HPC 5120 Davis 1
HPC 5120: INTRODUCTION TO CLINICAL MENTAL HEALTH COUNSELING
The Department of Human Development & Psychological Counseling
Appalachian State University
Fall 2012
Instructor: Keith M. Davis, Ph.D., NCC, NCLSC
Office: 314D College of Education
Phone: (828) 262-6915
Email:
Office Hours: by appointment
Course Catalog Description:
An introduction to the issues, functions, and scope of the work being done in various human service agencies. Helping approaches with selected client populations and related professional concerns will be examined.
Development of the Professional Counselor as an Inviting and Reflective Decision-Maker:
HPC 5120 is a didactic and experiential course intended to provide students with knowledge of the counseling profession, including the historical/herstorical/zirstorical development of the profession, ethical guidelines, standards of practice, professional associations, trends, and approaches. Students will participate in class presentations, individual and group discussions, and class exercises while respecting each other’s disclosures as voluntary and owned by the person who self-discloses.
Multicultural Focus:
HPC 5120 involves discussions regarding the influence of cultural dynamics such as ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender identity/expression, gender, family type, religious/spiritual identity and appearance within the process of the counseling profession. Development of professional and personal sensitivity and responsiveness to diversity will be encouraged.
Course Objectives and Competencies:
At the conclusion of HPC 5120, students should have learned and/or been able to demonstrate the following CACREP competencies as outlined in Section II.G1. Professional Identity: Professional Orientation and Ethical Practice (as well as other CACREP Standards listed below and in the topics section of this syllabus):
1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE—studies that provide an understanding of all of the following aspects of professional functioning:
a. history and philosophy of the counseling profession;
b. professional roles, functions, and relationships with other human service
providers, including strategies for interagency/interorganization collaboration
and communications;
c. counselors’ roles and responsibilities as members of an interdisciplinary
emergency management response team during a local, regional, or national
crisis, disaster or other trauma-causing event;
d. self-care strategies appropriate to the counselor role;
e. counseling supervision models, practices, and processes;
f. professional organizations, including membership benefits, activities, services
to members, and current issues;
g. professional credentialing, including certification, licensure, and accreditation
practices and standards, and the effects of public policy on these issues;
h. the role and process of the professional counselor advocating on behalf of the
profession;
i. advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients; and
j. ethical standards of professional organizations and credentialing bodies, and
applications of ethical and legal considerations in professional counseling.
CLINICAL MENTAL HEALTH COUNSELING SPECIALTY STANDARDS:
A1. Understands the history; philosophy, and trends in clinical mental health
counseling.
A3. Understands the roles and functions of clinical mental health counselors in
various practice settings and the importance of relationships between
counselors and other professionals, including interdisciplinary treatment
teams.
A4. Knows the professional organizations, preparation standards, and credentials
relevant to the practice of clinical mental health counseling.
A5. Understands a variety of models and theories related to clinical mental
counseling, including the methods, models, and principles of clinical
supervision.
A9. Understands the impact of crises, disasters, and other trauma-causing events
on people.
C1. Describes the principles of mental health, including prevention, intervention,
consultation, education, and advocacy, as well as the operation of programs
and networks that promote mental health in a multicultural society.
C3. Knows the models, methods, and principles of program development and
service delivery (e.g., support groups, peer facilitation training, parent
education, self-help).
C6. Understands the principles of crisis intervention for people during crises,
disasters, and other trauma-causing events.
C9. Understands professional issues relevant to the practice of mental health
counseling.
E4. Understands effective strategies to support client advocacy and influence
public policy and government relations on local, state, and national levels to
enhance equity, increase funding, and promote programs that affect the
practice of clinical mental health counseling.
SECTION II PROFESSIONAL IDENTITY:
F. Evidence exists of the use and infusion of technology in program delivery and
technology’s impact on the counseling profession.
