The Graduate Counseling Program

Course Syllabus

CAMPUS

Course

COUN 5050, Human Growth and Development

Term, Day,

Time

Summer 2017; Mondays 5:30-9:30pm

Instructor Name: Katie Vena

Phone: 618.401.2255

Email: katherinevena51@webster.edu

Catalog

Description/

Content Area

COUN 5050: Human Growth and Development:

The student learns to identify, describe, and examine the nature and needs of individuals at all

developmental levels and in multicultural contexts. Emphasis is placed on theories of individual and

family development, life span transitions, human behavior (normal and abnormal), personality

development, learning processes, wellness, related ethics, and addictions; and the effects of crisis,

disaster, and other trauma-related events on persons of all ages. Self-growth experiential activities

may be associated with the content of this course.

Content Areas: Social and cultural diversity, human growth and development

Knowledge

and Skills

Outcomes

COUN 5050 – Course Standards

Upon successful completion of this class students will

be able to:

Assignment(s)

Knowledge

1. Describe and conceptualize theories of individual and

family development and transitions across the life span

(2.F.3.a. CACREP 2016; II.G.3.a. CACREP 2009)

Exams and

Reflection Project

2. Identify basic (seminal) theories of learning (2.F.3.b.

CACREP 2016) and personality development (2.F.3.c.

CACREP 2016) including current understandings about

neurobiological behavior, and their implications for

counseling practice (II.G.3.b. CACREP 2009)

Exams

3. Identify theories and models of individual,

cultural, couple, family, and community resilience (2.F.3.i. CACREP 2016; II.G.3.d CACREP 2009)

Exams

4. Develop a general framework for understanding

exceptional abilities and strategies for differentiated

interventions (2.F.3.h. CACREP 2016; II.G.3.e.

CACREP 2009)

Exams

5. Understand 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 (2.F.3.h. CACREP 2016; II.G.2.e. CACREP 2009)

Reflection Project

Skills

1. Demonstrate a beginning awareness of factors

impacting human behavior, including an understanding

of developmental crises, disability, psychopathology, and

situational and environmental factors that affect both

normal and abnormal behavior (2.F.3.c; 2.F.3.e.; 2.F.3.f.

CACREP 2016; II.G.3.f. CACREP 2009)

Exams and

Reflection Project

2. Develop strategies that utilize theories for facilitating

optimal development and wellness over the life span

Exams and Reflection

Project

2

(2.F.3.i. CACREP 2016; II.G.3.h. CACREP 2009)

Materials

Method of

Instruction

Grading

Required:

1. Papalia, D.E., Martorell, G. (2014). Experience human development. (13th ed.) New York, NY:

McGraw-Hill.

Renting the textbook or purchasing the loose-leaf edition is also available.

2. American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.), Washington D.C.: Author. (ISBN –

9781433805615) (This book will be used in most of your graduate classes so you will

have to have the manual)

Supplemental Reading will be posted on Canvas

Additional reading assignments will be provided by the instructor as needed throughout the term.

Modes of instruction will include: lecture, in-class activities such as, small group and entire

class activities, video clips, Power Point information and handouts, discussions, exams, etc.

Papers are graded based on:

1. Graduate Level Writing (Grammar, Spelling, Organization of Ideas, Clarity, etc.)

2. Compliance to Requirements

3. Thoughtfulness and Thoroughness

4. Creativity and Insights

Writing rubric is attached.

The Graduate catalogue provides these guidelines and grading option:

Grades in the program are A, A-, B, B-, C, F, CR, I, ZF, and W

A/A- Superior graduate work (A=94-100%; A-=90-93%)

B+/B/B- Satisfactory graduate work (B+=87-89%; B=84-86%; B-=80-83%)

C Marginal work (C+=77-79%; C=74-76%; C-=70-73%)

F Unsatisfactory work

CR Credit given for practica/internships

I Incomplete work

ZF Permanent grade for unfinished incomplete grade which treated as an F

W Withdrawn from the course

The Grading scale is as follows:

A = 94 - 100%

A- = 90 - 94%

B+ = 87 - 90%

B = 84 - 87%

B- = 80 - 84%

C = 70 - 80%

F = 0 - 70%

LATE WORK – Will result in a half of a letter (5 point) grade reduction for every week it is

late.

