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PERSONAL AND PROFESSIONAL DEVELOPMENT IN
COUNSELING (CNS ED 410)

 TEXTS:
American Psychological Association. (1995). APA publication manual
(4th ed.). Washington, DC: APA.
Egan, G. (1993). You and me. Pacific Grove, CA: Brooks/Cole.
George, R., & Cristiani, T. (1992). Counseling theory and practice.

OVERVIEW:
This coursein Personal and Professional Development in
Counseling (CNS ED 410) is designed to provide an indepth view of the
professional counseling field. The focus of the course is on the
development of the helping relationship, including a review of research
factors which influence helping processes and rapport building. Students
are introduced to basic counseling skills and their role of such skills in
developing the helping relationship. Another important outcome of this
course is an increase in students' awareness of how their behaviors, values,
and beliefs are related to the role of the counselor and, in the process, to
determine their own individual goodness-of-fit for the counseling
profession.

By the end of this course the student will:
1) understand what counseling involves and be able to differentiate
counseling from advice-giving;
2) identify and understand the qualities of effective counselors and the
behaviors that influence the helping process, including age, gender, cultural
differences, and verbal/nonverbal behaviors;
3) understand what basic counseling skills are and what their own role
in developing the helping relationship is;
4) be familiar with research on factors which influence the helping
proceses and rapport building;
5) be familiar with basic interviewing, assessment, and counseling
skills;
6) demonstrate competency in basic counseling skills;
7) understand the relationship between one's own personal values,
beliefs, and behaviors and the role of the professional counselor;
8) increase their own self-awareness through exploration of issues
related to interpersonal style;
9) understand the role of the counselor in a variety of settings; and
10) have an awareness of the professional organizations, journals, and
issues such as licensure and certification.

TECHNIQUES:
CLASS PARTICIPATION:
Emphasis will be on the following:

Attendance policy is that you will be dropped from the course if you
have three or more unexcused absences. Class participation in discussions
and experiential activities is an essential element of this course. Students
will be asked to self-disclose in a training environment. Absences may
negatively impact a student's grade because students cannot be evaluated if
they are not present. If you will not be present, please inform Dr. Pope of
this as soon as possible.

GRADING:
You will be evaluated in three broad areas: personal effectivenss,
academic performance, and skills development using the following
educational projects:
Grades will be determined using the following schedule:

Your grade for this course will reflect both your performance on all
assignments as well as the professor's assessment of 1) your interpersonal
characteristics and 2) your potential for counseling effectiveness. Although
academic skills are an essential element in successful completion of this
course as well as a degree in counseling, your grade here will reflect not
only your academic performance, but your personal characteristics as
evaluated by your professor. It is, therefore, possible to excel
academically and receive a final grade less than an A or B as all grades
reflect a combination of both objective and subjective assessment. NOTE:
INCREMENTAL GRADING WILL NOT BE USED FOR FINAL
GRADES IN THIS CLASS.

The Counseling faculty recognize that potential counseling effectiveness
cannot be assessed in the same manner as academic performance is in
typical college classes. Potential counselors must communicate effectively,
be open-minded, tolerate ambiguity, exhibit a high degree of patience, and
demonstrate emotional stability and self-acceptance. Since we want to
identify students with low effectiveness potential for being a professional
counselor as early as possible and to initiate the necessary procedures for
dealing with such students, students are only admitted on a PROVISIONAL
basis until they have gone through screening by the COUNSELNG
FACULTY REVIEW BOARD. This Board determines the students' status
in this program.

FOUR AUDIOTAPED COUNSELING SESSIONS:
You will be required to conduct four audiotaped counseling sessions
with your microtraining triad partners (classmates). You will submit a
self-critique evaluation form for all four tapes. For tape 3 only, submit the
tape as well as the evaluation form. Your professor will provide you with
a copy of the evaluation form which must be completed.

