COUN 525 Syllabus - Winter 2021 copy 2

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COURSE OUTLINE COUN 525 Professional Counseling II 1 Semester Credit – Hybrid Tuesdays, 5:00 – 5:50 PM Meeting Room: Online Winter 2021 PROFESSOR: Ileanna Freeman, Ph.D., LSC, CFLE Office Phone: 423-236-2960 Physical Office: SH 1800-C Email : ileanaf@southern.edu Office Hours: Tuesdays: 5:00 - 6: PM Wednesdays: 2:30 - 6:30 PM Thursdays: 12:00 - 3:00 PM VIRTUAL CLASSROOM LOCATION: https://southern.zoom.us/j/98332210297?pwd=QndHR2sreXNuaUhEWU1OMTIwVGxaZz09 PROFESSOR’ VIRTUAL OFFICE: https://southern.zoom.us/j/92901504460?pwd=a1hBZnNBbWorSEQ3TGY3MDdMcnl0UT09 I. COURSE DESCRIPTION: Taken during the last year of the counseling program, this course guides students through the process of portfolio completion, preparation for comprehensive and licensing exams, the search for a job or application to doctoral programs, and other issues relevant to practicing in the professional counseling field. Prerequisite(s): COUN 524 and completion of at least 36 hours in degree program. II. REQUIRED READING: 2. Marini, I. & Stebnicki, M. A. (Eds.). (2016). The professional counselor’s desk reference. New York: Springer. 3. Schellenberg, R. (2018). The school counselor’s desk reference and credentialing examination study guide. (2 nd ed.). New York: Rouledge.

Professional Counseling II – Winter 2021 | 2 III. SUPPLEMENTAL READING: 2. Selected books and articles: Corey, G. (2010). Creating your professional path. Alexandria, VA: American Counseling Association. Erford, B. T. (2018). Orientation to the counseling profession: Advocacy, ethics, and essential professional foundations. New York: Pearson. Rosenthal, H. (2017). Encyclopedia of counseling. (4 th ed.). New York: Rouledge. Sangganjanavanich, V. F. & Reynolds, C. A. (Eds.). (2015). Introduction to professional counseling. Thousand Oaks, CA: SAGE Publications. VandenBos, G. R. (Ed). (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association. Zhang, N. & Parsons, R. D. (2016). Field experience: Transitioning from student to professional 3. Selected Relevant Websites: American Association of Christian Counselors: http://www.aacc.net/ American Counseling Association: http://www.counseling.org/ American School Counselor Association: http://www.schoolcounselor.org/ Bradley County Public Schools: https://www.bradleyschools.org/ U.S. Department of Labor Bureau of Labor Statistics: https://www.bls.gov Catoosa County Public Schools: http://www.catoosa.k12.ga.us/ Cleveland, TN School District: https://www.clevelandschools.org/ Dalton City Public Schools: https://www.daltonpublicschools.com/ Hamilton County Public Schools : https://www.hcde.org/ National Board for Certified Counselors: http://www.nbcc.org/ Tennessee Counseling Association: https://www.tcaconselors.org Tennessee Licensed Professional Counselor Association: https://tlpca.net/ Tennessee Mental Health Counselor Association: https://www.facebook.com/Tennessee- Mental-Health-Counselors-Association-161007197276561/ IV. COURSE ALIGNMENT WITH CONCEPTUAL FRAMEWORK: This course is congruent with the Conceptual Framework of the School of Education and Psychology. This Conceptual Framework is aligned, in turn, with the Council for Accreditation

