Syllabi (Course Plan) Guidelines

PCO 649 99 Advanced Professional Orientation Spring 2013

Douglas A. Spears Ph.D., LPCC-S 1-3 Credit Hours Office Location: Counseling Center Phone Number: 513-244-8615 Email: [email protected]

Description This course provides an understanding and for student demonstration of knowledge in each of the eight common core curricular areas that are required of all students in counselor education as defined by Council for Accreditation of Counseling and Related Educational Programs (CACREP) and the American Counseling Association (ACA). Rationale: The professional counselor possesses personality characteristics that enable him or her to establish and maintain a therapeutic relationship with clients to facilitate clients’ constructive change process, establish a clear counselor identity, and uphold the highest ethical standards. The counselor is a skilled professional who is able to remain professional competent, committed to professional growth, maintain professional identity as a counselor and commit to and model professional ethics. This course provides the student with the opportunity to integrate knowledge of prior class work with the work of the professional counselor. It is designed to help further advance the career of the professional counselor in terms of licensure and relate to the mental health community. Objectives: The objectives of this course are designed to meet CACREP requirements of Section II, G. In particular, a student will be provide evidence of competence by demonstrating knowledge in each of the eight common core curricular areas. 1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide an understanding of all of the following aspects of professional functioning: 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 during a local, regional, or national crisis, disaster or other trauma-causing event; d. self-care strategies appropriate to the counselor role; e. counseling supervision models, practices, and processes; 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; PCO 649 99 Advanced Professional Orientation 2 h. the role and process of the professional counselor advocating on behalf of the profession; i. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and j. ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling. 2. SOCIAL AND CULTURAL DIVERSITY—studies that provide an understanding of the cultural context of relationships, issues, and trends in a multicultural society, including all of the following: a. multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally; b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients; c. theories of multicultural counseling, identity development, and social justice; d. individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies; e. counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body; and f. counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination. 3. HUMAN GROWTH AND DEVELOPMENT—studies that provide an understanding of the nature and needs of persons at all developmental levels and in multicultural contexts, including all of the following: a. theories of individual and family development and transitions across the life span; b. theories of learning and personality development, including current understandings about neurobiological behavior; c. effects of crises, disasters, and other trauma-causing events on persons of all ages; d. theories and models of individual, cultural, couple, family, and community resilience; e a general framework for understanding exceptional abilities and strategies for differentiated interventions; f. human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior; g. theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment; and h. theories for facilitating optimal development and wellness over the life span. 4. CAREER DEVELOPMENT—studies that provide an understanding of career development and related life factors, including all of the following: a. career development theories and decision-making models; b. career, avocational, educational, occupational and labor market information resources, and career information systems; c. career development program planning, organization, implementation, administration, and evaluation; d. interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development; e. career and educational planning, placement, follow-up, and evaluation; f. assessment instruments and techniques relevant to career planning and decision making; and 2 PCO 649 99 Advanced Professional Orientation 3 g. career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. 5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling process in a multicultural society, including all of the following: a. an orientation to wellness and prevention as desired counseling goals; b. counselor characteristics and behaviors that influence helping processes; c. essential interviewing and counseling skills; d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling; e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions; f. a general framework for understanding and practicing consultation; and g. crisis intervention and suicide prevention models, including the use of psychological first aid strategies. 6. GROUP WORK—studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods, skills, and other group approaches in a multicultural society, including all of the following: a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work; b. group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles; c. theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature; d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness; and e. direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term. 7. ASSESSMENT—studies that provide an understanding of individual and group approaches to assessment and evaluation in a multicultural society, including all of the following: a. historical perspectives concerning the nature and meaning of assessment; b. basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations; c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations; d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information); e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity); f. social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations; and

3 PCO 649 99 Advanced Professional Orientation 4 g. ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 8. RESEARCH AND PROGRAM EVALUATION—studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following: a. the importance of research in advancing the counseling profession; b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research; c. statistical methods used in conducting research and program evaluation; d. principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications; e. the use of research to inform evidence-based practice; and f. ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies.

Technology Students will need access to Moodle through the CCU website. It is imperative that students maintain their pace with the rest of the class. While this is an online class, it is designed as a learning environment wherein all members of the class move through the material as a group. Exams, quizzes, and readings are designed around the class schedule (below). Nine “blocks” or “units” are presented. Work for each unit must be completed in accordance with the course schedule. See Guidelines on Missed Work or Exams below.

Knowledge Base: CACREP - The material in this course is designed to meet the Council on Accreditation of Counseling and Related Educational Programs (CACREP) curriculum standards for masters training. The specific standard (II. K.1.a-h) states that students are required to have studies that provide an understanding of the aspects of professional functioning noted in a-h of II.K.1.

Ohio – This course meets requirements for Ohio Administrative Code (OAC) for the content area of professional, legal, and ethical 4757-13-01(A)(1)(d)(xi). Kentucky – This course meets education requirements for Kentucky Revised Statutes (KRS) for licensing requirements: 335.525(1)(d)(1-9), as well as the Kentucky Administrative Regulations (KAR) for eligibility for the LPCC credential: 201 KAR 36:070.

