Introduction to the Helping Professions



66.500 Introduction to the Helping Professions – 3 Credit hours

Bloomsburg University

Fall 2009 Course Syllabus

Thursday, 6:30 pm – 9:15 pm, in 2148 McCormick Center

|Denise L. Davidson, Ph.D. | |

|Instructor, Educational Studies and Secondary Education |Office: 1121 McCormick Center |

|Office Hours: 5:00 – 6:00 pm Thursdays |Phone: (570) 772-3724 cell |

|and by appointment |E-mail: ddavidso@bloomu.edu |

Course Description and Objectives

This introductory class is a core experience for students enrolled in the Guidance Counseling and Student Affairs program. It exposes students to the generic components of counseling across settings and enables students to examine in depth their personal fitness for pursuing a career as a professional helper. It also provides a background for specialized study in each specialization area. Students participating fully in the course will:

1. develop basic skills essential for counseling

2. learn counseling skills which recognize and respect diversity related to race, gender, ethnicity, sexual orientation, age, and culture

3. develop a wide repertoire of skills on which to base your interventions in professional practice

4. learn advanced skills by which to foster engagement, alliance, and the counseling relationship

5. know the basic legal, ethical, and professional concerns essential for counseling

6. develop increased capacities for open and accurate self-evaluation and peer evaluation of your counseling skills

7. be helped to recognize personal issues which contribute positively and negatively in your roles as a counselor

8. understand the variety of professional roles of counselors

Performance Criteria Objectives

Students participating fully in the course will:

1. structure a counseling session: opening the session, engaging and fostering self-disclosure, managing transitions and interruptions, and closing the session

2. demonstrate basic counseling skills such as attending and listening, communicating empathy, clarification, reflection, summarization, and appropriate questioning

3. demonstrate the ability to assist clients in clarification of feelings, thoughts, experiences, and communication

4. understand the benefits and dangers of self-disclosure during counseling sessions

5. demonstrate the ability to effectively respond to client’s strong emotional expressions (e.g., anger, crying, suicidality, personal attraction)

6. demonstrate appropriate sensitivity to and respect for client diversity including racial, religious, ethnic, gender, age, and sexual orientation issues

7. demonstrate appropriate therapeutic responses to silence and resistance

8. be able to identify basic legal, ethical, and professional issues involved in counseling

9. demonstrate an understanding of the professional counseling relationship and boundaries

10. gain increased awareness of the impact of the variety of interventions presented throughout the course

11. become more objective in self-evaluation and peer evaluation

12. demonstrate the ability to be self-reflective and self-monitoring during counseling interactions, and to be aware of personal biases and issues which may foster and/or inhibit therapeutic progress in counseling

13. understand the variety of professional roles of counselors

14. learn about the importance of professional organizations and continuing education

15. learn about the professional process of licensure

Required Texts

The following texts are required for this course. Additional readings will be available through Blackboard.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Hill, C. (2004). Helping skills: Facilitating exploration, insight, and action (3rd ed.). Washington, DC: American Psychological Association.

Zur, O. (2007). Boundaries in psychotherapy: Ethical and clinical explorations. Washington, DC: American Psychological Association.

Course Methods and Requirements

The objectives of this course will be pursued through required readings, class discussion, in-class videos, guest speakers, written assignments, audio and video recorded helping interactions, and related assignments. Final evaluation of your work will be based on the quality of your contribution to class discussions and activities and on your performance on all written and oral assignments. Assignments are due at the beginning of class on the dates indicated on the schedule. Late assignments will receive little or no written or verbal feedback and a lower grade unless we have made other arrangements prior to class.

Papers, written assignments, and citations should be submitted in APA style (6th edition). You are strongly encouraged to work with a classmate to critique and proofread one another's assignments. Each of you is likely to submit better products as a result of that process. Typographical and grammatical errors detract from your work and will be reflected in your grade. Please staple papers; do not submit plastic covers, folders, etc.

Confidentiality, Self-Disclosure, and Ethics

This course requires role-playing and practice interviewing as an experiential learning component. During these activities you will be asked to “act” as a client. This task will be completed either by depicting a client whose background information is provided by the instructor or you may disclose a personal issue to the depth and degree that you are comfortable within the parameters of course objectives. You are encouraged (but not required) to discuss real concerns as this provides a more realistic setting and, thus, more valuable feedback about the skills of the student counselor.

Naturally, it is possible for a student colleague to say something personally important and confidential. It is your duty to maintain confidentiality and trust. These same principles hold when talking to your clients. It is your responsibility to adhere to the American Counseling Association (ACA) ethics code, especially regarding confidentiality and client rights.

Assignments

(Attendance and Participation

It is important in this course that you participate by engaging in counseling activities and sharing your thoughts and reactions to readings, speakers, and class discussions. The input of each student is valued and valuable. Assessment of your participation will be based on your engagement in class activities and the quality of class discussion that reflects an understanding of issues, an openness to learning, and sensitivity to your strengths and weaknesses.