The grading of this course has a subjective component to it based upon the professional experience

of the instructor. The Counseling faculty recognize that counseling skills and counselor

3

Class

Activities

effectiveness cannot be assessed in the same manner as academic performance in typical university

coursework. Students completing this course should demonstrate marked progress toward the

course objectives as noted above as well as be able to write coherently and competently at a

graduate level about counseling theories and techniques. Your final grade in this course will reflect

not only your academic performance but also your counseling and interpersonal skills as

evaluated by the instructor. For example, it is possible to excel academically and receive a final

grade less than an A or B. Thus, all grades will reflect a combination of objective and subjective

assessment.

Note that writing competency is important in graduate school. The grade penalty is heavy

for lack of simple proofing of grammar and spelling on all assignments. As a graduate student

and counselor in training, you have a responsibility to the profession and those you will be

representing/counseling to write professionally. Take this task seriously and consult the Academic

Resource Center for assistance.

Activities

1. Class Participation: Effective verbal communication is critical in the counseling field.

Classroom discussion provides an opportunity to practice expressing one’s self and to exchange

ideas with others in a safe and supportive setting. Class participation includes being prepared,

being engaged, and appropriately presenting your own thoughts and concerns regarding readings

assigned and topics discussed.

a. Reading Assignments and Class Discussion Participation: Students are expected to

complete ALL the assigned readings prior to class. Please, be prepared to discuss the

readings in class. Students will take turns sharing their comments and questions related to

the reading material.

b. Role Play: The instructor will at various points during the term demonstrate different

counseling approaches and techniques. Students are invited to volunteer to take turns

playing the role of a client. Students may choose a scenario to role play, or something they

feel comfortable sharing in class (please, be aware of your impact on others while sharing

personal information. Avoid oversharing).

c. Small Group Sharing: Students will share their weekly integration reflection in pairs or with

their small group members. Students are to listen respectfully and abide by confidentiality.

2. Attendance: The instructor will take attendance. Students are expected to attend all classes, on

time, unless prevented to do so by individual/work/family emergency in which case students are

required to notify the professor as advance as possible. All technological devices, including cell

phones, pagers, I Pods, etc. are to be shut off during class time unless the student receives prior

approval from the Instructor due to documented special needs. Texting, emailing, or surfing the

web is strictly prohibited during class – each time the instructor notices any such activity during

class will result in 1 point grade reduction for the identified student.

First absence = no grade reduction 2nd absences = 5 grade point reduction

3rd or more absences = drop from the course

2nd or more tardiness (more than 10 min. late for class or leaving early) = will count as absence

Follow syllabus directions. When doing the readings and the other assignments, try to ask yourself

this question: “How can I use this information as a counselor?” When writing your papers, remain

focused on the assigned question or issue. Be specific, detailed, and provide evidence to support

4

Class

Activities

Continued

your opinions, concepts and arguments. Papers will be graded on the basis of accuracy, quality of

expression, clarity, grammar/spelling, structure, and strength of support for your statements.

2. Weekly Developmental Stage Reflection Papers: Students will turn in their reflection and

analysis of each developmental phase (7 total) (comparing Erickson’s stages to Piaget’s and

Freud’s). This is a reflection paper (2-3 pages, double-spaced) which will include: (format will be

posted online)

A description of the phase, including the developmental tasks, physical, emotional,

cognitive, social, and/or spiritual components relevant to that stage

Your personal experience of each stage (what you remember or have been told)

What are some crucial events that have taken place during this phase? How your

personal experience(s) of this stage may have impacted the person you are today and

your choice of counseling career?

