Professional Orientation to Community & Mental Health ...



SHIPPENSBURG UNIVERSITY

Department of Counseling

CNS 563 & 568:

Professional Orientation to Community & Mental Health Counseling (3 credits)

Thursdays 6:30-9:15 pm

Fall 2008

Kathryn Newton, PhD, NCC Office Phone: 717-477-1658

Assistant Professor E-Mail: ksnewton@ship.edu

109 Shippen Hall

Office Hours

By appointment – please see me in class or contact me by email to schedule. My typical on-campus hours are Mondays 2:30-9:30pm, Tuesday approx. 10:00am-6:00pm (depends on department meeting schedules), Thursdays approx. 12:00-9:30pm. I am often on campus Wednesdays, rarely on Fridays.

Course Description

This course is designed to provide a comprehensive overview of the rapidly evolving fields of community & mental health counseling. The course covers basic philosophy, principles, and current trends in the provision of community & mental health counseling services. Students gain understanding of topics such as: psychoeducational and developmental counseling, health-promotive and prevention services, direct and indirect counseling services, crisis counseling, diagnosis and treatment of psychopathology, and ethical and legal issues.

This course introduces the student to information and background essential for working in a community agency as a mental health counselor. It examines current trends and developments in the field of counseling with respect to ethical/legal issues and managed care. It also explores the history and development of community mental health systems and focuses on individual areas of interest to the student. The class is interactive and applicable to the needs of the developing mental health and community counselor. Panel discussions, lectures, out-of-class assignments, and guest speakers will be utilized in the learning process.

Course Objectives:

1. To develop an understanding of a “professional self” within the context of community and mental health services and settings.

2. To become knowledgeable regarding the history and development of community and mental health counseling, and the implications for current and future practice.

3. To become aware of the many ethical and legal issues in mental health care, and be prepared to address those as they occur in practice.

4. To be able to understand and verbalize current professional, ethical and legal guidelines with respect to community/mental health counseling.

5. To be aware of mental health funding sources (especially managed care) and the impact on mental health services, counselors and clients. To increase confidence and competence in interacting with managed care and other funding sources, especially within the context of client and professional advocacy.

6. To understand and be able to apply core concepts of community mental health services (especially community education, prevention, outreach, resiliency, and wellness).

7. To become familiar with local, state, regional, and national professional organizations in the community/mental health counseling.

8. To continue exploring professionalism and the significance/responsibility of being a Licensed Professional Counselor (LPC) in Pennsylvania.

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2009 CACREP STANDARDS

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;

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.

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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, or 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. Please plan accordingly! Any questions regarding upcoming readings or assignments should be made at least two business days before the due date.

Office Hours & Appointments: I encourage you to meet with me to discuss course concerns as well as personal and professional development. 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.

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. 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 dire 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 ass 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: [Note: the group project is considered the exam for this course and thus falls under this policy.] All exams 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.

Assignment Submissions: [Note: This course assumes knowledge and experience of APA writing style, citations, and use of references. If this is not a strength or if you are new to the program, please seek assistance. I can provide referrals as can your peers. Please attend the APA Writing Workshop offered by the department on Monday 9/8 from 4-6pm.] Assignments that are submitted in any format 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). You are expected to write following APA Manual guidelines (5th Edition); points will be deducted for errors in formatting, citations, references, and other style guidelines.

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Required Texts

American Counseling Association (2005). ACA Code of Ethics: 2005. Alexandria, VA:

author. Available from (click on ethics resources).

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

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

Corey, G., Corey, M. S., & Callahan, P. (2007). Issues and ethics in the helping

professions (7th ed.). Belmont, CA: Brooks/Cole.

Davis, S. R., & Meier, S. T. (2001). The elements of managed care: A Guide for helping

professionals. Belmont, CA: Brooks/Cole.

