11, CC.A.
CC.A.4
8. Explain critical issues in Multicultural
Counseling and strategies or understanding and
working with diverse populations.
K.2.a
9. Describe strategies in for addressing the
characteristics and needs of diverse populations
that can benefit from counseling.
K.2.c
10. Develop an awareness of the dynamics
of the counseling process and the influence
of certain characteristics and behaviors
on the helping process.
K.5.a
11. Engage in introspection and begin a
systematic assessment of self-strengths,
weaknesses, and motivation to become a
counselor.
K.5.a
12. Improve their interpersonal skills.
K.5.a
13. Demonstrate effective use of interviewing
skills.
K.5.b
14. Describe counseling theories and their
view of human nature, role of the counselor,
goals, techniques, strengths and limitations.
K.5.c
15. Explain school counseling, the role of the
school counselor, and how school counseling
impacts the school setting and students
pre-K-12.
SC.A.2, SC.A.3, SC.A.6
16. Describe legislative issues, policies, laws,
and other current issues related to School
Counseling and Community Counseling.
SC.A.7, CC.A.3
COUN 6310, page 4
17. Understand the school counselor's role in
working with parents, school personnel, and the
community in addressing student needs and
implementing a comprehensive,
developmental counseling and guidance
program in the schools.
SC.B.2
18. Describe the functions and objectives of
comprehensive, developmental counseling and
guidance programs in the schools and how
they impact on students’ academic, social,
emotional, career and developmental needs.
SC.C.3.d
CACREP Core Standards Addressed
K.1.a History and philosophy of the counseling profession, including significant factors
and events.
K.1.b Professional roles, functions, and relationships with other human service
providers.
K.1.c Technological competence and computer literacy.
K.1.d Professional organizations, primarily ACA, its divisions, branches, and affiliates,
Including membership benefits, activities, services to members, and current
emphasis.
K.1.e Professional credentialing, including certification, licensure, and accreditation
practices and standards, and the effects of public policy on these issues.
K.1.f Public and private policy processes, including the role of the professional
counselor in advocating on behalf of the profession.
K.1.h Ethical standards of ACA and related entities, and applications of ethical and
legal considerations in professional counseling.
K.5.b An understanding of essential interviewing and counseling skills so that the
student is able to develop a therapeutic relationship, establish appropriate
counseling goals, design intervention strategies, evaluate client outcome, and
successfully terminate the counselor-client relationship. Studies will also
facilitate student self-awareness so that the counselor-client relationship is
therapeutic and the counselor maintains appropriate professional boundaries.
K.5.g Ethical and legal considerations.
CACREP School Counseling Standards Addressed
A.3
A.11
B.1
role, function, and professional identity of the school counselor in relation to
the roles of other professional and support personnel in the school.
ethical and legal considerations related specifically to the practice of school
counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for
School Counselors).
advocacy for all students and for effective school counseling programs.
COUN 6310, page 5
CACREP Community Counseling Standards Addressed
A.2. roles, functions, preparation standards, credentialing, licensure and professional
identity of community counselors.
A.4 ethical and legal considerations specifically related to the practice of community
counseling (e.g., the ACA Code of Ethics).
B.1 the roles of community counselors in various practice settings and the relationships
between counselors and other professionals in these settings.
Methods
1. Lectures
2. Discussions and demonstrations of counseling
3. Exploration of counseling websites and use of technology
4. Reports to class
5. Readings from textbook, professional books and journals
6. Counseling interviews with peers and others
7. Analysis of counseling sessions
8. Self-awareness/exploration activities
9. Group activities
10. Research papers
11. Examinations
Requirements
1. A typed research report (APA style) is required. The emphasis of this paper will
be on a topic related to counseling applications (e.g., counseling children of
divorced parents, counseling adolescent females with eating disorders; counseling
children who are abused). Formal rules of writing are to be followed. An abstract
of the research, the bibliography, and listing of sources for additional information
should be provided to each student in class. Topics must be approved by the
instructor and copies of journal articles must be submitted with the report. Any
other sources used such as books must be available upon request by the instructor.
Staple all materials together. Do not use folders, envelopes, etc. Only
professional sources should be used (minimum of eight). Include current sources.
Each student will be required to give a short presentation on the research report to
the class.
CACREP Standards: K.2.c, K.1.c, K.5.f
2. A journal may to be kept by each student recording insights, self-analysis,
responses to self-awareness activities, strengths, weaknesses, feedback, etc. Each
student will submit a self-evaluation report.
COUN 6310, page 6
CACREP Standards: K.5.a
3. Each student will engage in a minimum of two counseling sessions with clients.
These sessions are to be recorded on audio cassettes and critiqued in class. A
typed summary of each session must be submitted with each counseling tape.
