Foundations of Clinical Mental Health Counseling
(COUN 5655)
Instructor:
Office:
Phone/voice mail:
E-mail:
Office hours:
Textbook & readings:
Gerig, M. S. (2014). Foundations for clinical mental health counseling: An introduction to the profession
(2nd Ed.). Upper Saddle River, NJ: Prentice Hall, Inc.
The instructor will also assign readings pertaining to mental health related issues which can be accessed
from government and other websites.
Course description:
This course is intended to offer an introduction to the profession of clinical mental health counseling.
You will be exposed to the historical, philosophical, societal, economic, and political dimensions of
mental health counseling. The focus will be on fostering your knowledge and professional identity by
increasing awareness of various roles and duties of professional mental health counselors as well as
learning how they interact with professionals from other disciplines within the mental health field.
The course provides an overview of the issues, needs, populations, skills, and models in mental health
settings with an emphasis on prevention and wellness. You will also learn about the organization and
administration of mental health services. Finally, you will learn about professional issues that are
unique to clinical mental health counseling, including national recognition of the field, reimbursement,
core provider status, and access to and practice privileges within managed care systems. The role of
ethical and legal issues and racial, ethnic, socioeconomic status, development, gender, and religion in
the context of clinical mental health counseling will also be discussed.
Student learning outcomes:
COUN 5655 Foundations of Clinical Mental Health Counseling
2009 CACREP Standards
Standard #
II-G-1-c
Core Curricular
Category
Professional
Orientation & Ethical
Practice
Standard
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;
Foundations of Clinical Mental Health Counseling
Learning Activities
& Experiences
Lecture, course
notes & readings;
Psychological First
Aid activity;
Community-based
program proposal;
Exam
Page 1
II-G-1-i
Professional
Orientation & Ethical
Practice
advocacy processes needed to address institutional and
social barriers that impede access, equity, and success for
clients; and
II-G-1-j
Professional
Orientation & Ethical
Practice
ethical standards of professional organizations and
credentialing bodies, and applications of ethical and legal
considerations in professional counseling.
II-G-2-e
Social & Cultural
Diversity
counselors’ roles in developing cultural self-awareness,
promoting cultural social justice, advocacy and conflict
resolution, and other culturally supported behaviors that
promote optimal wellness and growth of the human spirit,
mind, or body; and
Lecture, course
notes & readings;
Exam; Threaded
Discussion
II-G-5-a
Helping Relationships
an orientation to wellness and prevention as desired
counseling goals;
Lecture, course
notes & readings;
Community-based
program proposal;
Exam
II-G-5-g
Helping Relationships
crisis intervention and suicide prevention models, including
the use of psychological first aid strategies.
Lecture, course
notes & readings;
Application of
psychological first
aid activity;
Community-based
program proposal;
Exam
II-G-8-d
Research & Program
Evaluation
principles, models, and applications of needs assessment,
program evaluation, and the use of findings to effect
program modifications;
Lecture, course
notes & readings;
Exam; Communitybased program
proposal project
II-G-8-e
Research & Program
Evaluation
the use of research to inform evidence-based practice; and
Lecture, course
notes & readings;
SAMHSA evidencebased program
proposal
Standard #
CMHC-A-1
CMHC-A-2
Clinical Mental Health
Counseling
Foundations –
Knowledge
Standard
Understands the history, philosophy, and trends in clinical
mental health counseling
Foundations –
Understands ethical and legal considerations specifically
Foundations of Clinical Mental Health Counseling
Lecture, course
notes & readings;
Exam; Threaded
Discussion
Lecture, course
notes & readings;
Exam; Threaded
Discussion
Learning Activities
& Experiences
Lecture, course
notes & readings;
History of Mental
Health Counseling
assignment; Exam
Lecture, course
Page 2
Knowledge
related to the practice of clinical mental health counseling
notes & readings;
Discussion board;
Community-based
program proposal;
Exam
CMHC-A-3
Foundations –
Knowledge
Understands the roles and functions of clinical mental health
counselors in various practice settings and the importance of
relationships between counselors and other professionals,
including interdisciplinary treatment teams
Lecture, course
notes & readings;
Discussion board;
Community-based
program proposal;
Exam
CMHC-A-4
Foundations –
Knowledge
Knows the professional organizations, preparation
standards, and credentials relevant to the practice of clinical
mental health counseling
Lecture, course
notes & readings;
Exam
CMHC-A-5
Foundations –
Knowledge
Understands a variety of models and theories related to
clinical mental health counseling, including the methods,
models, and principles of clinical supervision
Lecture, course
notes & readings;
Community-based
program proposal;
Exam
CMHC-A-7
Foundations –
Knowledge
Is aware of professional issues that affect clinical mental