Professional Counseling II – Winter 2021 | 3 of Counseling and Related Educational Programs (CACREP) common core curricular experiences and student learning outcomes established for Clinical Mental Health and School Counseling programs. To Serve, To Lead, To Transform A. Mission of the School of Education and Psychology: Our mission is to prepare all students to be effective professionals who demonstrate a commitment to the pursuit of truth, wholeness, and a life of service in a pluralistic society. Goal of the School of Education and Psychology: The goal of the School of Education and Psychology is to facilitate the comprehensive development of professionals as servant leaders in their communities. This goal is realized by providing opportunities for the counselor candidate to become effective in the following roles: (1) a caring person, (2) an informed facilitator, (3) a reflective decision maker, and (4) a committed professional. Together these roles lay the foundation for the professional excellence on which the counselor education unit bases the CACREP core curricular experiences and expected learning outcomes. B. Core Curricular Experiences and Learning Outcomes: 1. As a Caring Person, the counselor candidate is provided with curricular experiences in the areas of social and cultural diversity, helping relationships, and group work. The counselor candidate is then expected to demonstrate knowledge, skills, and practices requisite to: (a) ) effective counseling, prevention, and intervention ; (b) service to clients who represent diverse populations ; and (c) advocacy to better the lives of individuals and communities. 2. As an Informed Facilitator, the counselor candidate is provided with curricular experiences in the areas of assessment, human growth and development, and career development. The counselor candidate is then expected to demonstrate knowledge, skills, and practices requisite for: (a) meaningful assessment that facilitates a plan of action, (b) diagnosis leading to appropriate treatment, and (c) promoting optimal academic development in the school setting. 3. As a Reflective Decision Maker, the counselor candidate is provided with curricular experiences in the area of research and program evaluation. The counselor candidate is then expected to demonstrate knowledge, skills, and practices requisite to: (a) conduct research that contributes to the knowledge base of the profession; (b) ) critically evaluate research and apply current information to decision making; and (c) conduct meaningful program evaluations that inform development and enhance services. 4. As a Committed Professional, the counselor candidate is provided with curricular

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Professional Counseling II – Winter 2021 | 4 experiences in the area of professional orientation and ethical practice. The counselor candidate is then expected to demonstrate the knowledge, skills, and practices requisite to: (a) applying and adhering to ethical and legal standards specific to the counseling practice; (b) adhering to the professional orientation and roles that are relevant to the counseling practice; (c) collaborating and consulting with other professionals, both within the clinical or school setting and with other community professionals; (d) utilizing the foundation knowledge specific to the area of counseling practice, and (e) leading in the development and management of counseling practice in a clinical or school setting. V. KNOWLEDGE, SKILL, AND PRACTICE OUTCOMES: Upon successful completion of this course, students should: 1. Understand the role and process of the professional counselor advocating on behalf of the profession. [CACREP 2F-1d]* 2. Know the current labor market information relevant to opportunities for practice within the counseling profession. [CACREP 2F-1h]* 3. Know the role of counseling supervision in the profession. [CACREP 2F-1m]* 4. Understand the step-by-step process necessary to obtain a license to practice in the field of clinical mental health or school counseling in Tennessee and the state or country where they will reside upon graduation, if different than Tennessee. 5. Understand the step-by-step process necessary to apply for a job in the field of clinical mental health counseling or school counseling in Tennessee and the state or country where they will reside upon graduation, if different than Tennessee. 6. Be ready to take the licensing exam appropriate to their field. 7. Know how to apply job seeking professional skills and strategies. 8. Understand the continuing education requirements for clinical mental health counseling or school counseling in Tennessee and the state or country where they will reside upon graduation, if different than Tennessee. 9. Understand the step-by-step process necessary to apply to a doctoral degree program in the specialty of their choice. 10. Be familiar and apply strategies for personal and professional self-evaluation and

Professional Counseling II – Winter 2021 | 5 implications for practice. [CACREP 2F-1k] 11. Be Familiar with professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues [CACREP 2F-1g] VI. METHODS OF INSTRUCTION: The instructor will use a variety of methods of instruction, including class discussions, analyses of personal experiences, in- and out-of-class activities, readings, simulated experiences, and presentations. VII. DIVERSITY CONSIDERATIONS: During this course, students will consider how their racial/ethnic/cultural identity may influence their professional experiences and career paths. VIII. INCORPORATION OF TECHNOLOGY: During this semester, students will be required to dedicate a significant amount of time to online research as it pertains to the topics covered in this course. IX. INCORPORATION OF RESEARCH: 2. Students: Students will be required to become familiar with the professional literature regarding current issues in the counseling field. 3. Instructor: The instructor will incorporate counseling-related research to this course by using and infusing into class discussions and activities the professional literature resources listed below. Other research resources will be included as appropriate. * Identifiers between brackets refer to the standards established by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to which this course expected outcomes contribute.

