CSD206Spring96Syllbs



California State University, Sacramento

Department of Speech Pathology and Audiology

COUNSELING FOR SPEECH-LANGUAGE PATHOLOGY: SPHP 219

Fall 2015

|Part I | |

|Instructor: Celeste Roseberry-McKibbin, Ph.D., C.C.C.-SLP |Office: |

|Email: celeste@csus.edu |Shasta Hall, Room #267 |

|Website: hhs.csus.edu/homepages/SPA/Roseberry | |

|Part II | |

|Instructor: Darla K. Hagge, Ph.D., C.C.C.-SLP |Office: |

|Email: hagge@csus.edu |Shasta Hall, Room #268 |

|Website: csus.edu/HHS/SPA/Clinical%20Research%20and%20Community%20Service/Cllinical%20Research%20NeuroService%20Alliance.html |

( TEXTBOOKS (

Shipley, K.G., & Roseberry-McKibbin, C. (2006). Interviewing and counseling in communicative disorders: Principles and procedures (3rd ed.). Austin, TX: Pro-Ed. Required.

( EXPECTED LEARNING OUTCOMES ( Students will:

1. Discuss specific strategies for effectively counseling and interviewing persons with a wide range of communication disorders such as (but not limited to) autism, child language and articulatory-phonological disorders, neurological impairment secondary to stroke and TBI in adults, and others.

2. Describe specific strategies for developing effective professional relationships with clients, caregivers, and other professionals.

3. Identify professional communication skills that facilitate effective relationships with clients, caregivers, and other professionals.

4. List and describe skills necessary for interacting effectively as members of teams (e.g., teams in public schools, medical facilities) that work with clients and their families who need counseling services.

5. Demonstrate awareness of, sensitivity to, and specific strategies for interviewing and counseling clients from multicultural backgrounds.

6. Demonstrate knowledge of gender differences in communication, how these differences impact interviewing and counseling in communicative disorders, and specific strategies for effective cross-gender communication.

7. Increase their knowledge about and specific strategies for counseling with specific populations, including but not limited to geriatric patients, patients with neurological disorders, children from backgrounds of abuse/violence, families of children with special needs, and others.

8. Discuss and analyze significant current research literature in interviewing and counseling, critically evaluating this literature and its application to specific counseling and interviewing situations with a variety of clients.

9. Be exposed to a variety of points of view and approaches to interviewing and counseling. This will occur through a combination of exposure to the textbooks, the instructor's personal clinical experiences, and exposure to a variety of guest speakers from different fields who work with various populations.

10. Recognize the need for participation in professional activities that promote lifelong learning of strategies for successful counseling and interviewing with a wide variety of individuals with communication disorders and their families.

These learning outcomes will be assessed by use of the strategies of examinations and assignments.

The following ASHA standards are met by successful completion of this course: Standard III-C. The applicant must demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas: Social aspects of communication (challenging behavior, ineffective social skills, lack of communication opportunities).

( TOPICS, READINGS, DATES

Part I

9/1/15 Course intro; syllabus

Introduction to Interviewing and Counseling in Communicative Disorders

The relevance of counseling in the field of communication disorders

Types of interviews

Shipley & Roseberry-McKibbin Ch. 1

9/3/15 Foundations of Effective Counseling

Characteristics of an effective interviewer

Conditions that facilitate good communication

Shipley & Roseberry-McKibbin Ch. 2

9/8/15 Physical and Emotional Factors that Affect Communication

Shipley & Roseberry-McKibbin Ch. 3

Physical environmental variables: impact on communication

Client characteristics: attitudes, background, emotions, reactions

9/10/15 Physical and Emotional Factors that Affect Communication

9/15/15 Skills and Techniques for Interviewing and Counseling

Shipley & Roseberry-McKibbin Ch. 4

Effective use of questions in interviews

Verbal and nonverbal behaviors in interactions

Successful, practical communication techniques

9/17/15 Obtaining and Providing Information

Shipley & Roseberry-McKibbin Ch. 5, ch. 6

Presession orientation

Opening an interview

Body of an interview

Closing an interview

9/22/15 Counseling Theories and Approaches

Shipley & Roseberry-McKibbin Ch. 7

Counseling approaches and theories

The counseling process

Characteristics of good counselors

9/24/15 Theories and Approaches (continued) (7:30-8:00; out at 8:00 for Dr. Hagge’s Sim Lab)

9/29/15 Test One

10/1/15 Working with Difficult Situations

Shipley & Roseberry-McKibbin Ch. 9

Potentially difficult communication behaviors (e.g., denial, resistance)

Effective counseling when these behaviors are involved

10/6/15 Considerations in Working with Families

of Children with Disabilities

Shipley & Roseberry-McKibbin Ch. 10

Strategies for dealing with families effectively in contentious situations

Issues of parents and families of children with disabilities

10/8/15 Working with Families (continued)