health counselors (e.g., core provider status, expert witness
status, access to and practice privileges within managed care
systems)
Lecture, course
notes & readings;
Discussion board;
Community-based
program proposal;
Exam
CMHC-A-8
Foundations –
Knowledge
Understands the management of mental health services and
programs, including areas such as administration, finance,
and accountability
Lecture, course
notes & readings;
Community-based
program proposal;
Exam
CMHC-A-9
Foundations –
Knowledge
Understands the impact of crises, disasters, and other
trauma-causing events on people
Lecture, course
notes & readings;
Exam
CMHC-A-10
Foundations –
Knowledge
CMHC-B-1
Foundations – Skills &
Practices
Understands the operation of an emergency management
system within clinical mental health agencies and in the
community
Demonstrates the ability to apply and adhere to ethical and
legal standards in clinical mental health counseling
Lecture, course
notes & readings;
Exam
Lecture, course
notes & readings;
Discussion board;
Community-based
program proposal;
Exam
CMHC-B-2
Foundations – Skills &
Practices
Applies knowledge of public mental health policy, financing,
and regulatory processes to improve service delivery
Lecture, course
notes & readings;
Foundations of Clinical Mental Health Counseling
Page 3
opportunities in clinical mental health counseling
Community-based
program proposal;
Exam
CMHC-C-1
Counseling, Prevention
& Intervention Knowledge
Describes the principles of mental health, including
prevention, intervention, consultation, education, and
advocacy, as well as the operation of programs and
networks that promote mental health in a multicultural
society
Lecture, course
notes & readings;
Discussion board;
Advocacy
assignment;
Community-based
program proposal;
Exam
CMHC-C-3
Counseling, Prevention
& Intervention Knowledge
Knows the models, methods, and principles of program
development and service delivery (e.g., support groups, peer
facilitation training, parent education, self-help)
Lecture, course
notes & readings;
Discussion board;
Community-based
program proposal;
Exam
CMHC-C-5
Counseling, Prevention
& Intervention Knowledge
Understands the range of mental health service delivery—
such as in-patient, out-patient, partial treatment and
aftercare—and the clinical mental health counseling services
network.
Lecture, course
notes & readings;
Discussion board;
Exam
CMHC-C-6
Counseling, Prevention
& Intervention Knowledge
Understands the principles of crisis intervention for people
during crises, disasters, and other trauma-causing events
Lecture, course
notes & readings;
Application of
Psychological First
Aid assignment;
Community-based
program proposal;
Exam
CMHC-C-8
Counseling, Prevention
& Intervention Knowledge
Recognizes the importance of family, social networks, and
community systems in the treatment of mental and
emotional disorders
Lecture, course
notes & readings;
Discussion board;
Exam
CMHC-C-9
Counseling, Prevention
& Intervention Knowledge
9. Understands professional issues relevant to the practice of
clinical mental health counseling
Lecture, course
notes & readings;
Discussion board;
Exam
CMHC-D-3
Counseling, Prevention
& Intervention – Skills
& Practices
Promotes optimal human development, wellness, and
mental health through prevention, education, and advocacy
activities
Lecture, course
notes & readings;
Advocacy
assignment;
Community-based
program proposal;
Exam
Foundations of Clinical Mental Health Counseling
Page 4
CMHC-E-1
Diversity & Advocacy –
Knowledge
Understands how living in a multicultural society affects
clients who are seeking clinical mental health counseling
services
Lecture, course
notes & readings;
Community-based
program proposal
CMHC-E-2
Diversity & Advocacy –
Knowledge
Understands the effects of racism, discrimination, sexism,
power, privilege, and oppression on one’s own life and
career and those of the client
Lecture, course
notes & readings;
Community-based
program proposal
CMHC-F-2
Diversity & Advocacy Skills & Practices
Advocates for policies, programs, and services that are
equitable and responsive to the unique needs of clients
Lecture, course
notes & readings;
Advocacy
assignment;
Community-based
program proposal
CMHC-I-2
Research & Evaluation Knowledge
Knows models of program evaluation for clinical mental
health programs
Lecture, course
notes & readings;
Community-based
program proposal;
Exam
CMHC—J-1
Research & Evaluation
– Skills & Practices
Applies relevant research findings to inform the practice of
clinical mental health counseling
Lecture, course
notes & readings;
Community-based
program proposal
CMHC—J-2
Research & Evaluation
– Skills & Practices
Develops measurable outcomes for clinical mental health
counseling programs, interventions, and treatments
Lecture, course
notes & readings;
Community-based
program proposal
CMHC—J-3
Research & Evaluation
– Skills & Practices
Analyzes and uses data to increase the effectiveness of
clinical mental health counseling interventions and programs
Lecture, course
notes & readings;
Community-based
program proposal
Course structure:
This is a hybrid course meaning that a small portion of the course is spent in direct face-to-face contact
with the professor and your classmates while the majority is spent completing Internet-based and
related activities. The class meets in person on 3 dates.
