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COURSE SYLLABUS

Course Number CE 522C-B

Course Title COUNSELING FOR INDIVIDUALS

Fall Semester XXX

Spring Semester

Summer Semester Credit Hours 3

Name of Instructor Joseph Cooper, Phd, LPC

Meeting Day, Time, and Room Number Thursday, 6:30-9:15pm, Room 6026 Final Exam Day, Time, & Room Number 12/12/19 6:30-9:15pm Rm 6026 Office Hours, Location, Phone Wednesday 12-2pm, Thursday 1-3pm, or by appointment. Ballston Room 6086 Ph: 703-284-5758* *Please direct all communications via email

E-mail and Web Site EM: jcooper@marymount.edu Website: http://commons.marymount.edu/jcooper/ Course Description Focuses on skills necessary for effective interaction and communication in a variety of situations, with the em-phasis on individual counseling and consultation. A minimum grade of B is required to advance in the program.

University Statements

CLASS REGISTRATION REQUIRED Students not officially enrolled in a course offered by the university may not attend class according to uni-versity policy. Faculty are responsible for upholding this policy and may not add students to a class roster in Canvas. ACADEMIC INTEGRITY By accepting this syllabus, you pledge to uphold the principles of Academic Integrity expressed by the Marymount University community. You agree to observe these principles yourself and to defend them against abuse by others. Items submitted for this course may be submitted to TurnItIn.com for analysis. STUDENT COPYRIGHT INFORMATION

School of Sciences, Mathematics, and Education 2019-20

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For the benefit of current and future students, work in this course may be used for educational critique, demonstrations, samples, presentations, and verification. Outside of these uses, work shall not be sold, copied, broadcast, or distributed for profit without student consent. ACCOMMODATIONS AND ACCESSIBILITY CONCERNS If you are seeking accommodations (class/course adjustments) for a disability, here are the steps to take:

1) Register as a student with a disability with Student Access Services (SAS) in the Center for Teaching and Learning (CTL). This process takes time, so engage with SAS as early as possible.

2) Once registered with SAS, you may be approved for accommodations by SAS. Approved accommodations will be listed on a “Faculty Contact Sheet” (FCS), and you will receive a copy of this FCS from SAS.

3) Meet with each of your instructors as soon as possible to review your accommodations as per the FCS, and have them sign the FCS. This document will help you and your instructors develop a plan for providing the approved accommodations.

4) Let SAS know if you have any concerns about how your accommodations are being implemented in the classroom. Please remember that:

1) The steps above are required in order to be granted reasonable accommodations for disabling conditions. 2) Accommodations cannot be implemented retroactively. That is, accommodations can only be applied to a

course after they have been approved by SAS, and after you have discussed your accommodations with your instructor and the instructor has signed the FCS.

3) Appointments with SAS staff are scheduled through the Starfish "Success Network" tab (you can access Star-fish through Canvas). For more information, check the SAS website, e-mail access@marymount.edu, or call 703-284-1538.

