Introduction to Helping Services



SHIPPENSBURG UNIVERSITY

Department of Counseling

CNS 559: Introduction to Helping Services (3 credits)

Mondays 6:30-9:15 pm

Spring 2009

Kathryn Newton, PhD, NCC

Assistant Professor

109 Shippen Hall

Office Phone: 717-477-1658

E-Mail: ksnewton@ship.edu

Spring 2009 away dates: March 18 (Wed)-23 (Mon) for ACA Conference, Charlotte, NC

CNS 559: Introduction to Helping Services

Course Syllabus

This syllabus is designed to be a significant resource for students in this course. The information in this document outlines my expectations of students and also addresses recommendations from students in earlier courses. Because I, and former students, have devoted considerable time to shaping this document, it is expected that you will read it carefully and consult the syllabus with any questions before bringing those to the instructor or other students.

Course Description

Surveys a wide range of helping services and introduces the basic philosophical concepts underlying each, the principles by which such services operate, and the therapeutic practices which are characteristic of each service. Emphasis is on defining the helping relationship within each area and clarifying the ethical considerations which apply.

Method of Instruction

Instructional methods will include a balance of didactic and experiential learning approaches. You will have an opportunity to apply your learning to your personal experience, as well as in small and large groups. The course will emphasize group process for facilitating deeper understanding of self in relation to the concepts covered; peer interactions and feedback are emphasized. New concepts and skills will be introduced using multiple methods so that you learn conceptually as well as through practical applications. You will also be conducting activities in the field (including direct and virtual contact with professionals and organizations in your chosen field) to increase your awareness and knowledge of expectations and trends.

Course Objectives:

Introduction to Helping Services prepares you for future academic courses in the Graduate Counseling & College Student Personnel Program at Shippensburg University and initiates you into the helping professions. Attention will be placed on the counselor as a helper (personally and professionally), professional ethics, the counseling process, counseling approaches, and understanding wellness versus dysfunction.

It is expected that by the end of this course you will be oriented to:

• the counseling and college student personnel professions, expectations of CACREP accredited graduate programs, and our department expectations (academic, personal and professional development);

• wellness and prevention as desired counseling goals (CACREP II.G.5.a);

You can expect to gain awareness and knowledge of:

• the historical and philosophical foundations of the counseling and college student personnel professions (CACREP II.G.1.a) as well as current trends and contemporary issues;

• personal/professional characteristics and behaviors (both general and personal) that influence helping processes (CACREP II.G.5.b);

• self-care strategies appropriate to the counselor and college student personnel roles (CACREP II.G.1.c);

• relevant professional organizations, including membership benefits, activities, services to members/student members, and current issues (CACREP II.G.1.f)

• professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues (CACREP II.G.1. g)

You can also expect to be introduced to:

• the ethical standards of professional organizations and credentialing bodies, including opportunities to work through ethical and legal considerations in professional situations (CACREP II.G.1.j)

• essential interviewing and counseling skills, including opportunities to practice and give/receive feedback (CACREP II.G.5.c);

• counseling theories and models both traditional and emergent; and beginning to explore a personal model of counseling (CACREP II.G.5.d);

• a systems perspective that provides an understanding of family and other systems, including couples, groups and organizations (CACREP II.G.5.e);

• brief and crisis interventions, including the use of psychological first aid strategies (CACREP II.G.5.g)

• professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications (CACREP II.G.1.b)

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Required Texts

American Psychological Association (2001). Publication manual of the American

Psychological Association. (5th Ed.). Washington, DC: Author.

Echterling, L. G., Cowan, E., Evans, W. F., Staton, A. R., McKee, J. E., Presbury, J., &

Stewart, A. L. (2008). Thriving: A manual for students in the helping professions (2nd

Ed.). Lahaska, PA: Lahaska.

Gladding, S. T. (2009). Counseling: A comprehensive profession (6th Ed.). Upper Saddle

River, NJ: Pearson Prentice Hall.

Other articles and readings as assigned by instructor (these will be provided electronically and can be

found on the Blackboard course page under Course Documents > Readings).

