Clinical Consultation

C 7453

Clinical Consultation

Fall I 2007

INSTRUCTOR:

Kevin J. Kukoleck, Psy.D.

PHONE:

773-405-3541

EMAIL:

FAX:

847-598-6185

ALT PHONE:

847-598-6158

REQUIRED TEXTS:

Title / Psychological Consultation and Collaboration in School and Community Settings: Fourth Edition
Author(s) / A. Michael Dougherty
Copyright / 2005
Publisher / Brooks/Cole
ISBN / 0-534-57532-3
Edition / 4th
Title / Psychological Consultation and Collaboration in School and Community Settings: Fourth Edition: A Casebook
Author(s) / A. Michael Doughert
Copyright / 2005
Publisher / Brooks/Cole
ISBN / 0-534-57533-1
Edition / 4th

This Course Requires the Purchase of a Course Packet: YES NO

Argosy University, Chicago Campus

C7453-BLA – Clinical Consultation

Fall 2007 – Course Syllabus

# of Course Units: 3 Credits

CRN #: 1075

Days & Times of Classes: 1st Weekend 2nd Weekend

Fri. September 7th from 6-9pm Fri. September 28th from 6-9pm

Sat. September 8th from 9am-5pm Sat. September 29th from 9am-5pm

Sun. September 9th from 9am-4pm Sun. September 30th from 9am-4pm

Please note: This class is web-augmented in a weekly format

Classroom Locations: TBA

Required Texts: 1. Psychological Consultation and Collaboration in School and Community Settings,

4th Edition by A. Michael Dougherty, 2005 (listed as #1 in course outline)

2. Psychological Consultation and Collaboration in School and Community Settings:

A Casebook, 4th Edition by A. Michael Dougherty, 2005 (#2 in course outline)

Professor: Kevin J. Kukoleck, Psy.D.

Office Location: Argosy University/Schaumburg Campus Room #8N

Office Phone: 847-598-6185

Office Fax Number: 847-598-6158

Cell Phone: 773-405-3541 (This is my cell phone which is always on. Please call between the hours of 9am and 9pm only. I do not answer the phone when I am with a client. If you get my voicemail, leave a message and I will return your call as soon as I can.)

E-Mail Address:

Office Hours: By arrangement at the Chicago Campus

Professor’s Background: I was educated at ISPP’s Chicago Campus and graduated in January of 1998 with my Doctorate in Clinical Psychology. I returned to college at the age of 27 after losing my job as a truck driver as a result of the progression of my disability. I am proud to be the youngest child of a hard working, blue-collar family from Cleveland. My professional clinical experience includes working with people coping with physical disabilities and chronic pain, adults struggling with past child abuse and sexual assaults and general life adjustments. I am a non-directive Client-Centered psychotherapist. My areas of expertise include health psychology, pain management, relaxation training, anger management, school violence, bullying, sexual abuse/assault/harassment, sexual health, sexual orientation and cross-cultural counseling. I have worked with adults, teenagers, children, couples, families and individuals.

Mission Statement:

Ed.D. Counseling Programs: The Doctor of Education in Counseling Psychology with a concentration in Counselor Education and Supervision is designed to meet the special requirements of working professionals motivated to develop their knowledge and skills to handle the changing needs of modern organizations. The program is designed to provide working professionals with the opportunity to pursue their personal and professional goals through the completion of a graduate program.

Course Educational Philosophy and Instructional Methods: The main educational philosophy for this class is to make this course material relevant to your current or future counseling work. This course will involve a blending of lecture, open class discussion, personal reflection/sharing and case examples. This class will be web augmented (see below).

Course Delivery Format: This course has class meetings scheduled on weekends and is web-augmented with a weekly online component.This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of this course.Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as opportunity to engage with faculty and other students around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web-based learning environment to provide supplemental resources and reading material. The course will be available to students one week prior to the beginning of the term.For questions pertaining to the online format, please refer to the registration bulletin.

Policies on Class Attendance, Punctuality, and Leaving Class Early: Whether we are engaged in class discussion, case examples or lecture, your attendance at each class session is vital for your learning. Further you should be on time for each class session. Staying for the entire class session is also important. Despite the obvious fact that it is very rude for you to enter class late or leave class early, it also can distract and/or disrupt the class process or the professor’s lecture. While I do not formally take attendance, in actuality your grade will heavily depend on you being present and paying attention. Obviously you will be responsible for class readings and lecture and handout material. If you are not in class for any reason, you will need to inform me of your absence and get notes for that class session from a fellow student.

Classroom Decorum: Your respectful attention during lectures, presentations and discussions is a vital part of your learning experience in this class. Questions during lectures are strongly encouraged. This course will rely heavily on class discussion, role plays and your open processing of the material. You will be expected to share your thoughts and beliefs about the issues presented in an open and honest way. I expect each of you to support one another during these class discussions. We will create an environment in this class that is consistent with this goal in that no question or comment will be laughed at, belittled or brushed aside. Another issue around classroom decorum involves the use of cell phones. Cell phones or other devices which make disruptive noises must be put on vibrate or turned off completely during class time.

Course Description: This course presents the consultative theories and techniques related to successful multidisciplinary consultation and collaboration in clinical/educational practice. The focus of this course is on individual (micro) consultation with professionals and others working in medical, forensic, social service, educational and mental health systems, as well as allied disciplines. The process of consultation is examined, the role and responsibilities of the consultant are explored, and the practical skills related to the delivery of services are developed. Expectant student outcomes include the emergence of core competencies associated with successful consultative practice in a multitude of settings.