* If there is a stages (s) you have not reached as of yet, project where you see yourself based on

where you have been and what you believe today.

* Students will share their weekly reflection in pairs/small groups. Feel free to bring photos to

share.

3. Exams: There will be two exams consisting of multiple-choice questions.

Exam 1: For course contents from Week 1 to Week 3 (Chapters 1 – 9)

Exam 2: For course contents from Week 4 to Week 7 (Chapters 10 – 14) You won’t be

tested on chapters 15 through 19 so you can focus on the research paper.

4. Research paper: This is a combination of all the pieces of phase reflections you have already

done with an integration of research on how major events, traumas, crises, significant shifts during

any developmental stage may impact a person throughout his/her life, shape his/her personality,

coping strategies, choice of people around him/her, faith, education, career, and so on. The paper

consists of the following components:

a. Literature Review on a Specific developmental Phase: What does research say about how

major events can impact a person’s developmental phase and what kind of turns can take place due

to those factors. For example, parents’ divorce in a child’s life in Middle Childhood, or a death of a

parent in Adolescence can have various influences on a person’s development and based on that a

person can establish a certain set of coping mechanisms and can develop mental and emotional

difficulties. These in their turn can result in various maladaptive coping mechanisms, can lead a

person to different paths in life. Then, narrowing it down, pick ONE developmental phase in which

you had a major event taking place which has impacted you as a person and your development up

to this point. Focus your remaining research that selected phase and how its natural development

can be altered due to trauma or other major events. The first and last sections of your paper will

have a lot of research, literature review, scholarly article and book references. The second part will

be personal section. You do not have to use research for this section.

b. Your Timeline of that Developmental Phase: Describe the events that took place in the

developmental phase you picked. Describe how the events impacted your development, what kind

of consequences took place, what kind of coping mechanisms you developed, and what other

5

Activities

continued

Grade Point

Breakdown

events took place as a direct result of the impact of those influential occurring. How did this shape

you as a person up till this day and how it influenced your choices in life within various aspects?

c. Relevance to Counseling: Why is it important to do such a thorough examination of a person’s

Developmental Phase Timeline? How can a counselor utilize this information in counseling and

why would that be necessary? Why is it important for a person to examine his/her own timeline

and life history? How can counseling be useful for a person with such background coming in for

therapy? Use research to support your thoughts and ideas. At the end, include a personal section

whether you went to counseling and if so, how it helped you.

d. Conclusion: Sum up the major points of your paper.

***Completed research papers must adhere to APA style guidelines. All research references must

be from peer-reviewed scholarly journals dated in the last 5 years (except for acknowledged

germinal works.) Non-peer reviewed Internet sources are not acceptable (i.e. Wikipedia.com is not

a peer reviewed site.) Papers must include a title page, abstract, body and references pages. All

references cited in text must be listed on the references page and all listed references must be cited

in the body. You need at least 3 scholarly articles and at least 2 books as references. You can go

over this number. Papers must be no less and no more than 12 pages (not counting the reference

pages) and need to adequately cover the material researched. When turned in, the paper must be in

Microsoft Word (.doc). Late submission of the electronic copy will result in an automatic

deduction of 10 points from the paper’s grade. All research papers are subject to review via

www.turnitin.com. All papers should be submitted on Canvas. No hard copies are accepted. If any

plagiarism is detected, the paper will receive 0. Turning the same research paper into more than

one class will be considered an attempt to cheat and result in a course grade of zero “0”.

Writing Rubric is attached. Make sure you follow all points of requirements and format,

structure, grammar and spelling not to lose points.

Grading Points

Attendance and Participation (this includes the readings)...……….... 26pt

Weekly Developmental Stage Reflection Papers (2 each) ….............. 14pt

Midterm Exam …….….…….….……………………………..............50pt

Research Paper ………………………………………………..…........60pt

Final Exam …………………………………………………….............50pt

Total Points Available …………………………………..............……..… 165

6

Policy

Statements:

University

Policies

University policies are provided in the current course catalog and course schedules. They are also

available on the university website. This class is governed by the university’s published policies.

