Sam Houston State University
Department of Educational Leadership and Counseling
CNE 533 – Introduction to Counseling and Guidance
Spring, 2001
Instructor:
Dr. Mary Nichter, Assistant Professor
Office No. 323, Office telephone (979) 294-3858
E-mail address: edu_msn@shsu.edu
Office Hours:
Monday
10am-2pm
Tuesday
2-4pm
Wednesday
2-4pm
Thursday
2-4pm
Other times are available by appointment
Required Text:
Gladding, S.T. (2000). Counseling, A Comprehensive
Profession. New York: Merrill.
Course Overview:
This course is designed to introduce students to the field of counseling it’s theoretical
and philosophical bases, historical antecedents, ethical issues, professional elements
and an overview of current practice environments. Areas of practice include mental
health settings, academic/career organizations, agencies, community centers, schools
and private practice.
Course Content:
The following topics will be the focus of this course:
1.
Overview and history of the profession
2.
Introduction to theories and practices of the profession
3.
Introduction to the dynamics of the therapeutic relationship
4.
Presentation of the role and responsibilities of the counselor
5.
Presentation of legal and ethical issues of the counselor and the counseling field
6.
Discussion of specialty roles associated with the profession
7.
Discussion of future trends of the profession
Examination for the Certification of Educators in Texas competencies (ExCET)
and National Counsel for Accreditation of Teacher Education (NCATE)
Information in parenthesis following each course objective and course requirement
represents the ExCET competencies and NCATE standards meet in this course.
Refer to pages 4-6 for statement of ExCET competencies and NCATE standards.
Course Objectives:
1.
To introduce graduate students to the field of counseling and guidance.
2.
To survey the major aspects of counseling which will be explored in greater
depth as student’s progress through the program. (ExCET 003.g)
3.
To assist students in developing knowledge of the history, theory, roles, ethics,
and legal concerns and trends of the profession. (ExCET 012. b, NCATE 1.7)
4.
5.
6.
To assist students in their understanding of the competencies and requirements
for State Licensure (LPC), School Certification (ExCET) and specialty
certification (NBCC) for their practice environment. (ExCET 012.a NCATE 4.1)
To assist students in their developing knowledge of identified ExCET
competencies for school counselors. (ExCET 002.c, 003.d, 003.g, 004.a, 004.b,
004.e, 004.f, 004.h, 005.b, 005.a, 005.b, 005.c, 009.a, 009.b, 009.c, 009.d,
011.a, 011.c, 012.a, 012.b, 012.c, 012.d, 012.e)
To assist students in their developing knowledge of identified NCATE
competencies for school counselors. (NCATE 1.7, 4.1, 7.2, 10.3)
Course Requirements:
1.
Discuss assigned readings in textbook and professional articles. Share learning
experiences relative to the course through class discussion and small
group activities. (ExCET 012.e)
2.
Write two reaction papers to professional journal articles (one can be an online
article). One article will be in the student’s specialty field (i.e., school counseling,
Substance Abuse Counseling, Marriage & Family Counseling, Career/Vocational
Counseling, etc. The second article will be related to legal or ethical issues in
counseling. APA format must be used for the written paper. Both papers will be
discussed in class. (ExCET 004.b, 012.a, 012.b, 012.c, 012.d, 012.e , NCATE
1.7, 7.2)
3.
Student teams will present (approximately 20 minutes) in a simple, concise, yet
creative way a counseling theory not presented by the instructor in class.
Students will need to prepare a one-page handout for the class covering the key
points of the theory. (ExCET 007.g)
4.
Students will conduct an interview with a professional working in a specialty area
in the counseling field. The interview does not have to be with someone in your
specialty area. The interviewee should explain their role, responsibilities,
population served, greatest professional challenge, describe a success story with
a client, their preparation to practice and professional plans for future
development of themselves and their practice specialty. You may ask other
questions you think will help classmates get a clear picture of this professional
position/individual (ExCET 011.a, 011.c, NCATE 10.3)
5.
Students are required to complete a mid-term and final examination.
6.
Students are required to complete computer search assignments as related to
class discussion topics.
ATTENDANCE POLICY:
Regular and punctual attendance is expected. As a practicum student you have weekly
scheduled appointments with clients, therefore, your attendance is imperative. If you must miss
class it is your responsibility to contact your clients to reschedule appointments. Students are
permitted to miss one class (3 hours) with no penalty, but a call to the professor is expected.