University, Department & Instructor Policies

College of Education & Human Services, Commitment to Ethical Practice: The professions of Counseling, Criminal Justice, Educational Administration and Foundations, Health and Physical Education, Military Science, Social Work and Gerontology, and Teacher Education comprise the College of Education and Human Services. This College is charged with upholding a learning environment in which faculty, administration, staff, and students work together to develop a lifetime commitment to being of service to others. Together, we define who we are and who we aspire to become as members of the College of Education and Human Services community.

Each of the professions represented in the College is guided by ethical codes of professional practice enforced through the prescribed channels of its profession. We acknowledge and respect the individual codes and standards of ethical conduct that are prescribed by the disciplines of the College. From these codes our College has created a unifying ideal that consists of seven ethical statements of principle. These statements reflect the fundamental belief that interprofessional collaboration provides a more comprehensive service system to children, families, clients, students, older adults and institutions than individual disciplines acting in isolation. The administration and faculty of this College believe that it is important to actively uphold the following standards of ethical conduct throughout their careers:

Honoring, and dignifying ourselves and others;

Valuing differences among and between us;

Advocating for and acting to attain social justice;

Using discretion vested in the privileges of our positions appropriately;

Performing our jobs at the highest standard;

Upholding the trust of those with whom we work;

Respecting the work of other professionals.

Individually, in order that others may know who I am, what I believe, and know of my works, I, with all others here, will be accountable for the privileges and responsibilities that accompany my membership in the College of Education and Human Service.

Policy on Academic Honesty and Professional Ethics: You are expected to know, understand, and uphold both the Academic Honesty policies of Shippensburg University as well as the Ethical Standards of the American Counseling Association (ACA, 2005). Failure to do so will result in course failure and may result in dismissal from Shippensburg University Graduate School. Refer to the Shippensburg Graduate Catalogue for Academic Honesty policies; refer to the ACA 2005 Code of Ethics at for ethical standards. All work you submit for this course and throughout your program of study must be your own, original, and may not be based on past work (all or in part) or used in any other courses. You are responsible for correct citation of quoted, borrowed, and interpreted material: please refer to the APA Manual 5th Edition for correct methods of citing other authors, including website material.

Professionalism Policy: The counseling program at Shippensburg University leads directly to certification, licensure, and professional practice in the field of counseling. Academic performance is not enough to ensure that you are capable of providing competent service to future clients. For this reason, any signs of impairment in judgment, interpersonal attributes, or intellectual functioning will be brought to your attention and measures may be required for remediation. Please review the graduate catalogue and department website for remediation procedures and policies. To graduate from the program, you must be willing and able to endorse the ethical standards of the American Counseling Association, 2005.

Policy on Cultural and Ethnic Diversity: As your instructor, I place significant emphasis on the necessity of actively working towards cultural competence in order to become an effective and ethical counseling professional. This emphasis is reflective of the standards and ethics of the department, the college, and the counseling profession. To that end, you will find that social and cultural issues are integrated throughout this course curriculum, and that you will be expected to consider all topics and issues from a variety of cultural perspectives. Cultural competence is a life-long developmental goal, one which we are all working towards, regardless of previous life, academic, or professional experience. I am committed to fostering and maintaining an educational environment that appreciates individual differences and that creates a safe and respectful environment for exploring our own sociocultural “blind spots”. To this end, I as your instructor will make every effort to create a classroom environment that is respectful, inclusive and supportive of our respective race, sex, age, religion, ethnicity, nationality, ability status, sexual orientation, and socioeconomic status, and that includes the experiences and concerns of underrepresented groups. As stated in professional ethical guidelines and standards of practice, you as an emerging professional will be expected to develop your ability to identify and support cultural and ethnic diversity.

Statement Regarding Religious Observances for Students: Please review the semester course calendar at the beginning of the term for any scheduled class meetings that conflict with observances of your faith. Please notify me in writing by the end of the second week of the term so that we can work together to make appropriate accommodations. While absences will be considered ‘excused’, you will be accountable for the material covered in class (i.e. additional assignments may be provided to replicate all or some portion of the missed class period).

Learning Ability Status: If you are eligible, or believe you may be eligible, for services through ADA or IDEA with regard to special learning needs please contact Shippensburg University’s Office of Social Equity to ensure all rights and opportunities for academic success are engaged. Please inform me as soon as possible so that I can work with you to establish any modifications or accommodations necessary to ensure a productive and supportive learning environment.