The following policies are of particular interest:

Academic Honesty

The university is committed to high standards of academic honesty. Students will be held

responsible for violations of these standards. Please refer to the university’s academic honesty

policies for a definition of academic dishonesty and potential disciplinary actions associated with

it.

Drops and Withdrawals

Be aware that, should you choose to drop or withdraw from this course, the date on which you

notify the university of your decision will determine the amount of tuition refund you receive.

Please refer to the university policies on drops and withdrawals in the Graduate Studies Catalogue

to find out what the deadlines are for dropping a course with a full refund and for withdrawing

from a course with a partial refund.

Academic Accommodations

Webster University makes every effort to accommodate individuals with academic/learning,

health, physical and psychological disabilities. To obtain accommodations, students must identify

themselves and provide documentation from a qualified professional or agency to the appropriate

campus designee or the ADA Coordinator at the main campus. The ADA Coordinator may be

reached at 314-246-7700 or disability@webster.edu.

If you have already identified as a student with a documented disability and are entitled to

classroom or testing accommodations, please inform the instructor of the accommodations you will require for this class at the beginning of the course.

Academic Resource Center

Additional support and resources may be accessed through the Academic Resource Center

(ARC). Support and resources include academic counseling, accommodations, assistive

technology, peer tutoring, plagiarism prevention, testing center services, and writing

coaching. Visit www.webster.edu/arc or Loretto Hall 40 on the main campus for more

information. Disturbances

By university policy, every student is entitled to full participation in class without interruption.

Therefore, disruption of class is not acceptable. Students are expected to treat the instructor

and other students with dignity and respect, especially in cases where a diversity of opinion

arises. Students who engage in disruptive behavior, including disrespectful comments or

behaviors, lack of attendance, silence and or lack of participation, monopolization of class

discussion, etc., are subject to disciplinary action, including removal from the course and

potentially, dismissal from the program.

The carrying of weapons onto campus is forbidden.

Conduct:

Students enrolling in a degree program at Webster University assume the obligation of conducting

themselves in a manner compatible with the University’s function as an education institution.

Misconduct for which students are subject to discipline may be divided into the following

categories:

7

Course

Policies

1. All forms of dishonesty, cheating, plagiarism, or knowingly furnishing false information

to the University.

2. Obstruction or disruption of teaching, research, administration, disciplinary procedures, or

other University activities or of other authorized activities on University premises.

3. Classroom disruption. Behavior occurring within the academic arena, including but not

limited to classroom disruption or obstruction of teaching, is within the jurisdiction of

Academic Affairs. In case of alleged campus and/or classroom disruption or obstruction, a

faculty member and/or administrator may take immediate action to restore order and/or to

prevent further disruption (e.g. removal of student[s] from class or other setting). Faculty

members have original jurisdiction to address the immediacy of a situation, as they deem

appropriate. When necessary and appropriate, Public Safety and/or the local [or military]

police may be contacted to assist with restoring peace and order. Faculty response is

forwarded to the academic dean (or his or her designee) for review and, if necessary,

further action. Further action might include permanent removal from the course. Repeated

offenses could lead to removal from the program and/or the University.

4. Theft of or damage to property of the University. Students who cheat or plagiarize may

receive a failing grade for the course in which the cheating or plagiarism took place.

Students who engage in any of the above misconducts may be subject to dismissal from the

University on careful consideration by the executive vice president of the University or his

designee. To the extent that penalties for any of these misconducts (e.g. theft or destruction of

property) are prescribed by law, the University will consider appropriate action under such laws.

Students are subject to the Student Code of Conduct and Judicial Procedure described in the Online

Student Handbook and the Student Handbook for Counselor Education.