Temporary Challenges Temporary challenges due to accident, illness, etc. that may result in missing class or navigating general campus access do not necessarily fall under the purview of SAS. If you experience something of this nature, please start by alerting your instructors. The Dean of Student Success may be involved in alerting instruc-tors in extreme cases. EMERGENCY NOTIFICATION POLICY When students are absent due to a crisis situation or unexpected, serious illness and unable to contact their individual instructors directly, the Division of Student Affairs can send out an Emergency Notification. To ini-tiate an Emergency Notification, students should contact the Division of Student Affairs 703-284-1615 or student.affairs@marymount.edu. Emergency Notifications are NOT appropriate for non-emergency situa-tions (e.g. car problems, planned absences, minor illnesses, or a past absence); are NOT a request or man-date to excuse an absence, which is at the sole discretion of the instructor; and are NOT a requirement for student absences. If a student contacts instructors about an emergency situation directly, it is not necessary to involve the Division of Student Affairs as arrangements are made to resolve the absence. For non-emergency absences, students should inform their instructors directly. ACCESS TO STUDENT WORK Copies of your work in this course including copies of any submitted papers and your portfolios may be kept on file for institutional research, assessment and accreditation purposes. All work used for these purposes will be submitted confidentially. UNIVERSITY POLICY ON WEATHER AND EMERGENCY CLOSINGS Weather and Emergency closings are announced on Marymount’s web site: www.marymount.edu, through MUAlerts, area radio stations, and TV stations. You may also call the Weather and Emergency Hotline at (703) 526-6888 for current status. Unless otherwise advised by local media or by official bulletins listed above, students are expected to report for class as near normal time as possible on days when weather conditions are adverse. Decisions as to inclement closing or delayed opening are not generally made before 6:00 AM and by 3:00 PM for evening classes of the working day. Emergency closing could occur at any time making MUAlerts the most timely announcement mechanism. Students are expected to attend class if the University is not officially closed. If the University is closed, course content and assignments will still be

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covered as directed by the course instructor. Please look for communication from course instructor (e.g., Canvas) for information on course work during periods in which the University is closed.

Important Dates September 3, 2019, is the last day to withdraw from a class without academic record. November 1, 2019, is the last day to withdraw from a class with a grade of W.

I. BROAD PURPOSE OF COURSE Departmental Description: To develop the knowledge, self-awareness and skills for effective interviewing, assessment and counseling of individuals of diverse backgrounds, effective consultation skills, and to facilitate student exploration of the effects of their personal characteristics, values, and attitudes on their functioning as counselors.

II. COURSE OBJECTIVES: Upon successful completion of this course students will be expected to:

1. Students will analyze, evaluate, and demonstrate an understanding and application of the basic interviewing, assessment, and counseling skills (CACREP 2009, section II, Core Curriculum 5b, 5c; (CACREP Clinical Mental Health Counseling Standard G1, H1)

(a) Assess ability to empathize with their clients (CACREP Standard II.G.5.b,c) (b) Develop active listening skills (CACREP Standard II.G.5.c.) (c) Examine clear effective verbal communication (CACREP Standard II.G.5.c.) (d) Critically analyze acute awareness of one’s impact on others (CACREP Standards II.G.5.b.;

School Counseling Standard E.4, F.1; CACREP Clinical Mental Health Standards E.1, E.2) (e) Examine cultural sensitivity (CACREP School Counseling Standard A.6, E.4, F.1; CACREP

Clinical Mental Health Counseling Standard F.2, F.3) (f) Critically analyze one's awareness of client’s nonverbal communication (CACREP Standard

II.G.5.c.) (g) Critically analyze effective therapeutic usage of one’s nonverbal behaviors (CACREP Standard

II.G.5.b., II.G.5.c.) (h) Compose constructive feedback to peers (CACREP Clinical Mental Health Counseling Standard

A.3) (i) Integrate constructive feedback from peers and instructor and change behavior. Demonstrate the

ability to initiate, maintain, and terminate counseling relationships with clients (CACREP Stand-ard II.G.5.b; CACREP Clinical Mental Health Counseling Standard D.1)

(j) Demonstrate the ability to develop and present case conceptualization of clients (CACREP Clini-cal Mental Health Counseling L.1, L.2)

(k) Develop and refine their personal theory of counseling and demonstrate behavior that is consistent with their theory (CACREP II.G.5.d.)

(l) Critically analyze alternative appropriate interventions to address the social and cultural needs of the client (CACREP Clinical Mental Health Standard F.3)

(m) Demonstrate the ability to assess and identify professional counseling strengths and limitations including self care strategies as counselors (CACREP Clinical Mental Health Counseling D.9; CACREP Standard II.G.1.d., II.G.5.a.)