Indiana – This course meets education requirements for Indiana Administrative Code (IAC) for mental health counseling: 839 IAC 1-5-1(a)(6), as well as Indiana Code (IC) for eligibility for the LMHC credential: IC 25-23.6-8.5-3(1)(A-K).

Requirements/Grading (Course Objectives 1-8) A. Attend class meetings and labs as assigned. B. Reading of assigned texts. C. Nine content exams will be given throughout the semester. a) Nine content exams will be given. Each exam is 50-multiple-choice questions and relates to one of the core content areas of CACREP. Students have the ability to take

4 PCO 649 99 Advanced Professional Orientation 5 these exams multiple times to increase learning and test-taking skills. The highest score achieved in the multiple attempts will be taken as the grade for that exam. D. Students must pass the Candidacy Exam before May 1st. Students cannot pass the course without passing the Candidacy Exam. If you have already passed the Candidacy Exam points will transfer to the Practice Quizzes and Number of Attemps.

Grade Scale A. This class will use the seminary grading scale except where noted. Please refer to the CCU Student Handbook. The final grade will be based on the following percentages. Seventy- five percent of the grade will be based on the scores achieved on the practice quizzes. Twenty-five percent of the grade will be based on the number of times the quiz has been taken. a. Practice Quizzes will be graded according to the following scale: 20% 85 – 100 =A 73 – 75 = B – 82 – 84 =A– 70 – 72 = C + 79 – 81 =B+ 67 – 69 = C 76 – 78 = B 64 – 66 = C -

b. Number of attempts: 20% 5 or more attempts = A 4 attempts = A- 3 attempts = B+ 2 attempts = B 1 attempt = B- 0 attempts = C

c. Passing Candidacy Exam: 60%

Guidelines for Course Work IT IS YOUR RESPONSIBILITY TO DETERMINE IF THIS IS THE RIGHT TIME TO TAKE THIS COURSE. The course assignments are planned to support your learning and none of them should be dismissed as unimportant.

Policy on Academic Integrity If you cheat on an exam or turn in work that is not your own you will receive a 0 for that work, and the counseling academic committee may take additional action. Please refer to your CCU Student Handbook for complete details on the seminary policy on academic integrity.

Texts/Bibliography (Required): Rosenthal, H. G. (2008). Encyclopedia of counseling: Master review and tutorial for the National Counselor Examination and State Exams. New York: Routledge-Taylor & Francis Group. SBN-10: 0415958628 | ISBN-13: 978-0415958622 | Edition: 3 Vacc, N. A. & Loesch, L. C. (2000). Professional Orientation to Counseling. 3rd Edition. New York: Brunner-Routledge. ISBN-10: 1560328517 | ISBN-13: 978-1560328513 Recommended but not required:

5 PCO 649 99 Advanced Professional Orientation 6 Wallace, S. A. & Lewis, M. D. (1998). Becoming a professional counselor: Preparing for certification and comprehensive exams. Sage Publications. ISBN-10: 0761911278 | ISBN-13: 978-0761911272

Americans with Disabilities Act: If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the office of the Student Retention in the Worship & Ministry Building. I encourage students with disabilities to speak with me about accommodations they might need to help assure success in this class.

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Course Schedule: (The schedule below is subject to change at the discretion of the instructor.)

DATE TOPIC/EXAMS READING ASSIGNMENT  Human Growth and Development Unit 1  Rosenthal, Chaps. 1 – 3 Exam January 17 – January 26 Course Objective(s) 3  Vacc, & Loesch: Chapter 1  Social and Cultural Foundations Unit 2  Rosenthal, Chap. 4 Exam January 27 – February 9 Course Objective(s) 2  Vacc, & Loesch: Chapter 2

 Helping Relationships Exam  Rosenthal, Chap. 5 Unit 3 February 10 – Feb. 22 Course Objective(s) 5  Vacc, & Loesch: Chapter 3

 Group Exam  Rosenthal, Chap. 6 Unit 4 February 23 – March 7 Course Objective(s) 6  Vacc, & Loesch: Chapter 4

 Lifestyle and Career Exam  Rosenthal, Chap. 7 Unit 5 March 8 – March 20 Course Objective(s) 4  Vacc, & Loesch: Chapter 5

 Appraisal Exam  Rosenthal, Chaps. 8 Unit 6 March 21 – April 2 Course Objective(s) 7  Vacc, & Loesch: Chapter 6 Unit 7  Research and Program Design  Rosenthal, Chap. 9 April 3 – April 15 Exam Course Objective(s) 8  Vacc, & Loesch: Chapter 7  Ethics and Professional Issues  Rosenthal, Chap.10 Unit 8 Exam April 16 – April 27  Vacc, & Loesch: Chapters 8 Course Objective(s) 1 & 9  Psychopathology Exam  Class notes, TBA Unit 9 April 28 – May 10 CMHC K & L