VALDOSTA STATE UNIVERSITY

DEPARTMENT OF PSYCHOLOGY & COUNSELING

SCHC 7800: Orientation to Counseling as a Profession

2 Credit Hours (FALL SEMESTER)

 

TEXTBOOKS

            Neukrug, E. (2002). The World of the Counselor: An Introduction to the Counseling Profession, 2nd ed. Pacific Grove, CA: Brooks/Cole.

 

            Neukrug, E. (2002). The World of the Counselor: An Experiential Workbook for Developing Professional Competencies, 2nd ed. Pacific Grove, CA: Brooks/Cole.

 

            Dahir, C. A., Sheldon, C. B., and Valiga, M. J. (1998). Vision into Action: Implementing the national standards for school counseling programs. Alexandria, VA: ASCA.

 

COURSE DESCRIPTION

Orientation to the counseling profession. Principles, purposes, historic events, issues and trends, social-legal-ethical issues, and professional identity are studied. The role and function of counselors in diverse settings are identified.

 

M.ED. SCHOOL COUNSELING PROGRAM OUTCOMES

Students will:

1.      describe the history and philosophy of counseling professions including significant factors and events. (COE-1, SCCO-A.1.)

2.      define professional roles, functions, and relationships with other professionals (COE-1, SCCO-A.2.)

3.      compare and contrast professional organizations, primarily the American Counseling Association (ACA), its divisions, branches, and affiliations, including membership benefits, activities, services to members, and current emphases (COE-1, SCCO-A.3.)

4.      differentiate between types of professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these (COE-1, SCCO-A.4.)

5.      describe public policy processes including the role of the professional counselor in advocating on behalf of the profession and its clientele (COE-1, SCCO-A.5.)

6.      describe the current policies, laws, and legislation relevant to school counseling (COE-1, SCSO-A.5.)

7.      identify the implications of social, cultural, diversity, and equity issues relevant to school counseling (COE-1, SCSO-A.6.)

8.      describe the community, environmental, and institutional barriers that impede student academic success and overall development (COE-1, SCSO-A.7.)

9.      demonstrate involvement in professional association and conferences (COE-1, SCSO-A.9.)

10.  apply the ethical standards of ACA and related entities and applications of ethical and legal considerations in professional counseling and their application to various professional activities (e.g., assessment, group work). (COE-2, SCCO- A-6)

11.  apply the ethical and legal issues relevant to the practice of school counseling (COE-2, SCSO-A.8.)

12.  submit a presentation to a state, regional or national conference (COE-2, SCSO-A.10.)

13.  develop a vision statement that speaks to the role of the school counselor (COE-2, SCSO-A.11.)

14.  design and submit a portfolio to faculty that addresses professional growth (COE-2, SCSO-A.12.)

15.  develop an individual wellness plan (COE-2, SCSO-A.13.)

16.  demonstrate involvement in professional associations and conferences. (COE-3, SCSO-A.9.)

 

ACTIVITIES AND REQUIREMENTS

Activities

A.                 Lecture

B.                 Discussion

C.                 Video

D.                 Guest Speakers

E.                  Group Exercises

F.                  Presentations

 

Requirements

Comprehensive Developmental School Counseling Program (CDSCP): Each student will complete the first section of a comprehensive school counseling program. The section will include the following components: mission statement, vision statement, role and function of the school counselor, and a Teacher In-Service workshop to explain the role and function of the school counselor. Each student will also submit proof that he/she has joined an appropriate professional organization. As the student progresses through the School Counseling program, he/she will add sections to this culminating in a portfolio that is submitted to the faculty prior to graduation. 

 

Research and Presentation: Students will work in small groups of three or four. Each group will choose a topic of interest relevant to school counseling, research it drawing from at least three professional journal articles, and develop a presentation to display to the class using Power Point technology. The presentation will develop so that it can be submitted to an appropriate professional conference for consideration. A paper that must be at least 5 pages in length, which includes an introduction of the topic, a complete discussion of the topic including history and recent trends, a review of the literature, your conclusions, and a reference page, will be handed in on the date of your presentation. A hard copy of the paper plus a diskette with the paper and the Power Point presentation will be submitted to the instructor. Each group’s presentation will be 45 – 60 minutes in length.

