EDC 596: Community and Agency Counseling
Fall 2008

Instructor: Mary Bartlett Ph.D. LPC-CS, NCC, CFLE
Contact Information: 
            Phone: (205) 665-6377 or 665-6380 (CLF office)   
            Email: bartlettm@montevallo.edu 
Office Hours: Hours are posted weekly on office door at Wills 111, or by appointment
Course Credit: 3 hours
Prerequisite: Graduate standing, and completion of EDC 501
Meeting Time/Place: Wills G1, Wednesday 5:00 pm – 8:00 pm 
Web Information: http://factstaffweb.montevallo.edu/bartlettm

Course Text and Instructional Resources: 
American Psychological Association. (2001). Publication manual of the American 
Psychological 	Association. (5th ed.). Washington, DC: American Psychological 	Association.
	Gladding, S. T. & Newsome, D. W. (2004). Community and agency counseling 				(2nd ed.). Saddle River, NJ: Prentice Hall.
	United Way. (2008). Community resources directory. (24th ed.). United Way 				Information and Referral/211 Center: Author. Contact details: (205) 323-0000, 			M-F, 8:00 am to 4:30 pm. Cost is $25. 
	www.ncstac.org (download a copy of the NCSTAC Community Needs Assessment)	

Course Description:
	This course addresses the study of the scope and methods of counseling in community and agency settings. Practical applications include the development of methods for assessing community needs for counseling services and providing rationales for use of various theoretical approaches in those settings. The course will focus specifically on the application of community counseling theories and problem solving within the community and agency setting.

Methods of Instruction: This course will be taught using lecture, discussion, experiential activities, DVD, video and web resources, handouts, guest speakers, or supplemental materials.

Department Mission Statement:  
	The primary mission of the Department of Counseling, Leadership, and Foundations is to promote the continuing professional development of students who have made a commitment to the service areas of counseling, educational leadership, and teaching. It is the responsibility of the Department of Counseling, Leadership, and Foundations to prepare professionals for schools and other social agencies and to maintain programs of high quality for their preparation. All courses are designed to assist students in acquiring the skills, knowledge, and experiences to make informed decisions about teaching, learning, and human development.

College of Education Conceptual Framework: 
	The basic tenets of the conceptual framework in the College of Education are that educators must be trained professionals, who demonstrate mature judgment, informed decision making, and knowledge, skills and dispositions in the world of practice. It is understood that this professional identity develops along a continuum from novice to expert professional through knowledge of self, diverse learners, a variety of delivery systems, and subject and specialty matter. By introducing students to national and state standards, providing classroom and field-experiences, and consistently evaluating professional dispositions of students, this conceptual framework is realized.  

Course Objectives:
	Upon completion of this course, students will, at a minimum;

1.	have an understanding of the historical, philosophical, societal, cultural, economic, and political dimensions of the mental health movement  (CACREP Standard 1);

2.	know the roles, functions, and professional identity of community counselors (CACREP Standard 1);

3.	understand the structures and operations of professional organizations, training standards, credentialing bodies, and ethical standards pertaining to the practice of community counseling (CACREP Standard 1);

4.	be able to identify the professional issues unique to community counseling, including recognition, reimbursement and right to practice (CACREP Standard 1);

5.	understand client characteristics and the implications of sociocultural, demographic, and lifestyle diversity relevant to community counseling (CACREP Standard 2);

6.	have an understanding of the roles of community counselors in a variety of practice settings and the relationship between counselors and other professionals within these settings (CACREP Standard 1);

7.	be knowledgeable about organizational, fiscal, and legal dimensions of the institutions and settings in which many community counselors practice (CACREP Standard 1);

8.	understand theories and techniques of community needs assessment to design, implement, and evaluate community counseling interventions, programs and systems (CACREP Standard 7 and 8);

9.	understand general principles of community intervention, consultation, education, outreach and program development (CACREP Standard 5);

10.	be familiar with characteristics of human service programs and networks, public, private and volunteer agencies, and the local community (CACREP Standard 1);

11.	understand strategies for client advocacy in public policy and government relations issues (CACREP Standard 5 and 8);

12.	have developed mature judgment and informed decision-making skills (CACREP Standard 5, COE Conceptual Framework);

13.	an understanding of group work within a variety of community settings (CACREP Standard 6).

Assessment Plan: 

	Course Objectives			Method of Assessment

	1 - 13					Mid-term and Final Examination
1-4					CMH Counselor Identity Paper
	5- 7					Treatment Plan 
	8 – 13					Community Counselor Assessment & Presentation
				
Course Requirements:

1. Community Mental Health (CMH) Counselor Identity Paper: A statement that explains the student’s motivations, questions and solutions, and developmental milestones about their role as a community and agency mental health counselor. 