Professional Counseling II – Winter 2021 | 6 American Counseling Association (ACA). (2015). ACA divisions: Enhance your professional identity. Retrieved from http://www.counseling.org/about-us/divisions-regions- and-branches/divisions ASCA School Counselor Magazine: https://www.schoolcounselor.org/magazine Counseling Today: https://ct.counseling.org/ Cottone, R. R. (2015, March 27). The end of counseling as we know it. Counseling Today. Retrieved from http://ct.counseling.org/category/counseling-today/ Hazler, R. J., & Kottler, J. A. (2005). The emerging professional counselor: Students dreams to professional realities (2 nd ed.). Alexandria, VA: American Counseling Association. Professional School Counseling Journal: https://www.schoolcounselor.org/school- counselors/publications-position-statements/professional-school-counseling-journal X. COURSE CONTRIBUTION TO THE SEP GOAL OF SERVANT LEADERSHIP AND INTEGRATION OF FAITH AND LEARNING: During this semester, students will take a closer look at the professional counseling path that best fits who they are as individuals, and as helpers guided by God to serve humankind. Students will be guided through their first steps on that path as they transition to their professional lives. XI. CLASS POLICIES: 2. Special Needs Accommodations: In keeping with University policy, any student with a disability who needs academic accommodations should contact Disability Support Services at 236-2574 or stop by Lynn Wood Hall, room 137 to arrange a confidential appointment with the Disability Services Coordinator (DSC) before or during the first week of classes. (Students who request accommodations after the third week of the semester might not complete the process in time to receive accommodations for that semester.) Legally, no retroactive accommodations can be provided. For more details, visit the Disability Support Services website at www.southern.edu/disabilitysupport . Accommodations for disabilities are available only as recommended by Disability Support Services. Students whose accommodations are approved will be provided confidential letters which students should review and discuss with their professors in relation to particular course requirements.

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Professional Counseling II – Winter 2021 | 7 3. Academic Integrity: Morally and spiritually, Southern Adventist University is dedicated to scholastic integrity. Consequently, both students and faculty are required to maintain high, ethical Christian levels of honesty. Instructor Responsibilities: a) The instructor will explain clearly the requirements for assignments, examinations, and projects. b) The instructor will assume “no collaboration” is the rule unless he or she states otherwise. Student Responsibilities: a) Students assume responsibility to avoid plagiarism by learning the proper procedures for acknowledging borrowed wording, information, or ideas. Otherwise, students might innocently misrepresent others’ material as their own. b) Procedures for citing sources must follow the American Psychological Association (APA) writing style. Students unfamiliar with this style should confer with the instructor and make every effort to become familiar with the current Publication Manual of the American Psychological Association . c) Students are to assume that all course work is “no collaboration” unless stated otherwise by the instructor. The instructor reserves the right to check students’ resources to ensure that appropriate citations have been used. If the instructor suspects that academic dishonesty has occurred in any way, he or she will take the following steps: a) Privately discuss the incident with the student. b) After the meeting, if the instructor is convinced the student was dishonest, he or she will file an incident report with the Graduate Dean describing the infraction and the penalty administered. The instructor will also give a copy of the report to the student. c) In verified instances of academic dishonesty, applied penalties may include the following: • Record a failing grade on the exam, assignment, or project. • Assign a failing grade in the class. • Allow the student to resubmit the assignment with a reduced value for the assignment. • Assign the student a paper, project, or activity that improves the student’s understanding of the value and nature of academic integrity. d) After two reported incidents of academic dishonesty, the Graduate Dean will

Professional Counseling II – Winter 2021 | 8 notify the Dean of the School of Education and Psychology and the Director of Graduate Programs in Counseling. Two incidents also make a student eligible for dismissal from the University. e) At any point, the student may appeal any of the above actions through the established appeal procedures spelled out in the “Grievance Procedures” section of the current Counseling Student Handbook. 3. Attendance and Participation: Students are expected to be present and punctual at all synchronous class sessions held via Zoom. Students’ participation and involvement are what will make the class meaningful to them. Therefore, they should come to class prepared to share their Zoom video and remain visible to their classmates and instructor until class is over. At the beginning of the semester, students will be given a certain number of attendance and participation credits. If they are present and punctual to every Zoom class session during the semester, the total amount of those credits will remain intact and be added to their final grade for this course. If a student should miss a class period for whatever reason, it will be his/her responsibility to let the instructor know about it. Extenuating circumstances (e.g., falling ill, having a traffic accident, having to take care of a sick child, etc.) will be accepted as justified absences and will not affect the student’s final grade. However, it will be important that the student lets the instructor know about the situation, if possible, before the class meeting. Students who are sick but still able to join the class remotely will be allowed to have more privacy and not share their Zoom video; but again, they will need to inform the instructor ahead of time. All Zoom sessions will be recorded and posted on e-Class, so that those who had to miss class can catch up with what was discussed on any particular day. Unexcused absences will cause points to be deducted from the total attendance and participation credits. The following behaviors will be considered non-excused absences, even if the student is present on video during class: • Sustaining private conversations while the instructor or classmates are talking. • Interrupting others during class discussions. • Chatting with friends who are outside class. • Chatting with classmates about personal matters during class. • Being distracted by answering text messages that have nothing to do with class. • Making negative comments about others during class. • Displaying any type of behavior that is considered to be disruptive,