 

Professional Interest Paper: In 4 – 5 pages, share your reasons for and interest in becoming a school counselor. Include what attracted you to this profession, what school level you are interested in and why, how you envision yourself in your role as school guidance counselor within the next 3, 5, 10 years, and what do you hope students, teachers, administrators, and parents will gain from your expertise as a professional.

           

Counselor Interview: Each student will interview a school counselor at his/her field experience site. Find out the joys, difficulties/obstacles these counselors encounter in their work. Ask questions that would help you understand more about counseling and the particular field. A 1 - 2 page report of the interview will be submitted to the instructor. The report should include a brief summary of the interview, and your personal reactions to the interview, the counselor, and the information received. Use the questions in your Experiential Workbook (page 7, vii).

 

Field Experience: Each student will complete a field experience in a school setting with a school counselor. Assignments will be made during the fourth week of class. Students will keep a log that notes time spent, activities completed, and how activities or observations relate to the course objectives, discuss their experiences in class, and write a one-page reaction of the field experience. Evaluations will also be completed by the instructor and the site supervisor. A minimum of 20 hours must be completed.                              

 

Examinations: Students will complete two examinations over the content areas during the date specified in the syllabus.                          

 

COURSE EVALUATION

Evaluation Instruments/Methods

 

Grade                                                               Assignment

Comprehensive Counseling Program……………….20%

            Research and Presentation…………………………..15%

            Teacher In-Service Project………………………….10%

            Professional Interest Paper…………………………..5%

Counselor Interview………………………………….5%

Field Experience…………………………………….15%

Exam I……………………………………………….15%

Exam II………………………………………………15%

TOTAL                                                                       100%

 

            Grading Scale

90 – 100%       = A

80 – 89%         = B

70 – 79%         = C

60 – 69%         = D

Below 60%      = F

 

COURSE INSTRUCTOR

Karen D. Rowland, Ph.D., Assistant Professor

Department of Psychology and Counseling

Office: Room 3 (POB) Psychology Building                 

Telephone: 333-5930 or 259-5078

Email: karowlan@valdosta.edu

 

DATE AND TIME OF FINAL EXAMINATION

Thursday, December 11, 5:00-7:00 pm

 

ATTENDANCE POLICY

 

Valdosta State University policy requires class attendance. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course.

 

SPECIAL NEEDS POLICY

 

Valdosta State University, in accordance with the American Disabilities Act, will make arrangement for students who require special assistance due to a disability. If you require some assistance, do not hesitate to advise the instructor. Additionally, fi you are not registered with Special Services Programs, you must contact the Special Services Office in Nevins Hall, or call 245-2498.

 

 

Research & Presentation Paper

 

Students will work in small groups to develop a presentation to follow the following outline:

 

1.                  Introduction

2.                  Review of relevant literature

3.                  Discussion of Topic (history and recent trends) – use the textbook for this section

4.                  Class exercise relevant to the topic

5.                  Conclusion

6.                  Handout for the class

 

A brief paper will be given to the instructor at the time of the presentation. The paper will be between 5 and 7 pages and will summarize the content of the presentation. A handout with an outline of the presentation and the exercise to be used will be given to each class member.  A minimum of 7 references must be included in the handout with at least two of these references from the Internet. Each group will also copy their presentation and paper on a computer disk for each student in the classroom.

 

Topics

Taken directly from the course textbook

 

1.      Family Counseling – chapter 6

2.      Group Work – chapter 7

3.      Career Development: The Counselor and the World of Work – chapter 11

4.      Theory and Concepts of Multicultural Counseling & Knowledge and Skills of MCC – chapters 14 & 15

5.      School Counseling – chapter 16

 

* All assignments handed in are to be typed using the APA (4th or 5th edition) format.