2. Student will critically evaluate counselor or consultant characteristics and behaviors that influence

helping processes, including age, gender and ethnic differences, verbal and non-verbal behaviors and personal characteristics, traits, capabilities and life circumstances (CACREP 2009, section II, Core Curriculum 2b; CACREP Clinical Mental Health Counseling Standard E2, F3):

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(a) Students can expect to examine their intrapersonal issues and concerns. They should be able to

demonstrate the ability to express and understand their own personal dynamics and development, including strengths, sensitivities, defenses, and limitations.

(b) Appropriately modify and/or integrate counseling strategies for work with diverse populations.

3. Students will define and examine counseling skills that encourage client self-understanding (CACREP

2009, section II, Core Curriculum 5c; CACREP Clinical Mental Health Counseling Standard D5):

(a) Students will establish a trusting, open and useful relationship through the establishment of core conditions (additive empathy, positive regard, genuineness, and concreteness).

4. Students will compose accurate, informative session notes and clinical reports demonstrating an

understanding of client emotional and behavioral status (CACREP 2009, section II, Core Curriculum 7b; CACREP Clinical Mental Health Counseling Standard H2);

5. Students will present and analyze the results of interventions in a case conference format.

6. Demonstrate understanding of the ethical standards of ACA along with ethical and legal issues and

their applications to counseling and consultation in the agency setting (CACREP Standards, 2009 II. 1j; CACREP Clinical Mental Health Counseling Standard A2, B1).

7. Students will constructively evaluate other's skills and give specific and appropriate feedback to peers;

8. Students will learn to initiate and terminate a counseling session (CACREP 2009, section II, Core

Curriculum 5c, 5d; CACREP Clinical Mental Health Counseling Standard D1).

9. Students will begin to develop a general framework for understanding and practicing consultation. Experiences will include stages of consultation, models of consultation, and the opportunity to apply the material to case presentations (CACREP 2009, section II, Core Curriculum 5f; CACREP Clinical Mental Health Counseling Standard C1).

(a) Students will demonstrate how counseling skills are applied in the consultation and collaboration

process with other helping professionals.

10. Students will identify, evaluate, and apply the skills necessary to conduct and write-up an intake interview (CACREP 2009, section II, Core Curriculum 7b; CACREP Clinical Mental Health Counseling Standard H2).

(a) Students will demonstrate an understanding of the principles and guidelines for conducting an

intake interview which will include the client’s mental status evaluation, a biopsychosocial and mental health history, and the development of a tentative treatment plan.

11. Students will define and examine counseling skills that encourage client and consultee self-

understanding (CACREP 2009, section II, Core Curriculum 5b; CACREP Clinical Mental Health Counseling Standard D5)

12. . Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in clinical mental health counseling (CACREP Clinical Mental Health Standard I.3)

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III. TEACHING METHODS Lecture, discussion, demonstration, in-class and out-of-class exercises and role-plays, video and audiotaping of

skills by students.

IV. REQUIRED TEXTS AND ARTICLES Young, M. (2017). Learning the art of helping: Building blocks and techniques (6th edition). New Jersey:

Prentice Hall. JOURNAL ARTICLES Newman, J. L. (1993). Ethical issues in consultation. Journal of Counseling and Development, 72, 148-156. Caplan, G. (1995). Types of mental health consultation. Journal of Educational and Psychological

Consultation, 6(1), 7-21 American Counseling Association (2014). ACA code of ethics. Alexandria, VA: Author

V. COURSE REQUIREMENTS

a) Classroom Participation, Attendance, and Conduct (15%) (CACREP Clinical Mental Health Counseling Standards A.2, A.3.)

