EDUC 503: August 2020 Capital University Introduction to Counseling Profession EDUC-503 2 Credit Hours Robyn Walsh, Ph. Assistant Professor rwalsh12@capital.edu Office Hours: Tuesday-Thursday 2-4 by appt. Course Description: This course introduces students to the profession of counseling through exploring the important elements of programs and models. The course will cover the processes, principles, and practices of effective counseling in relation to the developmental needs of students.
During this course, topics such as ethics and multicultural counseling will be briefly introduced. The class will be presented in a hybrid format, with face-to-face meetings noted in the course schedule. Course Objectives (based on CACREP standards): Students Will: ● Become knowledgeable about the history and philosophy of the profession of counseling and in their specialty areas (2.a) ● Gain an understanding of the role and process the counselor embodies through advocacy for the profession and clients (2.f) ● Become aware of professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues, as well as the current labor market opportunities (2.) ● Demonstrate knowledge of ethical standards of professional counseling organizations and credentialing bodies and applications of ethical and legal considerations in professional counseling (2.l) ● Understand technology’s impact on the counseling profession (2.) ● Demonstrate strategies for personal and professional self-evaluation and implications for practice (2.k) ● Understand self- care strategies appropriate to the counselor role and the importance of supervision in the profession (2.l;m) ● Understand theories and models related to mental health counseling (5.) ● Understand the roles and settings of clinical mental health counselors (5.a) ● Understand the strategies to advocate for persons with mental health issues (5.) ● Understand the role of the school counselor as leaders, advocates, and systems change agents in P-12 schools (5.) Signature Learning Outcomes 1 EDUC 503: August 2020 Capital University is committed to a liberal education that readies students for every arena of life. The curriculum is structured around the School of Education (SOE) Program Learning Outcomes (PLOs) that are delivered through majors, minors, foundational courses, and co- curricular experiences.
The PLOs represent what students are able to do at the conclusion of a program and are achieved as the culmination of multiple courses and activities. The following course has Counselor Education specific PO’s aligned with the SOE PLO’s measured through the Key Performance Indicators (KPI’s) listed below. Program Outcomes with Key Performance Indicators SOE Program Counselor Key Performance CACREP Assessment Learning Education Indicator Standards Method Outcomes Program Outcomes #1. Exhibit Students will obtain #1: The role and 2., Current Trend Thorough Content theoretical process of the 2.f-h, Paper Knowledge knowledge in the professional 5., Within Their areas of individual counselor 5., Content Area and group advocating on 2.d, counseling, human behalf of the 2.f multicultural and career counseling that is grounded in research and reflective of current national and state standards.
Demonstrate Students will N/A 2., Initial and Apply demonstrate 2., Reflection Knowledge of professional, 2. Diversity in personal, and Wellness Plan Learners, cultural self- Learning, and awareness and Assessment. knowledge about how it influences their service delivery. Demonstrate Students will N/A 2., Reading and Implement demonstrate 2., Quizzes Knowledge of competency in 2., Curriculum counseling and 2., Elevator 2 EDUC 503: August 2020 Within Their assessment skills to 2., Speech Content Area to impact student and 5., Activity Impact Student or client outcomes in 5.
academic, personal, or career areas. Participate in Students will #14: School Mental Interview Collaboration, demonstrate counselor roles in Health: Paper Employ Effective consultation and consultation with 5., Communication collaboration skills families, P-12 and 5., Skills, and Create that ensure an postsecondary 5. an Inclusive and inclusive school personnel, Engaging environment in k-12 and community School: Environment. school and agencies 5.
advocate for persons with mental health issues #5. Display Students will #2: Demonstrate 5., Current Trend Dispositions, continue their awareness of 2., Paper Ethical Standards, personal and professional 2.f-h, and professional counseling 2.d, Responsibilities of development by credentialing, 2. adhering to the including 5.f, professional ethical certification, 5. codes of licensure, and professional accreditation counseling practices and organizations and standards, and the the counselor effects of public education program policy on these dispositions.
issues Texts and Materials (Required) American Psychological Association. Publication manual of the American Psychological Association (7th ed. Washington, DC: American Psychological Association. American School Counselor Association.
The ASCA national model: A framework for school counseling programs (3rd ed. Alexandria, VA: Author. *You may also get the 4th edition* 3 EDUC 503: August 2020 Erford, B. Orientation to the counseling profession.
Upper Saddle River, New Jersey: Pearson. *You will need to create an evaluation account at TaskStream. A one year subscription costs $50. Once you have created an account, you must email Beth Sweeney at esweeney@capital.
* Additional Articles Appling, B. The experiences of school counselors who collaborate with clinical mental health counselors. Professional School Counseling, 23 (1). Prepracticum counseling students' perceived preparedness for suicide response.
Counselor Education and Supervision, 54, 98-108. (2014), Students' perspectives on gatekeeping in counselor education: A case study. Counselor Education and Supervision, 53, 190-203. School counseling intervention research: A 10-Year content analysis of ASCA- and ACA-affiliated journals.
Professional School Counseling. Benefits of required counseling for counseling students. Counselor Education and Supervision, 52, 242-254.x Other materials and handouts will be given to students throughout the course. The materials will be made available through iLearn.