 

 

 

M.ED. SCHOOL COUNSELING PROGRAM OUTCOMES

Course Outcomes

Students will:

Course Activities

Students will:

Course Evaluation

Instructors will require:

describe the history and philosophy of counseling professions including significant factors and events (COE-1, SCCO-A.1)

 

Readings

Lecture

Discussion

Presentations

Examination I

define professional roles, functions, and relationships with other professionals

(COE-1, SCCO-A.2)

Readings

Lecture

Discussion

Exercises

Field Experience

Presentations

Examination I, II, III

Interview Activity

Observation Activity

Presentation

Comprehensive Developmental School Counseling Program

compare and contrast professional organizations, primarily the American Counseling Association (ACA), its divisions, branches, and affiliations, including membership benefits, activities, services to members, and current emphases (COE-1, SCCO-A.3)

Readings

Lecture

Discussion

Examination I

differentiate between types of professional credentialing including certification, licensure, and accreditation practices and standards, and the effects of public policy on these (COE-1, SCCO-A.4)

 

Lecture

Discussion

Examination I, II

describe public policy processes including the role of the professional counselor in advocating on behalf of the profession and its clientele (COE-1, SCCO-A.5)

 

 

 

Readings

Lecture

Discussion

Exercises

Examination II, III

Comprehensive Developmental School Counseling Program

 

 

 

 

 

apply the ethical standards of ACA and related entities and applications of ethical and legal considerations in professional counseling and their application to various professional activities (e.g., assessment, group work)

(COE-2, SCCO-A.6)

Readings

Lecture

Discussion

Exercises

Field Experiences

Examination I, II, III

Observation Activity

Comprehensive Developmental School Counseling Program

describe the current policies, laws, and legislation relevant to school counseling

(COE-1, SCSO-A.5)

Readings

Lecture

Discussion

Exercises

Examination II

 

identify the implications of social, cultural, diversity, and equity issues relevant to school counseling

(COE.1, SCSO-A.6)

Readings

Lecture

Discussion

 

Examination I, II, III

Interview Activity

Presentation

apply the ethical and legal issues relevant to the practice of school counseling

(COE.2, SCSO-A.8)

Readings

Lecture

Discussion

Field Experience

Examination I

Presentation

Observation Activity

demonstrate involvement in professional association and conferences (COE.1, COE.3, SCSO-A.9)

Lecture

Discussion

 

Comprehensive Developmental School

Counseling Program

submit a presentation to a state, regional or national conference (COE-2, SCSO-A.10)

Lecture

Discussion

Presentation

develop a vision statement that speaks to the role of the school counselor

(COE-2, SCSO-A.11)

Readings

Lecture

Discussion

Exercises

Comprehensive Developmental School

Counseling Program

design and submit a portfolio to faculty that addresses professional growth

(COE-2, SCSO-A.12)

Lecture

Discussion

Exercises

Comprehensive Developmental School

Counseling Program

develop an individual wellness plan

(COE-2, SCSO-A.13)

Lecture

Discussion

Exercises

Comprehensive Developmental School

Counseling Program

 

 

Tentative Class Schedule

 

8/19                             Review Syllabus, Who is the Counselor? What is Counseling? (chapter1)

 

8/26                             History of Counseling, Legal & Ethical Issues in the Profession. (chapters

                                    2 & 3)

 

9/2                               Individual Approaches to Counseling (chapter 4) Professional Interest

                                    Paper due

 

9/9                               Counseling Skills (chapter 5)

 

9/16                             Consultation & Supervision (chapter 8)

 

9/23                             Development Across the Lifespan (chapter 9) Counselor Interview due

 

9/30                             Examination I

 

10/7                             Abnormal Development, Diagnosis, & Psychopharmacology (chapter 10)

 

10/14                           Testing & Assessment (chapter 12)

 

10/21                           Research & Evaluation (chapter 13)

 

10/28                           Community Agency & Mental Health Counseling (chapter 17)

                                    Comprehensive Developmental School Counseling Program due

 

11/4                             Presentation of Professional Interest Paper & Counselor Interview

 

11/11                           Research Presentation

 

11/18                           Research Presentation

 

11/25                           THANKSGIVING BREAK

 

12/2                             Examination II

 

12/9                             Field Experience & computer disk or CD of all assignments due