Cell Phone/Pager Policy: Your participation is necessary to create a safe, productive, and respectful learning environment. Therefore, I ask that you turn OFF all electronic devices during classtime. However, if you are in the midst of an emergency situation and must be available, please notify me before the start of class, TURN OFF the ringer (use vibrate), sit near the door, leave the room with the minimum possible disturbance before answering the emergency call, and return to class promptly.

Attendance Policy: This course emphasizes participatory learning through small and large group activities, and discussions of outside readings and assignments. In order to meet learning objectives for this course, you will be expected to arrive on time, and attend all classes (in case of emergency, please notify me in advance or as soon as possible). If you are unable to fully commit to these requirements, you may choose to take the course at another time. If you continue in the course without adequate attendance and participation you may be asked to withdraw and repeat the course at another time. Your performance and professionalism in this course is considered to be indicative of your potential for successfully completing this program. Thus, absence from three or more class meetings will result in a drop of one letter grade; absence from four or more class meetings will result in administrative withdrawal from this course, and receipt of an “F” grade.

Communication Policy: I will be checking and responding to student emails and phone calls a minimum of once per day, Monday through Friday, excepting holidays and breaks. “Your lack of planning does not constitute my emergency.” Please plan accordingly.

Office Hours & Appointments: I encourage you to meet with me to discuss course concerns as well as personal and professional development. I have scheduled office hours and can also make individual appointments. Because our students have busy lives and often commute long distances, I have found that I can best serve you by scheduling times on an individual basis – that way you know that I will be available for you (and not with another student) when you arrive on campus. In most cases I can schedule a meeting the same week as your request.

Assignment Formatting and Submissions: Assignments that are formatting or submitted in any way that is not in accordance with syllabus guidelines will have points deducted accordingly. Electronic submissions are not accepted unless specifically requested in the syllabus (and vice versa for paper). This course is designed to prepare you to write following APA style guidelines (5th Edition); you are expected to learn and apply the style guidelines as directed in the syllabus.

Instructions for electronic submissions via e-mail (if required):

1. Write up your assignment in a Word doc.

2. Title your document with the initials of the assignment and your last name:

Ex (for reading reflection one): “RR1_Newton”

Ex (for Professional Development Activities one); “PDApartI_Newton”

3. Send an e-mail to me with document title in the subject line (see #2) and attached file.

Late Work: Not recommended. However you are free to make your own choices based on the penalties for late work established below. All readings are to be completed and all assignments are to be turned in at the beginning of the designated class period, unless specifically stated otherwise in the syllabus. Please keep in mind that professionalism includes your ability to manage time and tasks. It is in your own best interests to work smart and in advance in order to avoid last-minute technical difficulties. Exceptions will only be made in cases of emergency (hospitalization, death in the family). Contact me immediately, or as soon as possible in such circumstances to discuss arrangements. If you fail to meet the alternate deadlines, all established penalties incur. Penalties for late work are as follows:

• 30 minutes up to 24 hours late = 10% deduction in points

• 24 up to 48 hours late = 25% deduction in points

• 48 hours up to 72 hours late = 50% deduction in points

• More than 72 hours late = assignments will not be accepted

Exam Policy: The course exam must be taken when scheduled. Make-up exams will not be given except in the most extreme circumstances (i.e. hospitalization, death in the family) and only with medical or other acceptable documentation.

Course Assignments & Methods of Evaluation

A word to the wise regarding syllabi at the graduate level

Syllabi are considered a learning contract between instructor and student. Faculty at the graduate level assume that your undergraduate training acculturated you to the purpose of syllabi and that you will be taking responsibility for your own learning. Faculty in this program assume that, as a student in a professional training program, you are able to manage time and tasks effectively (or that you will seek help in doing so if this is not a strength).Faculty in this program expect that you will: (a) read your syllabi carefully at the beginning of the term and ask any questions, (b) read your syllabi carefully before beginning and before submitting all assignments, ask questions for clarification, and complete assignments as directed in the syllabus. If you choose not to do so, please know that (a) it will reflect poorly on our assessment of your professional development and (b) your assignments will be graded accordingly. If you can’t follow a syllabus, how are you going to follow a treatment or development plan for your future clients?

