Course Syllabus CED 510 Introduction To Counseling .
1Course SyllabusCED 510 – Introduction to CounselingCOUNSELOR EDUCATION PROGRAMDepartment of Human ServicesSouth Carolina State UniversityOrangeburg, South CarolinaInstructor: Philip M. Scriven, Ph.D.Office Number: Turner Hall D-Wing Room 337Email: pscriven@scsu.eduTelephone Number:Office Hours: 3-5:00pm Monday, Tuesday and ThursdayNCATE/ Department of Education Theme:"The Professional Educator as an Effective Performer, Reflective DecisionMaker and Humanistic Practitioner.”REQUIRED TEXT:Guindon, M. H. (2011). A counseling primer: An introduction to the profession. New York,NY: Routledge.Corey, G. and Corey, M. (2010). Becoming a helper. New York, NY: Cengage LearningCOURSE DESCRIPTION:This course is an introduction to the counseling profession which operates in a variety ofsettings. The course examines the development and history of the counseling profession, basicconcepts of counseling, and the role and function of the school counselor and other counselingprofessionals and the settings in which they work.COURSE OVERVIEW:This course provides a comprehensive introduction to the counseling profession in general andthe duties and responsibilities of counselors functioning in various clinical settings including
2school settings. All class sessions will be conducted through lecture/discussions, small groupactivities, and videos.COURSE RATIONALE:The course is designed to provide pre-service helping professionals an overview of thecounseling profession with emphasis on the expectations and demands of ethically andeffectively working with others. The course will provide students the chance to explore thehelping profession and determine if it is the appropriate career path. Because counselees areasked to examine their behavior to understand themselves more fully during counseling, studentsare required to do likewise in this class. Forming a sense of ethical awareness and learning toresolve professional dilemmas is a task facing all helpers. As such, students will be exposed tothe intricacies of legal and ethical decision making.This course emphasizes the importance of helpers knowing themselves. Through activities andassignments inside and outside the classroom, students will have the opportunity to gain valuableknowledge about why they are choosing to become counselors. These experiences andassignments associated with this course are consistent with the theme which undergirds theSchool of Education (SOE) conceptual framework: THE PROFESSIONAL EDUCATOR ASAN EFECTIVE PERFORMER, REFLECTIVE DECISION MAKER, ANDHUMANISTIC PRACTITIONER.INSTITUTIONAL OUTCOMES:The content area of Introduction to Counseling develops effective performers capable ofdemonstrating comprehensive knowledge in content areas and the implementation of thatknowledge reflecting consistency with institutional, state and national standards.Reflective decision makers demonstrate the ability to make insightful and well-informeddecisions intended to assist clients/students in the alleviation of their presenting issues to achievetheir desired treatment goals/outcomes. Reflection is imperative in the helping process. Studentswill be required to constantly critique assumptions about themselves and others, and to considerhow these assumptions affect the helping process. There will be a continuous exercise inreflection of goals, values, beliefs, and assumptions.Humanistic practitioners can work effectively with all students regardless of age, color, culture,disability, ethnic group, gender, race, religion, sexual orientation, marital status orsocioeconomic status. They demonstrate sensitivity to all students’ counseling needs.