Self-Awareness, Safety of Disclosure, Appropriate Interpersonal Skills and ACA Code of

Ethics:

In the interaction between class members, self-disclosure and personal examination will occur. All

interactions fall under the same umbrella of confidentiality as do client/counselor relationships,

i.e., what is discussed in the class stays in the class and is not discussed with other students

outside of the course or friends. Any violations of the ethical standards will be dealt with

accordingly. Maintaining confidentiality is the primary ethical principle of counselors. If a student

fails to maintain the confidentiality of clients or classmates, the student risks a failing grade in

the course. In addition, the instructor will refer the breach of confidentiality to the Counseling

Advisory Committee for disciplinary action of the student.

We will be learning from each other in addition to the text throughout the semester. Therefore, it is

important that everyone feels safe, comfortable, and free to discuss and elaborate on their

thoughts around their developing knowledge and skills. In class, it is important for each of us to be

respectful of one another’s positions; relating to others in an empathic manner occurs in class just

as with clients. You are encouraged to make your feelings and thoughts known, yet, to do so in a

“counselor manner”, i.e., respecting the position of listener while giving voice to your

thoughts and using your budding counselor attending skills. This is an opportunity for you to

practice and evidence your basic skills of empathy, warmth, genuineness, and congruence by

communicating in a manner consistent with a good counselor. The building of trusting alliances

with your classmates is as important as doing so with your clients. Therefore, you will be

practicing some of the same skills when participating in class as in counseling sessions with your

clients one day.

8

Further, openness to supervision and instruction by the instructor can become an issue for some

students and is, therefore, emphasized here. Openness to supervision is defined as: accepting

supervision—both individual and in class; recognizing your own personal strengths, weaknesses,

biases, needs, and beliefs; sensing personal and professional impact on others, both positive and

negative; accepting and applying feedback from instructor; seeking out needed experiences,

feedback, etc., in a proactive way; and accepting feedback in a non-defensive manner with a

professional attitude.

Students who do not evidence openness to supervision and or appropriate interpersonal skills are

subject to remediation by the Counseling Advisory Committee at the campus. See the Student

Handbook for Counselor Education and or catalog for further detail.

ACA Code of Ethics (2014)

Counselors [Counselor-in-training] have a responsibility to read, understand, and follow the ACA

Code of Ethics and adhere to applicable laws and regulations (see C.1.). Students and supervisees

have a responsibility to understand and follow the ACA Code of Ethics. Students and supervisees

have the same obligation to clients as those required of professional counselors (see F.5.).

Cell Phones

Turn off all cell phones during class unless otherwise advised by the instructor.

Academic Integrity

All of your work in this class should be original to you and to this class. You are expected to

explore, analyze, and discuss the ideas of others, but you must give them proper credit through

citations and references. You may continue to explore an area of interest, but you must do new or

additional research and writing.

Recycling papers from other coursework is not acceptable.

According to the Publication Manual of the American Psychological Association (2001),

plagiarism involves presenting the work of another as if it were your own work. It is very

important that you give appropriate credit to others when you use their work. If you paraphrase

someone else’s work, you must also give them credit with a citation.

All students are expected to know what constitutes plagiarism and to avoid committing

plagiarism in their written work. Plagiarism will not be excused by ignorance on the student’s

part. If you believe that you do not have a clear understanding of plagiarism, see your instructor

immediately and before any written work is turned in.

Course Attendance:

The University reserves the right to drop a student who does not attend the first night of

class. The counseling program reserves the right to drop a student who misses two

classes or more during the term/semester. Any absence or tardiness in this accelerated

program will result in a significant loss of learning. Students are expected to attend all

class sessions of every course. Additionally, students are expected to come to class on

time, having completed the reading assignments, ask questions and participate in all

activities, as well as write at a graduate level. Students coming to class more than 30

minutes late or leaving class early will be considered ‘Absent’ for the class session.