Please adhere to the following instructions:
a. Tapes should be approximately 45-50 minutes.
b. Label all tapes and containers with your name, date, a client name or code, and the
course number. Submit the tapes in containers to avoid damage to the tapes.
c. You may use initials, codes, or other names for your clients to ensure
confidentiality.
d. Be honest. Let your clients know that tapes will be evaluated in class. A signed
consent form is
required for each adult, minor and his/her parent/guardian.
e. Do not turn tape off and on during the session.
f. Avoid distractions such as school bells, phones, and background noise.
g. Check that all equipment is working including batteries.
h. Use only regular size cassette tapes and choose tapes that will accommodate an
entire session.
i. Rewind tapes before submitting them and indicate the side the session is taped on.
j. Make sure the tapes are audible before you submit them.
k. It is the student's responsibility to pick up any tapes left with the instructor at the
end of the semester and to dispose of them properly.
CACREP Standards: K.5.a, K.5.b
4.Interview a counselor from a school or agency regarding job role, counseling
approaches used, recommendations for student counselors, etc. Turn in a typed
report on the information gathered.
CACREP Standards: K.1.b, CC.A.2, CC.B.1
5.Students will be required to attend at least one seminar offered by the faculty of the
Counseling Program. Submit a one-page reflection paper.
Program Requirement
6.Students will be required to read one book each semester from the “Required
Reading List for Graduate Students in Counseling & Guidance Studies,” and submit
a one-page critique.
Program Requirement
7. Mid-term and Final exams will be given.
COUN 6310, page 7
No final course grades will be given over the phone or through e-mail.
The mid-term exam will cover the following:
History and Trends of Counseling, Counselor Competencies, Counseling Theories,
Building, Maintaining, and Terminating Counseling, Professional Organizations,
Credentialing, Certification, Licensure and Accreditation.
CACREP Standards: K.1.a, K.1.d, K.1.e, K.1.h, K.5.c, K.5.g, SC.A.1, SC.A.11, CC.A.1,
CC.A.4
The final exam will cover the following:
School Counseling (roles, legislative issues, laws, comprehensive developmental
programs, parents, educational/social/personal development of students), Mental
Health and Community Counseling, Multicultural Counseling, Counseling
specialties (Groups, Career, College, Marriage, Abuse/Disabilities).
CACREP Standards; K.1.g, K.2.a, K.2.c, SC.A.2, SC.A.3, SC.A.6, SC.A. 7, SC.B.1,
SC.B.2, SC.C.3.d, CC.A.3
10.Students are responsible for reading and becoming familiar with all the material
included in the textbook, handouts, and assigned outside readings whether
covered in class or not.
11.Class participation is an important component of the course. Students are expected
to contribute to discussions, engage in experiential activities, provide each other
feedback, do a presentation on the research project, attend a seminar, read a book
from the reading list, and participate in other activities as assigned.
Evaluation and Grading
A systematic and periodic assessment of students' interpersonal skills (as
demonstrated on the counseling tapes) will be conducted. Feedback sessions will
provide students with specific and concrete feedback on their performance with
suggestions for improvement. Students will provide feedback to each other
during critiquing sessions.
Students will learn to recognize and rate, and be rated, on the various interpersonal
skills. A systematic rating procedure will be explained.
As far as possible, specific performance criteria will be presented. However, the
very nature of counseling is subjective and even though many specific
competencies will be demonstrated, the overall performance requires a subjective
judgment as to appropriateness, timing, and intensity. Therefore, a judgment by
the instructor as to the quality of the student's performance will be necessary.
COUN 6310, page 8
Students will also be evaluated on the research report related to counseling
applications. It will be graded according to comprehensiveness, presentation,
coherence, style (APA), format, and organization of material. Include the
following:
Introduction, target population and characteristics, statistics related to this
population, individual and group counseling techniques, (counseling strategies,
and approaches used with this population), findings and results related to these
counseling approaches, conclusions and recommendations.
The counselor interview, class participation, the self-evaluation, attendance at
seminar(s), readings from the required reading list and other assigned activities
will also be considered in evaluating students.
Mid-term and final exam grades will also be used in the evaluation.
Grades will be determined according to the student’s performance on the
requirements for this course. The grading system will be based on the following
weight distribution with a possible total of 100%. The Grading Scale is as
follows: A=90-100; B=80-89; C=70-79; D=60-69; F=to any grade below a 60.
Activity
Outcomes Assessed
Weight
Counseling sessions (audio cassette tapes)
10, 12, 13
20%
Research Report
3, 9
20%
Mid - Term Exam
1, 2, 4, 5, 7, 14
25%
Final Exam
6, 8, 9, 15, 16, 17, 18
25%
Counseling Interview
2
05%
Participation (discussion, feedback,
activities, journal, presentation, seminars,
book(s) read, self-evaluation, etc.)
11
05%
Should the student be allowed to remain in class after one absence because of extenuating
circumstances, five (5) points will be taken off the final course grade for each additional
absence after the first absence (includes leaving early before class is dismissed). Two (2)
points will be taken off for each tardy less than15 minutes and five (5) points for tardies
15 minutes or more.
COUN 6310, page 9
All work submitted must be typed. Staple assignment pages together. Do not use
folders or notebooks. Academic honesty and ethical behavior are expected and
required. Students are required to do their own work.
All telephones and beepers must be turned off during class. For emergency cases or
other important situations, see your instructor before class begins.