With a second absence, a drop of one letter grade will occur unless the student writes a letter to
the Counseling Faculty explaining the extenuating circumstances for the second absence. The
faculty will then discuss the letter in a meeting and decide if the letter grade drop will occur or if
the student is excused from that action. A drop of a letter grade will occur for each subsequent
absence.
Course Evaluation:
Specialty area paper
Theory presentation
Reaction papers (2 @ 25 points each)
Mid-term exam
Final exam
Class Participation and five-minute writings
TOTAL POINTS
Point to Grade Equivalency:
A
=
B
=
C
=
F
=
35 points
100 points
50 points
100 points
100 points
15 points
400 points
360 - 400
359 - 320
319 - 280
279 and below
Note:
This course syllabus provides a general plan for the semester. The above procedure and
content are subject to change in the event of extenuating circumstances.
Note:
A student with a documented fact which handicaps his/her performance is expected to
meet with the instructor to discuss appropriate instructional considerations to assure that
participation and achievement opportunities are not impaired. The Committee for
Academic Assistance for Handicapped Students may be contacted for further information
at extension 1720.
CNE 533
Course Schedule
Fall 1999
Date
Assignment/Activity
Textbook
August 24
Introduction to course, review syllabus
and assignments. Discuss counseling
profession.
Assignment: Visit a professional web site
for a mental health agency/counseling association,
or related organization, print and bring to class 8/31
August 31
History of and Trends in Counseling
The Effective Counselor
Assignment: Ethical/Legal Issues in
Counseling reaction paper (due 9/7)
Chapter 1
Chapter 2
September 7
Ethical and Legal Aspects of Counseling
Ethical Standards for WebCounseling
Discuss Legal/Ethical Issues in Counseling
reaction papers
Chapter 3
September 14
Counseling in a Multicultural and Pluralistic
Society
Activity: Diversity in the World (in class)
Chapter 4
September 21
Building a Counseling Relationship
Chapter 5
Working in a Counseling Relationship
Chapter 6
Activity: An Interview with a Client (in class,
Identify the type of responses made by the helper)
September 28
Termination of Counseling Relationships
Review for Midterm Exam
October 5
Midterm Exam, Chapters 1-7
Psychoanalytic/Adlerian Approaches
to Counseling
Assignment: Specialization counseling
reaction paper (due 10/12)
October 12
Chapter 7
Chapter 8
Person-Centered, Existential, and Gestalt
Chapter 9
Approaches to Counseling
Acitivity: View of Human Nature/Theoretical
Approach Checklist (in class)
Discuss reaction papers
Assignment: Interview of Professional (due 10/19)
Date
October 19
Assignment/Activity
Textbook
Rational Emotive Behavior Therapy and
Transactional Analysis
Behavioral, Cognitive-Behavioral, and Reality
Therapy
Chapter 10
Marriage and Family Counseling: Systems
Theory
Groups in Counseling
Counseling Theory Team Reports
Chapter 12
November 2
Groups in Counseling (continued)
Career Counseling over the Life Span
Counseling Theory Team Reports
Activity: Wearing Labels (in class)
Chapter 13
Chapter 14
November 9
Elementary, Middle, and Secondary School
Counseling
Mental Health, Substance Abuse, and
Rehabilitation Counseling
Counseling Theory Team Reports
Chapter 15
November 16
Consultation
Evaluation and Research
Chapter 18
Chapter 19
November 22-26
Thanksgiving Holiday
November 30
Testing, Assessment, and Diagnosis in
Counseling
Party Night
Review for final
December 7
Final Exam
October 26
Chapter 11
Chapter 13
Chapter 17
Chapter 20
ExCET Competencies for School Counselors:
The following ExCET competencies will be included in this course:
Competency 002 - Environmental Influences
002.c The school counselor recognizes school factors (e.g., condition of the
building, social and emotional climate) the affect individual's ability to succeed in
school and works with students and consults with school personnel,
parents/guardians, and community members to create an inviting, learnercentered school environment in which learners feel safe, respected, and
competent.
Competency 003 - Diversity
003.d The school counselor is aware of the relationship between culture and
personal and group values and respects the beliefs and value systems of others.