• Assignment: read the syllabus carefully after the first class meeting. Make a note of any questions you have and bring those questions to the 2nd class meeting (1/26).

A note on Instructor Grading

In general, I expect that everyone accepted into this program is capable of “B” level work (submitted assignments follow syllabus guidelines and are completed thoughtfully and thoroughly). Exceptional student work (“A” level) exceeds syllabus guidelines through excellence in writing, content, demonstrated insight and complexity of thought. Earning a “B-“ or “C” (or lower) grade is indication of concern about academic or professional ability within the context of this program. As a rule of thumb, the level of effort you put into “A” level work in undergraduate studies is likely to be the equivalent of “B+/B” level work in graduate school.

Information about Learning Resources

Take a look at your internalized biases (if any) regarding use of academic support resources. Our most effective students seek out and make good use of all resources available to them. Effective and healthy professionals are not Lone Rangers – they work collaboratively. If you won’t use support services, how do you expect to be authentic and empathic when you are encouraging clients to do so?

• Learning Center: students of every academic ability in our program use the Learning Center on a regular basis: writing, editing, study skills, time managements, test taking/test anxiety…and more.

• Library: we have very good staff available to help you learn to navigate search engines (online database) and library resources. Why not get a group of students together and reserve time for a small group tutorial on how to research your interest papers? Now that’s working smart!

• Counseling Center: The Shippensburg Counseling Center offers free counseling to students. The counselors are very good and many of our students take advantage of their listening and support. If you feel like you are in over your head, if you want to change some old and dysfunctional patterns, or if you want to “be all you can be” (or all of the above) walk on over and check them out.

• Faculty special interests: Ship is a teaching institution and faculty are focused on student learning. As you narrow down your interest paper, why not see if there is a faculty member in ANY department who specializes in your topic area and ask to talk to them about it?

• Peer study/support groups: Get together with one or more of your classmates for emotional and/or academic support. Proof each others papers or prepare for the exam together (much more fun than alone!).

Participation (10 points)

This class is designed to stimulate thought-provoking conversation and debate, and to help you develop your ability to learn and interact with others at a professional level. In the context of counseling, this means balancing individual and group learning processes as well as valuing diverse perspectives.

Your participation in this course will be evaluated based on:

• responsible, meaningful and thoughtful contributions to classroom discussion;

• inviting/reminding peers and instructor to consider minority or missing perspectives;

• willingness to explore confusion, lack of knowledge, or uncertainty;

• identifying and owning both your weaknesses and strengths;

• willingness to seek out, reflect upon, and integrate feedback from others;

• providing thoughtful and constructive feedback to others;

• volunteering for demonstrations;

• demonstrating collaboration in the learning process.

I will be providing opportunities for you to identify and explore the impact of your participation style on others and to make necessary adjustments (i.e. Do you tend to hold back from or dominate discussions? Do you reflect on, challenge, and integrate other perspectives or simply state your own? Are you able to identity and invite “silent” perspectives and model inclusiveness? How will your style impact your counseling relationships with clients and colleagues?). At least twice during the term you will solicit peer feedback regarding your participation style and be responsible for providing constructive feedback to your peers on the same. These skills are critical for professional counselors in an environment that increasingly emphasizes collaborative interventions. You will start with 5 points and may earn (or lose) points (up to 10 total possible) based on the guidelines above.

Reading Reflections (10 points; 5 reflections at 2 points each)

Due dates: for dates see ‘Course Outline’; must be submitted by NOON of due date

The purpose of these reflections is to help you integrate critical topics and readings before coming to class, so that you can participate more fully in classroom discussion. You will also be using these reflections for your Self-Evaluation at the end of the semester. You are to write a thoughtful response that integrates readings, classroom discussion, and personal responses and insights; this is NOT to be a summary of the readings! However, it must be clear from your reflection that you completed the reading (refer to specific topics or issues raised in the text/s). Instructor will post reflection questions to Blackboard (see course page under “Assignments”).

• Length: I expect that it will take approximately two pages to thoughtfully respond.

• Formatting: APA (no title page or abstract!); Word doc.

• Submission: Electronically via email attachment.