Instructional Modifications: Students with disabilities who need reasonable
modifications to complete assignments successfully and otherwise satisfy course criteria
are encouraged to meet with the instructor early in the semester to identify and plan
specific accommodations. Students may be asked to provide documentation on their
disability, which will assist in planning modifications. UTB/TSC offers Disability
Services through the Counseling Center. To request services, contact the Counseling
Center or see your instructor after class.
Copyright Statement: Unauthorized photocopying of copyrighted works, including
musical works, may be unlawful and may infringe the copyright of the copyright owner.
Students in possession of unauthorized duplications of copyrighted material are subject to
appropriate disciplinary action as well as those civil remedies and criminal penalties
provided by federal law.
Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete
as possible, the instructor reserves the right to change any provision herein, not covered
by UTB/TSC HOOP or UT Regent Rules, with notice if circumstances so warrant. Every
effort will be made to keep students advised of such changes and information about such
changes will be available at all times from the instructor. It is the responsibility of each
student to know what changes, if any, have been made to the provisions of this syllabus
and to successfully complete the requirements of this course. Questions regarding
information on the syllabus and course requirements need to be addressed by students
when the syllabus is received.
Student Responsibility: The student is ultimately responsible for becoming familiar with
all program, academic and university requirements and information described in the
graduate catalog the student is following to complete the M.Ed. in Counseling &
Guidance. The student is also responsible for becoming familiar with any certification
and licensure requirements, application processes and deadlines that apply to him/her.
Due to the nature of the course, absolutely no recording is allowed.
Use of laptops must be limited to class-related activities. Please do not use laptops
for e-mail, Facebook, to complete assignments, etc. during class.
COUN 6310, page 10
Tentative Course Schedule
Date
Week 1
8/23
Topics & Readings
Assignments Due
Chapter 1History of Counseling
Topics: Review syllabi;
History/Trends of Counseling;
Definitions; Philosophy;
Using Technology
Week 2
8/30
Chapter 2 Personal/Professional Aspects
Chapter 6 Building Counseling Relationship
Chapter 7 Working Counseling Relationship
Chapter 8 Terminating Counseling
Videotapes: Attending Skills
Topics:
Program/professional orientation;
Professional roles; Interpersonal
Skills—Listening and Empathy;
Initiating, Maintaining, Terminating
Counseling
Week 3
9/6
Continue Chapters 2, 6, 7, 8
Counseling Tapes and Empathy
Week 4
9/13
Chapter 2 Professional Counseling
Chapter 3 Ethics & Legal Aspects
ACA Website; Advocacy
Competencies, Code of Ethics
AMCD Website:
Multicultural Competencies
Topics:
Professional organizations;
Credentialing; Ethical &
Legal Issues
Week 5
9/20
Chapter 3 Ethics and Legal Aspects
Topics:
Ethics/Legal Issues
Ethics Scenarios
Counseling
Interview
COUN 6310, page 11
Week 6
9/27
Chapter 3 Ethics & Legal Aspects
Chapter 611 Health & Safety Code;
FERPA; Texas Family Code;
NBCC website: Internet
Counseling
Topics: Ethics and legal issues
Week 7
10/4
Chapter 9 Psychoanalytic/Humanistic Theories
Chapter 10 Behavioral/Cognitive Theories
Topic: Counseling Theories
2 Counseling
sessions
Week 8
10/11
Chapter 9, 10 (cont’d)
Topic: Counseling Theories
Week 9
10/18
Mid-term Exam
Week 10
10/25
Chapter 17 Professional School
Counseling
Texas Education Code, Chapter 33
TEA Guide for Program Development,
Pre-K-12th Grade, The ASCA National
Model,
Topics: School Counseling; Roles;
Comprehensive Developmental
Models; Students’ Academic/
Social/Emotional/Career
Developmental needs
Week 11
11/1
Chapters 4 Counseling in Multicultural Society
Chapter 5 Counseling Diverse Populations
ACA website: Multicultural Competencies
ACA/AMCD website:
Advocacy Competencies, Ethics
Research
Sue & Sue (2008): Counseling
Report
the Culturally Diverse
Videotapes: Multicultural Counseling
Topics: Multicultural Counseling;
Multicultural Competencies;
Diverse Populations
COUN 6310, page 12
Week 12
11/8
Continue with Week 11
on Multicultural Counseling
Experiential Activity: Values
Clarification
Week 13
11/15
Chapters 11 Groups in Counseling
Chapter 15 Career Counseling
Chapter 16 Marriage/Family Counseling
Chapter 18 College Counseling
Chapter 19 Abuse/Disability Counseling
Topics:
Counseling Specialties: Community/
Mental Health Counseling,
Group, Career, Marriage/Couple/Family,
College, Abuse/Disability
Seminar
Report
Week 14
11/22
Student Presentations on Counseling
Diverse Populations
Reading List
Book Report
Week 15
11/29
Student Presentations on Counseling
Diverse Populations
Journal
Week 16
12/6
Final Exam
Self-Evaluation