ST. BONAVENTURE UNIVERSITY
        			        SCHOOL OF EDUCATION 
                                 COUNSELOR EDUCATION PROGRAM

SEMESTER & LOCATION: Fall, 2008, Hilbert, Session 1
PROFESSOR: Barbara C. Trolley, Ph.D, CRC, Licensed Psychologist
E-MAIL ADDRESSES: btrolley@sbu.edu 

A.	COURSE NUMBER & TITLE:
CE 510: Introduction to the Profession of Counseling

B.	RQUEIRED TEXTS:
Gladding, S.T. (2007). Counseling: A comprehensive profession (5th Ed.). Upper 
     Saddle River, NJ: Merrill Prentice Hall Publishers.
Gladding, S. T. (2001). The counseling dictionary: Concise definitions of 
     frequently used terms. Upper Saddle River, NJ: Merrill Prentice Hall 
     Publishers.
*American Psychological Association Manual

C.	CREDIT HOURS:
3 graduate credits.

D.	APPROVED COURSE DESCRIPTION:
To acquaint students with the field of counseling. This is the introductory graduate course in counseling in which is provided a general overview and survey of the profession. Roles and responsibilities of counselors across a variety of settings will be examined. Ethical codes and legal statues in the counseling field will be addressed.

E.	PREREQUISITES:
None.

F. PROGRAM GOALS:
Goal #1: Students will be able to demonstrate competency in the use of 
basic counseling skills to influence human behavior. {LG1, LG3, LG4}
Goal #2: Students will acquire the ability to develop an effective counseling treatment plan. {LG1, LG2, LG3, LG4}.
Goal #3: Candidates will demonstrate knowledge in the eight core areas of counseling as established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). {LG1, LG2, LG3, LG4}.

G. LEARNING OBJECTIVES: 
Learning objectives and outcomes will follow the conceptual framework developed by the School of Education, which emphasizes the key concepts of knowledge, integrity, and community.

*The overall goal of this course is to give students a basic knowledge of, and foundation in, the counseling field. A gamut of topics will be introduced, which will be explored in greater depth in subsequent courses.

*Specific course objectives include educating students as to the:
OBJECTIVES	CACREP	PENNSYLVANIA	PROGRAM GOALS	
History and philosophy of the counseling profession, including significant factors and events.	II.k.1.a	IA	G3	
Professional roles, functions, and relationships with other human service providers.	II.k.1.b		G3	
Professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases.	II.k.1.d.	IIIA	G3	
Professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.	II.k.1.e.	IIIA	G3	
Public and private policy processes, including the role of the professional counselor in advocating on behalf of the profession.	II.k.1.f.	IIIA	G3	
Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.	II.k.1.g.	IIIA	G3	
Ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling	II.k.1.h.	IIIB	G3	

H.  FIELD EXPERIENCES:
None.

I.  COURSE REQUIREMENTS
ASSIGNMENT MEASURES	CACREP OBJECTIVES	
QUIZZES (20% of Grade)
a. There will be 4 take home, open book quizzes. 
b. Quiz material is taken from the text readings based on the assigned chapters for that week.
c. These quizzes must be individually completed and handed in on time.	IIK.1a-b; d-h	
CONSULTATION REFLECTION (20% of Grade)
a. Students will review the Consultation Process and Skills tape by Carlson & Dinkmeyer in class
b. Students will write a 2-3 page reflection in which the major models of consultation are defined, and an example of each specific to the students’ proposed field of study are described
c. Papers are due the third  Friday night of class		
CRITICAL REVIEW OF THE PROFESSION (20% of Grade) 
a. Students will select  4 examples each week related to their
track specific counseling field. A total of 12 examples are to be included.
b. Examples may be taken from the newspaper, professional/lay 
magazines/books, TV reports/shows, case conferences, personal contacts, etc.
c. Each example will be put in a binder; non-pictorial examples are to be summarized in one paragraph. 
d. For each example:
•	Describe the example
•	State your Positive/Negative reactions to the example & Why
•	Share constructive improvements of the example    
•	Reviews are due the third Friday night of class.
f. Reviews are graded on: 
•	The diversity of examples
•	The diversity of sources from which they were obtained
•	Level of analyses
•	Organization
•	Creativity	
•	Thoroughness
•	Overall presentation	IIK.1a, b, c, d, e, f, g and/or h;	
COUNSELING PAPER (20% of the Grade)         
a. Students will complete a 3-5 page typed, APA formatted paper. 
b. Paper Process:
•	Interview 2 counselors with diverse demographics
•	In-person contacts are preferred, but phone contacts permitted
•	Record responses on a separate form {Verbatim responses are not necessary, just the essence of each interview response} 
c. Paper Topics to be included:
•	History and Philosophy of the Counseling Profession
•	Counseling Roles, Functions, Relationships with Other Human Service Providers
•	Consultation and Supervision
•	Professional Counseling Organizations
•	Professional Counseling Credentials
•	Public and Private Counseling Policies
•	Advocacy
•	Ethical Issues in the Profession
•	Other
d. Paper Content:
•	Brief summary of counselor demographics, confidentially described
•	Compare & contrast the interviewees’ responses, as well as your own reactions to, the above topics 		
•	Review 6 professional journal articles related to topics addressed integrate citations from these resources throughout the text
•	Include class readings as well
•	Include a reference list 
e. Paper Format:
•	Introduction
•	Overview of Counselor Demographics
•	Discussion of Responses
•	Reference Lists
•	Response Forms
f. These papers are due the fourth Friday night of class.
g. Papers are graded on: 
•	Clarity
•	Organization
•	Level of analyses
•	Choice and integration of literature	IIK.1a-b; d-h	
MINI-WORKSHOPS (20% of Grade)
a. Students will self-select a dyad with whom they will work.
b. Students will pick one of the following topics:
•	History and Philosophy of the Counseling Profession
•	Counseling Roles, Functions, Relationships with Other Human Service Providers
•	Consultation and Supervision
•	Professional Counseling Organizations
•	Professional Counseling Credentials
•	Public and Private Counseling Policies
•	Advocacy
•	Ethical Issues in the Profession
c. Define, demonstrate & critique the counseling topic in a 30” power point presentation involving audience participation. 
d. Students, on their presentation day, are to distribute to the class:
•	Workshop brochure
•	Workshop handouts
•	Presentation evaluation form (created by presenters) 
e. Presentation formats may include lectures, debates, simulations, A-V materials, and/or small group activities. 
f. Mini-workshops are graded on: 
•	Content
•	Application
•	Organization
•	Creativity
A team grade is given; therefore, team involvement is essential!	IIK.1a, b, c, d, e, f, g or h	