10/13/15 Ethical and Professional Matters

Shipley & Roseberry-McKibbin Ch. 12

10/15/15 Forensic Issues in Speech-Language Pathology

10/20/15 Test 2

Part II

10/22/15 Syllabus review: Expectations and assignment

#1 Small group activity: Interview questions; writing post #1a

10/27/15 Case Study #1, Small group discussions, writing post #2a

#2

10/29/15 Role-play, Whole group discussion, Reflective writing #1

#3

11/3/15 Case Study #2, Small group discussions, writing post #3a

#4

11/5/15 Role-play, Whole group discussion, Reflective writing #2

#5

11/10/15 Case Study #3, Small group discussions, writing post #4a

#6

11/12/15 Role-play, Whole group discussion, Reflective writing #3

#7

11/17/15 Case Study #4, Small Group discussions, writing post #5a

#8

11/19/15 Role-play, Whole group discussion, Reflective writing #4

#9

11/24/15 SWE role-play including whole class, Reflective writing #5

#10

11/26/15 Happy Thanksgiving!

12/1/15 Class presentations (dyads 1-5), writing post #6a

#11

12/3/15 Class presentations (dyads 6-10), reflective writing #6

#12

12/8/15 Class presentations (dyads 11-15), writing post #7a

#13

12/10/15 Class presentations (dyads 16-20), reflective writing #7

#14

12/15 or 12/17 Final Exam

Date/Time per CSUS’s official final exam schedule

COURSE REQUIREMENTS

Part I – Dr. Celeste Roseberry-McKibbin

1. Class participation and attendance--assumes that the reading(s) scheduled for that day will be done before class. We recommend that you: 1) read the reading(s) before class, 2) come and hear the lecture, 3) review the lecture notes and reading(s) as soon as possible the next day. This aids retention of information. Because students are encouraged to share your questions, ideas, and experiences, it is best if you have read the material before class so that you will be able to contribute to class discussion.

Tests. Two tests will be given. NO MAKE-UP TESTS ARE EVER GIVEN EXCEPT IN THE CASE OF A PERSONAL, DOCUMENTED MEDICAL EMERGENCY WHERE YOU PRESENT A NOTE FROM THE DOCTOR. If you need to reschedule an exam due to a medical emergency documented by a note, this can only be scheduled for the week before dead week. You are responsible for contacting the professor to take this makeup. If you are unable to take a test on the day and time it is scheduled, you need to take the final administered during finals week. This final will be mostly comprehensive; Dr. Roseberry will give specific guidance for studying for this. You are welcome to electively not take one of the tests given during the semester; however, if you miss one, that will be recorded as a score of "0." If you are unhappy with your grade on Test 1 or Test 2, you may take the final. If you do better on the final, I will count that score instead. Your two highest test scores will be averaged together. Tests will be a combination of essay, true-false, multiple choice, and matching.

Each test is worth 100 points. A minimum of 20-30 points on each test may cover material from the readings that was not directly discussed in class. On each exam, you will be asked about any guest speakers and/or videos we have been exposed to in class. As was stated earlier, you are strongly encouraged to read each day's assignments BEFORE class and ask questions about any material you do not understand. Please bring, to each exam, an 886-ES form and a #2 pencil. (I don't have extra Scantrons; if you don't have a Scantron, you cannot take that exam and will need to take the final instead.) Please be sure that all erasures on Scantron forms are complete. I will grade your test solely by Scantron machine results; there will be no leeway for error. If you have an incomplete erasure and the Scantron marks your unintended answer, you still get the answer wrong.

100. points each; total of 200 possible test points

OTHER

There is no chatting or whispering allowed while we are lecturing or while another student is talking. Let's give one another the courtesy of listening! The instructors will follow university policy regarding cheating, plagiarism, and the administration of a grade of "Incomplete." Students may only drop the course for serious & compelling reasons.

COURSE REQUIREMENTS

Part II – Dr. Darla K. Hagge

Required Core Readings & Text:

• Shipley, K.G., & Roseberry-McKibbin, C. (2006). Interviewing and counseling in communicative disorders: Principles and procedures (3rd ed.). Austin, TX: Pro-Ed.

• All power point presentations, available on Blackboard (Bb)

• Additional required readings/resources, posted on Bb

Recommended Reading:

• Holland, A. L., & Nelson, R. L. (2013). Counseling in Communication

Disorders: A Wellness Perspective. (2nd Ed.). San Diego, CA: Plural

Publishing, Inc.

Required Materials:

Students should bring the following to each class meeting:

Textbook

Access to all (a) power point presentations, (b) in-class notes, and (c) any handouts

Laptop, netbook, iPad, or other device with internet capability. If device is not available,

student(s) should arrange to check-out an ipad or laptop from the clinic supply

room, in advance of class meeting. Availability of devices from clinic are

extremely limited. Keep in mind that you will need to complete your reflective

writing assignments in-class using your device.