When the class meets in person, it will consist of lecture and discussion activities as well as small group
exercises. It is important that you participate in discussions when given the opportunity to do so by the
instructor as well as be open to discussing issues and working constructively on projects with your
classmates. This course is a microcosm of the real world, which involves learning how to work and deal
Foundations of Clinical Mental Health Counseling
Page 5
with other people. Thus, your small group experiences can be productive or counter-productive based
on how your particular group deals with issues at hand.
The content of the online portion of the course is presented in modules which contain topic-specific
material to be covered during a particular time period. For each module, you will read the information
contained on the Foundations of Clinical Mental Health Counseling website and complete any assigned
activities associated with a module. Some of these activities will entail responding to questions
pertaining to the module material and/or readings, while other activities will include searching websites
that contain information/resources and using discussion boards to spark discussions relating to the
material for a particular week. Make it a goal to complete the module and any associated discussion
board activities or assignments by (or prior to) the date listed on the course outline (which can be
found later in this syllabus). Procrastination is the primary culprit of unsuccessful online experiences.
Course notes for the online portion of the course will be available by accessing the Foundations of
Clinical Mental Health Counseling website through D2L (i.e., https://elearn.mtsu.edu), MTSU’s portal to
university-related materials. Plan on spending 2 -3 hours/week completing course activities.
You will be expected to keep up with the readings and contribute to class discussions on an electronic
discussion board. Each module will have specific instructions for readings, outside activities, and
directions for class discussion and/or written reactions. Your input and reactions are very important to
the success of the class.
IT IS VERY IMPORTANT THAT YOU CHECK YOUR UNIVERSITY E-MAIL ACCOUNT WITHIN THE
FOUNDATIONS OF CLINICAL MENTAL HEALTH COUNSELING WEBSITE AT LEAST THREE TIMES PER
WEEK AS THIS IS THE PRIMARY METHOD BY WHICH THE INSTRUCTOR COMMUNICATES WITH
STUDENTS. (NOTE: University e-mail addresses have automatically been entered into the course
website by the Office of Information Technology and these are the addresses that must be used for the
course. The instructor will not use any other e-mail address for communication purposes.) If at any
time you feel you are having trouble keeping up, contact your professor immediately so the problem can
be addressed expediently.
Evaluation of coursework/class participation:
1. Attendance. Given that this class only meets “in person” three times, it is important that you attend
all of the campus class meetings. Indeed, small group work and classroom discussions are an important
part of this class, thus you are expected to attend class to contribute to its success. Attendance
accounts for approximately 10% of your grade. The breakdown of credit for attendance is as follows:
• Attended three complete class sessions – 20 points
• Attended two complete class sessions – 10 points
• Attended one or less complete class sessions – 0 points
If you miss more than one hour of a class on a day that the class meets in person, you will not be given
credit for attending that day’s class. If you must miss a class for an extenuating circumstance or
university-sponsored event (e.g., attending a sporting event as a member of an MTSU sports team), you
may make up the points by writing five (5) 2-page reviews of journal articles to be selected by the
instructor. Reviews must conform to the following guidelines:
Foundations of Clinical Mental Health Counseling
Page 6
•
•
•
•
•
1 inch margins on all four sides of paper
Times New Roman font
12-point character size
Double-spaced
Title and reference pages do not count as part of the 2-page requirement!
You must write ALL 5 article reviews to be eligible to receive make-up points. You may only earn makeup points once (i.e., for one missed or partially missed class). Grading will be based on clarity,
addressing the questions as outlined in the guidelines (available from The instructor), and quality of
reasoning and analysis.
2. Class participation. Discussion board activities can be found with the module materials on a week-toweek basis. You are required to post a response to a discussion board question AND respond to the
response of a classmate at least five times throughout the course of the semester (i.e., post five sets of
responses on the discussion board).
In order to receive credit for class participation, YOU WILL NEED TO DEPOSIT COPIES OF YOUR
RESPONSES IN THE APPROPRIATE DROP BOXES OF THE FOUNDATIONS OF CLINICAL MENTAL HEALTH
COUNSELING WEBSITE IN ADDITION TO POSTING YOUR RESPONSES TO THE DISCUSSION BOARD within
the time frame specified by The instructor. Whenever you deposit a copy of your response in the drop
box, please use this specific format for the title of your file:
John Doe (i.e., your name) – Module 1 (or whatever module number the question pertains to that
day) discussion board response
e.g., John Doe – Module 1 discussion board response
IMPORTANT: Simply writing a few words or a sentence and posting this to the discussion board does
not constitute proper participation (e.g., “I agree with what Ernie said.”). If it is apparent to the
instructor that you are merely posting a response for the sake of earning participation points and have
not really thought about the issue at hand, then you will not receive credit for participation. The
instructor is looking for well reasoned thoughts, opinions, positions, and/or arguments pertaining to the
question or the responses of your classmates.
