Semester Hours: 1-9 Semester Hours

Semester/Year: Fall, 2002

Instructor: Dr. Rebecca Stanard

Office Location: 249 Education Annex

Office Hours: as announced

Telephone: 770-836-4482

E-mail: rstanard@westga.edu

Fax: 770-836-4645

Web Page: http://www.westga.edu/~rstanard

COURSE DESCRIPTION

Prerequisites: CEPD 6187/6189 and consent of department
Advanced professional counseling experience for graduate students in community counseling program.

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 #3: Educators/Counselors are responsible for managing and monitoring student/client learning/counseling. Graduates will use a variety of appropriate interventions to facilitate client change and monitor client welfare on an ongoing basis.

Proposition #5: Educators/Counselors are members of learning/growth communities. Graduates model appropriate behaviors, including those of change agents while working collaboratively with clients, their families, significant others, other professionals, and community agencies.

COURSE OBJECTIVES

Students will:

1.  expand upon skills developed during other courses (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995);
(D3 Lifelong learners, D8 Knolwedgeable, D10 Reflective; CACREP II.J.3.b)
2.  relate theory to practice (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, &  Colorma,1995);
(D8 Knowledgeable; CACREP II.J.3.a)
3.  evaluate their professional growth and specific career goals (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995);
(D10 Reflective; CACREP II.J.3.c)
 4.  consult with appropriate individuals (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995);
(D5 Collaborative; CACREP II.J.3.c)
 5.  demonstrate increased understanding of the relationship of administrative functions to the counselor role (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995);
(D8 Knowledgeable; CACREP II.J.3.b)
6.  demonstrate greater knowledge of and experience in the application of a variety of intervention strategies (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995);
(D8 Knowledgeable; CACREP II.J.3.a)
7.demonstrate an understanding and appreciation of professional, ethical, and legal issues and behavior (Anderson, 1996; Swenson, 1997);
(D8 Knowledgeable; CACREP II.J.3.a ,d, e)
8.demonstrate understanding of multicultural and diversity issues and needs (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995);
(D6 Culturally Sensitive, D8 Knowledgeable; CACREP II.J.2.a, 3.d)
9.demonstrate knowledge and application of technology in counseling and assisting clients/students (Wilson, 1995);
(D8 Knowledgeable; CACREP II.J.3.a, b) and;
10.demonstrate skill as a professional counselor in an approved clinical setting (Boylan, Malley, & Scott, 1995; Faiver, Eisengart, & Colorma, 1995).
(D8 Knowledgeable; CACREP II.J.3.c,e)

TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES

Required Text:

Department of Counseling and Educational Psychology (2002) Practicum and Internship Handbook: Community Counseling (9th ed.). Carrollton, GA: Author.

Department of Counseling and Educational Psychology (2002) Site supervisor’s Practicum and Internship Handbook: Community Counseling (5th ed.). Carrollton, GA: Author.

References:

Anderson, B.S. (1996). The counselor and the law, Washington, DC: American Counseling Association.
Boylan, J.C., Malley, P.B. & Scott, J. (1995). Practicum and internship textbook for counseling and psychotherapy, (2nd ed.) Washington, DC: Accelerated Development.
Faiver, C., Eisengart, S., & Colorma, R. (1995). The counselor intern’s handbook, Pacific Grove, CA: Brooks/Cole.
Swenson, L.C. (1997). Psychology and law, Pacific Grove, CA: Brooks/Cole.
Wilson, R.F. (1995). Internet information sources for counselors. Counselor Education and Supervision, 34, 39-381.

ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING POLICY

Activities and Assessments:

1.  Students will be encouraged to focus on their professional development. Supervision sessions will focus on development of skills. Successful completion of the course requirements, the onsite supervisor’s evaluation, the faculty supervisor’s evaluation, and evidence of professional development will serve as the basis for the final grade. It is the student’s responsibility to have presented throughout the semester, specific data representative of his or her work. Evaluation will be based on demonstration and observation of the following:
 

1.  Relationship—Ability to establish and maintain counseling tapes and live observations; number of clients seen, sessions with each client seen, etc.
2.  Conceptualization—Ability to frame the counseling process from a theoretical perspective and provide evidence within the counseling session(s) of operating from that theoretical perspective
3.  Goals—Ability to help the client develop realistic, measurable, specific goals for counseling.
4.  Counseling/consultation Interventions—Flexibility and appropriateness of interventions.
5.  Monitoring progress—Ability to monitor the progress of clients as well as personal growth as a counselor.
6.  Performance during group/individual supervision—Ability to present cases clearly and systematically. Ability to give and receive feedback and general level (frequency and appropriateness) of participation within the group.
7.  Intrapersonal growth—Ability to recognize and modify personal and/or professional behaviors that interfere with the counseling and/or supervisory process. Openness to individual supervision.
8.  On-site performance—Ability to relate to colleagues in the clinical setting. Ability to take initiative (function without need for excess direction), generate an independent client load, etc. Ability to demonstrate appropriate professional conduct.
9.  Appraisal instruments—ability to use appropriate appraisal instruments and results to assist clients in the process of change
10.  Professional activities—Demonstrate evidence of involvement in professional activities other than direct service to clients.
(Objectives# 1,2,3,4,5,6,7,8,9,10; Knowledge, skills, dispositions; observation; documentation)

3.  Completion of weekly log of activities and student record of field experience. Signed completed weekly logs (Appendix J) are to be turned in to the faculty instructor at each supervision session. Keep a copy of your log sheets for your records. At the end of the semester a signed completed quarterly log sheet (Appendix K) should be completed and turned in to the faculty instructor. Keep a copy for your records. Students are to complete a record of field experiences for their permanent student file (Appendix N)
(Objectives# 1,2,3,4,5,6,7,8,9,10; Knowledge, skills, dispositions; documentation)

4.  Completion of assessments of field site experience (Appendix P) and field site supervision (Appendix Q).
(Objectives# 1,2,3,4,5,6,7,8,9,10; Knowledge, skills, dispositions; observation; documentation)

5.  Satisfactory completion of required number of internship hours as specified in the Practicum and Internship Handbook
(Objectives# 1,2,3,4,5,6,7,8,9,10; Knowledge, skills, dispositions; observation; documentation)

6. Case presentations at supervision
(Objectives# 1,2,3,4,5,6,7,8,9,10; Knowledge, skills, dispositions; observation; documentation)

Grading Policy:

A grade of S (satisfactory) or U (unsatisfactory) will be assigned based on fulfillment of all course requirements and demonstration of adequate counseling skills as judged by the faculty supervisor.

CLASS OUTLINE

Week 1
August 22--Supervision

Week 2
August 29--Supervision

Week 3
September 5

Week 4
September 12--Supervision

Week 5
September 19

Week 6
September 26--Supervision

Week 7
October 3

Week 8
October 10--Supervision

Week 9
October 17

Week 10
October 24--Supervision

Week 11
October 31

Week 12
November 7--Supervision

Week 13
November 14

Week 14
November 21--Supervision

Week 15
November 28--HOLIDAY

Week 16
December 2--Supervision
 

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 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.