Course Requirements:
1. Quizzes: The development of the professional counselor begins with an understanding through knowledge of basic counselor roles and functions. At the beginning of each class, students will be given a 10-question quiz pertaining to the assigned readings for that particular class. The quizzes will consist of general questions that measure key CACREP competencies with multiple guess answers. Responses will be immediately collected. Those who are tardy for, or not present for, the quiz will NOT be permitted to make the quiz up or have extra time. Please, don’t ask for exceptions!
2. Professional Research Poster Mini-Conference: Students will plan, develop, implement, and participate in a professional poster mini-conference. Students will be divided into dyads to choose a topic of interest related to counseling and/or the counseling profession to present in poster-session format to the College of Education. Student committees will be formed in order to plan and market the poster-session mini-conference. Students will be required to submit as a proposal (via the North Carolina Counseling Association website; CACREP Standard Sec. II F.) their professional poster to the North Carolina Counseling Association annual conference to be held in Greensboro in February. Attendance to this conference will be required in the HPC 5752 Legal & Ethical Issues spring 2013 course.
3. In Class Assignments: There will be several in-class assignments (e.g., case studies, case conceptualizations, videos, surveys, group work, discussions) throughout the semester. In-class assignments are meant to measure acquisition of key CACREP competencies (as outlined in the topics section of this syllabus) and will be determined based on the nature of the class needs as the semester develops.
4. Comprehensive Notebook Manual: On October 30th, students will present a comprehensive and formal notebook manual which contains all the important information regarding the course learned throughout the semester through readings, lectures, and in-class exercises. This notebook should be a well-organized and sequential manual, including tabs to distinguish each segment of the course (e.g., syllabus, chapter outlines, quizzes, in-class assignments, etc.). This final comprehensive notebook manual will serve as the final exam for HPC 5120, as well as the beginning of your professional counselor portfolio.
5. Attendance + Participation + Personal Integrity = Professional Development and Readiness for the Counseling Profession: Given the interactive nature of this course, attendance is necessary and mandatory in order to develop knowledge of counseling and the counseling profession (please see attendance policy for HPC 5120).
Participation in HPC 5120 includes:
a. On-time attendance and preparation for each class.
b. Having completed readings prior to class.
c. Quality participation in class discussions, group work, and in-class assignments.
d. Turning in all work when it is due.
Personal integrity includes:
a. All of the above.
b. Subjective observations on how students interact with other students, faculty, and staff.
c. Subjective observations on how students navigate the processes and procedures of the
course and overall program.
Both your attendance and participation in HPC 5120, as well as your personal integrity, demonstrates your commitment to the counseling profession, professional readiness, respect for your education, respect for your colleagues and classmates, and most importantly respect for yourself as a developing professional. Thus, the instructor may deduct points from a student’s final grade when this level of professionalism has not been reflected in meeting the requirements for HPC 5120 as outlined in this syllabus.
6. Professional Development Commitment: Support and involvement in professional counseling associations is fundamental to a counselor’s professional identity development and the continued advancement of the profession. Furthermore, research demonstrates that involvement in professional associations during students’ graduate counseling training results in a higher tendency for continued involvement after graduation as compared to students who were not members during their training. Therefore, as demonstration of your commitment to the counseling profession and your own development as a professional, you are asked to either (1) join the North Carolina Counseling Association (NCCA) or (2) join the American Counseling Association (ACA), or both! Membership to either, or both, can be done via an online membership application (CACREP Standard Sec. II F.) Students unable or unwilling to complete the above (for personal, philosophical, or financial reasons) will construct a professional research paper (APA format) on a topic related to counseling and/or the counseling profession (approximately 15 pages in length; double-spaced) and present it to the class on October 30th in place of the completion of the above professional obligation.
Please note: Any assignment not turned in at the designated classroom due date and time will result in ONE letter grade reduction for each day late. Assignments not turned in within three days after the designated classroom due date and time will NOT BE ACCEPTED and result in a failing grade for that assignment.