Personal & Professional Development Paper (10 points)

Due date: January 26th

This paper is designed to help you begin to explore your counseling identity – who you are and who you hope to become both personally and professionally. This paper is intended as an in-depth self-reflection plus an opportunity to practice writing in APA style. You will find that this assignment integrates your own experience with assigned readings, as well as provides some guidance to using the APA Publication Manual and style.

NOTE: This paper requires significant self-reflection and will likely provoke a range of feelings. Students beginning the program often struggle with determining the “appropriate” level of self-disclosure for self-awareness assignments. There is a different quality to self-disclosure for therapeutic purposes (i.e. for your own counseling) and for professional development purposes. The latter asks you to move beyond therapeutic self-disclosure to identifying the meaning of your life experiences and internal process as it pertains to professional development. Each of the reflective prompts below may require you to re-experience and feel parts of yourself and your life experience. In your paper, please reflect on what these feelings, thoughts and experiences mean in terms of your desire to become a professional in your intended track.

RECOMMENDED APPROACH (suggestions only!): (1) Complete all the readings – as you read refer to the prompts below and perhaps journal as you go, (2) reflect on “what it all means”, (3) respond to the reflection prompts by free-writing (focus on expressing yourself freely and don’t think about style/formatting). (4) After you feel satisfied with your reflections, THEN go back and deal with the APA manual for style and formatting.

FORMATTING & REFLECTIVE PROMPTS FOR YOUR PAPER

Please include all of the following in your paper. Write your paper in the same order as given below:

Title Page

• Create a title that reflects your personal journey. (See APA Ch 1 and pg. 306)

Abstract

• Prepare an abstract for your paper. (See APA Ch 1 and pg. 306)

For A-D below, see APA Ch. 1 and 3 re purpose and formatting for headings). You may use my headings below or create ones that are more descriptive of your content.

A. Introduction

• Provide a content overview for your paper. (See APA Ch. 1)

• Why are you here? (answer this in whatever way is meaningful for you in light of your own journey.)

B. Exploring the Profession and Your Goals – use the Gladding readings (all) and Echterling (ch. 2) to help you reflect on the following:

• What have you imagined it will be like to be a professional in your chosen career and how did the Gladding readings support or challenge your assumptions about the profession?

• What are your interests? What issues and/or populations are you most concerned about and why? Is there a passion, calling, or driving force that is motivating you?

• Gladding (ch. 4 & 5) wrote about multicultural counseling and working with diverse populations. What do know to be your own strengths and challenges in this area? What cultural factors have shaped who you are today?

• What do you imagine it will be like to go through this program?

• What fears, anxieties or uncertainties do you have as you start this program and think about becoming a professional in your chosen track? How can you make those feelings “work” for you?

C. Exploring Yourself – use Echterling Ch.1 & 6 to help you reflect on the following:

• Honest and accurate self-awareness is of critical importance to being an effective helping professional and you will be asked to self-reflect extensively throughout this program. Why do you think this is so important? What does it mean to you to be entering a graduate program that will require significant self-exploration and disclosure?

• What do you like about yourself? How might that quality impact your work in this program and as a professional in your chosen track?

• What do you dislike about yourself or struggle with internally? How might that quality impact your work in this program and as a professional in your chosen track?

• How have your cultural and familial upbringing shaped the roles you usually take in groups? How have these influences shaped the role you typically play in classroom settings?

• How do you imagine you are typically perceived by others (other students, instructors)? What do you think will be expected of you in this course (and program)? Would you like explore other roles and create a different experience for yourself in this course (and program)? Describe.

• How do you know when you are “well”? What factors contribute to developing and maintaining your sense of wellbeing? What factors detract from your wellbeing? What are aspects of your cultural background that support and aspects that detract from your overall wellness?

D. Conclusion

• Refer to APA Ch. 1 on “Discussion” section (as your paper is reflective in nature you will have to adapt APA instructions which tend to be directed towards writing up research studies).

• Use the conclusion to review your entire paper and reflect on your experience reading for, reflecting, and writing this paper. What has this process meant for you in terms of your personal and professional development?

References

• Refer to APA Ch. 1 (1.13), and all of Ch. 4.

• Cite two references (one book and one professional journal article; you can use your readings).

Appendix

• You have been introduced to the Professional Performance Review (PPR) in your interview, another course, or as you started this course. Please review the PPR in detail and then complete the “PPR Self-Assessment.”