Professional Counseling II – Winter 2021 | 9 disrespectful or unprofessional in a class setting. • Being absent from the Zoom meeting and failing to talk with the instructor about it. • Having their Zoom camera turned off during class without discussing their reasons with the instructor before the beginning of the class session. 4. Make-up or Late Work and Extra-credit: All assignments will be due on the dates specified on the course outline and e-Class. Late work will not generate credit. It is the student’s responsibility to plan ahead and deliver a product in a professional manner. If, however, students are experiencing an unusual circumstance, the instructor must be contacted as soon as possible regarding the situation. It will be up to the instructor to determine whether or not the situation justifies the student request. 5. Course Evaluation: Near the end of the semester, students will need to evaluate this course. Southern Adventist University encourages all students enrolled in courses to complete course evaluations as part of the ongoing process of improving course delivery and academic standards. The online evaluation may be accessed at access.southern.edu . Students may log in using their SAU e- mail login and password, and then select Course Evaluation from Course Tools . All comments and evaluations are completely anonymous, and the results are made available to instructors only after grades are submitted to the Records Office. I. COURSE REQUIREMENTS AND ASSESSMENT: 1. Attendance and Participation: Students will be given a total of 70 points at the beginning of the semester which will count towards their final grade. Those points will remain intact if they follow the course policies regarding attendance and participation, as previously explained. Students not following these policies will have points deducted from their final grade. 2. Assigned Readings: Each week, students will read assigned material as indicated on the Course Schedule at the end of this syllabus and will come to class ready to contribute with meaningful discussions. 3. Reports: Students will complete and submit eight (8) reports based on the topics studied. Each report will consist of short essay questions provided by the instructor one week (1) before the report is due. 4. Counselor Supervision Exam: During the course of their future careers, students will likely engage in some kind of supervision. Students will take an exam based on the material

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Professional Counseling II – Winter 2021 | 10 studied regarding counselor supervision. This exam will consist of multiple choice and short essay questions. 5. Presentations: Students will choose a particular topic relevant to the practice of Clinical Mental Health Counseling or School Counseling which is of interest to them. Students will conduct additional research about it and then will present their findings during a class period toward the end of the semester. 6. Professional License Practice Exam: Students will take the practice exam that is available on the back of each of their textbooks (textbook for Clinical Mental Health Counseling students or School Counseling students). They will then need to show proof of having taken this exam. Additional details about this assignment will be provided in class). Students will be graded for having taken this exam, not based on the number of points they obtained. XII. COURSE GRADING SYSTEM: 2. Testing Methods: Evaluation in this course will be conducted through personal reports, exams, and classroom presentations. For more information about testing methods, please refer to the description of course requirements found elsewhere in this syllabus. 3. Grading Criteria: The following is a summary of the course requirements, number of points, and percentages used for assigning final grades. The Expected Outcome column indicates the specific desired outcomes (refer to this syllabus section V-Knowledge, Skill, and Practice Outcomes) being assessed by the given requirement. Course Requirement Number of Points Approx. Percentage Expected Outcome Class Attendance and Participation 70 10 Personal Reports (8 x 30 points) 240 34 1 – 11 Counselor Supervision Exam 100 14 2 Presentation 100 14 1 – 11 Professional License Practice Exam 200 28 1 – 11 TOTAL 710 100