3LEARNING OBJECTIVES:CACREP (2009) Standards comprised in this course:STANDARD LISTINGLearning Objective/StandardKnowledge1. Knows the history andphilosophy of thecounseling profession,including significantfactors and events(CACREP Sec. II G 1.a.).2. Understand theprofessional roles,functions, andrelationships with otherhuman services providers(CACREP Sec. II s: A counseling primer: Anintroduction to the profession(Guindon, 2011)Activity:Membership in AmericanSchool Counseling Association(ASCA), South CarolinaCounseling Association(SCCA) and South CarolinaSchool Counseling Association(SCSCA).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) 3. Obtain technologicalcompetence and computerliteracy.4. Students understandprofessionalorganizations, includingmembership benefits,activities, services tomembers, and currentissues (CACREP Sec. IIG 1.f.).5. Understand professionalcredentialing, includingcertification, licensureand accreditationpractices and standards,Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011)Activity:Membership in AmericanSchool Counseling Association(ASCA), South CarolinaCounseling Association(SCCA) and South CarolinaSchool Counseling Association(SCSCA).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011)Activity:Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricProvide verification ofmembership in counselingorganizations.Group Chapter PresentationRubricMid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricProvide verification ofmembership in counselingorganizations.Group Chapter PresentationRubric Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricProvide verification ofmembership in counselingorganizations Mid-term ExamProvide verification ofmembership in counselingorganizations
4and the effects of publicpolicy on these issues(CACREP Sec. II G 1.g.).Membership in AmericanSchool Counseling Association(ASCA), South CarolinaCounseling Association(SCCA) and South CarolinaSchool Counseling Association(SCSCA).6. Be informed of ethicalReadings:standards of ASCA, ACA A counseling primer: Anand related entities, andintroduction to the professionapplications of ethical and(Guindon, 2011)legal considerations in American School Counselingprofessional counselingAssociation Ethical Standards(CACREP Sec. II G1.j.).(2010).Activity: Role Playing Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricProvide verification ofmembership in counselingorganizationsGroup Chapter PresentationRubric7. Examine multiculturaland pluralistic trends,including characteristicsand concerns between andwithin diverse groupsnationally andinternationally (CACREPSec. II G2.a).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Moore-Thomas & Day-Vines(2010)Activity: Role Playing Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricIn-class Role PlayingGroup Chapter PresentationRubric8. Know individual, couple,family, group, andcommunity strategies forworking with diversepopulations and ethnicgroups (CACREP Sec. IIG2.d.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Moore-Thomas & Day-Vines(2010)Activity: Role Playing Akeelah and The Bee in-classactivity. Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricIn-class Role PlayingGroup Chapter PresentationRubric9. Understands role andprocess of theprofessional counseloradvocating on behalf ofthe profession (CACREPSec. II G1.h.).10. Understand advocacyprocesses needed toaddress institutional andsocial barriers (CACREPSec. II G1.i.).Readings: A counseling primer: Anintroduction to theprofession (Guindon, 2011) Self-Reflective Paper RubricGroup Chapter PresentationRubricReadings: A counseling primer: Anintroduction to theprofession (Guindon, 2011)Activity: Akeelah and The Bee Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper Rubric
511. Comprehend thecounselors’ roles in socialjustice, advocacy andconflict resolution,cultural self-awareness,the nature of biases,prejudices, processes ofintentional andunintentional oppressionand discrimination, andother culturally supportedbehaviors that aredetrimental to the growthof the human spirit, mind,or body (CACREP Sec. IIG 2.e, f.).12. Be able to identifytheories of multiculturalcounseling, theories ofidentity development, andmulticulturalcompetencies (CACREPSec. II G2.c.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Kiselica & Robinson (2001);Bemak & Chung (2005);Bemak & Chung (2008);Moore-Thomas & Day-Vines(2010); Trusty & Brown(2005) American School CounselingAssociation Ethical Standards(ASCA, 2010) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricIn-class Role PlayingGroup Chapter PresentationRubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Kiselica & Robinson (2001);Bemak & Chung (2005);Bemak & Chung (2008);Moore-Thomas & Day-Vines(2010); Trusty & Brown(2005) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper Rubric13. Students will discernwhether a helping careeris right for them.Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper Rubric14. Know the behaviors andattitudes of an effectivehelper (CACREP Sec. IIG5.b.)Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) 15. Students will realize theirmotivation for pursuing ahelping career.Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Final ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricIn-class Role PlayingGroup Chapter PresentationRubricSelf-Reflective Paper Rubric16. Students will maintainthat continuing educationis a necessity in thehelping profession(CACREP Sec. II G1.g.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) American School CounselingAssociation Ethical Standards(ASCA, 2010) Self-Reflective Paper RubricProvide verification ofmembership in counselingorganizationsCurrent Trends Paper Rubric
6 The South CarolinaComprehensiveDevelopmental Guidance andCounseling Program Model(2008).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper RubricCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Final ExamIn-class Role Playing19. Students will know typesof difficult clients.Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper RubricCurrent Trends Paper Rubric20. Students will appreciatethe impact of values inthe counseling process.Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper Rubric21. Students will understandthe multiculturalismperspective in the helpingprofession (CACREPSec. II G2.a.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Kiselica & Robinson (2001);Bemak & Chung (2005);Bemak & Chung (2008);Moore-Thomas & Day-Vines(2010); Trusty & Brown(2005) American School CounselingAssociation Ethical Standards(ASCA, 2010)Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) American School CounselingAssociation Ethical Standards(ASCA, 2010)Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper Rubric Mid-term ExamSelf-Reflective Paper RubricGroup Chapter PresentationRubric Mid-term Exam17. Students will comprehendthe significance of familyof origin and theconnection to currentbehavior patterns.18. Students will describe thestages of helping(CACREP Sec. II G5.b.).22. Students will know thesignificance ofestablishing personal andprofessional boundaries(CACREP Sec. II G1.j.).23. Students will knowtheories of groupcounseling and basicconcepts associated withgroup work, including
7group leadership styles(CACREP Sec. II G6.a.,b, c).24. Students will be able torecognize sources andsigns of stress (CACREPSec. II G6.a.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) 25. Students will know basicideas and approaches tostress management(CACREP Sec. II G1.d.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricProvide verification ofmembership in counselingorganizationsSelf-Reflective Paper Rubric26. Students will understandthe importance of anorientation to wellnessand prevention whendiscussing goals withcounselees. (CACREPSec. II G5.a.)27. Students will understandattitudes, beliefs,understandings, andacculturative experiencesto foster understanding ofself and culturally diverseclients (CACREP Sec. IIG2.b.)28. Students will recognizecounselor characteristicsand behaviors influencingthe helping process(CACREP Sec. II G5.b.)29. Students will learnessential interviewing andcounseling skills(CACREP Sec. II G5.c.)Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricGroup Chapter PresentationRubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper RubricFinal ExaminationGroup Chapter PresentationRubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Final Examination30. Students will learn asystems perspective thatprovides understandingclients’ families(CACREP Sec. II G5.e.)31. Students will becomeinformed about theoriesof individual and familydevelopment andtransition across the lifespan (CACREP Sec. IIReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamCurrent Trends Paper Rubric
8G3.a.)32. Students will beintroduced to counselingtheories that provide thestudent with models toconceptualize clientpresentation and that helpthe student selectappropriate counselinginterventions. (CACREPSec. II G5.d.)33. Students will beintroduced to a generalframework forunderstanding andpracticing consultationSkills1. Students will analyzetheir attitudes and beliefsabout helping throughself-assessmentassignments (CACREPSec. II G5.b.).2. Demonstrate beginningskills necessary forconducting literatureresearch and writinggraduate research papers(CACREP Sec. II G8.a. &b.).3. Assess effective andineffective helping(CACREP Sec. II G5.b.).Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-Term ExamReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Current Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper RubricCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper RubricCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) In-class Role Playing4. Demonstrate theunderstanding of typesand methods ofcounseling service anddelivery and deliverysettings (CACREP Sec. IIG1.b.)5. Select appropriate waysof dealing with difficultclientsReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Current Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Self-Reflective Paper RubricCurrent Trends Paper Rubric6. Demonstrate ability toassess and clarify valuesand identify how valuesReadings: A counseling primer: Anintroduction to the profession Self-Reflective Paper Rubric