Your attendance for the full class period is expected and you are responsible for everything that is covered, distributed, or announced during class. If an absence is unavoidable, you should arrange with a classmate to receive handouts and announcements and notify me (in advance, if possible). Students with two or more absences are unlikely to earn a grade higher than B.

In order to fully participate in class, you are expected to do all assigned readings prior to class. Additional readings may be assigned during the semester. There is a substantial amount of reading for this course, particularly in the first eight weeks of the semester. To accomplish all of it, you will need to plan your schedule carefully. Short quizzes on the readings may be given. In addition, at various points during the semester, you will be asked to complete brief written tasks or to research and provide information for use during class time. Completion of these tasks affects your ability to participate fully in this course.

(Diversity and the Helper

Purpose: To learn about the ways in which various aspects of client diversity (e.g., racial, religious, ethnic, gender, age, and sexual orientation) influence the helping relationship.

Guidelines: Start by identifying an appropriate reading (i.e., reputable periodical article, research journal article, book chapter) about the selected characteristic and talking (not e-mailing) with a professional helper who has worked with clients with this diverse characteristic. Prepare a one-sheet, double-sided fact sheet handout for each class member with two copies for me. Be creative in your format and contents. This handout should minimally include:

▪ Useful facts about the topic that might include defining characteristics, demographic and statistical data, common misperceptions with correct information, and the like.

▪ A helpful hints section which could address effective counseling techniques, pointers, or tips to keep in mind when working with these diverse clients.

▪ A brief summary of the reading you selected and its APA citation.

▪ A highlight or two from your interview.

▪ An annotation of a non-commercial website that provides information about this diverse population. The website must address at least two of the three age groups that we are concerned with in this program: elementary school students, secondary school students, and college students. Remember that these ages are not necessarily fixed, particularly as we consider secondary school and college students. Include the APA citation for this website.

▪ An annotation of a non-commercial website for a related professional organization or committee, commission, or group within a professional organization that provides services for or information about your selected group. Include the APA citation for this website.

On the day your assignment is due, come prepared to facilitate an engaging discussion on your aspect of diversity during the 15 minutes of the class devoted to this topic. Do not read your notes or handout to us. Instead, choose a few key points and involve the group in discussion. Engaging discussion will focus on difficult issues; controversies; counseling techniques, approaches, or theories; current news; or legal challenges rather than “What do you think about this aspect of diversity?” or “What has been your experience with people in this cultural group?”

(Audiotapes and Videotapes

Students will engage in three counseling sessions with a client. The first two sessions must be audio-recorded and transcribed by the student; the third session must be video-recorded. In addition, students will submit a written self-evaluation of their application of helping skills for all three sessions. Additional details will be provided in class.

To be fair to all students, each student must attend class for final presentations during the last weeks of the semester to receive course credit.

Both audiotapes and the videotape must be of an adult discussing an actual personal concern. No acting or “made-up” concerns will be accepted for these assignments. Clients for these assignments can be obtained through a pool of undergraduate students enrolled in several undergraduate psychology classes who will earn extra credit for their participation. You may select other individuals for these assignments; however, they must NOT be a relative, spouse, romantic partner, or friend.

Evaluation

20% Participation

10% Diversity and the Helper

30% Audiotapes (two required) including transcription and written self-evaluation (15% each)

40% Videotape with written self-evaluation

Your final grade in the course is based on grades received on individual assignments and your contributions to in-class activities and discussions.

About grading: An “A” product is excellent—very strong in every sense. It represents a very solid job in addressing all aspects of the assignment, shows complex thinking and insight, demonstrates appropriate application of counseling techniques or reflects graduate-level writing (including introductory and concluding comments and appropriate transitions linking various sections), displays careful and balanced reflection concerning strengths and weaknesses as a counseling practitioner, and is free of errors (e.g., APA, grammar, spelling, syntax, logic, organization, clarity, style). A “B” product is good. It has some weaknesses in one of more of these areas but captures the essential elements of the assignment. Lower grades are assigned to products with more significant weaknesses in the areas noted above and do not reflect the quality expected in graduate-level studies.

Incompletes are not given except for major emergencies (e.g., hospitalization) late in the term and only after consultation and mutual agreement upon a contract specifying when the work will be completed. Incompletes will not be granted simply because more time is desired to complete the assignments or one wishes to complete the course during a subsequent semester.

Academic Integrity

From the Bloomsburg University Academic Integrity Policy: “Academic integrity refers to the adherence to agreed upon moral and ethical principles when engaging in academic or scholarly pursuits. The university's academic integrity policy is part of an effort to nurture a community where trust, honesty, and personal integrity guide all of our dealings with one another.” It is expected that students will not engage in the following behaviors: cheating; plagiarism; fabrication; misrepresenting circumstances; impersonation; obtaining an unfair advantage; aiding and abetting academic dishonesty; falsification of records and official documents; or unauthorized access to computerized academic or administrative records or systems. Please note that you may not submit an assignment that has been or will be submitted for another course. For the full policy on academic honesty, see Please consult me if you are unsure of your responsibilities.