Other articles and readings as provided by instructor (these will be posted to Bb under

“Course Documents: Readings”)

Recommended Readings

HIPAA Privacy Rule go to and click on the link to

‘The Privacy Rule’

HIPAA Security (related to electronic data) available at

SecurityStandard/

Course Requirements & Evaluation

A note on instructor evaluation: 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. Receiving a “B-“ or “C” (or lower) grade is an indication of concern about academic or professional ability within the context of this program. I take a developmental approach to learning and would be very happy to meet with you about any concerns you have related to my evaluation of your work in this course. Also, should I be concerned about your progress I will ask you to meet with me as soon as possible so we can work together, rather than waiting until the end of the term. 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” level work in graduate school.

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 at a professional level. Points are awarded for responsible, meaningful and thoughtful discussion (includes inviting/reminding peers and instructor to consider minority perspectives; volunteering for demonstrations; fearlessness in expressing confusion, lack of knowledge, or uncertainty; owning mistakes; providing thoughtful and constructive feedback; demonstrating collaboration in the learning process).

I will be evaluating your ability to recognize the impact of your participation on others and make necessary adjustments (i.e. Do you tend to be absent from or dominate discussion? 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?). At least twice during the term you will solicit peer feedback regarding your participation; you will be responsible for providing constructive feedback to peers. These skills are all critical for professional counselors in an environment that increasingly emphasized collaborative interventions. You will start with 5 points and may earn (or lose) points (up to 10 total possible) based on the guidelines above.

Assigned Readings (5 points)

It will be difficult for you to participate fully (see above) if you have not completed and processed the assigned readings for each class period. I will assess your completion and integration of assigned readings through your contribution to classroom discussion. If it appears that you are not keeping up with readings, I will assign weekly written reading reflections on a group or individual basis as needed.

Professional Development Activities (5 points)

Part I: Exploring Policy Positions Due Wed 9/3

This activity is meant to introduce you to policy issues in mental health, and the impact on agencies, counselors, and clients. Instructor will provide a detailed handout on the first day of class.

Part II: Join a Professional Listserv Due Sun 8/31

CESNET is an electronic listserv for professional counselors, counselor educators and supervisors. You will be joining this listserv for the semester and tracking major topics, which are often related to professional ethics, advocacy, and best practices. There is a quite a bit of activity on this listserv so be prepared! You do not have to read all postings, but do read areas of interest as well as following topics that provoke significant responses. We will discuss relevant threads in class. Please join this listserv no later than Sunday 8/31. You can access subscription information by doing a Google search for “cesnet kent state” (the link will be at the top of the page) or by going directly to: WL.EXE?SL1=CESNET-L&H=LISTSERV.KENT.EDU

Professional Disclosure Statement (15 points) Ongoing deadlines The purpose of this assignment is to develop your understanding of the importance of an established professional disclosure statement, both for yourself and for your clients (not to mention interviewing for prac/field sites and jobs!). It will help you learn how to communicate essential information regarding your approach to counseling. This assignment will have four parts, each with its own deadline. We will review a content rubric in class to help guide this process.

Due 9/11 - Part A: Find three sample professional disclosure statements by current professionals, ideally in your area of interest (age, issue, setting, etc). You may be able to find samples on the internet, or by calling local professionals and requesting a copy in the mail (they may refer to this as their professional brochure; it may take the form of a website). Carefully compare these statements and compile a written list of what you believe to be the three most and the three least effective features (you may wish to refer to your textbooks for guidelines). Bring your samples and your list to class for discussion in peer groups.

Due 9/18 - Part B: You will prepare a first draft of your own professional disclosure statement (DRAFT 1). This will be a foundational statement which can be adapted over time. In the statement you may include any specialized training, licenses, credentials, past experience and other information that would be helpful for a client to know prior to entering a counseling relationship with you (Refer to Issues and Ethics text and the ACA Ethics 2005 for guidelines). This is a good opportunity to think about how you want to notify future clients of your intern status and taping and supervision requirements. Bring two (2) copies of DRAFT 1 to the designated class meeting for peer critique.

Due 10/2 - Part C:

A. Use peer critiques to make revisions and create DRAFT 2 (save a copy, you will need to turn this in later!).

B. After you are satisfied with your revisions you are to obtain feedback from at least two (2) people outside the counseling profession (potential consumers of services). These individuals must be culturally different from you in at least two significant ways. Provide them with a copy and ask for written (on your draft) and verbal feedback. Take notes; solicit concrete suggestions.

