Semester Hours: 3 Semester Hours
Semester, year: Fall 2002
Instructor: Dr. Rebecca Stanard
Office Location: 249 Education Annex
Office Hours: to be announced
Telephone: 770-836-4482
E-mail: rstanard@westga.edu
Fax: 770-836-4645
Web page: http://www.westga.edu/~rstanard
COURSE DESCRIPTION
This course provides an overview of professional community counseling including historical perspective; ethical and legal issues; licensure, certification, and other credentialing; as well as rules and functions of professional community counselors. Students will have opportunities to interact with community counselors and clients, assess community mental health needs, and learn about the organization and function of community counseling agencies. Additionally, counseling implications of multiculturalism and technology will be discussed.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme “Developing Educators for School Improvement”, the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course’s objectives are related directly to the conceptual framework and appropriate descriptors, principles or propositions, and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus..
Proposition #1. Educators/Counselors are committed to students/clients and their learning/growth. The graduate student will act on the belief that all students/clients can learn/grow and will work toward that end considering both individual and group differences.
Proposition #5. Educators/Counselors are members of learning/changing communities. The graduate student will foster healthy community change by working collaboratively with other professionals, agencies, and concerned individuals.
COURSE OBJECTIVES:
Students will:
1. demonstrate knowledge of the historical, philosophical, societal,
cultural, economical, and political elements of professional community
counseling (Gladding, 1997; Hershenson, Power, & Waldo, 1996);
(D8 Knowledgeable; CACREP II.J.8.a; CC-A.1)
2. demonstrate knowledge of the roles, functions, and professional identity
of professional community counselors in a variety of settings and in interactions
with other professionals in those settings (Gladding, 1997; Hershenson,
Power, & Waldo, 1996);
(D8 Knowledgeable; CACREP II.J.8.b; CC-A.2, B.1)
3. demonstrate knowledge of professional counseling organizations; training
program accreditation and counselor credentialing processes (Georgia Composite
Board of Professional Counselors Laws, 1998; Application for Associate
professional Counselor Licensure, 1998; Application for Professional Counselor
Licensure, 1998; Rules of the Georgia Composite Board, 1997; Corey, Corey,
& Callanan, 1997);
(D8 Knowledgeable; CACREP II.J.8.c,e,f, CC-A.3,4)
4. demonstrate knowledge of the organization and function of community
counseling agencies, including fiscal and legal issues, types of clients
served, program development service delivery, and prevention and community
interventions that meet the needs of a diverse client population (Gladding,
1997; Hershenson, Power, & Waldo, 1996; Albee, 1995);
(D2 Leaders, D5 Collaborative, D8 Knowledgeable; CACREP CC-B.2,4; C.1,2)
5. demonstrate knowledge of prevention and outreach models (Albee, 1995;
Uehara, Smukler, & Newman, 1994);
(D8 Knowledgeable, D9 Proactive; CACREP CC-C.2,3)
6. perform community needs assessment and develop recommendations that
address findings, including prevention, intervention, consultation, and
education (Albee, 1995; Kamis-Gould & Minshy, 1995; Uehara, Smukler,
& Newman, 1994);
(D5 Collaborative, D8 Knowledgeable, D9 Proactive; CACREP CC-B.3,4)
7. demonstrate conceptual knowledge of ethical, legal, and professional
issues that guide the work of professional community counselors (Welfel,
1998; Corey, Corey, & Callanan, 1997; Anderson, 1996);
(D8 Knowledgeable; CACREP II.J.8.d; CC-A.3,4)
8. demonstrate understanding of multicultural and diversity issues in
professional community counseling (Corey, Corey, & Callanan, 1997;
Gladding, 1997; Hershenson, Power, & Waldo, 1996);
(D6 Culturally Sensitive, D8 Knowledgeable; CACREP CC-A.5) and;
9. demonstrate knowledge of client characteristics serviced by various
community agencies and institutions (Gladding, 1997; Hershenson, Power,
& Waldo, 1996);
(D8 Knowledgeable; CACREP CC-C.2)
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Required Text:
Remley, T.P. Jr. & Herlihy, B. (2001). Ethical, legal, and professional issues in counseling. Upper Saddle River, NJ: Prentice Hall
References:
Albee, G. W. (1995). Counseling and primary prevention. Counseling
Psychology Quarterly, 8, 205-211.