Attendance Policy for HPC 5120:
Due to the interactive nature of the information presented through in-class activities, discussions, readings, and lectures, it is required that you regularly attend class. Because of the high degree of importance placed on these core learnings, you can only be absent from ONE class meeting without incurring a reduction of 5 percentage points being subtracted from your final grade for EACH absence after one (however, there will be a point reduction if an assignment is missed or not turned in on the date missed). More than three absences will result in a failing grade for HPC 5120, regardless of academic good standing. Tardiness, early leaves, or “extended breaks” will be noted and accrued toward absences. If you know you will be absent from a class meeting, please inform me personally through a meeting, email, or phone message. Above all else, I want to know you’re safe! Additionally, in the event that medical reasons, death in a family, or any other unforeseeable circumstance will result in you missing more than 3 classes, you will be advised to drop the course and take it at a time more convenient for you (i.e., there will be no Incompletes given by the instructor, nor make-up assignments for missed classes. Should a student need to miss a class due to a religious holiday and/or observance, please contact the instructor in accordance with the ASU Religious Observance Policy:
http://www.graduate.appstate.edu/facultystaff/council/agendas/oct10/ReligiousObservance%20Policy.pdf.
Inclement Weather Policy:
In the event of inclement weather, class will be cancelled ONLY if ASU closes. Keep in mind that you are allowed ONE absence without incurring a reduction in points. Thus, use your own discretion when deciding not to attend classes throughout the semester when inclement weather is not an issue. Classes cancelled due to ASU closing for inclement weather will be made up at the end of the semester on designated days, which are stated in the course syllabi.
Academic Integrity:
The tenants of Appalachian State University’s Academic Integrity Code will be enforced throughout this course including but not limited to assignments and activities (in and outside of class). For more information on the Academic Integrity Code please refer to:
http://www.academicaffairs.appstate.edu/resources/integrity/code.html
Student Accommodations:
Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at www.ods.appstate.edu or calling at 828.262.3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.
Evaluation and Grading:
Short Quizzes: 20%
Research Poster Mini-Conference: 20%
In-Class Assignments: 15%
Comprehensive Notebook Manual: 15%
Professional Development Commitment: 15%
Attendance, Participation, and Integrity: 15%
Total: 100%
Grading Scale:
A = 95-100
A- = 90-94
B+ = 86-89
B = 83-85
B- = 80-82
C+ = 76-79
C = 73-75
C- = 70-72
F = Below 70
Required Texts:
Neukrug, E. (2012). The world of the counselor: An introduction to the counseling
profession (4th ed.). Belmont, CA: Brooks/Cole.
American Counseling Association (2005). ACA Code of Ethics. Alexandria, VA: Author.
Other Considerations:
You are now entering into the counseling profession. As part of this profession, you are REQUIRED to join either the American Counseling Association (ACA) or the North Carolina Counseling Association (NCCA) via online membership application.
Helpful Websites:
American Counseling Association www.counseling.org
North Carolina Counseling Association www.nccounseling.org
Council for Accreditation of Counseling and
Related Educational Programs (CACREP) www.cacrep.org/
National Board for Certified Counselors www.nbcc.org
I look forward to working with each of you this semester and want your learning experiences to be as meaningful as possible. My students are very important to me and I encourage and invite each student to visit me during regularly scheduled office hours, make an appointment, call, or email me with any concerns. It is important to me for all students to help create a learning environment where they feel comfortable and respected. Please do not allow your cell-phones to interrupt class time (this includes not texting during class). The instructor respectfully asks that you deactivate cell-phones before class. Thanks!!
Tentative Schedule of Topics
Date Topic Readings CACREP Standard
Aug. 21 Introductions and Program Orientation
Aug. 28 Development of the Counseling Profession Ch. 2 Sec II; G.1.a; CMHC;
A.1
Professional Identity for Counselors Ch. 1 Sec II; G.1.b, G.1.f,
G.1.g, G.1.h; CMHC;
A.3, A.4
In Class Assignment
Quiz #1
Sept. 4 Clinical Mental Health Counseling in Various Ch. 17 Sec II; G.1.b, G.1.f,
Practice Settings G.1.g, G.1.h; CMHC;
A.3, A.4, A.7, A.8, A.10,
B.2, E.6, I.2
Clinical Mental Health Counseling Program CMHC website