Discussion Board Scoring Rubric
5 points
Discussion board responses:
• are made in time for others to read and
respond
• deliver information that is full of thought,
insight, and analysis
Foundations of Clinical Mental Health Counseling
0 points
Discussion board responses:
• may not be made in time for others to read
and respond
• are rudimentary and superficial; there is little
evidence of insight or analysis
Page 7
• make connections to previous or current
content or to real-life situations
• contain rich and fully developed ideas,
connections, or applications
• contribute few ideas, connections, or
applications
• may be off topic
Each SET of responses that is deemed worthy of credit is worth 5 points and you will be required to post
responses a minimum of five times by the specified due dates over the course of the semester (you may,
and are encouraged, to participate more than the minimal five times). You may only accumulate 5
points per discussion topic/activity, although in some cases you may end up posting more than one
response to a particular topic/activity/module. (NOTE: The instructor does not award partial credit to
students who post a response to a discussion board question, but do not respond to the response of a
classmate. In order to receive discussion board credit you must post a response to a discussion board
question AND respond to the response of a classmate within the time frame specified by the instructor.)
Class participation via responding to discussion questions accounts for approximately 10% of your grade.
Class participation points will be assigned as follows:
•
•
•
•
•
25 points – if you deposit into the drop box 5 sets of discussion board postings within the
specified time frame and the instructor deems your postings worthy of credit.
20 points – if you deposit into the drop box 4 sets of discussion board postings within the
specified time frame and The instructor deems your postings worthy of credit
15 points – if you deposit into the drop box 3 sets of discussion board postings within the
specified time frame and The instructor deems your postings are worthy of credit.
10 points – if you deposit into the drop box 2 sets of discussion board postings within the
specified time frame and The instructor deems your posting is worthy of credit.
0 points – if you deposit into the drop box 1 or less sets of discussion board postings or if The
instructor deems that your postings are not worthy of credit.
3. Exams. There will be two (2) 40-point exams which account for approximately 25% of your grade.
The exams are multiple-choice and are non-cumulative. Each exam will cover lecture material and
module readings. The exams can be accessed on the Foundations of Clinical Mental Health Counseling
website. Please record your answers to the test questions on a separate sheet as you are taking an
exam so in the event the instructor cannot obtain your score, the instructor can simply request that
you send a copy of the submitted answers.
Exams are typically available to take starting at 6:00 a.m. on a Saturday and must be taken with all
answers submitted prior to 11:00 p.m. the following day. You may take the exam any time during this
time period. You will have a limited amount of time (100 minutes) to take an exam online. Once the
100 minute time period has elapsed, you will no longer be able to submit answers, thus keep track of
how much time you have left as you take the test. In addition, once you start a test you cannot stop half
way through and finish it later so plan accordingly. The instructor will e-mail you the days and times
exams are available for completion. Click on “Grades” on the course menu each time you take an exam
to ensure your score was properly recorded by D2L.
Foundations of Clinical Mental Health Counseling
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The instructor does not schedule special times for individual students to take exams unless there are
extenuating circumstances. In addition, students who are unable to take an exam online due to
technological difficulties or whose scores do not appear/register properly under “Grades” after taking
an exam may submit their answers to the instructor by e-mail, but must do so within 24 hours of the
posted ending time for the exam (i.e., 11:00 p.m. on Sunday).
4. Class assignments:
a. SAMHSA evidence-based program assignment – In order to become more familiar with state-of-theart interventions/programs that have been implemented in mental health agencies across the United
States, you will be required to review Substance Abuse and Mental Health Administration (SAMHSA)
“evidence-based programs” and develop your own program to address a mental health need in your
community. This assignment will account for approximately 10% of your grade (30 points). The grading
rubric and instructions for the assignment can be found on the course website. (30 points)
b. Advocacy assignment – You will read an article pertaining to social justice advocacy and answer a
series of questions pertaining to the article. In addition, you will be required to write a 1 – 2 page
advocacy letter to an organization in support of some issue which affects/impacts clients. This
assignment will account for approximately 5% of your grade (10 points). Instructions for the assignment
can be found on the course website.
c. Community-based program proposal – You and your classmates will work in small groups to develop
a comprehensive proposal for a new community-based counseling program. Specifically, you will
identify a problem which needs to be addressed in a community (e.g., Murfreesboro, Nashville,
McMinnville, Shelbyville) and devise methods of addressing this problem through the development and
implementation of a community-based program. Your group will make a formal presentation of your
program toward the end of the semester. This assignment will account for approximately 30% of your
grade. (100 points) The grading rubric and instructions for the assignment can be found on the course
website.
1. Written product:
2. Oral presentation:
3. Average rating received from fellow
group members:
65 points
10 points
25 points
100 points
d. Research paper - You will be required to write a 10 – 12 page research paper on a topic relating to
the field of mental health, in general, or counseling/mental health counseling, in particular. Papers must
conform to the following guidelines:
•
•
•
•
1 inch margins on all four sides of paper
Times New Roman font
12-point character size
Double-spaced
Foundations of Clinical Mental Health Counseling
Page 9
•
Title and reference pages do not count as part of the 10 – 12 pages so the actual number of
pages will be something like 13 - 14
This assignment will account for approximately 20% of your grade. (60 points) The grading rubric and
instructions for completing the assignment can be found on the course website.
