COURSE SYLLABUSSCHOOL OF PSYCHOLOGY AND COUNSELING

Department of CounselingClinical Mental Health Program

COURSE #CMHC 500 Helping RelationshipsFall 2012

All students are required to read and have a thorough understanding of thesyllabus. Any questions or concerns need to be addressed to the instructor.

University Mission Statement:Our mission is to serve as a leading center of Christian thought and action providing an excellenteducation from a biblical perspective and global context in pivotal professions to equip Christian leadersto change the world.

Counseling Mission StatementTo provide leadership in integration of biblically-based values and sound clinical procedures in mental health systems with a focus on programs and services to family, church and community.

**Theme Scripture: “Live creatively, friends. If someone falls into sin, forgivingly restore him, saving your critical comments for yourself. You might be needing forgiveness before the day's out. Stoop down and reach out to those who are oppressed. Share their burdens, and so complete Christ's law. If you think you are too good for that, you are badly deceived.” Galatians 6:1-3, MSG

SECTION 1 OVERVIEWYOUR INSTRUCTOR FOR THIS COURSE:Instructor: Kristel Headley, Ph.D., LPC-MHSP (TN), ACSPhone: (865) 201-7230 (cell, Eastern Time) Fax: (757) 352-4236 (on campus at Regent)Email: krishea@regent.edu (best means of contacting me)Office Hours: By appointmentOffice Location: OnlineSkype: kristelheadley

Regent University,CMHC 500 Course Syllabus 2

PERSONAL GREETING FROM THE INSTRUCTORWelcome! I believe you will find this course to be challenging both personally and professionally. Not only will you have the opportunity to gain a broad overview of the counseling profession, you will also begin to evaluate your own worldview and how you have formed your own identity. While this level of self-reflection can be intense, it is imperative that we first understand our own nature and motives before beginning to interact with clients in such personal ways.

BEST TIMES AND METHODS FOR CONTACTING THE PROFESSOR: Contact via email to set a telephone/skype appointment. Typically the best (and quickest) way to reach me is via email.

**INSTRUCTOR POLICY ON CELL PHONES, LAPTOPS, AND OTHER ELECTRONIC DEVICESOnline learning provides an exciting method for students and instructors to increase their knowledge and skills. While communications processes are important in every educational setting, e-learning participants take on enhanced roles and responsibilities created by their geographical separation. In traditional learning environments, one-way transmission of information (e.g., lecturing) often has been the model of instruction, but online the professor acts more as a mentor/consultant to support the student in their own learning process.

This course requires you to be both learner and teacher to each other. The professor will provide structure, direction and evaluative feedback through power point presentations, discussion boards, assignments, and projects, but you are responsible for your own learning experience. The professor monitors the online discussion, interacts, and periodically gives feedback to students.

Timely communication with the professor is necessary when any problem or circumstance arises that would prohibit the student from successfully completing this course. The worst thing that a student can do is to not communicate. Timely communication may mean the difference between a failing grade and a passing grade. As God’s word says we “have not because we ask not”, so ask when you need support or encouragement.

All students are required to read and have a thorough understanding of the syllabus. Any questions or concerns need to be addressed to the instructor.

[Click the “View” tab in WORD and select “Navigation Pane” to access different sections in the syllabus.]

COURSE DESCRIPTION This course is designed to provide students with an overall orientation to the helping relationship and the counseling profession. This includes basic helping/counseling skills and spiritual orientation used in the relationship between a counselor and the person(s) seeking help. A multi-level focus looks at the roles and characteristics of the counselor and counselee, including one’s worldview and belief system. In addition, attention is given to understanding the ethical and personal nature of the healing relationship as well as the resources available, which may be mobilized as growth producing and change agents.