Professional Counseling II – Winter 2021 | 11 4. Distribution of scores: The following distribution of scores will serve as a guide in determining the final letter grades for this course: Letter Grade Point Range Percentage Range A 667 – 710 94 – 100% A- 639 – 666 90 – 93% B+ 618 – 638 87 – 89% B 596 – 617 84 – 86% B- 568 – 595 80 – 83% C+ 547 – 567 77 – 79% C 525 – 546 74 – 76% C- 497 – 524 70 – 73% D+ 476 – 496 67 – 69% D 454 – 475 64 – 66% D- 426 – 453 60 – 63% F 0 – 425 0 – 59% 5. Evaluation Feedback: In addition to the course requirements used to evaluate students and assign final grades for this course, a formal progress review will be conducted for each counseling student at the end of every semester that the student is in the program. The Counseling Programs Council will evaluate students for evidence of the following competences: 1. The acquisition of and ability to apply knowledge of clinical practices; 2. The development of clinical skills and the ability to apply those skills appropriately in work with clients; 3. Consistent demonstration of appropriate interpersonal, intrapersonal, and professional behavior expected of clinicians in the practice of their profession.

Professional Counseling II – Winter 2021 | 12 If the Counseling Programs Council recognized a student’s challenge achieving a given competency, the next step will typically involve meeting with the student and initiating a period of formal remediation. The council will recommend the specific faculty members and clinical site supervisors, if necessary, who will meet with the student and follow him or her through the remediation period. For additional information about this progress review, refer to the current Counseling Student Handbook. XIII. COURSE SCHEDULE: * PCDR = The Professional Counselor’s Desk Reference ** SCDR = The School Counselor’s Desk Reference and Credentialing Examination DATE CONTENT AREA CACREP COMMON CORE CURRICULAR EXPERIENCES ASSIGNMENT DUE T – 1/19 w Syllabus & Orientation to Course Content MODULE 1 PCDR, CHAPTER 3: What Practitioners Need to Know About Professional Credentialing SCDR, CHAPTER 1: The Foundations of School Counseling T – 1/26 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 1/27 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 1 MODULE 2 PCDR, CHAPTER 4: Clinical Supervision Within Counseling Practice SCDR, CHAPTER 2: Counseling, Prevention, and Intervention T – 2/2 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities

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Professional Counseling II – Winter 2021 | 13 Wednesday 2/3 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 2 Ø Counselor Supervision Exam MODULE 3 PCDR, CHAPTER 5: Tools and Strategies for Developing Your Own Counseling Practice SCDR, CHAPTER 3: Diversity and Advocacy T – 2/9 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 2/10 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 3 MODULE 4 PCDR, CHAPTER 7: A Synopsis of the Health Insurance Portability SCDR, CHAPTER 4: Assessment T – 2/16 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 2/17 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 4

Professional Counseling II – Winter 2021 | 14 MODULE 5 PCDR, CHAPTER 8: Contracting Strategies with Managed Care and Other Agencies SCDR, CHAPTER 5: Research and Evaluation T – 2/23 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 2/24 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 5 MODULE 6 PCDR, CHAPTER 9: The Electronic Health Record and the Mental Health Professional SCDR, CHAPTER 6: Academic Development T – 3/2 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 3/3 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 6 MODULE 7 PCDR, CHAPTER 16: Enhancing Client Return After the First Session, and …Early Termination SCDR, CHAPTER 7: Collaboration, Consultation, and Referral T – 3/9 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 3/10 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 7

Professional Counseling II – Winter 2021 | 15 PROFESSIONAL COUNSELING MENTAL HEALTH DAY ACTIVITIES – Tuesday, 3/16 SPRING BREAK – Thursday, 3/18 & Friday, 3/19 MODULE 8 PCDR, CHAPTER 88: Testifying Issues and Strategies as an Expert Witness SCDR, CHAPTER 8: Leadership T – 3/23 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities Wednesday 3/24 (Closes at 11:59 p.m.) POST-CLASS Ø Personal Report 8 MODULE 9 VARIOUS TOPICS: Student Presentations T – 3/31 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities w Presentations MODULE 10 VARIOUS TOPICS: Student Presentations T – 4/6 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities w Presentations

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Professional Counseling II – Winter 2021 | 16 MODULE 11 VARIOUS TOPICS: Student Presentations T – 4/13 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities w Presentations MODULE 12 VARIOUS TOPICS: Student Presentations T – 4/20 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities w Presentations MODULE 13 VARIOUS TOPICS: Student Presentations T – 4/27 IN-CLASS Knowledge, Skill, and Practice Outcomes 1 - 11 w Class Activities w Presentations T – 5/4 m Professional License Practice Exam FINAL EXAMS WEEK – Monday, 5/3 to Thursday, 5/6 END OF SEMESTER GRADUATION WEEKEND: MAY 7 – 9