Graduate students are training to be professional helpers responsible for the welfare of clients in need. At-tendance and participation constitute a significant portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and entering into class discussion, participating in role plays, and providing con-structive feedback to your peers. Policy for class attendance:

1) 15-week fall or spring semester classes (2.75-hour class):

a) Excused Absence: A student who misses one class due to an excused absence (see examples of excused absences below) will not be docked attendance points provided that the student: 1) informs the professor as soon as they know they will need to miss a class but no later than 24 hours prior to the start of the next class via email and 2) provides acceptable doc-umentation (see examples of acceptable documentation below) to support the excused ab-sence. A student who misses two classes due to an excused absence must adhere to the conditions stated above and may be subject to the following action, which includes, but not limited to: a) additional assignment(s) to complete the class, b) being brought up for student review, and c) recommendation to withdrawal from the class. Students missing more than two classes will miss substantial course content and are recommended to withdraw from the course and could possibly receive a failing grade. Students missing more than 2 classes will be brought up for student review to determine if any additional remediation is needed.

b) Unexcused Absence: A student who misses one class due to an unexcused absence (see ex-amples of unexcused absences below) will forfeit 50% of the attendance points. Two unex-cused absences will result in students forfeiting all attendance points and may not earn higher than a B in the course. Three unexcused absences will result in the student failing the course and to be brought up on student review. Depending on when the unexcused ab-

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sences occur, the student may not be eligible for tuition refund and any grade that has been earned at the time of withdraw will appear on the student’s transcript.

Examples of excused and unexcused absences: 1) Excused absences include: student illness, illness that requires the student to provide care

for another, medical emergency, medical emergency of a family member, death of a fami-ly member, study abroad course, automobile accident while in transit to class, attendance at a compressed course where the course overlaps with another, and other circumstances that are deemed by the professor to meet the criteria for excused absence.

2) Unexcused absences include: vacations, mental health day, social events, excused absenc-es that do not provide proper documentation, absences that fall under excused where the professor is not contacted in advance, and other circumstances that are deemed by the professor to meet the criteria for unexcused absence.

A student who rarely or never participates in class discussions or activities will also receive a grade reduction despite attendance. Some examples include, but not limited to:

• sleeping, • daydreaming, • texting, checking cell messages/internet • talking or inattentive during lectures/videos, etc. • passive, inattentive, or rarely participates in class discussions • Coming to class late 30 or more minutes will be considered an absence. • Eating food during class time is not allowed.

b) Skills Tape 1 (15%) The first skills video is assigned (1) to help you become familiar with the Counseling Labs and also to establish a baseline of your basic counseling skills. This session will consist of a role-play with another candidate in the CE522C class and should be at least 15-minutes, but no longer than 20 minutes. Candidates who are role-playing the client must present either an actual or made-up scenario, and present as a “real” client. The baseline video provides a foundation to for establishing basic skills of attending, listening, reflection skills, and responding; and (2) demonstrating professionalism, genuineness, empathy, and complying with ethical and legal standards. You are to video tape this session and submit (1) Reflection of your skills and the session (format to be giving in class) and (2) the videotape of the session. This video is to be shown in class for peer review and instructor feedback. No Transcription is required. Specific instructions to be given in class. (CACREP Clinical Mental Health Counseling Standard A.2, B.1, D.9) c) Midterm Tape 2 (25%) and final skills evaluation Tape 3 (25%)

Students will submit a midterm and end-of-semester tape for evaluation of your counseling skills. You should find a partner to pair up with so you may role-play a 30-minute session for the demonstration of your skills. You are to video tape this session and submit 1) a transcription of this session, 2) the videotape of the session, including appropriate demonstration of diagnostic interventions and skills, and 3) The Midterm and End-of-Semester Self-Analysis form to include a discussion on ethical and legal issues encountered in the session. Specific instructions will be given in class. (CACREP Clinical Mental Health Counseling Standard A.2, B.1, G.2

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d) Final Exam (20%)