• Document access: You will find the document “PPR Self-Assessment” on the Blackboard course page under “Assignments”. Instructions are provided when you open the link. Save the file to your harddrive, type in your responses and print out to submit.

Writing guidelines for paper (required):

• Format and style: APA style (5th Edition):

o Refer to APA Manual Ch. 1 for detailed description of correct formatting.

o Refer to APA Manual Ch. 5 for detailed descriptions about how to prepare/type each section of your paper.

o See APA Manual pp. 306-314 for a sample paper.

o APA requires: Times New Roman, 12 point font, double-spaced, 1” margins.

• Length: I expect it will take at least 7-8 pages (excluding title, abstract, and reference pages) to respond thoroughly and with depth of insight.

• Grading: Grading will be based on adherence to syllabus requirements above as well as content (depth and thoughtfulness of self-reflection and relevance to counseling: 80%), quality of the writing (spelling, punctuation, grammar: 15%), and APA style (title page, abstract, proper format, headings, spacing, citations, references: 5%). Papers that are excessively brief (writing lacks depth, thoughtfulness and does not address all points) or excessively lengthy (wordiness that reflects poor organization and editing) papers will be marked down.

• Submission for paper and appendix: Submit a paper copy – preferably printed double-sided to conserve paper.

Advisor Meeting & Plan of Work Completion (ungraded)

Due date: March 30th

During the semester, you are to meet with your faculty advisor and complete your Plan of Work. You must have met with your advisor at least once to discuss your Plan of Work by the due date. When you meet with your advisor you should have already looked over the Plan of Work document and be prepared to discuss your progress, questions, and concerns related to the program and your intended track. Your academic advisor will work with you to establish a plan that fits your developmental needs – this may or may not exactly reflect the Plan of Work document. Therefore, you may find that it takes two meetings to prepare a Plan of Work – once to talk about your goals and needs and again to finalize. You will find the link to the Plan of Work document for your track on the department web page.

Interest Paper (20 points)

Due dates: February 2nd & 16th, March 9th, 23rd & 30th, April 6th

This assignment is to provide you with an opportunity to investigate a topic of interest to you within your intended professional track. We will also use this assignment to help you get oriented to APA writing style and effective graduate-level research and writing methods. You will select a topic and review/ critique professional literature in this area. You will also reflect on the value of what you learned for your future training and work as a helping professional.

Writing Process:

We will work through the research, review and writing process in stages, using peer writing groups. The purpose is to model effective planning for graduate-level writing in this field and to mentor students into department writing expectations (including use of APA style).

• Detailed guidelines will be posted to the Blackboard course page under “Assignments” (see “CNS 559 Interest Paper Writing Process”)

Literature Review & Critique:

You will find, read and critique articles from professional journals and texts related to your topic (see “Content” below). If you are not well versed in the use of online databases, I strongly recommend you make an appointment with a library staff person to get training in this area (see earlier note under “Learning Resources/Library”). As a student you have access to dozens of online databases. Some may be more helpful than others depending on your track and topic.

Paper Content:

In your paper you will address specific content areas including: defining the topic (history, current issues and/or trends), relevant ethical issues, relevant culture & diversity considerations, recommended practices, and the overall relevance of this information for trainees and professionals in your track.

• Detailed guidelines will be posted to the Blackboard course page under “Assignments” (see “CNS 559 Interest Paper Rubric”):

o You will include a minimum of nine references;

o Paper length runs around 8-9 pages.

Grading:

Evaluation for this paper will be based on (a) follow-through with the writing process, (b) effective use of peer feedback and ability to provide meaningful feedback to others, (c) quality of content and writing, and (c) adherence to APA formatting and style.

• Detailed guidelines will be posted to the Blackboard course page under “Assignments” (see “CNS 559 Interest Paper Writing Process and “CNS 559 Interest Paper Rubric”)

A note on the Professional Development Activities, Part I & II

These assignments are designed to help you explore your chosen track in the “real world”. They are also intended to help you expand your professional network and knowledge of resources. Please make choices that will help you grow professionally rather than for convenience. You may not use your own places of employment or volunteer work, nor may you talk to family members, friends or co-workers for these assignments (you can do all of that anytime you want!).