003.g The school counselor fosters a climate in which learners develop an
appreciation of their own cultures and the cultures of others and work together to
create a school community based on mutual esteem.
Competency 004 - Program Management
004.a The school counselor works collaboratively to establish goals and
objectives, prioritize functions, establish policies and procedures allocate
resources (including human and financial resources), and evaluate program
effectiveness.
004.b The school counselor coordinates the efforts of other professional who
provide services for learners in the school.
004.e The school counselor advocates for the counseling program (e.g.,
enlisting central office, campus, and community support) and helps others
understand learners' needs that must be met to ensure success in school.
004.f The school counselor also puts in place systems that promote all learners'
awareness of participation in the guidance and counseling program (e.g.,
counseling referral systems, follow-ups).
004.h The school counselor is familiar with state and national developmental
guidance models such as "The Comprehensive Guidance Program for Texas
Public Schools", "A Comprehensive Career Development Guidance Program for
Texas Schools," the College Board's "Keeping the Options Open," and the
"National Career Development Guidelines Competencies (NCDGC)."
Competency 005 - Developmental guidance program
005.a The school counselor works collaboratively with teachers and
administrators to implement a guidance program that is relevant to the lives of
learners.
005.b The school counselor uses such strategies as needs assessments to
identify program and learner goals and to ensure that the guidance curriculum
teaches and encourages responsibility.
005.c The school counselor collaborates with teachers and administrators to
ensure that responsibility for the guidance program is shared.
Competency 007 - Individual planning
007.g The school counselor applies various decision-making models and
theories of career development and career choice while helping learners work
toward their goals.
Competency 009 - Consultation and collaboration with school personnel
009.a The school counselor effectively consults with members of the school
community to help them develop better understanding of both individual behavior
and human relationships.
009.b As an advocate for learners, the school counselor collaborates with
school and district personnel to implement a strong support system for all
learners.
009.c The school counselor initiates school-wide programs (e.g., self-esteem
building, peer counseling) and works with colleagues to ensure the support and
involvement of all members of the school community in such programs.
009.d The school counselor applies his or her expertise in a variety of context
(e.g., participating as a team member on the school's decision-making team,
facilitating professional development for teachers and administrators) to promote
the well-being of the school community.
Competency 011 - School-community relationships
011.a The school Counselor coordinates the efforts and resources of the
school, the home, community agencies, and area business to serve learners.
011.b To facilitate learners' access to community resources, the school
counselor is familiar with referral processes and establishes open lines of
communication with professionals working in community programs.
Competency 012 - Ethical, legal, and professional standards
012a. The school counselor abides by state and national ethical and legal codes
(e.g., "Ethical Standards for School Counselors," "Code of Ethics and Standard
Practices for Texas Educators").
012.b The school counselor understands the importance of following district
policies and procedures as well as laws pertaining to state and federal school
programs (e.g., special education, gifted and talented, career and technology
education, bilingual-education).
012.c The school counselor treats all learners impartially, refrains from imposing
value judgments on others, safeguards client privacy and confidentiality, and
follows legal procedures (e.g., in regard to child abuse, with respect to Section
504 of the Rehabilitation Act).
012.d The school counselor is aware of factors (e.g., communication style) that
affect one's professional performance and ensures that his or her own
interventions respect the integrity of individuals and result in healthy progression
relationships.
012.e The school counselor engages in self-assessment and professional
growth through a variety of activities (e.g., affiliating with professional
organizations, attending conference and workshops, reading and contributing to
professional journals.)
NCATE Program Standards for School Counselors:
The following NCATE Program Standards will be included in this course:
Standard 1 – Professional and Ethical Leadership
1.7
Manifest a professional code of ethics and values.
Standard 4 - Professional Development and Human Resources
4.1
Work with faculty and other stakeholders to identify needs for
professional development, to organize, to facilitate and evaluate
professional development programs, to integrate district and school
priorities, to build faculty as resource, and to ensure that professional
development activities focus on improving student outcomes.
Standard 7 - Interpersonal Relationships
7.2
Use appropriate written, verbal and nonverbal communication in a variety
of situations.
Standard 10 - Community and Media Relations
10.3 Communicate effectively with various cultural, ethnic, racial, and special
interest groups in the community.