A final exam will be given to assess your knowledge and application of the basic and advanced skills covered in class. This exam is cumulative in scope and will be a combination of short answer, multiple choice, and your responses to sample client statements. e) In-class exercises and supervision Each week’s class will involve lecture, discussion, skills demonstration, skills practice, and peer supervision of your counseling skills during in-class role plays. Come to class prepared to participate three ways: a) by playing the role of “client” to allow your partner to practice their counseling skills; b) by practicing new counseling skills in role-plays; and, c) by giving peer supervision to classmates on their in-class practice. A minimum of two in-class role-plays will demonstrate a consultation session. Role-plays will be taped and reviewed by the professor and classmates. Guidelines to be given in class. f) Confidentiality and Ethics: In this course, you are entering an experience that involves a fair amount of role-playing and practice inter-viewing. Naturally, in the course of discussion, it is possible for a student colleague to say something person-ally important and confidential. It is your duty to maintain confidentiality. When audio or videotaping a ses-sion with a role-playing or real client, be sure you have permission on tape for that interview to proceed. You are expected to abide by ethical code of your profession. g) When You Play the Role of Client in Practice Sessions: You have the right and personal responsibility to share only as deeply as you want. All experiential exercises in this course are optional and you may stop participating in any exercise you wish without penalty. At the same time, if you find yourself not wishing to engage in these exercises, you may prefer to drop the course. h) Practice: This is a class where you will be learning many new skills. The more you can practice, the faster you will im-prove. While it is important to understand the material in the text, it is crucial that you be able to demonstrate the required skills. Practice will improve your skills. All written assignments should follow the current APA Publication Manual format, unless otherwise in-structed. This includes grammar, clarity, organization, spacing, referencing, etc. Non-compliance will result in grade reduction. Please proofread before you submit. It’s always a good practice to finish your paper a few days before the due date and proofread it again the day before submission.

VI. GRADING POLICY Baseline Skills Video #1 15% Skills Video #2 25 % Skills Video #3 25 % Final exam 20 % Class participation and attendance 15% Maximum 100%

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Letter Grade (Percent total): A 95-100 A- 91-94 B+ 88-90 B 84-87 B- 80-83 C 70-79 F = 69 and below

VII. CLASS SCHEDULE

Date Week Content/Topic Read-ings/Assignment

Due 8/29/19 1 Introduction; Counseling skills, Talking Cure, and

Stages of Helping The Therapeutic Relationship.

Young, Chpts. 1-2

9/5/19 2 Basic Skills: Attending Behaviors, Invitational Skills, & Ques-tions The First Session (Opening and Closing sessions, Informed Consent) Counseling Ethics

In-class practice begins

ACA Code of Ethics Young, Chpt. 3

9/12/19 3 Reflecting Skills: Paraphrasing & Reflecting Feelings

Young, Chpts. 4 & 5

9/19/19 4 Review of basic skills Tape (Attending, probes, open-leads, questions, paraphrase, reflection of feelings, opening and clos-ing a session)

***Tape# 1 due***

Class practice & Review

9/26/19 5 NO CLASS

10/3/19 6 Advanced Reflection Skills: a) Eliciting and Reflecting Meaning/additive empathy b) Summarizing

Young, Chpt. 6

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VIII. COURSE WEBSITE

All materials and handouts will be posted to my MU Website: http://commons.marymount.edu/jcooper/

IX. General Course Information and Policies

A. Email Policy: All course announcements, messages, correspondence, and information will be sent to candidates’ Marymount University email account. If you use a different electronic account for

10/10/19 7 Class Practice and continuation of Reflection of meaning Consultation

Newman (1993) Caplan (1995)

10/17/19 8 **Video Tape # 2 due** Class review of tapes

feedback

10/24/19 9 Tape Review continued. Class practice of skills

10/31/19 10 Resistance and Difficult Clients: a) Working with resistance b) Giving feedback, evaluating client response

Young, Chpt. 7

11/7/19 11 The Art of Confrontation: Challenge skills and Feedback Young Chpt 7 Class handout

11/14/19 12 Change Techniques: a) Solution Skills b) Goal Setting

Young, Chpt. 8

11/21/19 13 **Video Tape 3 Due** Review of Tapes

Young Chpt. 9

11/28/19 14 NO CLASS—THANKSGIVING HOLIDAY

12/5/19 15 Therapeutic Factors in Counseling Outcome and Termination in Counseling Review and wrap up Final Exam review

Young Chpts 11

12/12/19 16 Final Exam

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email, you are strongly encouraged to have your Marymount email forwarded. Instructions on how to redirect email can be found at Error! Hyperlink reference not valid.