NOTE: One-quarter of the possible points that can be earned for a given assignment will be deducted
each day that an assignment is turned in late.
Grading system:
There are a total of RECALCULATE POINTS AND GRADING SCALE BELOW GIVEN THAT COMMUNITYBASED PROPOSAL IS NOW WORTH 158 POINTS! points that can be earned in this course. There is no
opportunity to earn extra credit! The following grading scale will be used to calculate students’ scores
as follows:
302 – 325
292 – 301
282 – 291
273 – 281
260 – 272
250 – 259
240 – 249
227 – 239
217 – 226
207 – 216
194 – 206
193 and below
A
AB+
B
BC+
C
CD+
D
DF
Counseling dispositions:
Students in the Professional Counseling program are required to demonstrate program dispositions (i.e.,
being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this
class and in all other academic and professional endeavors. Information regarding demonstration of
these dispositions may be communicated to program faculty and used as a component of the faculty’s
continuous evaluation of student progress. (See Professional Counseling Program Handbook for details.)
Reasonable accommodations for students with disabilities:
If you have a documented disability as described by Section 504 of the Rehabilitation Act of 1973 and
the American with Disabilities Act (ADA) and would like to request academic and/or physical
accommodations, please contact John Harris, Director, Disabled Student Services, KUC 120 (898-2783)
Foundations of Clinical Mental Health Counseling
Page 10
as soon as possible. Course requirements will not be waived, but reasonable accommodations may be
provided as appropriate.
Resources for success in graduate school:
•
•
•
•
•
•
James A. Walker Library
Distance learning librarian:
Amy York (ayork@ulibnet.mtsu.edu)
University Writing Center
University College (previously “Continuing Education & Distance Learning”)
Academic misconduct policies
Help desk (contact for D2L-related computer/access problems)
Test security
Test security is important. You MAY NOT share the contents of exams with anyone - in paper or
electronic form - including online exam sharing sites. Students who engage in this practice may be
subject to dismissal from the university.
Course Outline:
Course Outline
Date to Complete Activities
Date
Topic
• The clinical mental health
counselor and the
community counseling
model (Module #1 – read
and complete associated
activities by 1/19/14)
Foundations of Clinical Mental Health Counseling
Readings
• (NOTE: Generally speaking,
readings that are listed on a
particular date should be read
prior to that date. Some of the
readings can be found on
government and other websites
and can be accessed by simply
clicking on the name of the site
link (links are underlined below).
Other readings are posted on the
Foundations website.)
• Gerig (Chapter 3)
• Report of the Surgeon General’s
Conference on Children’s Mental
Health: A National Action Agenda
• Comprehensive Program
Development in Mental Health
Counseling
• Program Planning for Mental
Health Promotion
Page 11
• Watch video interview of Brayan
Bunyi, Department of Children’s
Services
Date
(Meet in person)
• Orientation to course
• Dyadic encounters and
introductions
• Clinical mental health
counseling: Past, present
& future (Topic #1 - The
instructor’s in-class
lecture)
• Gerig (Chapter 1 & 2)
• The President’s New Freedom
Commission on Mental Health
(pages 1 – 11; just skim the rest)
• The American Mental Health
Counselors Association: Reflection
on 30 Historic Years
• Listen to “History of Mental Health
Counseling” interview with James
Messina & answer questions
pertaining to the interview (found
on website)
• Look over American Mental Health
Counselors Association website
Date
• Outreach to vulnerable
populations / crisis
counseling (NOTE: Crisis
counseling will also be
covered in greater detail
at the end of the
semester) (Module #2 –
read and complete
associated activities by
2/1/14)
• Systems of Care: Principles &
Practice
• Watch video interview of India
Rogers, The Domestic Violence
Center
Date
• Preventive education
(Module #3 – read and
complete associated
activities by 2/8/14)
• Systems of Care: Tennessee
Model
• Watch video interview of Lyndsey
Godwin, Planned Parenthood
• Review SAMHSA’s National
Registry of Evidence-based
Programs and Practices (review 5
programs that look interesting to
you pertaining to children or
adults; see SAMHSA assignment
directions – on course website -
• Small groups should notify
The instructor of their
chosen topic for the
community-based program
proposal. In addition, each
member of a group should
decide which area of the
proposal they will complete
and the group leader should
Foundations of Clinical Mental Health Counseling
Page 12
notify the instructor who
has been assigned to which
areas. – Due 2/8/14
for details on how to look for
NREBPP information)
• Optional (especially if you are
interested in working with children
and adolescents): Check out
Blueprints for Healthy Youth
Development (which is similar to
the NREBPP website)
Date
• Client advocacy (Module
#4 - read and complete
associated activities by
2/15/14)
• Review American Counseling
Association Advocacy
Competencies
• Review Comprehensive Program
Development in Mental Health
Counseling (article from Module 1)
• Review Program Planning for
Mental Health Promotion (article
from Module 1)
Date
(Meet in person)
• Clinical mental health
counseling & the
counseling process (Topic
#2; The instructor’s inclass lecture on 2/22/14)
• Counseling stages & skills
• Clinical mental health
counselor as social change
agent (Module #5 – read
and complete associated
• Gerig (Chapter 9)
• Watch video interview of Cindy
Sneed, The Next Door (NOTE:
There are two videos of Cindy
• SAMHSA evidence-based
programs assignment – Due
2/22/14
• Small groups should
continue consulting with
one another and start
preliminary work on the
community-based proposal.