Paper, pens, pencils

Download, print, and bring relevant in-class learning activities and other documents, as

uploaded to Bb by the instructor(s)

Course Requirements:

Internet connection (DSL, LAN, or cable connection desirable)

Access to SacCT/Web site

Access to a computer and printer

Course Structure:

This second section of the course will apply the content (provided in the first part of the class) by integrating case studies, small and whole group activities, facilitated discussions, role-play activities, reflective writing, a formal, scheduled interview with the partner/family member of an adult with an acquired cognitive, communication, or cognitive-communication disorder, and small group presentations. Teaching pedagogies will combine direction instruction (e.g., lecture), active learning activities, small/whole group discussions, peer learning, experiential learning, reflective writing and/or multimedia viewing. All assignments and activities are carefully administered for the purpose of enhancing student learning.

Policies/Procedures:

Attendance: This course involves verbal interaction among the students and the instructor. You cannot really “get” what was covered in class via classmates’ notes. Class attendance is required and roll will be taken randomly. Report absences to the instructor in person or via voice mail or email prior to class meeting. TWO (2) unexcused absences on roll days will result in your final grade dropping one letter grade. Working as a Speech-Language Pathologist requires being present, on time, and prepared. Practicing those skills now will prepare you for what this career will be like. If you do need to miss a class, you are responsible for all materials covered in your absence. This means you must get any materials handed out during your missed session from a classmate, not the instructor.

Class meetings and participation: Lecture + discussion + observation format will be followed. Active listening and problem solving is expected. We will employ a somewhat Socratic method to facilitate critical thinking, stimulate discussion, and illuminate ideas. This means that you may be called on at random to answer questions or add to a model being presented on the board…….please be prepared! When you are listening to another student present his/her ideas, you should take notes and offer suggestions. Comments such as “I agree” or “great idea,” are okay. Substantive participation (e.g., comments that help advance the discussion, or that help develop a new angle on a problem) is considered to be meaningful participation. Speech-Language Pathology is a profession in which you need to actively problem solve at all times.

Readings: You are responsible for any/all reading materials assigned. Not all assigned readings appear on this syllabus, as some short readings may be added during the course of the semester. You are expected to have completed the assigned readings prior to class time on topic discussion dates so that you are able to participate in discussion and ask questions.

Assignments: Interview/Class Presentation Project & In-class Writings: One project (formal interview + class presentation) and weekly writing assignments will be assigned. The details regarding these assignments will be discussed in class and/or posted on Bb. All writing assignments must be posted on Bb during class--no exceptions except for physician signed/documented medical emergencies or issues.

GRADING CRITERIA (includes grades earned from Parts I and II)

|Part 1: |Dr. Celeste Roseberry-McKibbin |

|Exam 1 |100 points |

|Exam 2 |100 points |

|Subtotal |200 |

| | |

|Part II: |Dr. Darla K. Hagge |

|In-class reflective posts, #1-7 | 70 points |

|(7 x 10 points each) | |

|In-class writing assignments, #1a-7a | 35 points |

|(7 x 5 points each) | |

|Project & Presentation | 95 points |

|Subtotal |200 |

| | |

|Final Exam, optional |100 points |

|(Score to replace Exam 1 or Exam 2) | |

|Total possible points: |400 |

Grades will be calculated mathematically (maximum of 400 points). The exact following criteria will be used:

94.5-100 A

89.5-94.499 A-

86.5-89.499 B+

83.5-86.499 B

79.5-83.499 B-

76.5-79.499 C+

73.5-76.499 C

69.5-73.499 C-

66.5-69.499 D+

63.5-66.499 D

59.5-63.499 D-

Commitment to Integrity:

As a student in this course (and at this university) you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class and also integrity in your behavior in and out of the classroom.

Sac State’s Academic Honesty Policy & Procedures:

“The principles of truth and honesty are recognized as fundamental to a community of scholars and teachers. California State University, Sacramento expects that both faculty and students will honor these principles, and in so doing, will protect the integrity of academic work and student grades.” Read more about Sac State’s Academic Honesty Policy & Procedures at the following website:

Definitions: At Sac State, “cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means.”

“Plagiarism is a form of cheating. At Sac State, “plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person’s contribution.” Source: Sacramento State University Library

Note: Any form of academic dishonesty, including cheating and plagiarism, may be reported to the office of student affairs.

Understand When You May Drop This Course:

It is the student’s responsibility to understand when he/she need to consider disenrolling from a course. Prefer to the Sac State Course Schedule for dates and deadlines for registration. After this period, a serious and compelling reason is required to drop from the course. Serious and compelling reasons include: (a) documented and significant change in work hours, leaving student unable to attend class, or (b) documented and severe physical/mental illness/injury to the student or student’s family. Under emergency/special circumstances, students may petition for an incomplete grade. An incomplete will only be assigned if there is a compelling extenuating circumstance. All incomplete course assignments must be completed by the department’s policy.

Accommodations: Inform your instructor of any accommodations needed. If you have a documented disability and verification from the Office of Services to Students with Disabilities (SSWD), and wish to discuss academic accommodations, please contact your instructor as soon as possible. It is the student’s responsibility to provide documentation of disability to SSWD and meet with a SSWD counselor to request special accommodation before classes start. SSWD is located in Lassen Hall 1008 and can be contacted by phone at (916) 278-6955 (Voice) or (916) 278-7239 (TDD only) or via email at sswd@csus.edu

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