PERSONAL EXPERIENCES/REACTIONS LOG:
You will be required to keep a diary/log of your personal experiences
and reactions during this course.
This log will be used to write both your Personal Self-Analysis Paper
as well as your Personal Growth and Development Paper.

IN-CLASS EXPERIENTIAL TRAINING GROUP:
You will be required to participate in in-class experiential training
group sessions. Group participants will also be members of this class.

COUNSELING PROJECT:
You will be required to participate in and attend at least five counseling
sessions as a client. You may choose to do this as an individual, as a
couple, or as a family. Please remember to report the results of this as
well as your reactions to this in your LOG.

PERSONAL SELF-ANALYSIS PAPER:
You will be required to write a paper in which you conduct your
personal self-analysis, including your personal characteristics such as
needs, values, personality, strengths, and weaknesses.
This paper will not be submitted for grading to your professor;
however, you are held accountable for it. Although this paper will not be
read by your professor, it should be completed no later than April 23,
1997. There will be an in-class experiential exercise in which you will
process this paper and the experience of writing it.

PERSONAL GROWTH AND DEVELOPMENT PAPER:
You will be required to write a paper in which you incorporate all the
experiences from the course requirements and describe your path, your
discoveries, and your changes throughout this course incluiding any
changes in behavior (including feelings), attitudes, perceptions, etc. In this
paper you are required to integrate your clinical observations with theory
presented in class and in readings. Your paper should provide a detailed
description along with an analysis as well as an integration with theory
presented in class and in readings.

RESEARCH PAPER:
Using APA style (4th ed.), write an 8-10 page paper on a counseling-
related topic of your choice in which you have great interest. Your paper
should provide a detailed description of the topic along with an analysis as
well as an integration with theory presented in class and in readings. Use
the guidelines which are distributed in class.

PERSONAL CHARACTERISTICS:
The following are qualities of effective counselors and will form the
basis for the professor's assessment: 1) communicates a genuine interest in
others; 2) able to be emotionally affected by the experiences of others; 3)
open-minded; 4) accepting of human differences; 5) able to tolerate
ambiguity; 6) self-acceptance; 7) emotional stability and confidence; 8)
awareness of personal issues and actively working to resolve them; 9)
objectivity; 10) sense of humor; 11) awareness of personal needs, values,
strengths, and weaknesses; 12) willingness to learn and grow
psychologically; and 13) demonstrates core conditions for being an
effective professional counselors.

CLASS ASSIGNMENTS:
**Reading: Reading is to be completed for the class for which it is
assigned. Students are expected to take part in class discussions and class
exercises.

  1. Introduction to Counseling - Part I
    Course overview
    Syllabi
    Definition
    Introductions

  2. Introduction to Counseling - Part II

  3. Introduction to Counseling - Part III Choose lab/tape
    partners.

  4. Introduction to the Library

  5. Lab The Counseling Profession G&C-Chapters 1&2.

  6. Lab The Helping Relationship G&C-Chapter 7.
    Tape 1 due.

  7. Lab Introduction to Counseling Skills G&C-Chapter 8.

  8. Lab Writing a Research Paper Bring APA manual
    to class.
    Tape 2 due.

  9. Lab Qualities of Effective Helpers

  10. Lab Core Conditions Research Paper due.

  11. Lab Core Conditions G&C-Chapter 7.
    Tape 3 due.

  12. Lab Counseling Theories G&C-Chapters 3-6.
    Process Self-Analysis
    Paper

  13. Counselor Panel Tape 4 due.

  14. Individual Conferences

  15. Lab Ethics G&C-Chapter 14.

  16. Feedback Personal Growth
    Paper due.


CAREER INFORMATION (CNS ED 442)

TEXTS:
Required:
Engels, D. W. (Ed.) (1994). The professional practice of career
counseling and consultation: A resource document (2nd ed.).
Alexandria, VA: National Career Development Association.
Isaacson, L. E., & Brown, D. (1997). Career information, career
counseling, and career development (6th ed.). Boston: Allyn &
Bacon.
National Career Development Association. (1991). Career software
review guidelines. Alexandria, VA: NCDA.
National Career Development Association. (1991). Guidelines for the
preparation and evaluation of career and occupational information
literature. Alexandria, VA: NCDA.
National Career Development Association. (1991). Guidelines for the
preparation and evaluation of video career media. Alexandria, VA:
NCDA.