This is typically the time
when the “weak link” in the
group makes his/her
presence known. DON’T BE
THE WEAK LINK IN YOUR
GROUP!
Date
Foundations of Clinical Mental Health Counseling
Page 13
activities prior to 3/1/14)
Date
• Exam #1 – 3/8/14 (Covers
CMHC: Past, Present &
Future + Modules 1, 2, 3, 4
& 5. Client Advocacy and
Managed Care material is
not included on this exam.
EXAM IS TAKEN ONLINE)
Sneed: CindySneed &
CindySneed2; watch CindySneed2
for this module in which she
discusses services offered at The
Next Door)
• Department of HHS Administration
for Children & Families (review
information pertaining to adoption
& foster care, child abuse &
neglect, and disabilities)
• TennCare 101 presentation
(review the basics of TennCare)
• Managed care (Module #6
– read and complete
associated activities prior
to 3/8/14)
• Gerig (Chapter 10)
• Review Volunteer State Health
Plan (BCBS managed care
organization for TennCare) and
AmeriChoice (United Healthcare
managed care organization for
TennCare)
• Watch video interview of Dan
Hoyle, Pathfinders Alcohol & Drug
Treatment Facility
• Monitoring the Future: National
Results on Adolescent Drug Use
• Managing a human
services program,
community needs
assessment & program
evaluation (Module #7 –
read and complete
associated activities prior
to 3/22/14)
• Gerig (Chapter 8)
• Watch video of Karen York, Alive
Hospice
Date
Spring break
Date
• Advocacy assignment – Due
3/22/14
• Identify topic for research
paper & develop
preliminary outline for what
will be covered in the paper
Foundations of Clinical Mental Health Counseling
Page 14
Date
• Small groups will e-mail The
instructor a document
which demonstrates what
has been completed on the
community-based program
proposal up to this point in
time (i.e., draft). The
proposal should be half-way
done! If members of a
group are working
separately on their sections
of the proposal, then please
send your portion to your
small group leader who will
then send one document to
The instructor for review). –
Due 3/29/14
Date
• Gather sources for research
paper and start writing a
preliminary draft
Date
Date
(Meet in Person)
• Community-based program
proposals – Due 4/19/14
• Ethical and legal issues in
clinical mental health
counseling: Part I (Module
#8 – read and complete
associated activities prior
to 3/29/14)
• Gerig (Chapters 5 & 6)
• Review American Counseling
Association Code of Ethics (2005)
• Review American Mental Health
Counselors Association Code of
Ethics (2010)
• Ethical and legal issues in
clinical mental health
counseling: Part II
(Module #9 – read and
complete associated
activities prior to 4/5/14)
• Gerig (Chapters 5 & 6)
• Review American Counseling
Association Code of Ethics (2005)
• Review American Mental Health
Counselors Association Code of
Ethics (2010)
• Listen to the “Assessing Suicidal
Clients” podcast
• Work environments of
clinical mental health
counselors (Module #10)
• Gerig (Chapter 7)
• Watch video interview of
Christopher Hastings, Cedar Grove
Residential Treatment Center
• Community-based
program proposal
presentations
Foundations of Clinical Mental Health Counseling
Page 15
Date
•
Research paper – Due
Date
• Crisis counseling (Module
#11)
• Gerig (Chapters 11 & 12)
• Review American Association of
Suicidology website
• Review American Red Cross
Disaster Services Training
• Watch video interview of Cindy
Sneed, The Next Door (NOTE:
Watch CindySneed as opposed to
CindySneed2 for this module)
Date
•
Exam #2 – Date
(Covers Client Advocacy +
Modules 6, 7, 8, 9, 10 & 11.