Students are responsible for reading such materials as required. It is expected that students enrolled in this course will engage in a minimum of two hours of out-of-class work per credit hour per week related to the course. Instructional Methods The course material is delivered through lectures, presentations, videos, small/large group discussions, reflections, and online quizzes. Assignment Descriptions *This class is [2] credits for 8 weeks, and therefore students should plan to engage in course work outside of class time for an average of [8] hours each week.* Participation: All students are expected to be present and on time for every scheduled class time.
Additionally, it is expected that students will remain for the duration of the scheduled class 4 EDUC 503: August 2020 time and complete the required reading for that week. Tardiness or absences exceeding two class meetings are sufficient grounds for failure of this course. If a student misses a class or is not actively participating (sleeping, doing other work on the computer, using cell phone, etc), he or she will lose 2 points per class. During ZOOM classes, students must actively engage in questions, discussions, and be present during the class (i.
no running off to make food or falling asleep). If the instructor cannot tell you are paying attention due to lack of engagement or you have not watched the recorded videos, you will lose 1 point per class. Online class assignments must also be due by the time agreed upon with the instructor or else they will lose 1 point per delayed day. The instructor expects that all cell phones are silent and put away unless it is an emergency and the instructor is made aware of before the class.
Please see the instructor if there are problems with either of these issues so that arrangements may be made. Initial Reflection: All students will write a 2-3 page double-spaced reflection about what led them to the profession of counseling. It is important to note that you may use first-person in this paper. Students are not required to utilize APA for this reflection.
You will be graded on the depth of your reflection. Wellness plan: Identify three activities in which you will engage throughout the semester and your master’s program, including one activity related to mindfulness and supervision. Create a PowerPoint, with pictures, in which you identify your three activities, describe your wellness history, and plan to progress this semester. The PowerPoint will be shared in class in a 5 minute presentation.
Counselor Interview: Develop 10 to 15 questions to use in an interview with a professional school counselor or mental health counselor. Your questions and interviewee contact information are due by the 3rd week of class. Please place a copy of the questions in the iLearn drop box for approval. You will need to obtain written permission to record your interview.
After conducting the interview, you will need to listen to your interview and write a 3 to 5 page double-spaced reaction paper explaining the experience and what you learned (see rubric). The approved interview questions and reaction paper needs to be compiled into one document for final submission. Elevator Speech Activity:Describe the work of school or mental health counselors (your specialty) in 60 seconds. Compare and contrast the role of a counselor with the roles of other mental health professionals.
This will be due in class. Chapter Reading Quizzes: Twice a semester, a brief quiz with 10 questions will be posted to assess students’ understanding of the topics discussed. The quizzes will be available online through iLearn but will be taken during the beginning of class. Quiz questions will be presented in multiple choice format, and only reflect the readings due from the last quiz up until that week (not cumulative).
The use of notes and textbooks is allowed; however, students must work alone and not seek outside help from fellow classmates or other individuals. Quizzes cannot be made up after the due date and do not qualify for the late attendance policy Online Class Activities: We will meet twice online in lieu of our face-to-face/zoom class meetings. For each of these classes you will be required to submit an online activity, reflection, 5 EDUC 503: August 2020 or presentation to earn up to 5 points for each class. More information will come the week before the class.
Current Issue Research Paper OR Presentation: Students will examine the counseling literature and investigate recent issues and trends within the profession. Students should prioritize literature found in counseling periodicals (e., Professional School Counseling or American Counseling Association). Upon selecting an issue or trend of interest, students will write a 5-7 page paper, utilizing American Psychological Association (APA) format, or a 10 slide presentation, discussing this issue or trend in greater detail. See rubric for how to meet standards in paper or presentation format.
Note: All papers and essays need to be in proper APA format unless noted in the description. All work should reflect the quality of a professional in the counseling field including respect for diversity as stated in the ACA Human Rights Statement of Diversity and as stated in ASCA National School Counseling Model. Additionally, all work should adhere to the ASCA Ethical Standards for School Counselors. All written work will be evaluated for both content and form.
As a graduate student, you must write in well-structured sentences and paragraphs. Your work must be clearly organized. In addition, be sure to proofread your work carefully. Please be sure to review specific requirements and/or rubrics prior to completing assignments.
Late work is subject to daily score penalties unless previously arranged with the professor. Completion of all work is necessary. Failure to submit the assignment(s) may result in failure of course. Grading Breakdown Counselor Interview 20 Chapter Quizzes 20 Current Issues Paper 20 Participation 10 Online Class Activities 10 Reflection 10 Wellness Plan/Presentation 5 Elevator Speech Activity 5 Grading Scale 93-100% A 77-79% C+ Below 60% F 90-92% A- 73-76% C 87-90% B+ 70-72% C- 83-86% B 67-69% D+ 80-82% B- 60-66% D COVID-19 Procedures The health and safety of students, faculty, staff and visitors on our campuses is our top priority.
In response to the current COVID-19 pandemic, the Capital community will be working together to support compliance with recommended health and safety standards to optimize the learning experience while minimizing health risks. The Capital Cares requirements for the health of our 6 EDUC 503: August 2020 community may be accessed here, with important details related to in-person classes provided below: 1. Complete daily temperature and symptom check as requested.