2. Treatment Plan: Using models, strategies, and formats presented and discussed in class, participants will develop and submit an individualized treatment plan for a fictional character. Students will be asked to review and discuss their projects in class. 

3. Community Counselor (CC) Assessment & Presentation: Locate a community organization, assess the needs of its population, then create, promote, and deliver a mental health presentation that meets the selected need, and assess its outcome.

	4. Mid-term Examination: A mid-term examination will be given as indicated on the 	tentative schedule. The midterm covers the lectures, Powerpoints, and all other assigned 	readings or presented information.

	5. Final Examination: A final examination will be given as indicated on the tentative 	schedule. This exam will not include material already covered by the mid-term 	examination. The final exam covers the lectures, Powerpoints, and all other assigned 	readings or presented information.

	Please Note: There may be material on the exams that has not been included in the slide 	presentations or the lectures. It is the student’s responsibility to read the designated 	chapters and to be prepared to be examined on the material within.  

Grading: Final grades will be assigned based on points earned for completion of the following assignments;

		Assignment							Points		
		CMH Counselor Identity Paper				50	
		Treatment Plan Project					50
		Community Counselor Assessment & Presentation		50
		Mid-term Examination					50
		Final Examination						50
						
							Total Points Possible:	250

				Grading Scale:		250 - 230		A
							229 - 209		B
							208 - 188		C
							187 - 167		D
							166 and below		F

Appendix A
Community and Agency Counseling
	
Attendance Policy: 
Regular attendance is expected and required. Excessive absences (more than 3 class meetings) will result in the loss of points equal to one letter grade per absence and may require the assignment of additional remedial work. 

If you arrive late or leave class early, five points will be deducted from your final score for each late arrival or departure after the third. If serious illness or an emergency prevents a student from attending any class, please notify the instructor before the class begins. It is the responsibility of the student to obtain any materials handed out or presented during the missed class from a classmate. 

Class Participation:
Students are expected to actively participate in all components of the class and will be evaluated on the quality and quantity of discussion. Each student is expected to read all of the assigned materials in advance for each class and have prepared comments and questions for class discussion. Contributions should reflect knowledge of the reading assignments or other sources.

Confidentiality:
Privacy is a critical issue in any group setting and is the basis for establishing group trust. While complete confidentiality in any group setting cannot be guaranteed, it is requested that any personal material dealt with in this class and/or the experiential component of the group process experiences not be shared outside of the class. 

Electronic Devices: 
No audio or video recording will be allowed. All electronic devices must be turned off during class sessions. Devices may be used during breaks, but it is the responsibility of the student to ensure any device used during break is turned off when class resumes. If a student is on call, please discuss this with the instructor prior to the start of class; depending on the nature of the responsibility, vibrate mode may be allowed during special circumstances. 

Evaluation of Written Work and Assignments:
All written work must conform to American Psychological Association (APA) style. If a student does not have a copy of the APA manual, one should be purchased, or the copy available in the curriculum center should be used. Students may use one of the many APA style websites available online, including but not limited to http://www.wooster.edu/psychology/apa-crib.html

Students will be evaluated on how well they represent their thoughts on paper, craftsmanship in writing, and organization of all written work. All written work, including essay responses, will be evaluated based on grammar, spelling, word usage, punctuation, subject-verb agreement, possessive vs. plural, typographical errors, etc. Errors of these kinds will result in a point deduction from the grade.

Students are encouraged to use the Harbert Writing Center to meet with a writing consultant or to use the resources (including computers, grammar and documentation guides) as needed to complete all written assignments. The Harbert Writing Center consultants are trained to work with writers at all stages of the composing process, but are not necessarily familiar with the APA format of writing, which is required of the counseling students. For assistance with written assignments, students may contact the Harbert Writing Center at 311 Comer Hall, or by calling 665-6438.

All assignments are due as scheduled regardless of attendance, unless prior arrangements are made with the instructor. No credit will be given for late work, except as prearranged with the instructor. All submitted work not returned prior to the end of the course, will be available for students to collect one week after grades are posted. Any work not collected by the first full week of the next semester or term will be shredded.

Technology Integration: 
Students will become knowledgeable about technology as it relates to each of the objectives covered in the course. Students will utilize technology through email, downloading documents and using Microsoft Word to create all written assignments; downloading documents and using Microsoft PowerPoint to review and present material as required; and identifying topics and locating literature for assignments as required. 