97.1.2.3.4.are likely to influence thehelping relationship(CACREP Sec. II G.5.b.).Students will learnessential interviewing andcounseling skills(CACREP Sec. II G5.c.)DispositionDescribe the history,current status, and futuredirections of thecounseling profession in arapidly changing, diversesociety (CACREP Sec. IIG.1.a.).Understand the roles,functions, andcharacteristics ofcounselors (CACREPSec. II G.1.b.).Analyze the knowledgebase, skills, andcharacteristics required ofa professional schoolcounselor in relation tohis/her own knowledge,skills, and characteristicsUnderstand client needsand helping processes(CACREP Sec. II G.5.a.).5. Identify current issuesand concerns incounseling or counseloreducation and investigateand describe these issuesin detail (CACREP Sec.II G.1.f. & g.).6. Understand the ethicaland legal responsibilitiesof the professional schoolcounselor (CACREP Sec.II G.1.j.).7. Examine the ethicaldecision making processand demonstrate thisprocess (CACREP Sec. IIG.1.j.).8. Make a commitment to(Guindon, 2011) Readings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamSelf-Reflective Paper RubricCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) In-class Role PlayingReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Current Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamCurrent Trends Paper RubricReadings: A counseling primer: Anintroduction to the profession(Guindon, 2011) Mid-term ExamCurrent Trends Paper RubricReadings: Provide verification of
10professional developmentand leadership A counseling primer: Anintroduction to the profession(Guindon, 2011)9. Students will learnessential interviewing andcounseling skills(CACREP Sec. II G5.c.)membership in counselingorganizations COURSE REQUIREMENTS:Participation and Reflective Journal20 pointsSelf-Reflective Paper Rubric30 pointsCurrent Trend/Issue Research Paper30 pointsGroup Chapter Presentation20 pointsMid-term Examination30 pointsFinal Examination30 pointsGRADING SCALE:A—146-160 pointsB—130-145 pointsC—115-129 pointsD—100-114 pointsF—100 points and belowParticipation and Reflective Journal—each student should read prior to class and comeprepared to contribute to the classroom discussion. While there will be lecturing in thiscourse, class discussion will be a critical component of this class. As such, each student isexpected to take an active part in the weekly discussions. The reflective journal is anassignment utilized to record your reactions to the class material/topics (e.g., ethical decisionmaking, social justice, diversity, etc.), and how they pertain to your development as a graduatestudent and aspiring professional school counselor. In particular, your reflective journal entriesshould include your responses (e.g., cognitive, emotional) to the material you read and how thatmaterial has either altered slightly, reinforced, or completely changed your beliefs aboutcounseling and your ability to perform the duties of a counselor. You will submit your journalentries each week. From the outset of class, each student receives full participation points(20 points). However, a point will be deducted from your participation points each time astudent does not post their reflections on the assigned readings for the corresponding classto Blackboard.
11Self-Reflective Paper Rubric—one of the primary characteristics of an effective professionalcounselor is the ability to engage in critical self-reflection. In this paper students will beexpected to explore and discuss their primary and secondary motivations for becoming a memberof the school counseling profession. Students should also be prepared to discuss their ownvalues and beliefs and how these values and beliefs shape their understanding of what it means tobe an effective school counselor. Students will also be required t
Developmental Guidance and Counseling Program Model (2008). 17. Students will comprehend the significance of family of origin and the connection to current behavior patterns. Readings: A counseling primer: An introduction to the profession (Guindon, 2011) Self-Reflective Paper Rubric C
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Faculty Guide for Developing Course Syllabus 2 SYLLABUS CHECKLIST NOTE: THE ORDER OF SYLLABUS COMPONENTS PRESENTED BELOW IS NOT A REQUIRED ORDER TO FOLLOW. THIS CHECKLIST REFLECTS COMPONENTS THAT SHOULD BE INCLUDED IN THE COURSE SYLLABUS. FACULTY WILL DETERMINE THE ORDER OF THE SYLLABUS COMPONENTS. Course ID and Instructor Information _ 1.