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DISCLAIMER

Courses that are offered through the School of Psychology & Counseling, as well as any accompanying materials and instruction, are intended for educational purposes. They are neither designed to give legal advice nor take the place of appropriate legal, professional or medical consultation. As laws vary from state to state and from country/province to country/province, students are advised to discuss any specific question(s) with the proper authority(ies). The purpose of this program and instruction is to equip students with educational and experiential tools to understand the needs of hurting people and to provide leadership in the discipline of counseling. Completion of this degree program, in part or in whole, will not on its own qualify an individual to function as a certified or licensed professional counselor or therapist. Students are advised to check with the specific regulatory or legal requirements for examinations and residency hours that may presently exist in their state, province or country.

Statement Regarding the Nature of Counselor Education and Training

As students enter their course of study in the School of Psychology & Counseling, many find that the journey is one that can offer exciting and meaningful opportunities for personal and professional growth, for increased insight, and for the ability to make a positive difference in the lives of other people. Nevertheless, students should also be cognizant that the material covered in any particular course, various experiential exercises, assignments, and/or field-based experiences, may bring them into a heightened awareness of past and/or present emotionally-charged issues. This dynamic may occasionally produce strong, negative, and even potentially overwhelming responses. If an instructor or staff member (in conjunction with an appropriate Program representative) observes evidence of this nature at any time, he/she will bring it to the student’s attention for immediate discussion and consultation. Students are also encouraged to make faculty and staff members aware of strong personal reactions that are related to course materials, assignments and experiences.

Students may be advised in one of several directions: 1. to enter therapy while remaining in the program and report back to their Advisor or Program

Chair (As a general rule in the SPC, students may meet with faculty for a maximum of 3 times to assess and triage a situation; after that the student needing additional counseling must find an outside counselor.);

2. to take a leave of absence from the program, with conditions specified by the program; or3. to withdraw from the program itself.

The desired end result is that all pertinent issues are sufficiently addressed and/or resolved and it is determined that the student is appropriate to continue in a program of study that will result in working with people in a capacity as a mental health care provider. Final determinations will be at the sole discretion of Program personnel and will be made with the utmost care and with the student’s best interests in mind.Students always have the right to appeal any decision under the Student Handbook procedures.

Client and Student Confidentiality

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Counselors recognize that trust is a cornerstone of the counseling relationship. The ACA Code of Ethics (section B) and the APA Code of Ethics (section 4) specifies that counselors must respect their client’s right to privacy and avoid illegal or unwarranted disclosures of confidential information. This includes anything that might readily identify a client to others who are not authorized to have this information. Counselors must make every effort to ensure that a client’s privacy and confidentiality are maintained by supervisees, students, clerical assistants, and volunteers. Therefore, privacy and confidentiality are requirements regarding the sharing of either a student’s or a client’s personal information and the sharing of any identifying information should be avoided during class discussions, presentations, and in journals or other course assignments. Any breach of confidentiality will result in disciplinary action. This policy is especially pertinent to clinically oriented classes such as Skills, Practicum, Group, Family, Assessment, and Internship.

III. INTEGRATION OBJECTIVES AND THIS COURSE RELATES TO THE MISSION STATEMENTThe integration objectives of this course are to develop:

1. a personal method of integrating biblical relationship guidelines and applied counselor/counselee interactive skills

2. an awareness of one’s own life experience and how crucial theological issues of grace, redemption, forgiveness, hope and God-concept impact one’s function as a biblically-based counselor

3. an understanding of how the roles of a counselee’s self-concept and God-concept impact relational dynamics in the counseling process

PROGRAM GOALS At the conclusion of Helping Relationships, students will be able to:

1. To provide leadership in the integration of sound and ethical clinical practice, skills and techniques, and Biblically based values.

2. To provide studies in the core areas of counseling knowledge and skills to include the following: human growth and development, social (family systems) and cultural foundations, helping relationships (including skills and techniques), group work, research and program evaluation, appraisal, career development, personality theories, and professional orientation and ethics.