Recommended:
Hirsh, S., & Kummerow, J. (1992). LifeTypes. New York: Warner
Books.
Kapes, J. T., Mastie, M. M., & Whitfield, E. A. (1995). A counselor's
guide to career assessment instruments (3rd ed.). Alexandria, VA:
National Career Development Association.
Rifkin, J. (1995). The end of work. New York: Putnam & Sons.

OVERVIEW:
The purpose of this course in Career Information is to provide students
with knowledge of the types and sources of occupational and educational
information available as well as how the resources can be used in the career
decision making process. In that context the dynamics of the changing
labor market and its impact on personal, social, economic, occupational,
and educational aspects of individuals and society will be studied. The
importance of the needs of culturally diverse and special populations are
discussed. The delivery of occupational and educational information
electronically is explored. Various career decision making theories are
discussed.

Career information consists of both societal data (a.k.a. labor market
information) such as unemployment figures, employment discrimination
data, and occupational outlook information, as well as individual data, such
as career interests, values, aptitude, personality, and skills. Neither is
sufficient by itself to enable high quality career decision making. The
occupational decisions which individuals in our society are required to
make are becoming even more difficult with the explosion of information
available to each person through their computer. We are overwhelmed by
information. The key is to get the right kind of high quality data so that
individuals can make effective decisions regarding their career. Never
have we had so much to choose from.

On the other hand the concept of a job, occupation, or position is
changing. Both Jeremy Rifkin and William Bridges have written and
talked about the changing face of work. They each independently have
maintained that there is no longer "A" job out there for "A" person. That
the workplace is changing so rapidly that job descriptions are out of date as
they are being written. This changing landscape is just one of the myriad
of problems facing our clients and we must know how to help them with
their career decision making if we are to be an effective counselor. As
Freud said, "work and love" are the hallmarks of the mature life. This is
too important to be left to chance. Some type of systematic way of
accessing and using the societal and individual information must be taught
to our clients. This course is about such an approach.

The second course in this sequence includes: CNS ED 443 - Career
Development.

TECHNIQUES:
CLASS PARTICIPATION:
Emphasis will be on the following:

GRADING:
Grades will be determined using the following:

Attendance policy is that you will be dropped from the course if you
have three or more unexcused absences. If you will not be present, please
inform Dr. Pope of this as soon as possible.

CRITICAL REVIEW OF CAREER INFORMATION RESOURCE:
You will be required to give a 5-10 minute presentation to your class in
which you present your critical review of a career information publication.
Please think of publication in the broadest sense as book, filing system,
software, video, etc. You will use the guidelines from the National Career
Development Association's Career Information Resources Committee
which will be provided to you Please prepare a one-page abstract of your
presentation with enough copies to distribute to your class. Neither the
abstract nor the presentation is graded.
You are also required to write a 2-3 page, double-spaced critical on
this publication. In this critical review you are required to describe the
resource and then to evaluate the publication using the NCDA guidelines.
This critical review is graded.

REPORT ON CAREER SERVICES CENTER:
You will be required to give a 5-10 minute presentation to your class in
which you present your report on a career services center in the St. Louis
metropolitan area. You will use guidelines which will be provided to you
in class Please prepare a one-page abstract of your presentation with
enough copies to distribute to your class. Neither the abstract nor the
presentation is graded.
You are also required to write a 2-3 page, double-spaced report on this
career services center. In this report you are required to describe the
career services center and then to evaluate their delivery of services. This
written report is graded.