Students are responsible for checking their email accounts regularly and for downloading documents that may be sent to them for upcoming lectures. It is strongly suggested that students check their accounts the evening before each class meeting. 

Students are required to purchase designated Scantron forms from the Malone Curriculum Center or bookstore to use in taking exams; they will not be able to take the exam without bringing one as indicated.

ADA Statement: 
“The University of Montevallo provides equal opportunity to qualified students. If you have a disability (medical, physical, learning, psychological, etc.) and wish to request disability-related accommodations to complete course requirements, contact Disability Support Services (located in Main Hall, rear entrance; 665-6250). Course requirements cannot be waived, but reasonable accommodations may be provided based on disability documentation and course objectives. Accommodations cannot be made retroactively.”
--http://www.montevallo.edu/SSwD/FacultyResponsiblities.shtm

Grades of Incomplete:
Grades of “I” (Incomplete) may be given only when students, because of circumstances beyond their control, are unable to complete course work that is due during the last 15 calendar days of long semesters and/or the last 5 days of the May and Summer terms. It is the student’s responsibility to make arrangements to complete remaining requirements.

All incomplete work must be finished by a date determined by the instructor and not later than the conclusion of the next long semester; otherwise, an “I” grade automatically becomes an “F.”
Plagiarism and Academic Honesty Policy: To claim as one’s own the ideas and words of another is plagiarism. Please consult with the instructor of this course if you are unsure about how to document sources. Plagiarism is defined as the following:

•	using the exact words of another person’s work/writing without acknowledgement of your source through the use of quotation marks and correct citation/documentation;

•	rephrasing a passage by another writer without giving proper credit;

•	using someone else’s facts or ideas without acknowledgement;

•	using a piece of writing for one course that was already used in a previous course (or in courses in which you are simultaneously enrolled) without express permission from both instructors to do so; and

•	presenting fabricated or falsified citations or materials.

	Cheating on exams is also an affront to the principle of academic honesty. At the very least, an assignment on which plagiarism or cheating has occurred will receive no credit, and an Academic Dishonesty Incident Form concerning the incident will be kept on file in the Office of the Vice President for Student Affairs. A plagiarist/cheater is also subject to failure in the course and/or appearance before the Justice Council.

Appendix B
Professional Dispositions

The performance of every student in the counseling program will be reviewed and documented each semester by all counseling faculty members. The basis of evaluation includes academic performance, professional dispositions, professional behavior and growth process in the program, and the acquisition of necessary skills to become ethical and competent counselors. Therefore, the student will:

•	Exhibit and understand the importance of respectful, genuine, and empathic attitudes toward clients, thereby promoting client dignity, self-determination, and welfare.
•	Exhibit and understand the importance of the ability to engage clients, acknowledging the unique nature and needs of individuals at all developmental levels and across cultures.
•	Develop and value facilitative communication skills.
•	Be aware of the importance of verbal and non-verbal communication.
•	Demonstrate the ability to understand a client’s presenting problems or concerns.
•	Acknowledge the importance of themes presented by clients as they relate to presenting concerns.
•	Acknowledge the importance of conceptualizing client themes and problems within a theoretical framework, encouraging client growth and development to foster the client’s interests. 
•	Exhibit and understand the importance of the development and implementation of treatment goals.
•	Recognize the need to develop and articulate a personal theoretical approach for working with clients.
•	Recognize the importance of assessment of the counseling process and relationship.
•	Value knowledge of the organizational structure of counseling settings.
•	Appreciate the need for program development.
•	Exhibit professional dress and demeanor in accordance with practice settings.
•	Value self-awareness and self-examination, and take responsibility for seeking professional help for issues that might impede one’s counseling practice.
•	Understand, appreciate, and adhere to professional standards of ethics and practice.
•	Recognize the importance of professional growth and development.

Appendix C
Bibliography

Alabama Board of Examiners in Counseling. (1996). Code of ethics and standards of practice. 	Birmingham, AL: Author.

American Counseling Association. (2005). ACA code of ethics. Alexandria, VA: Author.

American Psychological Asssociation. (2000). Diagnostic and statistical manual of mental 	disorders: DSM-IV-Text Revised (4th ed.). Washington, DC: author.

American Psychological Association. (2001). Publication manual of the American Psychological 	Association (5th ed.). Washington, DC: author.

Fenell, D. L., & Weinhold, B. K. (2003). Counseling families: An introduction to marriage and 	familytherapy. New York: Love.