LEARNING OBJECTIVES/CRITICAL COMPETENCIES1. Students will acquire knowledge of major concepts of the helping relationships and their role as counselors in that helping relationship . 2. Students will understand the therapeutic, ethical and personal issues as well as the risk factors related to counseling.3. Students will recognize the differences and approaches appropriate to working with multicultural population groups in counseling.

CACREP Course Objectives

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Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) Related Standards: As a result of taking this course, students should be able to show that he or she is competent in following areas:II. G.5. HELPING RELATIONSHIPS—studies that provide an understanding of the counseling process in a multicultural society, including all of the following:

a. an orientation to wellness and prevention as desired counseling goals;b. counselor characteristics and behaviors that influence helping processes;c. essential interviewing and counseling skills;d. counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling;e. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions;f. a general framework for understanding and practicing consultation; andg. crisis intervention and suicide prevention models, including the use of psychological first aid strategies.

COURSE MATRIX

This section demonstrates how this course fulfills the Learning Objectives (listed above). The Helping Relationships course assessments are assigned codes as follows (and listed in Matrix in column 1):

15 forums (f): f1, f2, f3, f4, f5, f6, f7, f8, f9, f10, f11, f12, f13, f14, f15 Minor project: m1= Structured Therapist Interview Minor Project: m2= Experiential Self Awareness Timelin2 Major project: M1= Integrative Topical Paper Exam: Fx=Final Exam

These projects are further defined inside this Blackboard course. The table below maps the course assessments to the 2009 CACREP Standards and Learning Objectives. .

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  G5.a G5.b G5.c G5.d G5.e G5.f

G5.g

LO1

LO2

LO3f1 x x

f2 xf3 x x

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f4 x xf5 xf6 x xf7 xf8 xf9 xf10 xf11 xf12 x x x

f13 xf14 x x x xf15 x x xm1 x xm2 xM1 x x x

Fx Final Exam x x x x     

SECTION 2 – COURSE REQUIREMENTS

REQUIRED COURSE MATERIALS Students are responsible for acquiring the following books and materials for this course by the time the course begins:

McGee, R. S. (1998/2003). The search for significance (2nd ed.). Nashville, TN: Thomas Nelson. (ISBN # 978-0-8499-4424-6)

McMinn, M. R. (1996). Psychology, theology, and spirituality in Christian counseling. Wheaton, Illinois: Tyndale House. ( ISBN # 978-0-8423-5252-9)

Neukrug, E. S. (2012). The world of the counselor: An introduction to the counseling profession (4th ed.). Belmont, CA: Brooks/Cole Cengage Learning. (ISBN 978-0-8400-3431-1)

Sire, J. W. (2009). The universe next door: A basic worldview catalog (5th ed.). Downers Grove, IL: InterVarsity Press. (ISBN # 978-0-8308-3850-9)

American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. (ISBN: 9781433805615)

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The School has partnered with the Regent Bookstore to have textbooks available for purchase for all students, including distance students. Items may be ordered using the secured online catalog found at http://www.regentbookstore.net Additional materials (e.g., PowerPoint files, PDFs, quizzes, media, and the like) may be found on Blackboard. Students are responsible for the information and materials distributed through Blackboard and, for on-campus students, in class.

RECOMMENDED READINGS AND REFERENCES Bibliography: These books are readings that support the material of the class and are not required. They are supportive and can be used for reference.

Alle-Corliss. L., & Alle-Corliss, R. (2006). Human service agencies: An orientation to fieldwork (2nd ed.). Belmont, CA: Thomson/Brooks-Cole.

Benner, D. G. (1998). Care of souls. Grand Rapids, MI: Baker Book House Co.

Cashwell, C., & Young, J. (2005). Integrating spirituality and religion into counseling: A guide to competent practice. American Counseling Association.

Clinton, T., & Ohlschlager, G. (2002). Competent Christian counseling. Colorado Springs, Co: Waterbrook Press.

Collins, G. R. (1993). The biblical basis of Christian counseling for people helpers. Colorado Springs, CO: Navpress.