EXAMINATIONS:
You will be given two examinations which will cover all of the
materials covered in classes and in the readings. This will an objective-
type test concerning your knowledge of these materials. Items will come
from the readings, lectures, handouts, and class discussion. The test will be
graded immediately and we will go over the items at that class.

PREPARE YOUR RESUME:
You will be required to write a 1-2 page, word-processed individual
resume for yourself. You must identify a position from the newspaper
classified ads or other job descriptions you have available to you. Along
with your resume, include a copy of the ad or position description for
which you are writing your resume. You will be graded on both format
and content as appropriate for the ad or job description.

GROUP PROJECT:
You will be assigned to a group of students who are studying in your
own interest area (elementary school counseling, middle school counseling,
high school counseling, university and community college,
business/'industry, government, private practice, nonprofit agency). In this
group, your responsibility is to write a 5-10 page, double-spaced paper
which details the development of an ideal career center for your setting.
Include a typology for organizing your resources, staffing pattern (what
kind of staff and how many), technology (what kind of computers, how
many, which software), an organizational chart of a sample institution
(showing where the career center is on that chart), a floorplan of your
center, and a comprehensive resource list (including books, software,
videos, pamphlets, career interest inventories, etc.). You will also be
responsible for a group presentation of your plan. This presentation
should be organized as if to a funding agency or funding committee. Only
the paper is graded and everyone in the group will receive the group
grade.

CLASS ASSIGNMENTS:
**Reading: Reading is to be completed for the class for which it is
assigned. Students are expected to take part in class discussions and class
exercises.

  1. Overview and Introduction

  2. History of Career Counseling I&B - Chapters 1, 3,
    4
    Engels - entire book

  3. The Process of Career Counseling I&B - Chapter 14

  4. Career Information I&B - Chapter 7

  5. Career Information Classification I&B - Chapters 5 &
    6
    Systems I

  6. Career Information Classification
    Systems II

  7. Computer-Assisted Career I&B - Chapter 8
    Information Systems I

  8. Computer-Assisted Career Lab
    Information Systems II

  9. Special Career Information I&B - Chapters 9-12
    Needs I First Exam

  10. Special Career Information
    Needs II

  11. Educational Information I&B - Chapter 15

  12. Job Search I I&B - Chapter 16

  13. Job Search II

  14. Career Interest Assessment I&B - Chapter 13

  15. Future Trends in Career Information I&B - Chapters 17-
    19

  16. Ethics in the Delivery of Career Engels - entire book
    Information 2nd Exam


FOUNDATIONS OF
MULTICULTURAL COUNSELING
(CE 495)

TEXTS:
Pedersen, P. B. (Ed.) (1991). Multiculturalism as a fourth force in
counseling [Special issue]. Journal of Counseling & Development,
70(1).
Sue, D. W., & Sue, S. (1990). Counseling the culturally different (2nd
ed.). New York: Wiley.

OVERVIEW:
The world is smaller than it once was. Listening to students and
professionals from throughout the world has brought psychological
professionals to a profound awareness of the need for an integrated
multicultural approach to counseling. Many are asking for a new view of
counseling and therapy that respects and builds on the past but focuses on
building new frameworks for a multicultural, multinational approach to the
helping process.

This course is designed to help the new counseling professional begin to
take complex psychological theory and put it into action. Beginning with
an overview of the three traditional forces of counseling and therapy -
psychodynamic, cognitive-behavioral, and existential-humanistic, we will
then explore in depth in this course the fourth force - multicultural
counseling.

In this course we will explore the effects of culture on the counseling
process, develop a theoretic framework for treatment approaches to the
individual and the family from different cultures, and expose you to the
cultural traits and values of various groups in the United States along with
their implications for counseling practice.

The most important part of all of this will be the development of a
framework which you can then use to approach treatment. Even before
that, however, you will be asked to identify your own worldview and how
that might impact your practice of counseling and therapy.

Further, you will learn a working definition of "culture" which is
broad and inclusive. Cultural counseling tools are not limited to dealing
with ethnic and racial minorities, but are applicable to many situations.

