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Viewing: ECD 510 : Orientation to Professional Counseling, Identity, and Ethics

Last approved: Fri, 28 Apr 2017 08:01:46 GMT

Last edit: Fri, 28 Apr 2017 08:01:46 GMT

Catalog Pages referencing this course
Change Type
Major
ECD (Counselor Education)
510
005861
Dual-Level Course
No
Cross-listed Course
No
Orientation to Professional Counseling, Identity, and Ethics
Orient to Prof Coun
College of Education
Curriculum, Instruction & Counselor (13ECI)
Term Offering
Spring and Summer
Offered Every Year
Spring 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)
Hybrid (Online/Face to Face)
Online (Internet)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Edwin Gerler
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture2525NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC2525YesN/A
Prerequisite: 6 credits in ED or PSY
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
13CESMEDMaster of Education in College Counseling and Student DevelopmentRequired
13CESMSMaster of Science in College Counseling and Student DevelopmentRequired
13CEDUCMEDMaster of Education in School CounselingRequired
13CEDUCMSMaster of Science in School CounselingRequired
13CEAMEDMaster of Education in Clinical Mental Health CounselingRequired
13CEAMSMaster of Science in Clinical Mental Health CounselingRequired
This course examines (1) the purpose of counseling, (2) the historical context for counseling, (3) the basic principles of major counseling theories, and (4) the practice of counseling in various professional settings.

Change in course title and description to reflect title change to reflect 2016 CACREP requirements.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of EducationN/A
Class discussions, group work, reflection, online lessons, in-class demonstrations, role-play, internet development activities, lecture/dramatic narrative.

Students can explain:


(a) the changes in counseling during the 20th century,


(b) the increasing influence of technology on counseling practice,


(c) the evolution of major counseling theories, and


(d) the practice of counseling in various settings.


Students can define the roles and function of counseling.


Students can use counseling ethics to apply to counseling practice


Students experience the complexities of counselor-client relationships.


Students can apply technology in counseling services.


Student Learning Outcomes

1.


By the end of this course, the students will be able to


By the end of this course, the students will be able to



  1. Explain the purpose and roles of counseling and is practice in different settings

  2. Interpret the historical development of counseling

  3. Analyze principles of major counseling theories

  4. Explain counseling ethics and apply in different counseling settings.

  5. Use principles of counseling theories in various professional settings.


Evaluation MethodWeighting/Points for EachDetails
Exam35%Measured by instructor judgment of content understanding and writing quality in the comprehensive final examination
Attendance10%Measured by regular attendance and class participation
Project35%measured by key elements in project Internet site
Written Assignment20%Online homework, including written responses to questions, reflections on lessons, etc.
TopicTime Devoted to Each TopicActivity
Introduction to courseA. An overview of course objectives
B. An explanation of course requirements
C. A brief discussion of course readings
History of and Trends in CounselingA. An overview of counseling's emergence in the 20th century
B. A multicultural and world view of counseling
C. Technology and counseling in the 21st century
Counseling Process and TheoryA. The counseling relationship
B. Counseling ethics
C. Why theories of counseling are necessary
D. How to examine counseling theories

1. The historical context
2. The personal history of the theorist
3. The theorist's view of human nature
4. Principles of the theory
5. Techniques that have grown from the theory
6. Appropriate settings and clientele for applying the theory
Client-Centered CounselingA. Carl Rogers (On Becoming Carl Rogers)
B. Rogerian views of human nature
C. The "necessary and sufficient" conditions for counseling success
D. Applications of client-centered counseling
Behavioral CounselingA. Noted behavioral counseling theorists
B. Behavioral views or human functioning
C. Major behavioral techniques
Rational-Emotive CounselingA. Albert Ellis
B. Irrational thoughts
C. The ABCDE approach to overcoming irrational thinking
Multimodal CounselingA. Arnold Lazarus
B. The BASIC I. D.
Other major approaches to counselingA. Adlerian
B. Gestalt
C. Reality therapy
Counseling SettingsA. Schools
B. Human Service Agencies
C. Colleges and Universities
Research and Evaluation in CounselingN/A
mlnosbis 3/22/2017:
1) Student learning outcomes need attention. See the Learning Outcomes Guidelines handout attached as additional documentation.
2) Price of textbook should be listed on syllabus
3) Syllabus should include instructor's policy on attendance and late assignments.
4) Missing item #14 from syllabus checklist (attached as additional documentation).

pjharrie 3/24/17
1) in terms of the prereqs, it seems to suggest that any ED courses would do and the other alternative is PSY courses, but would any ED course actually offer the same preparation?
2) how will the various curricula be impacted? I'm assuming this is a substitution, but is it for a previously required course?
3) There seems to be a bit of a disconnect between the instructional resources and then the mention of 'technological tools' in the course objectives. What are those tools and how will they be accessed by the students?
4) I'm not at all sure what the last course objective actually means. Please clarify.
5) The learning outcomes need to be redone so that they reflect what the course will accomplish intellectually not in terms of products.
6) Why is just attendance worth so much? I think I'd break out participation, etc. as separate components.
7) Syllabus has the wrong course title and could use much more details about the major assignments. For example, what are 'group guidance activities'? What does an 'internet project' entail?

ABGS Reviewer Comments:
-Fine except the assignments are explained and categorized in a confusing way. "Attendance" worth 30% on the form includes items that are not attendance: "Measured by regular attendance, class participation, and completion of online lessons." Then, the syllabus lists assignments 2, which is apparently part of the attendance grade, as "group guidance activities."
ting (Mon, 03 Apr 2017 19:14:23 GMT): Ting made changes according to comments .4/3/2017: In response to Dr. Harries' questions: 1. Education or psychology courses as pre-requisites for graduate counseling courses have been set up in the catalogue for years (since the courses were developed). 3. Technologies tools statement was modified (now the last objective) 4. and 5. Course objectives were revised. 6. Adjusted.
ting (Mon, 03 Apr 2017 19:18:17 GMT): TING one more comment and response to Dr. Harries: 7. More info about the assignments were listed on p. 3.
ting (Wed, 12 Apr 2017 15:13:26 GMT): Please refer to the revised student evaluation method (above): Attendance and class participation: 10% Written assignments 20% which are online homework including written responses to questions, reflections on lessons, etc. Corresponding revisions were made on Evaluations. p.3, the syllabus.
Key: 1685