Anderson, B. S. (1996). The counselor and the law (4th ed.). Alexandria, VA: ACA Press.
Application for associate professional counselor licensure (1998, September). (Available from Georgia Composite Board of Professional Counselors, Social Workers and Marriage and Family Therapists, 237 Coliseum Dr., Macon, GA 31217-3858).
Application for professional counselor licensure by examination, examination waiver or endorsement (1998, September). (Available from Georgia Composite Board of Professional Counselors, Social Workers and Marriage and Family Therapists, 237 Coliseum Dr., Macon, GA 31217-3858).
Corey, G., Corey, M. S., Callanan, P. (1997). Issues and ethics in the helping professions. Pacific Grove, CA: Brooks/Cole.
Georgia Composite Board of Professional Counselors, Social Workers, and Marriage and Family Therapists laws. (1998, July). (Available from Georgia Composite Board of Professional Counselors, Social Workers and Marriage and Family Therapists, 237 Coliseum Dr., Macon, GA 31217-3858).
Gladding S. T. (1997). Community and agency counseling. Upper Saddle River, NJ: Prentice Hall.
Halley, A., Kopps, J., & Austin, M. (1992). Delivering human services: A learning approach to practice. White Plains, NY: Longman Publishing Group.
Hershenson, D. B., Power, P. W., & Waldo, M. (1996). Community counseling: contemporary theory and practice. Boston: Allyn and Bacon.
Kamis-Gould, E., & Minshy, S. (1995). Needs assessment in mental health service planning. Administration and Policy in Mental Health, 23, 43-58.
Rules of the Georgia Composite Board of Professional Counselors, Social Workers, and Marriage and Family Therapists. (1997, September). (Available from Georgia Composite Board of Professional Counselors, Social Workers and Marriage and Family Therapists, 237 Coliseum Dr., Macon, GA 31217-3858).
Uehara, E. S., Smukler, M., & Newman, F. L. (1994). Linking resource use to consumer level of need: Field test of the level of need-care assessment (LONCA) method. Journal of Consulting and Clinical Psychology, 62, 695-709.
Welfel, E. R. (1998). Ethics in counseling and psychotherapy: Standards, research, and emerging issues. Pacific Grove, CA: Brooks/Cole.
ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Activities and Assessments
1. Attend class and participate in class discussions and activities.
You are expected to attend class and participate in all group activities
and discussions. Absences, tardiness, and/or non participation may result
in a reduction in assigned grade.
(Objective #1,2,3,4,5,6,7,8,9; Knowledge, skills, dispositions; observation)
2. Each student will select two readings from WebCt to critique.
Critiques should contain four clearly labeled sections: (a) title (must
be APA style), (b) short summary of the content, (c) your opinion/critique
of the article, including strengths and weaknesses; and (d) your recommendations
for further study by researchers in the field. Papers should be not more
than two typed double-spaced pages. One article should address multicultural/diversity
issues in counseling; the article can be your choice of an issue related
to community counseling.
(Objective # 8; Knowledge; critique)
4. Each student is to select a LPC to interview about his/her
work experience. Present the information you gather in a two page typed,
double-spaced paper addressing the following three areas. Be sure to use
only the first name of your subject.
(a) job duties and requirements, including educational and experience
requirements as well as salary range;
(b) degree of job satisfaction and sources of job frustration; and
(c) burnout, including a time he/she experienced burnout on a human
service delivery job, what was the job, what factors and feelings were
experiences, what could have happened to prevent burnout, what was done
to move out of burnout, and suggestions to avoid burnout in the future.
(Objective #2; Knowledge; paper)
5. Each student is to interview a consumer (client) of professional
counseling services and submit a two page typed, double-spaced paper describing
the following three areas. Protect the identity of your subject by using
only his/her initials.
(a) how s/he became involved in professional counseling services;
(b) degree of satisfaction with the services; and
(c) what aspects of the services are/were helpful and which
are/were non-helpful.