Finally, one of the basic assumptions of this type of counseling is that
diversity is to be valued and appreciated, not merely accepted or tolerated.

TECHNIQUES:
CLASS PARTICIPATION:
Emphasis will be on the following:

GRADING:
Grades will be determined using the following:

GGU attendance policy is that you will be dropped from the course if
you have three or more unexcused absences. If you will not be present,
please inform Dr. Pope of this as soon as possible.

REACTION PAPERS:
You are required to write weekly reaction papers to topics covered in
that class. You may include reactions to both the content and process of
each class.

PRESENTATION and REPORT OF CULTURAL SELF-
ANALYSIS:
You will be required to give a 10-15 minute presentation to your class
in which you present a case study of your own culture. In developing the
topic of your own culture, it may be appropriate to interview another
family member or others who are members of that culture.

You are required to write a "cultural" report on your own culture, that
is, an ethnography. In this paper you are required to integrate your
clinical observations with theory presented in class and in readings. Your
paper should provide a detailed description of your culture(s) along with
an analysis of your culture as well as an integration with theory presented
in class and in readings.

PRESENTATION and REPORT OF "CULTURAL PLUNGES":
You will be required to give one 10-15 minute presentations to your
class in which you present a case study of one of your two "cultural
plunges" into a culture different from your own. For your "cultural
plunges", you must do something with another cultural group, for example
attend an African-American church service, attend the Cherry Blossum
festival, attend a traditional wedding of a Korean family, attend a
Metropolitan Community Church service, attend a Hungarian festival, etc.

You are required, however, to write two papers on cultures different
from your own, that is, your two cultural plunges. In these papers you are
required to integrate your clinical observations with theory presented in
class and in readings. Your paper should provide a general description of
your own culture; a detailed description of the cultures you "plunged" into;
a detailed description of your reactions both while participating in the
"plunge" and reflections based on your feelings afterward; and then an
analysis of your thoughts, feelings, and attitudinal changes, along with an
integration of these with theory presented both in class and in readings.

Further, you must do both of your cultural plunges
individually; no other member of this class may attend this
event with you. Also, you must inform Dr. Pope of your
proposed cultural plunge to ascertain it's appropriateness to
this requirement.

CLASS ASSIGNMENTS:
**Reading: Reading is to be completed for the class for which it is
assigned. Students are expected to take part in class discussions and class
exercises.

  1. Introduction to Multicultural Counseling S&S -
    Preface and
    Intro to Part 1.

  2. Barriers to Effective Cross- S&S - Chapter 2.
    Cultural Counseling (Part I) Pedersen - pp. 20-
    28.

  3. Barriers to Effective Cross- S&S - Chapter 2.
    Cultural Counseling (Part II) Pedersen - pp. 20-
    28.

  4. Three Forces in Counseling S&S - Chapter 1.
    Pedersen - pp. 4-19.

  5. Cross-Cultural Communication/ S&S - Chapter 3.
    Counseling Styles

  6. Racial/Cultural Identity Development S&S - Chapter 4.
    Pedersen-pp. 45-63,
    72-76.

  7. Cross-Cultural Family Counseling S&S - Chapter 5.
    Pedersen - pp. 64-
    71.

  8. Dimensions of World Views S&S - Chapter 6.
    Pedersen - pp. 29-
    44.

  9. The Culturally Skilled Counselor S&S - Chapter 7.
    Pedersen - pp. 164-
    180.

  10. Counseling Lesbians & Gays Pope article (Journal
    of
    Counseling &
    Development).

  11. Counseling Native Americans S&S - Chapter 8.
    Pedersen - pp. 225-
    234.

  12. Counseling Asian Americans S&S - Chapter 9.

  13. Counseling African Americans S&S - Chapter 10.
    Pedersen - pp. 213-
    215;
    242-249.

  14. Counseling Hispanic Americans S&S - Chapter 11.
    Pedersen - pp. 194-
    204

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