B. Professor Compliance Disclaimer with the 2005 ACA Code of Ethics: This class (CE522C) is designed as a professional performance and clinical skills assessment class for the counseling-student-in-training. Your clinical skills will be assessed for readiness and/or continuation to assess and pro-vide mental health counseling and consultative interventions techniques in a role-play setting. Profes-sionalism is defined as competence in rendering clinical intervention, including but not limited to: limitations in clinical skills; professional interactions with students, professor, willingness to accept and integrate feedback, and/or personal mental health impairment. Your clinical skills and profession-al performance will be determined through the observation and assessment of your skills in working with experiential activities related to this class (during class or outside the time frame of this class). Due to the types of potential issues presented in this class and by your “clients”, you may need, or will be required, to evaluate (or re-evaluate) your personal experiences to determine if these issues pose a professional danger to clients in order to ensure client welfare and safety. If the professor determines there is a real or perceived negative impact to future or current clients (based upon the professor’s professional and clinical competence) the professor is bound by, and will adhere to, the ACA Ethical Codes (C.2.g; F.2.b; F.8.a,b; F.9.a-c) and will take necessary steps as outlined in the Department of Counseling Student Handbooks to prevent current or future harm to clients and to assist in address-ing any impairment demonstrated by the counseling-student-in-training.

C. Electronic Devices Policy: Out of respect for the professor and your classmates, use of cell phones, pagers, or any other portable communications device during class is prohibited. If a candidate uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of some participation points. Third offenses could re-sult in the items being confiscated for the remainder of the class and loss of all participation points. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Use of laptop computers is not permitted for note taking or other class-related activities unless prior arrangements have been made. In the event permission is granted, any candidate using this technology for purposes other than classroom activities (e.g., Internet, chat, IM, gaming, etc.) will have this privilege revoked.

D. Assignments: Assignments are due at the beginning of class on the date listed. Assignments not turned in at the beginning of class on the due date will not be accepted, and you will receive 0 out of 100 points. Exceptions will be considered in the event of emergencies (e.g., inclement weather, illness).

E. Paper Formatting: All papers are required to be presented in the formatting style detailed in the

APA Manual (American Psychological Association (2009). Publication Manual of the American Psycholog-ical Association (6th ed. second printing). Washington DC: Author.). Points will be deducted if this style is not followed. Papers with multiple pages must be stapled in the upper left corner. Papers not sta-pled will not be accepted. No binders, folders, or plastic coverings will be accepted.

F. Handouts, PowerPoint, Lecture Notes: It is not a policy of mine to provide students with cop-

ies of my PowerPoint lectures. It is important to take clear and concise notes of each lecture. If you have trouble taking notes, you may audio-record the class lecture. Audio recording is allowed only for class lectures. You cannot audio record in-class role plays or demonstrations of counseling skills, as those often contain confidential and/or personal information.

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G. Confidentiality: In order to provide safety for individuals in the class and to protect the confiden-

tiality of class members, guests, and professors, candidates will discuss class material and others’ per-sonal information, reactions, etc., ONLY while in class or privately with one another.

H. Professor Availability: If, at any time, you wish to discuss any issue related to the class, particu-larly those related to your performance in this class, please do not hesitate to contact me. Please do not wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome.

I. Respect of Individual Differences: The professor endorses a learning climate that represents diversity and individual differences and encourages open-minded exploration of differences among individuals. Candidates are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and worldviews are different from their own. No person will be treated differently with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, cit-izenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

J. Special Needs and Accommodations: Please advise the professor of any special problems or needs at the beginning of the semester. If you seek accommodation based on disabilities, you should provide a Faculty Contact Sheet obtained through Disability Support Services located in Gerard Hall, (703) 284-1605.