EXAM IS TAKEN ONLINE)
Foundations of Clinical Mental Health Counseling
Page 16
Simple Holistic Rubric for Written Assignments/Projects (SAMHSA Assignment & Research Paper)
Category
Target/Outstanding
Characteristics of Written Assignment/Project*
•
•
•
•
•
•
•
•
•
•
•
•
Marginal/Acceptable
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Score
Approximately
Equates to
Exceptionally well written
Excellent integration, synthesis and/or analysis of ideas
Professional/high quality
Comprehensive and coherent
Logical flow and sequencing of ideas; excellent transitions from point to
point
Includes all required elements
Very clear and specific
Provides ample citations and examples to support positions taken in written
product
Excellent sentence structure
No (or very few) grammatical errors
Mastery of APA style (when required by professor)
Follows directions
9 – 10
A
Well written
Good integration, synthesis and/or analysis of ideas
Reasonably professional/high quality
Includes most required elements
Largely comprehensive and coherent
Reasonably good flow/sequencing of ideas; may have a few unclear
transitions
Lacks some clarity and/or specificity
Provides citations and examples to support most positions taken in written
product
Good sentence structure
Some grammatical errors, but does not detract from overall quality of
written product
Good use of APA style (when required by professor); some minor errors
8
B
7
C
6 and
D or F
Simplistically written
Descent presentation of ideas, but little effort to integrate, synthesize
and/or analyze ideas
Lacks “polish”/marginal quality
Superficial presentation of ideas
Lacks logical flow/sequencing of ideas; weak transitions
Lacks many required elements
Lacks much clarity and/or specificity
Lacks citations and examples to support some key positions taken in written
product
Fairly good sentence structure, but awkward phrasing detracts from written
product
Several grammatical errors, but does not seriously detract from quality of
written product
Several errors in use of APA style (when required by professor)
Follows directions (or nearly all of the directions)
Unacceptable
Poorly written
* It is possible that •some,
but not all, of the characteristics associated with a particular
category will be
below
•
Numerous writing errors
demonstrated by the •student
ontoaunderstand
written assignment/project. The professor will make a determination as to
Difficult
•
Lacks structure
which category (i.e., Target/Outstanding,
Marginal/Acceptable or Unacceptable) most closely approximates the
•
Very unclear and/or non-specific
quality of the student’s• assignment/project.
Very little flow or logical sequencing of ideas; transitions confusing or
unclear
Lacks nearly
all required
The professor may opt•to equate
rubric
scores elements
to grades in whatever way he or she deems appropriate. Suggested
•
Very few citations and examples to support most key positions taken in
rubric score-to-grade equivalents
are listed in the table above.
written product
Poor sentence structure seriously detracts from written product
Grammatical errors seriously detract from quality of written product
Does not use APA style or makes a substantial number of errors in use of
APA style (when required by professor)
Clinical
Counseling
• Mental
Does notHealth
follow directions
(or many directions)
•
•
•
Foundations of
Page 17
SAMHSA Evidence-Based Programs Assignment
Rubric Conversion Chart
Rubric Score:
Equates to:
9 or 10
8
7
6 and below
27 - 30 points
24 - 26 points
21 - 23 points
0 points
Research Paper Rubric Conversion Chart
Rubric Score Average:
9 or 10
8
7
6 and below
Equates to:
54 - 60 points
48 - 53 points
42 - 47 points
0 points
Simple Holistic Rubric for Skills & Practices (Community-based Program Proposal – written portion)
Category
Target/Outstanding
Characteristics of Skill/Practice*
•
•
•
•
•
•
Professional/high quality demonstration of skill/practice
Excellent application of theories, strategies, techniques, ideas, etc.
Integrates and effectively uses many key ideas/bits of information/data, etc.
in relation to demonstration of skill/practice
Includes key and/or required elements
Very clear, specific and/or precise
Excellent problem-solving and/or decision-making in relation to
demonstration of skill/practice
Foundations of Clinical Mental Health Counseling
Score
Approximately
Equates to
9 – 10
A
Page 18
Marginal/Acceptable
•
High level of consistency in demonstration of skill/practice
•
•
•
Reasonably professional high quality demonstration of skill/practice
Good application of theories, strategies, techniques, ideas
Integrates and uses key ideas/bits of information/data, etc. in relation to
demonstration of skill/practice
Includes most key and/or required elements
Mostly clear, specific and/or precise
Good problem-solving and/or decision-making in relation to demonstration
of skill/practice
Consistent demonstration of skill/practice
•
•
•
•
•
•
•
•
•
•
•
Unacceptable
•
•
•
•
•
•
•
Demonstration of skill/practice lacks “polish”
Fair application of theories, strategies, techniques, ideas, etc.
May use some key ideas/bits of information/data, etc., but does not
integrate them/use them in a holistic way when demonstrating skill/practice
(i.e., does not consistently demonstrate how ideas/information/data are
connected in a meaningful way)
Lacks many key and/or required elements
Lacks much clarity, specificity and/or precision
Marginal/simplistic problem-solving and/or decision-making in relation to
demonstration of skill/practice
Lacks consistency in demonstration of skill/practice
Poor demonstration of skill/practice
Poor application of theories, strategies, techniques, ideas, etc.
Uses very few key ideas/bits of information/data or integrate them when
demonstrating skill/practice (i.e., does not demonstrate how
ideas/information/data are connected in a meaningful way)
Very few key and/or required elements demonstrated
Very unclear, unspecific and imprecise
Very little or no problem-solving/poor decision-making in relation to
demonstration of skill/practice
Very little or no consistency in demonstration of skill/practice
8
B
7
C
6 and
below
D or F
* It is possible that some, but not all, of the characteristics associated with a particular category will be
demonstrated by the student on a skills/practice key assignment/activity. The professor will make a determination
as to which category (i.e., Target/Outstanding, Marginal/Acceptable or Unacceptable) most closely approximates
the quality of the student’s assignment/activity.