Students missing more than 1/5 of the classes will not pass the course. Required readings need to be done prior to class. Attendance & participation will be considered in final grading process.

J.    EVALUATION PROCEDURES/GRADING 
GRADE VALUE	INDICATOR	
A  = 95-100
A- = 90-94	Demonstrates a superior application and connection of knowledge and skills through analysis and synthesis of research and professional practice.	
B+  =86-89
B  = 80-85	Demonstrates a thorough and effective application and connection of knowledge and skills through analysis and synthesis of research and professional practice. 	
C  =  75-79	Demonstrates an inconsistent level of application and connection of knowledge and skills through analysis and synthesis of research and professional practice.	
F  <  75	Fails to demonstrate a basic application and connection of knowledge and skills through analysis and synthesis of research and professional practice/ 	
P	Passing grade for field experience/practicum.	
F	Failing grade for field experience/practicum.	

K.    CALENDAR/OUTLINE:
   1. READING SCHEDULE
Week 1		1, 2, 3, 4; App. A, B, D
Week 2		5, 6, 7, 8, 9
Week 3		10, 11, 12, 13; App. C
Week 4		14, 15, 16, 17, 18, 19
Week 5		-----------------------------

L.   ADDITIONAL COURSE INFORMATION:
Conceptual Framework. This course promotes the ‘conceptual framework’ of the SBU School of Education (‘Educator as Connector’).
‘Knowledge’ (Quizzes, Paper, Workshops, Critical Reviews)
‘Integrity’ (Review of Ethical and Professional Codes and Issues; Professional Organization Membership Encouragement; ‘Developmental Seminar’)
‘Community’ (Counselor Interviews; Critical Reviews). 
School of Education Attendance Policy  “Attendance is required and 
critical for success.  It is the student’s professional responsibility to attend 
classes, produce quality work, and adhere to the ethics of the profession. 
Courses may contain content that cannot be made up if classes are missed.  
Failure to attend all classes may result in lowered grades or failing the course.  
Instructors have the responsibility for monitoring attendance and determining the effect of attendance on course grades and will inform students of their specific attendance requirements.” 
Technology. This course fosters the ‘technology’ of the SBU School of Education through the use of technology assisted lectures, professional counseling tapes, and the audio (visual) taping of ‘Developmental Seminar’ sessions, as well as via the course content.
Diversity. This course fosters the ‘diversity’ objective of the School of Education via the following activities: involvement in a comprehensive 
developmental counseling program for all students, lecture presentations on this topic, recognition of diverse learning styles within the classroom, respect for diverse opinions and beliefs shared within course discussions, encouragement of students to interview community counselors with diverse demographics..
Academic Honesty. Academic dishonesty is inconsistent with the moral 
character expected of students in a university committed to the spiritual and intellectual growth of the whole person, and with the ethics of the teaching profession. It also subverts the academic process by distorting all measurements. It is a serious matter and will be dealt with accordingly. A list of unacceptable practices,, penalties to be assigned, and procedures to be followed in the prosecuting of cases of alleged academic dishonesty may be found in the Student Handbook. Students should familiarize themselves with these very important provisions of the handbook.
ADA Statement. Students with disabilities who believe that they may need accommodation in this class should contact the Disabilities Support Services Office, Doyle Room 26, at 375-2065, as soon as possible to ensure that such accommodations are implemented in a timely fashion. The instructor should also be informed on or before the first day of class.
Method of Instruction: Friday evenings are devoted to lectures, discussion of required readings, and small group application of theoretical material. Saturdays involve weekly quizzes, class presentations and guest speakers.
Syllabus Change. This syllabus may be subject to change.

L. OTHER
   1. SPEAKERS:
Technology Professor
	NYCA Representative
	NYSSCA Representative
	College Counselor
	Mental Health Counselor
	School Counselor