K. Access to Candidate Work: Copies of your work in this course including copies of any submit-ted papers and your portfolios may be kept on file for institutional research, assessment, and accredi-tation purposes. All work used for these purposes will be submitted anonymously.

L. Weather and Emergency Information Line: 703-526-6888

M. Academic Integrity: By accepting this syllabus, you pledge to uphold the principles of Academic Integrity expressed by the Marymount University Community. You agree to observe these principles yourself and to defend them against abuse by others. Please note that the University honor code for-bids academic dishonesty of any kind. Plagiarism is a serious academic violation and can result in dismissal from the program.

N. Evaluation Process for Classes: Course evaluations will take place at mid-semester (informal) and at the end of the semester (formal). Candidates will receive an email advising them to complete final evaluations online prior to the end of the semester. It is important that candidates complete these evaluations to help with future course planning and revisions.

O. Letters of Reference: Consideration for a letter of recommendation will be made on a case-by-case basis. The criteria for a letter of recommendation will not be based solely on academic performance. In the event that a letter of recommendation is approved, candidates must provide a minimum of two weeks lead time for a letter to be completed. Candidates must provide the following information: (a) the full name and title of the person to whom the letter is to be addressed, (b) complete mailing ad-dress, including the name of the organization, (c) phone number and email address of the contact per-son, (d) a brief job description, and (e) your current resume, (f) an unofficial transcript, and (g) why

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you are interested in this position. Letters will delayed if candidates do not provide this infor-mation.Letters will be forwarded to the contact person via U.S. mail or email.

Attendance Rubric

Category

Greatly ex-ceeds (96-100)

Exceeds (90-95)

Meets (80-89)

Barely meets (51-74)

Does not meet (50 or less)

Attendance Student is always prompt and regularly at-tends clas-ses.

Student is late to class no more than once and/or leaves early once

Student is late to class no more than 2 times or leaves early no more than 1 times; OR

Student is late to class 3 or more times and/or leaves early no more than 2 times

Student is fre-quently late to class (3 or more times) and/or frequently leaves early. Or Student has missed 2 classes or more times (0 points)

Class partic-ipation

Regularly and actively participates. Provides exceptional insights and meaningful, valuable contribution.

Often partic-ipates. Makes numerous valuable con-tributions.

Students is attentive, yet participates infrequently or makes little relevant con-tributions; OR

Rarely contrib-utes, daydreams, or somewhat monopolizes discussion.; OR

Sits passively, inattentive or significantly monopolizes discussion. Comments only when directly questioned

Behavior (talking dur-ing lecture, eating, cell phone, tex-ting, web surfing, lack of attention, etc).

Student nev-er displays inappropri-ate behavior during class.

Student dis-plays inap-propriate be-havior no more than once during class.

Student dis-plays inap-propriate be-havior no more than two times during class

Student often displays inap-propriate behav-ior during class (talking, check-ing cell phone, web, eating, ir-relevant or dis-tracting com-ments, etc.

Student fre-quently displays inappropriate behavior during class.

Recommended Reading Barrett, M. & Berman, J. (2001). Is psychotherapy more effective when therapists disclose information about themselves? Journal of Counseling and Clinical Psychology, 69, 597-603. Brammer, L.M. & McDonald, G. (1998). The helping relationship: Process and skills. Boston: Allyn & Ba-

con. Ivey, A. D’Andrea, M., Ivey, M., &Simek-Morgan, L. (2002). Theories of counseling and psycho- therapy: A multicultural perspective. Boston: Allyn & Bacon.

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Ivey, A. & Ivey, M. (2007). Intentional interviewing and counseling: Facilitating client development in a mul-ticultural society. Belmont, CA: Brooks/Cole

Kagan, N. (1984). Interpersonal process recall: Basic methods and research. In D. Larson (ed.), Teaching

psychological skills: Models for giving psychology away. (pp. 229-244). Monterey, CA. Brooks/Cole.