C. Write a brief reflection (up to 1 page) about the feedback you received and what you learned (about how you and counseling in general were perceived).

Due 10/16 - Part D:

Use the feedback from Part C, along with anything else you have observed or learned to create a FINAL DRAFT. Submit entire packet of work. Submission guidelines are as follows:

• Statements will be graded for content, professionalism (spelling, accuracy of information, clarity of communication), accuracy of reflecting your personal approach and philosophy, and creativity.

• All materials are to be placed in a folder in the following order:

1/Top-content rubric (to be provided in class); check off areas and sign.

2-Final Draft

3-Your reflection on consumer feedback

4-Consumer feedback (their written and oral feedback on draft 2)

4-Draft 2

5-Peer Critique (their written and oral feedback on draft 1)

6-Draft 1

7-Your list of best/worst features from critique of 3 samples

8/bottom-Professional samples (3)

Insurance Benefits Paper (10 points) Due 10/9

The purpose of this assignment is to have some personal experience with trying to understand and access insurance coverage for mental health issues. Using your own health insurance policy** (if you do not have insurance, pick a managed care company and explore their mental health benefits package) and determine if the policy covers mental health and/or substance abuse coverage. Call the 800 number on the card and obtain the following information:

• Type of coverage available for (a) inpatient, (b) outpatient, and (c) partial hospitalization for (i) mental health (MH) and (ii) substance abuse (SA).

• Determine the fees, deductibles, and co-pays for the above three modalities, for both coverage areas (MH and SA).

• Ask if they will pay for out-of-network providers (i.e. professionals or programs of your choice that are not on their plan), and at what rates or percentages.

• Determine eligibility for services and whether pre-existing conditions are covered.

• Ask about reimbursement rates if treatment is not deemed ‘medically necessary’.

• Find out if you would need a referral by a primary physician for counseling.

Throughout your information gathering, keep notes on two areas:

1. Information provided (or not) in response to your questions.

2. Thoughts and feelings that come up for you throughout the process.

Once you have completed your investigation of benefits, you are to write an integrative summary of this information and process. Your summary should contain the following:

1. A summary of information obtained in response to your questions. (1+ page)

2. A summary of your thoughts and feelings in going through the inquiry process (1+ page)

3. A discussion of the implications this process might have for a potential service provider, for clients, and for you as a counsleor. (2 pages)

Submission guidelines:

• APA formatting. Title page, no abstract.

• Grammar, spelling, punctuation, clarity of thought and sentence structure.

• Pages should be stapled in the upper left corner. No folders.

• Approximately 4- 5 pages (no longer). Edit accordingly.

Conference Report (10 points) Due 10/30

Prior to candidacy, each community/mental health student is required to attend a professional conference. The Pennsylvania Counseling Association (PCA) has a fall conference each October and this year’s will be October 24-26, 2008 at the Penn State main campus in State College, PA. Information about the conference is available at Reduced registration is available for members and for early registration (by 10/1/08). **Other conference opportunities may be available during the semester and may be substituted for the PCA conference; please obtain approval from me before choosing an alternative. The same assignment guidelines apply.

At the conference you are required to:

• Attend a minimum of four educational sessions, or three educational sessions and one division meeting (the latter strongly recommended for professional networking purposes).

• Conduct an informal informational interview with a professional counselor, preferably in your area of interest.

Following the conference, you will write a synopsis addressing the following:

• Intro: what did you expect and what was your actual overall experience?

• What did you learn about your profession and future colleagues?

• What did you learn about professionalism, advocacy, ethics, working with diverse populations, and/or other CACREP competency areas (see Course Objectives)?

• What sessions seemed most significant to you and how might they apply to your clinical work?

• What did you observe about effective (and ineffective) presentations? How will you apply this knowledge to your group project this term?

• What did you learn from your informational interview?

• Would you consider submitting to present at next year’s PCA conference? Why or why not?

Submission guidelines:

• APA formatting. Title page, no abstract.

• Grading will be based on: (a) thoughtful content and evidence of applied learning, and (b) grammar, spelling, punctuation, clarity of thought and sentence structure.