Forester, H., & Davis, T. (1996). A practitioner’s guide to ethical decision making. Alexandria, 	VA: American Counseling Association. 

Granello, D. H., & Granello, P. F. (2007). Suicide: An essential guide for helping professionals 	and educators. New York: Pearson.

Houser, R., Wilczenski, F. L., & Ham, M. A., (2006). Culturally relevant ethical decision-	making in counseling. Thousand Oaks, CA: Sage.

Ivey, A. E., Andrea, M., Ivey, M., & Simek-Morgan, L. (2002). Theories of counseling and 	psychotherapy: A multicultural perspective. (5th ed.). Boston, MA: Allyn and Bacon.

Johnson, D. W. & Johnson, F. P. (2006). Joining together: Group theory and group skills (9th 	ed.). Boston: Allyn & Bacon.

Kanel, K. (1999). A guide to crisis intervention. Pacific Grove, CA: Brooks/Cole. 

Kaplan, H. B., & Scott-Poole, M. (2003). Organizational innovation: Studies of program change 	in community agencies. New York: Kluwer Academic/Plenum Publishers.

Kottler, J. (2003). On being a therapist. San Francisco, CA: John Wiley.

National Board for Certified Counselors (2005). Code of ethics. Greensboro, NC: Author.

Posthuma, B.W. (2002). Small groups in counseling and therapy: Process and leadership. (4th 	ed.). Boston, MA: Allyn and Bacon.

Reid, W. H. (1999). A clinician’s guide to legal issues in psychotherapy, or proceed with 	caution. Phoenix, AZ: Zeig, Tucker, & Company.

Roberts, A. R., & Fields, M. D. (2002). Handbook of domestic violence intervention strategies: 	Policies, programs, and legal remedies. New York: Oxford.

Seligman, L. (2004). Diagnosis and treatment planning in counseling. New York: Springer.

Stevens, P. & Smith, R. L. (2001). Substance abuse counseling: Theory and practice (2nd ed.). 	Upper Saddle River, NJ: Prentice-Hall.

Thompson, R. (2004). Crisis intervention and crisis management: Strategies that work in 	schools and communities. New York: Brunner-Routledge.

Vernon, A. (2004). Counseling children and adolescents (3rd ed.). New York: Love.

Appendix D
Treatment Plan Format

Please format the assignment as follows:

•	Use any version of Microsoft Word to produce your document. Microsoft Word is available to you in the Malone Curriculum Center and in several other locations around the University.
•	Include a cover page formatted to match the last page of this appendix. Please note that the page number which appears on the sample cover page included here should not be included on your title page—page numbers do not appear on the title page.
•	Use a header, starting on the second page that includes your name, then a colon, and then the words Treatment Plan.  Please note that these words should not be italicized when you use them in your header. The header should be positioned in the upper right hand corner of the page as a separate insertion from the page number.  
•	Use white paper, 1-inch margins all around, and Times New Roman 12-point font.  Use the Insert>Page Number function on Microsoft Word to insert page number in the upper right corner of the pages beginning on Page 2 of your document. Do not use the header function to insert the page number.
•	Use the proposal components below as section subheadings, then compose the material in single-spaced narrative paragraphs. Use left-justification throughout the document, and bold the section subheadings.
•	Use a double-space between the subheadings (this means that there will be one and only one blank line between the paragraphs).

Use at least three references to support the treatment plan. List the references at the end of the plan in accordance with APA guidelines, but also cite the references in text as they are used, again in accordance with APA guidelines.

Include at least one narrative paragraph for each of the following proposal components. These are the words that should be used as the section subheadings:
•	Client Demographics (e.g. name, age, sex, race, and general discussion of the client)
•	Presenting Problems
•	Background and History
•	Goals for Treatment and Rationales (minimum of three)
•	Proposed Interventions and Rationales (minimum of three)
•	Objective Measure (to assess the plan, the effects of interventions, and goal achievement)
•	Session Modalities (e.g. group, individual, family therapy; and time, frequency, duration)
•	Diversity, Legal, and Ethical Considerations
•	Referral Resources (minimum of three actual community resources within the Birmingham metropolitan and surrounding areas. Example: Rape Crisis Center, (205) 355-3905, 1121 West Burbank Street, Birmingham, AL 32003)
•	References

Title of the Work

Firstname Lastname

University of Montevallo

Course Number and Title of Course

Dr. Mary L. Bartlett

Date of Submission

Appendix E
Community Mental Health (CMH) Counselor Identity Paper Format

The student will write a paper that contains the following components and shows evidence of self-reflection:

•	Describes your motivation for choosing a career in community and agency counseling versus another specialty area in the counseling profession

•	Identify questions you have about the community counseling profession and how you will endeavor to answer those questions before completing the program of study

•	Describe three features of your identity as a community counselor that you hope to develop and how you intend to develop those features before completing the program of study

Please format the product as follows:

•	Use any version of Microsoft Word to produce your document. Microsoft Word is available to you in the Malone Curriculum Center and in several other locations around the University.