McGoldrick, M., Pearce, J., & Giordano, J. (1996). Ethnicity and family therapy (2nd ed). New York: Nor ton. Rogers, C. (1961). On becoming a person. Boston, Houghton Mifflin. Rousmaniere, T. (2016). Deliberate Practice for Psychotherapists: A Guide to Improving Clinical

Effectiveness (1 edition). New York: Routledge.\ Seligman, M. (1998). How to change your mind and your life. New York: Pocket Books. Sharpley, C., & Sagris, I. (1995). Does eye contact increase counselor-client rapport? Counseling Psychology Quarterly, 8, 144-145. Sue, D., Ivey, A., Pedersen, P. (1996). A Theory of Multicultural Counseling and therapy. Belmont, CA: Wadsworth. Sue, D.W. and Sue, D. (2003). Counseling the culturally diverse (4th ed). New York: Wiley

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Statement on Academic Honesty: It is the aim of the Department of Counseling to foster ethical behavior in our students and to provide an en-vironment conducive to positive learning and teaching. A primary ethical issue pertains to academic honesty. Students are generally aware that plagiarism, the use of another’s words, images, or other works without appropriate attribution, is unethical. Cheating, either in the aiding of or receiving assistance from another student which was not intended by the faculty and using outside aids on tests which were not approved by the professor are common examples of academic dishonesty. Submitting work completed for one course as new work in another course is another example of cheating which also represents unethical behavior. This includes submitting previously submitted clinical tapes from another class to another class.

Any student found to be engaging in any type of academically dishonest behavior will be strongly sanctioned by the department and by the University. Sanctions may include losing credit for the work and/or the course, and in some instances, dismissal from the University as outlined by the Marymount University Student Handbook and the Department of Counseling Student Handbook.

We know that most students are committed to ethical behavior and we applaud this commitment. However, we want all students to understand that by registering for a course at Marymount University, they are making a commitment to uphold these principles of academically honest and ethical behavior, which are central to our mission in the Department of Counseling at Marymount University. Statement on Classroom Civility: In addition, classroom civility will also be upheld since it not only interferes with student learning but also the teaching environment. Therefore, it is expected all students shall assist in providing a positive learning envi-ronment for other students and themselves. Disruptive behaviors such as arriving late, leaving early, arriving intoxicated, and side-discussions during class time will not be tolerated. In addition, cell phone use is not permitted. No texting is allowed during the class time. Please turn your cell phones to the off or silent/vibrate position so to not disrupt others. Emergency calls may be taken outside the class but frequent call taking will not be tolerated. If the vibrate position becomes a nuisance, you will be asked to turn it off completely. Please seek permission from the professor for use of laptops during class time, audio-taping, and eating in class. Aggressive/volatile behaviors that lead to a negative learning/teaching environment will be addressed with the individual and if changes do not occur, faculty are permitted and will be supported in the removal of any person from the class. Such persons will be brought up during student reviews, which occur each semes-ter. Students will be held to the same sanctions as outlined in the Student Review Process found in the Stu-dent Handbook. Acknowledgement of Policy and Procedures My signature confirms that the attached syllabus has been reviewed by the instructor of the class and ques-tions answered to my satisfaction. Further, I was provided with an overview of the content outlined in this syllabus including but not limited to: course content, course requirements, grading policies, remediation pos-sibilities, supervision process, and ACA guidelines on supervision and client welfare and statement of aca-demic integrity. I understand it is my responsibility to review and abide by the policies of Marymount Univer-sity, departmental policies outlined in the Student Handbook, and ACA Ethical Guidelines. ______________________________ _____________________________________ Name printed Signature Date CE522: Counseling For Individuals_____ Dr. Joseph Cooper, PhD LPC________________ Class Professor