(Objective #9: Knowledge; paper)
6. Each student is to interview a director of a professional counseling
service agency (public or private) and submit a two page typed, double-spaced
paper summarizing the following four areas. Use only the first name of
your interviewee.
(a) the mission of the agency;
(b) the organizational structure of the agency;
(c) a general description of the clientele served (SES, age, gender,
culture, ethnicity, presenting problems, diagnosis, etc); and
(d) services offered to individual clients, families, and community,
including
prevention and outreach.
(Objectives # 4,5,9; Knowledge, paper)
7. Working as part of a group each student will conduct a needs
assessment for a well defined target population in a local community. The
group will also perform an environmental assessment of the community identifying
existing services for the target population. Data from both assessments
will be interpreted and needs will be prioritized by the group and programming
will be identified and developed to meet the needs.The major purpose of
this project is to determine the mental health needs and resources of the
chosen community and designing programming to meet need . A portfolio summarizing
your findings, discussing your recommendations, and outlining the program
development is expected. Additionally, each group will be responsible
for a class presentation describing your findings. Presentations are to
be no more than 30 minutes. Details will be provided in class.
(Objective #6, Knowledge, skills; paper)
8. Completion of a midterm and final exam.
(Objectives, 1,2,3,4,5,6,7,8,9; Knowledge, skills, dispositions; exam)
Evaluation Procedures:
Journal article critiques (2 @ 25 each)
50 points
Provider interview
50 points
Consumer interview
50 points
Director interview
50 points
Community assessment project
100 points
Midterm and Final exam @ 50 each
100 points
TOTAL
400 points
Grades are based on completion of all course assignments and quality
of work. An incomplete (“I”) can be granted only in cases of extreme emergency,
such as death in family or illness. Prior permission from the instructor
is required. Assignments are to be turned in on time. A grade of A will
not be assigned to any assignment turned in after the due date.
Grading Policy:
A=400-360; B=359-320; C=319-280; F=<280
CLASS OUTLINE
Week 1
August 21 Introduction to Course
Review of syllabus
Remley & Herlihy Chapter 1
Week 2
August 28 Professional Identity
Remley & Herlihy Chapter 2
Week 3
September 4 Diversity, Client Welfare, and Informed Consent
Remley & Herlihy Chapter 3
PROVIDER INTERVIEW due
Week 4
September 11 Confidentiality and Privileged Communication
Remley & Herlihy Chapter 4
Week 5
September 18 Records, Technology, and Supoenas
Remley & Herlihy Chapter 5
CONSUMER INTERVIEW DUE
Week 6
September 25 Competence and Malpractice
Remley & Herlihy Chapter 6
Week 7
October 2 Boundary Issues
Remley & Herlihy Chapter 7
DIRECTOR INTERVIEW DUE
Week 8
October 9 MIDTERM EXAM
Week 9
October 16 Child and Adolescent Clients
Remley & Herlihy Chapter 8
Week 10
October 23 Counseling Families and Groups
Remley & Herlihy Chapter 9
CHOICE ARTICLE CRITIQUE DUE
Week11
October 30 Evaluation, Testing, and Diagnosis
Remley & Herlihy Chapter 10
Week 12
November 6 Professional Relationships, Private Practice, and Health
Care
Remley & Herlihy Chapter 11
MULTICULTURAL ARTICLE CRITIQUE DUE
Week 13
November 13 Issues in Counselor Education ;Supervision and Consultation
Remley & Herlihy Chapter 12
Remley & Herlihy Chapter 13
Week 14
November 20
December 4 Research and Publications;Resolving Legal and Ethical
Issues
Remley & Herlihy Chapter 14
Remley & Herlihy Chapter 15
Week 15
November 27 HOLIDAY
Week 16
PRESENTATIONS
COMMUNITY PORTFOLIO DUE
FINAL EXAM AS SCHEDULED
Academic Honesty
Students are expected to adhere to the highest standards of academic
honesty. Plagiarism occurs
when a student uses or purchases ghostwritten papers. It also
occurs when a student utilizes the
ideas of or information obtained from another person without giving
credit to that person. If
plagiarism or another act of academic dishonesty occurs, it will be
dealt with in accordance with
the academic misconduct policy as stated in The Uncatalog, Undergraduate
Catalog, and Graduate Catalog.