•	Include a cover page formatted to match the last page of Appendix D. Please note that the page number which appears on the sample cover page included here should not be included on your title page—page numbers do not appear on the title page.

•	Use a header, starting on the second page that includes your name, then a colon, and then the words Counselor Identity.  Please note that these words should not be italicized when you use them in your header. The header should be positioned in the upper right hand corner of the page as a separate insertion from the page number.  

•	Use white paper, 1-inch margins all around, and Times New Roman 12-point font.  Use the Insert>Page Number function on Microsoft Word to insert page number in the upper right corner of the pages beginning on Page 2 of your document. Do not use the header function to insert the page number.

Appendix F
Community Counselor Assessment & Presentation Format

The student will create, promote, and deliver a Microsoft Powerpoint slide presentation to a selected target population to meet an assessed need of some kind. The presentation should be at least 20 minutes long; its precise length should be appropriate for the target population and the need which was assessed.  

The general procedure for organizing the presentation should be as follows:

•	The student will locate a community organization of some kind. This can be a school, day-care center, counseling agency, boys’ or girls’ club, a scouting group, or some other sort of community-based organization where services of one kind or another are offered. It does not include church organizations.
•	The student will meet with a leader at that organization and conduct an assessment to determine an unmet need that the organization’s clients or the organization may have. This can be done informally through consultation with the organization’s leadership, or formally through the use of some sort of written survey or other mechanism—whatever can be agreed upon by the student and the organization’s leadership.
•	The student and the organization’s leadership will agree on a topic, date, time, and location for the student to make a presentation to meet the assessed need. The student will obtain a written letter from the organization’s leadership to confirm the agreement (please note that this letter is to be submitted as part of the assignment).
•	The student will create promotional materials to announce the presentation. This can be in the form of a poster, a brochure, a flyer, or some other type of written material that can be submitted as part of the assignment.
•	The student will create a Microsoft Powerpoint slide presentation on the topic assessed to be of need. The presentation should comply with the agreement made with the organization’s leadership and fulfill the promises made in the promotional materials. A hard copy of this presentation will be submitted as part of the assignment.
•	The student will create a one-page evaluation form for the presentation attendees to complete that is appropriate to their age and ability level to assess the effectiveness of the presentation. The completed evaluations will be included as part of the assignment.

The student will submit a package to me for grading as part of the assignment after the presentation has been delivered. This package should include (in this order):

•	The formal letter of agreement between the student and the organization’s leadership
•	The promotional material produced to advertise the presentation
•	A hard copy of the presentation slides, printed out three-to-a-page (you can choose this option from the File>Print menu in Microsoft Powerpoint), and a CD, with the presentation on it, in a case
•	The completed evaluations from the presentation attendees 

Tentative Course Schedule
(This calendar is tentative and may be altered by the course instructor as needed)

Date				Class Content						Readings

August 27			Course Overview and Orientation
								
September 3			Historical Perspective					Ch. 1 & 2
				Professional Identity 
								
September 10			Basic Crisis Models 					Ch. 7
							
September 17			Ethical & Legal Aspects of Counseling 		Ch. 3 & 4
				Current and Emerging Influences 		
				CMH Counselor Identity Paper Due

September 24			Working with Suicidal Clients			Ch. 5
				Guest Speaker: Counseling SOS

October 1			Documentation					Ch. 6						Client Assessment & Diagnosis

October 8			School Crisis Response 				Ch. 12
											Buy Scantron

October 15			Mid-term Examination (bring Scantron and pencil)
				
October 22			Community Counseling Settings and Services	Ch. 13 &14

October 29			Community Program Development, Planning, 	Bring 						& Evaluation						NCSTAC Info
				Treatment Plan Due
		 
November 5		 	Community Counseling in a Diverse Society		Ch. 10 & 11
	
November 12			Family Systems					Ch. 8 & 9
				CC Assessment & Presentation Packet Due	

November 19			Guest Speaker: Counselor Wellness			Epilogue
											Buy Scantron

December 3			Final Examination (bring Scantron and pencil)