Policies and Reminders

▪ If you have a documented disability, are registered with the Office of Social Equity (), and are entitled to accommodations, please inform me as soon as possible so we can make appropriate arrangements.

▪ If you will miss class due to a religious observance, please notify me as soon as possible.

▪ Announcements will be distributed via e-mail. Please check your account regularly.

▪ If you bring a cell phone or other electronic device to class, please assure that is it either off or on silent mode. If you have an unusual situation during which you may need to take a call during class, please let me know before class begins if possible and slip out quietly to talk. Texting during class is distracting and should not occur.

August 21, 2009 – Syllabus and schedule subject to revision with notice.

©Denise L. Davidson

Semester Schedule

Tentative schedule and readings. Additional readings will be assigned as necessary. This schedule may be modified to fit the needs of the class. [BB] indicates reading is available via Blackboard.

| | |

|Date |Topic, Readings, and Assignments |

|Week 1 |Course Introductions and Expectations |

|September 3 |An Introduction to Helping |

| |American College Health Association. (2009). American College Health Association national college health assessment II: |

| |Reference group data report fall 2008. Baltimore, MD: Author.[BB] – Skim for counseling related information |

| |APA Manual, Chapter 3 |

| |Hill: Chapters 1 & 2 |

| |Due: Information Sheet [BB] and Self Awareness Questionnaire [BB] |

|Week 2 |Legal and Ethical Issues |

|September 10 |The Three Stage Model |

| |American Counseling Association Code of Ethics [To be distributed in class and available on BB] |

| |Corey, G., Corey, M. S., & Callanan, P. (2007). Issues and ethics in the helping professions (7th ed.). Belmont, CA: |

| |Thomson Brookes/Cole. Chapter 6: Confidentiality: Ethical and legal issues (pp. 206-258). [BB] |

| |Hill: Chapter 3 |

| |Bring: A copy of an informed consent form for counseling services |

| |Submit: One legal or ethical question via e-mail by 9 am |

|Week 3 |The Exploration Stage: Attending, Listening, and Observing |

|September 17 |Awareness of Self and Others |

| |Hill: Chapters 4 & 5 |

| |Pedersen, P. (1987). Ten frequent assumptions of cultural bias in counseling. Journal of Multicultural Counseling and |

| |Development, 15(1), 16-24. [BB] |

|Week 4 |The Exploration Stage: Exploring Thoughts & Feelings; Integration |

|September 24 |The Use of Self-Disclosure |

| |Hill: Chapters 6, 7, & 8 |

| |Zur: Chapter 9 |

|Week 5 |The Insight Stage: Awareness and Insight |

|October 1 |Hill: Chapters 9, 10, & 11 |

| |Due: Tape #1, transcript, & self-evaluation |

|Week 6 |The Insight Stage: Immediacy; Integration |

|October 8 |Hill: Chapters 12 & 13 |

|Week 7 |Crisis Intervention and Suicidal Clients |

|October 15 |Riethmayer, J. (2005). The impact of trauma: How best to help. In G. R. Walz & R. K. Yep (Eds.), Vistas: Compelling |

| |perspectives on counseling 2005, (pp. 219-228). Alexandria, VA: American Counseling Association. Retrieved August 15, |

| |2009, from |

| |Sandoval, J., Scott, A. N., & Padilla, I. (2009). Crisis counseling: An overview. Psychology in the Schools, 46(3), |

| |246-256. DOI: 10.1002/pits.20370 [BB] |

| |Westefeld, J. S., Button, C., Haley, J. T., Jr., Kettmann, J. J., McConnell, J., Sandil, R., et al. (2006). College |

| |student suicide: A call to action. Death Studies, 10(30), 931-956. DOI: 10.1080/07481180600887130 [BB] |

|Week 8 |The Action Stage |

|October 22 |Hill: Chapters 14 through 17 |

|Week 9 |Integration of the Stages |

|October 29 |Hill: Chapter 18 |

| |Due: Tape #2, transcript, & self-evaluation |

|Week 10 |Helping Relationship Termination & Closure |

|November 5 |A Return to Ethics |

| |Zur: Chapters 10 through 12 |

|Week 11 |Counselor/Client Boundaries |

|November 12 |Review: American Counseling Association Code of Ethics [BB] |

| |Kottler, J. A. (2003). On being a therapist (3rd ed.). San Francisco, CA: Jossey-Bass. Chapter 5: Patients who test our |

| |patience (pp. 119-145). [BB] |

| |Zur: Chapters 1,2, & 4 |

|Week 12 |Final Tape Presentations (4) |

|November 19 | |

| |Due: Videotape and self-evaluation |

|Week 13 |No Class - Thanksgiving Break |

|November 26 | |

|Week 14 |Final Tape Presentations (3) |

|December 3 | |

| |Due: Videotape and self-evaluation |

|Week 15 |Final Tape Presentations (3) |

|December 10 | |

| |Due: Videotape and self-evaluation and final Self-Assessment |

|Week 16 |Professional Development and Continuing Education |

|December 17 |Course Evaluation and Closure |

| | |

| |Due: Course evaluation and Personal Reflection |

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