9

Participation:

Participation is required in all counseling courses. Counselors are often required to lead group

counseling, educate large groups on various topics, present in court, and perform public

presentations of various types. Students who have difficulty speaking out loud in class, making

presentations to the class, and participating in class discussions regularly should consider a

different career path or face the potential of being dismissed for lack of performance. Students are

subject to appropriate academic penalty for incomplete or unacceptable work, or for excessive or

unexcused absences (see Course Attendance section for this). See the Grading section on

individual course syllabi for further information.

Note:

To achieve the objectives of this course, this syllabus may be revised at the discretion of the

instructor without prior notification or consent of the student.

Weekly

Schedule

Weekly Course Schedule

Week 1

Course Overview/Syllabus

Chapters 1-2 – About Human Development

Additional readings and or videos will be posted on Canvas.

Week 2

Chapters 3-6: Beginnings

Reflection Paper #1 Due

Additional readings and or videos will be posted on Canvas.

Week 3

Chapters 7-8: Early Childhood

Reflection Paper #2 Due

Additional readings and or videos will be posted on Canvas.

Week 4

Chapters 9-10: Middle Childhood

Reflection Paper #3 Due Midterm Exam – Online

Additional readings and or videos will be posted on Canvas.

Week 5

Chapters 11-12 - Adolescence

Reflection Paper #4 Due

Additional readings and or videos will be posted on Canvas.

10

Week 6

Chapters 13-14 – Emerging and Young Adulthood – Presentation will be uploaded

Reflection Paper #5 Due

Additional readings and or videos will be posted on Canvas.

Week 7

Chapters 15-16 - Middle Adulthood

Reflection Paper #6 Due

Additional readings and or videos will be posted on Canvas.

Week 8

FINAL EXAM – will be posted on Canvas

Chapters 17-18 - Late Adulthood

Reflection Paper #7 Due;

Additional readings and or videos will be posted on Canvas.

Week 9

Chapters 19 - End of Life; Wrap Up

Additional videos and readings will be on Canvas

Research paper Due

11

Writing Rubric

Criteria Fails to meet criteria at the

program level (0) Minimally meets criteria at program level (1)

Meets criteria at program level (2)

Exemplary of criteria at program level (3)

Responsiveness to assignment requirements (scored on a 0-3 Likert scale in TK20) 50%

The student failed to respond to the requirements of the assignment; and/or the response is weakly or mostly unrelated to the subject matter of the assignment.

The student minimally responded to the requirements of the assignment; and/or the response is loosely related to the subject matter of the assignment.

The student responded to the requirements of the assignment in a comprehensive manner; and/or the response is directly related to the subject matter of the assignment.

The student responded to the requirements of the assignment in an outstanding manner; and/or the response is expertly crafted to relate to the subject matter of the assignment.

Content knowledge (scored on a 0-3 Likert scale in TK20) 25%

The project demonstrates a lack of understanding and application of the concepts and issues presented in the chosen subject area; application is inaccurate and contains many omissions and/or errors; no examples or irrelevant examples; no thought-provoking ideas or original thinking; no critical thinking; many critical errors when applying knowledge, skills, or strategies for the subject matter.

The project demonstrates a basic understanding and application of the concepts and issues presented in the chosen subject area; application is mostly correct, but contains some omissions and/or errors; minimal examples or some irrelevant examples; minimal thought-provoking ideas or original thinking; some critical errors when applying knowledge, skills, or strategies for the subject matter.

The project demonstrates an understanding and application of the concepts and issues presented in the chosen subject area; and/or application is accurate and contains few omissions and/or errors; some relevant examples; and/or thought-provoking ideas and original thinking; evidence of critical thinking; no critical errors when applying knowledge, skills, or strategies for the subject matter.

The project demonstrates a comprehensive understanding and application of the concepts and issues presented in the chosen subject area; application is insightful and contains no omissions and/or errors; has several relevant examples; and/or thought-provoking ideas and original thinking; significant evidence of critical thinking; no critical errors when applying knowledge, skills, or strategies for the subject matter.