The professor may opt to equate rubric scores to grades in whatever way he or she deems appropriate. Suggested
rubric score-to-grade equivalents are listed in the table above.
Community-based Program Proposal
Rubric Conversion Chart (Written portion)
Rubric Score Average:
9 or 10
8
7
Foundations of Clinical Mental Health Counseling
Equates to:
58 - 65 points
52 - 57 points
45 - 51 points
Page 19
6 and below
Foundations of Clinical Mental Health Counseling
0 points
Page 20
Rubric for Oral Presentation Portion of Community-Based Program Proposal
Scoring procedure: The instructor assigns points for each category below pertaining to your oral presentation. You
should speak for approximately 5 minutes.
Student name: _________________________________________________________ Date: ________________
Category
Presentation
_____
Oral communication
_____
Eye contact
_____
Interest
_____
Audio/visual
_____
Response to questions
_____
Unacceptable
6 and below
Marginal/Acceptable
7 or 8
Target/Outstanding
9 or 10
Frequently referred to and
read directly from notes
and/or PowerPoint, which
detracted from
presentation; was not
well-prepared
Referred to and read
directly from notes and/or
PowerPoint from time to
time, but did not detract
from presentation; could
have been better
prepared
Did not read word-forword from notes and/or
PowerPoint presentation;
was well-prepared
Did not speak clearly,
correctly, and/or
confidently for much of
the presentation; made
several errors which
detracted significantly
from the presentation
Spoke clearly, correctly,
and confidently for much
of the presentation, but
made several errors which
detracted somewhat from
the presentation
Spoke clearly, correctly,
and confidently for nearly
the entire presentation;
few errors
Made poor eye contact
with audience
Maintained fairly good
eye contact, but not with
entire audience
Maintained very good eye
contact with entire
audience
Did not present material
in an informative,
interesting and/or
engaging manner
Presented material in an
informative manner, but
lacked interest and/or
engagement of audience
Presented material in an
interesting, engaging and
informative manner
Did not make use of
audio/visual aids or use of
audio/visual aids did not
enhance presentation
Made some use of
audio/visual aids which
somewhat enhanced
presentation
Made effective use of
audio/visual aids which
enhanced presentation
Answered few, if any,
questions posed by
classmates and/or
professor in a clear and
accurate manner
Answered most questions
posed by classmates
and/or professor in a clear
and accurate manner
Answered questions posed
by classmates and/or
professor in a clear and
accurate manner
Average rubric rating:
_____
Foundations of Clinical Mental Health Counseling
Page 21
Community-based Program Proposal – Oral Presentation
Rubric Conversion Chart
Average Rubric Score:
Equates to:
9.50 - 10
9.00 – 9.49
8.00 – 8.99
7.00 – 7.99
6.99 and below
10 points
9 points
8 points
7 points
0 points
Community-Based Program Proposal
Group Member Rating Scale
Directions: Rate each fellow group member (using separate rating forms for each person) on the items below using
the following scale:
Strongly Agree
5
Agree
4
Neutral
3
Disagree
2
Strongly Disagree
1
Your ratings of your classmates WILL NOT affect the grade you and your group receive on the written and oral
portions of the project. In addition, The instructor WILL NOT disclose your ratings to your fellow group members.
Your name: ___________________________________________________________________________________
Name of fellow group member you are rating: _______________________________________________________
Rating
Item
1. Your classmate participated in the initial discussions of the project (in person and/or online) to get
the project going.
2. Your classmate contributed creative and/or useful ideas that enhanced the project.
Foundations of Clinical Mental Health Counseling
Page 22
3. Your classmate suggested solutions to problems with the project (in person and/or online) as they
occurred.
4. Your classmate showed strong, yet democratic leadership (in person and/or online) during the
development and construction of the project (i.e., did not try to take over the project).
5. Your classmate did not exhibit problematic behavior (e.g., negative reactions, arguing, complaining,
etc.) throughout the course of the project.
6. Your classmate made him or herself available (in person and/or online) to work on the group
project.
7. Your classmate did his or her fair share of the work on this project.
8. Overall, your classmate was essential to the development, construction and/or presentation of your
group project.
For The
instructor:
Average
rating:
_____
Community-based Program Proposal – Group Member
Rating Conversion Chart
Average Score:
4.25 and above
3.50 – 4.24
2.75 – 3.49
2.00 – 2.74
0.00 – 1.99
Foundations of Clinical Mental Health Counseling
Equates to:
25 points
20 points
15 points
10 points
0 points
Page 23
The instructor reserves the right to modify the contents of this syllabus, if needed.
Foundations of Clinical Mental Health Counseling
Page 24