Professional Development Activity, Part I (10 points)

Due Date: February 9th

Complete ALL of the following three (3) activities including documentation and Assignment Integration Paper:

1. Find out what’s required for acquiring and maintaining national certification and state licensure as a counselor. Use ALL of these resources:

a. for National Certified Counselor (NCC): Visit the website for the National Board of Certified Counselors (NBCC) at

b. for Licensed Professional Counselor (LPC): visit the website of the Pennsylvania State Board of Social Workers, Marriage and Family Therapists and Professional Counselors. Go to dos.state.pa.us and click on ‘Professional Licensure’ (in sidebar), click on ‘Regulations’ then go to ‘Chapter 49’ (licensing of professional counselors).

Documentation: Min 1 page. In your write-up please describe what you learned about these processes and what relevance they could have for your career track.

** A note to CSP track: Although College Student Personnel students may or may not chose to go on to obtain NCC or LPC status, some do – therefore it is important that you be knowledgeable in this area.

2. Visit the website of one of the following professional organizations (there is at least one option for each track). Spend at least one hour engaging in the following; (1) read the mission and history, (2) explore membership benefits and resources, (3) look for opportunities for student involvement, (4) explore current trends and professional advocacy issues, and (5) find out about any upcoming workshops or conferences (attending could be used for Part II, option ‘a’):

a. American Counseling Association (ACA)



b. Pennsylvania Counseling Association (PCA)



c. American School Counselor Association (ASCA)

d. American College Counseling Association (ACCA)

e. National Association of Student Personnel Administrators (NASPA)

Documentation: Min 1 page. Describe what you learned about your chosen profession by reviewing this website.

3. Conduct an informational interview (approx. 30 minutes) with a professional who is currently working in the field you are considering. Interview will ideally be conducted in person, at their place of employment. Ask them about: (1) their job responsibilities, credentials, and training, (2) pros and cons of their chosen career, (3) future trends, and (4) any advice they have for you as a professional-in-training.

Documentation: Min 1 page. Provide the name, title, degree/ certifications, and place of employment of your interviewee. Describe what you learned about your chosen profession from this activity.

• Be prepared for difficulty finding someone with free time (especially in the community/mental health track). Be prepared for cancellations and reschedules. Plan ahead and do this early!

• For a professional to take 30 minutes to speak with you is a generous gift. Please write (not –mail) a formal thank you to your interviewee and let them know what you found valuable from this interaction.

Assignment integration paper: Write a reflection (1-2 pages max) integrating what you learned from these activities with the assigned readings for this date (on Professional Development – see “Course Outline”).

Assignment format: APA, title page, no abstract.

Assignment Submission: Electronic via e-mail. Arrange in one Word document in order given above (i.e. Documentation of Activity 1, 2, 3, and Assignment Integration Paper).

Professional Development Activity, Part II (10 points)

Due Date: March 16th

Choose three (3) of the following activities; make choices that will best support your professional development. You MUST choose activities that challenge you to experience/learn something new, and preferably outside your comfort zone. (Other professional activities may be acceptable pending approval of instructor):

a. Attend a workshop, presentation, or training session related to your track.

b. Listen to a podcast on a topic of your choice. Go to and click on ‘Archives’ for a chronological list of podcasts (most recent first) or ‘Courses’ for podcasts by topic area.

c. Attend 3 or more meetings of a local community organization that is advocating for issues or populations relevant to your track.

d. If you are not already seeing a counselor and never have, consider initiating either brief or ongoing counseling for an area in your life you feel needs attention, growth or change. The Ship counseling center does provide free counseling to students, however please only use these services if you have a genuine need (i.e. not just for the purpose of this assignment.) In your documentation, please do not share the content of your session. Rather write about how you felt before and after this session, and what you learned about the counseling process from the client perspective. **If you are interested in this option initiate as soon as possible – you may be put on a wait list.**

e. Read a journal (an entire issue, not a single article) or book related to your track. Readings must not duplicate readings for your interest paper.

f. Conduct another informational interview. Same guidelines as in Part I; in-person and on-site required. Must be significantly different than previous interview (i.e. interviewee works in a different location and/or position).

g. Interview a student in Field II or Advanced Field (in your track) about their experiences and any “words of wisdom” they have to share.

h. Interview a faculty member or graduate student (MS or PhD) about their research and/or clinical work (recommended if considering a PhD down the road).