Doctoral Counseling Program Outcomes:
Program Outcome One: Counselor Supervision
Competency 1. Effectively apply theories and practices of counselor supervision.
Program Outcome Two: Research (Understanding and Applying Qualitative and Quantitative Research)
Competency 1. Apply scientific foundations of counseling and scientific methodology to the design of research and analysis of counseling topics: case material, counselor education and counselor supervision.
Program Outcome Three: Advanced Practice/Assessment
Competency 1. Effectively apply theory pertaining to the principles and practice of counseling, career development, group work, systems, assessment and consultation.
Program Outcome Four: Counselor Education
Competency 1. Effectively apply instructional theory and methods relevant to counselor education.
Program Outcome Five: Ethics
Competency 1. Commit to, demonstrate, and engage in ethical practice and ethical decision making strategies in counselor education and supervision, grounded in the ACA Code of Ethics as well as socially responsible practice and living.
Program Outcome Six: Social & Cultural Issues/Multicultural Competence
Competency 1. Demonstrate multicultural awareness, knowledge, and skills with regard to the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counseling practice, counselor education, and supervision.
Program Outcome Seven: Interpersonal Effectiveness
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
Program Outcome Eight: Written and Oral Presentation
Competency 1. Using appropriate media and technology, present counseling information orally and in writing that is concise, organized, well supported, created in a professional manner, and appropriate to the audience.

Course Objectives:

1. Students will demonstrate competency in their understanding of the scientific foundations, theories and research outlined in this course of consultation (Program outcome 1, 2).

2. Students will demonstrate competency in their ability to research questions relevant to the topic and critically evaluate the current body of knowledge in consultation that serve as a foundation for practice (Program outcome 2, 3, 4, 6) .

3. Students will demonstrate fundamental competencies in establishing and maintaining effective and ethical collegial and client relationship in professional settings, including the classroom (Program outcome 1, 3, 4, 5, 7, 8).

4. Students will demonstrate basic competency in practice with clients from diverse backgrounds by appreciating human diversity and integrating that appreciation into the selection, application and interpretation of their client’s needs (Program outcome 6, 7).

Assessment of Course Objectives:

1. An assessment of the student’s theoretical understanding will occur via all of the course assignments listed below, but particularly during the Final Exam.

2. An assessment of the student’s ability to research questions will occur via the article reviews and the development of a consultation proposal outlined below.

3. A direct assessment of the student’s ability to establish and maintain effective and ethical professional relationships will occur during class discussions and in-class exercises.

4. Course goal number 4 above will be assessed during class discussions and via the development of a consultation proposal.

Technology Statement: Argosy University encourages the use of technology throughout the curriculum. Since this is a blended course, the internet will be used to augment your learning. During in-class sessions, the professor may use PowerPoint to organize lecture notes.

Disability Statement: It is the policy of Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to complete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors.

Academic Dishonesty/Plagiarism Statement: The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment, exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism are subject to disciplinary action up to and including dismissal from the University. If you are unsure what constitutes plagiarism, visit http://www.turnitin.com/research_site/e_home.html. Argosy University routinely submits student papers to Turnitin.com for Originality Reports. Papers submitted to Turnitin are checked against published works, content on the Internet, and every other paper submitted to Turnitin.

Methods for Assessing and Evaluating Student Performance

Active Class and Internet Participation: Students are required to participate in online and in-person discussions having read the assigned material. Students are required to contribute to these discussions each class session and each week online. To operationally define this assignment, students must contribute at least 2 comments about each course topic to receive the full credit for this assignment. This assignment will be worth 30 points. Twenty of these points will be given for in-class participation. Part of your in-class participation grade revolves around you giving accurate feedback and constructive criticism to your fellow students during their Role Play exercises. Ten points will be for online interactions. As you can see, this can effect your letter grade significantly, so just contribute to the discussion. Give your opinion, feedback, critique, appreciation or comment about the discussion material.

In Class Role Play and Demonstration: Written as well as oral communication skills are needed to conduct a successful consultation. This assignment evaluates a student’s ability to communicate verbally. Each student will be required to conduct a consultation interview during this class role play. The student will be graded on their ability to integrate book and lecture material into their demonstrations. Further the student’s oral presentation skills will also be critiqued. The student’s ability to verbally communicate effectively and to clearly articulate their ideas in an organized manner will be part of the grade for this assignment. Each student will be graded by the professor and by their fellow students in the class. A composite score will then be assigned (at the discretion of the professor). This assignment is worth 25 points.

Research Articles and Summaries: You will review the current literature and find and read FIVE journal articles, book chapters or Internet articles from a peer-reviewed source. These articles must be related to that week’s course material in some way. They must relate to your Consultation Proposal assignment (described below). These articles MUST BE current and published within the last 5 years. After you find and read an article, you will then write a brief synopsis of this reading and your reaction to it. The citation for this article, book chapter or web address must be at the top of your paper in proper APA format. This review must be at least two paragraphs, but absolutely no more than ONE page in length. Each review will be worth 5 points.

Final: This will be a multiple choice, fill-in-the-blank and short answer exam worth 55 points. This exam will focus mostly on theories, terms and concepts of consultation.