• Length: do not exceed 6 pages.

• Submit electronically to Bb through Digital Drop Box

Specialization Paper (15 points) Due 10/30

This assignment is designed to help you prepare for your group project and further develop you skills in researching and integrating specialized topics in community/mental health counseling. Each student will select an aspect of their group project topic to explore in-depth. In effect, each of you will become an “expert” on some aspect of this project. Instructor will provide detailed instructions no later than the second class meeting.

Group Project (30 points total)

Part I: Oral Comprehensive Exam (15 points) Due 11/20 (all groups)

Each group will prepare for and take an oral competency exam in their topic area. All students will be provided with general competency questions and groups will work together to research responses to these questions by topic area. Each group will have 30 minutes to respond to oral questions, with each group member being randomly selected to respond to two questions. Exam will be graded individually and by group. Instructor will provide detailed instructions in the second class meeting.

Part II: Group Presentations (15 points) Due 12/4 & 11

The purpose of this assignment is to continue developing your ability to work effectively in groups and to prepare you for professional level presentations. Groups of five will select a topic of mutual interest and work throughout the semester on developing that topic into a 60-minute presentation. Presentations will include (a) assigning advanced readings and reflections to participants, (b) a didactic component, (c) experiential learning, (d) and will address counseling implications including ethics, practice, and cultural competency. Exam will be graded individually and by group. Instructor will provide detailed instructions in the second class meeting.

Course Evaluation & Grading

Evaluation:

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

Participation 10 points

Assigned Readings 5 points

Professional Development Activities 5 points

Professional Disclosure Statement 15 points

Insurance Paper 10 points

Conference Report 10 points

Specialization Paper 15 points

Group Project:

Oral Comprehensive Exam 15 points

Group Presentation 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 your overall 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 graduate policies, more than one “C” course grade will result in dismissal from the university. In accordance with Department Policy, a violation in academic honesty and/or ethics will result in a grade of “F”. You are strongly advised to read all academic policies carefully.

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

Health Programs > Mental Health Programs

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WHITE HOUSE POSITION:

1. Read the “Fact Sheet: Improving Access to Quality Care”

• White House home > search: mental health > click on Fact Sheet: Improving Access

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POSITIONS OF CURRENT PRESIDENTIAL CANDIDATES:

1. Visit their respective campaign web pages and search under “Issues” for anything you can find relevant to mental health

2. Watch their respective acceptance speeches (Obama 8/28; McCain 9/4)

FEDERAL GOVERNMENT INITIATIVES & RESEARCH:

Substance Abuse and Mental Health Services Administration (SAMHSA)

A division of the Dept of Health and Human Services (DHHS)

1. Read the “Agency Overview”

• Home > About Us > Agency Overview (link is in left menu)

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2. Read the entire report “Transforming Mental Health Care in America”

• Home > About Us > Related Publications > Transforming Mental Health Care in America

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National Institute of Mental Health (NIMH)

A federally funded research institution

1. Read the NIMH Mission and Strategic Plan

• NIMH home > Announcements: Strategic Plan > scroll through and read

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CURRENT POSITIONS & ISSUES WITHIN PROFESSIONAL ORGANIZATIONS:

American Counseling Association (ACA)

1. Look through the Public Policy section

• Home > Public Policy (see top menu bar)

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American Psychological Association (APA)

2. Look through the Public Interest Directorate section

• Public Interest Directorate (under “Association Info” on home page)

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CURRENT CONSUMER ADVOCACY POLICY POSITIONS:

National Alliance on Mental Illness (NAMI)

A grassroots organization for people with mental illness and their families

1. Read “Inform Yourself”: About NAMI and About Mental Illness

• Home > Inform Yourself

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2. Also read under “Inform Yourself”: About Public Policy (Current Policy News & Alerts, Policy Topics: look through the topics list and also read 2008 Presidential Candidates if available)

3. Read the report on the state of mental health services in PA

• Home > Inform Yourself > Grading the States > Pennsylvania > (scroll down to) Grading the States 2006: Pennsylvania – Narrative

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