Research and scholarship 15%

The project is significantly below graduate-level expectations for research, scholarship, and professional style. The assignment demonstrates little or no scholarly insight on the content area.

The project minimally meets graduate-level expectations for research, scholarship, and professional style. The assignment demonstrates some scholarly insight on the content area.

The project meets graduate-level expectations for research, scholarship, and professional style. The assignment demonstrates scholarly insight on the content area.

The project exemplifies graduate-level expectations for research, scholarship, and professional style. The assignment demonstrate significant and holistic scholarly insight on the content area.

Quality of writing 10%

Writing is significantly below graduate-level writing expectations; the paper: uses unclear and inappropriate language; has many errors in spelling, grammar, and syntax; lacks organization; fails to follow APA documentation protocol

Writing is minimally satisfactory for graduate-level writing expectations; the paper: occasionally uses unclear and inappropriate language; has a few errors in spelling, grammar, and syntax; has poor organization; minimally follows APA documentation protocol.

Writing is satisfactory for graduate-level writing expectations; the paper: uses clear and appropriate language; has no errors in spelling, grammar, and syntax; has good organization; follows APA documentation protocol.

Writing is excellent for graduate-level writing expectations; the paper: uses very clear and appropriate language; has no errors in spelling, grammar, and syntax; has excellent organization; follows APA documentation protocol expertly.

12

Appropriate APA Style & Format required. The paper will be returned to you without grading (I.E. 0pts) if it is

missing a title page, abstract, references and citations. APA includes appropriate title page, abstract, introduction,

proper research style presentation of the literature review, proper graduate-level grammar, flow and structure,

citations, references, conclusion and other APA essential elements (See APA 6th Ed.). Various online sources

exist for APA guidance, however, only the manual itself is the most reliable source. These are the basic

components of paper structure and format.

Title Page

.. Running head (appropriate header with the page number)

.. Title (expands on running head) – no more than 12 words

.. Author & university affiliation

.. Appropriate formatting, margins, font and size

___/_10 pts.

Abstract

.. Brief introduction and description of the content of the paper; keywords – up to 6 words

.. Should fit in the first half of the page (general recommendation is up to 250 words)

.. Appropriate formatting, research language, no essay or personal opinion.

___/_6_pts.

Introduction (do not use Introduction as a title, see APA)

.. Define the problem/issue or the subject you are investigating

.. Give statistics to bring evidence as to why this subject matters, why it affects anyone, and why

anyone should care, give a brief history & background; main concepts, elements – expand on these

under appropriate sub-headings.

.. List your review of the research in the field of counseling of the past 5 years, refer only to peer-

reviewed journals and books regarding the topic, bring the discrepancies and any lack in the research

on the topic. Appropriate citations.

.. Define the purpose of your research/paper: what is it that you attempt to achieve by writing this paper.

___/_10 pts

Body of the Paper

¨ Grammar, sentence flow, structure, format, quality of writing, citation of all sources utilized. An

author’s name at the end of the paragraph only refers to the last statement. Cite all sources.

¨ Appropriate analysis of the topic, keep within the limit of the page-number requirement.

¨ Description of the theory, characteristics, history, background, essential figures, statistics in more

details, expanding on the introduction, addressing the actual topic with subheads.

¨ Best practices and challenges: what has been done in the field to address this issue/population

(interventions) & what has/hasn’t worked, how has this theory/problem been applied in practice.

.. Multicultural approach: cultural considerations when working with this population and issue. A

thorough section on this is vital.

___/_16 pts.

Conclusion

- Sum up the paper/content adequately by reminding what the defined problem was and what has

been done to address it (very concisely); sum up the key points of the paper

¨ Indicate future implications for counselors and further research regarding this theory/issue/population.

__/_8__ pts.

References

_ Format; every source included in the paper has to be on the reference page, APA is required.

__/_10 pts.

Professor/Instructor Name ___________________________________ Total Points: _____/__60_ pts.