Documentation: Describe what you learned about your chosen profession from each activity (min. 1 page per activity).

Assignment Integration Paper: Write a reflection (1-2 pages) integrating what you learned from these activities with the assigned readings specific to your track (see “Course Outline” for readings on College Counseling/Student Personnel, School Counseling, or Community/Mental Health Counseling). ALSO explain why you believe these activities were the best choices to support your professional development.

Assignment format: APA, title page, no abstract.

Assignment Submission: Electronic via e-mail. arrange in one Word document in order given above (i.e. Documentation of Activity 1, 2, 3, and Assignment Integration Paper).

Written Self-Evaluation & Creative Presentation

This is your opportunity to reflect on all of your learning, development, and experiences in this course – both personal and shared. You are to review the course objectives and, in chronological order, all assignments you completed for this course, paying particular attention to your work and instructor feedback given on your Personal Development Paper (including your first PPR Self-Evaluation), Professional Development Activities, and Reading Reflections. As you review your work, use these reflection questions to consider your journey this semester: (1) How have you grown in your self-awareness (consider both intra- and inter-personal self-understanding)?, (2) What has changed in your understanding of your intended track and what it means to be a professional? (3) How will your learning and development in this course influence and/or inform the remainder of your work in this program? This reflection process will be integrated into the following two assignments:

Written Self-Evaluation

Due April 13th (5 points)

• Write an in-depth reflection that includes (but is not limited to) the questions above. Do not exceed 4 pages.

• Fill out the “Final PPR Self-Assessment”. Use this assignment to demonstrate your ability to accurately, honesty and insightfully evaluate your own developmental strengths and challenges.

• Document access: You will find the document “Final PPR Self-Assessment” on the Blackboard course page under “Assignments”.

• Formatting(written self-evaluation): APA; no title or abstract pages.

• Submission: Electronic via email attachment. Attach your written self-evaluation and “Final PPR” as separate documents.

Creative Presentation

Due April 27th (10 points)

• Represent your journey in a creative format. Consider questions 1-3 above as you prepare for this assignment. Your effort towards this presentation should be similar to that put into the “Personal & Professional Development Paper.” In the past students have used music, poetry, collage, film/video, crafts/art, puppetry, technology (Power Points) and other forms of personal expression. You and your peers will share your work during our last class meeting.

Final Examination (15 points)

Exam date: April 20th

You will complete an in-class, open book and note examination. Material for the examination will be taken from classroom lecture and discussion, and assigned readings. Exam format will include True/False, Multiple Choice, Fill in, Short Answer, and a case study in ethical decision making. You will be presented with a study guide at least two weeks before the exam date. If you wish to do well on this exam, you should keep up with reading, and plan to study and outline notes on all topics presented on the study guide. Because this is an open book and notes exam, questions are more complex and cover a greater breadth and depth of material than a closed-book exam.

Evaluation & Grading

Evaluation:

To receive a grade of B- or better in this course, you must satisfactorily participate in and complete ALL readings, assignments, and classroom activities. Specific point break-downs are as follows:

Participation 10 points

Reading Reflections 10 points

Pers & Prof Development Paper 10 points

Interest Research Paper 20 points

Professional Development Activities, Part I 10 points

Professional Development Activities, Part II 10 points

Written Self-Evaluation 5 points

Creative Presentation 10 points

Final Examination 15 points

Total Points 100 points**

**Your total points may vary depending on your attendance (see Attendance Policy) and timely submission of assignments (see Late Work policy). If you have questions or concerns about the evaluation of any submitted material or progress in the class, please request an individual appointment.

Grades Assignments:

A plus/minus grading system is used in the graduate program: “A”, “A-”, “B+”, “B”, “B-”, “C”, “F”. Note: In accordance with Shippensburg University graduate policies, two “C” course grades or one “F” course grade will result in dismissal from the university graduate program. In accordance with university policy, a violation in academic honesty and/or ethics will result in a grade of “F”, resulting in immediate dismissal from the university. You are strongly advised to read all academic policies carefully (see current Graduate Catalogue).

Point assignments per grade level:

95-100 A

90-94.9 A-

86-89.9 B+

83-85.9 B

80-82.9 B-

70-79.9 C

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