Collins, G.R. (1998). Christian counseling: A comprehensive guide (Revised ed.). Colorado Springs, CO: Word Publishing.

Kottler, J. (2004). Introduction to therapeutic counseling: Voices from the field (5th ed.). Belmont, CA: Thomson/Brooks-Cole.

Lewis, C.S. (1940). The problem with pain. San Francisco, CA: Harper Collins.

McCullough, M. E., Sandage, S. J., & Worthington, E. (1997). To forgive is human. Downers Grove, IL: InterVarsity Press. (ISBN 0830816836)

Nash, R.H., (1992). Worldviews in conflict. Grand Rapids, MI: Zondervan.

Nugent, F. (2000). Introduction to the profession of counseling (3rd ed.).Columbus, OH: Prentice Hall.

Plante, T., & Sherman, A. (Eds.) (2001). Faith and health. New York, NY: Guilford Press.

Vacc, N., & Loesch, L. (2000). Professional orientation to counseling (3rd ed.). Philadelphia, PA: Brunner-Routledge.

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Worthington, E. L. (2000). Dimensions of forgiveness. Philadelphia, PA: Templeton Foundation.

Yancey, P. (1997). What’s so amazing about grace. Grand Rapids, MI: Zondervan Publishing House.

GENERAL COURSE REQUIREMENTS

In order to succeed in this course, you will need to fully understand the following:

1. Attendance and Participation: Your attendance and participation are important means for the instructor to assess your skills, quality of thought, and growth as a student. The attendance policy and procedures are described below. When applicable, requirements for your participation in Blackboard discussions—important both for your learning and for your instructor’s evaluation of your progress in the course—are described below (see “Blackboard Information and Requirements”).

2. Assignments: Pay close and timely attention to reading assignments and other assigned work posted in the syllabus and Blackboard. Throughout the semester, you will need to submit various assignments (i.e., discussions, articles, consulting reports, papers, etc.). In the Start Here section of Blackboard you will find guidelines to help you understand what is expected of you. If you have any questions regarding these requirements, please contact your instructor or your program director. You are also responsible for preparing assigned readings carefully by the date listed on the schedule below and to complete tests, projects, and other assignments by the date listed. Out of fairness to all, late assignments are penalized as described below under “Assignment Deadlines.”

3. Policies and Procedures: Carefully follow course policies and procedures regarding writing, academic honesty, submission of assignments, formatting, and other matters, as specified below or through Blackboard. Since following directions is a crucial skill for university graduates—and since the smooth operation of our course depends on all of us meeting each other’s expectations—adherence to policies can positively or adversely affect a student’s grade.

4. Writing: All papers and essays at Regent University must follow the writing style format required by the degree specialty for which they are being written. The general writing guidelines for all assignments are available for your review in the Start Here section of Blackboard (Bb). Please review and adhere to the guidelines throughout this semester.

5. Incomplete Grade Policy : An incomplete grade ("I") will only be given in a regular course for legitimate deficiencies due to illness, emergencies or other extraordinary reasons acceptable to the professor, including university equipment or shortages, and not because of neglect on the student's part. A regular grade will be given by the instructor if all requirements for the course are submitted by the end of the following semester. If all work is not submitted by the end of the following semester, a grade of "F" will be posted automatically unless the instructors and the dean officially approve an extension. The student must request an extension by submitting to the Registrar's Office a Request for Extension of Incomplete form.

Regent University,CMHC 500 Course Syllabus 10

6. In Progress Grade Policy : In progress grades ("IP") shall be given when work is not completed by the end of the semester for the following academic work: independent studies, internships, and special seminars or courses that extend beyond one academic term. An "IP" may be continued on a semester-by-semester basis for a maximum of two semesters. If the requirements for removal of the "IP" grade are not completed by the end of two semesters (including summer), a withdrawal grade ("W") will be assigned. Any student desiring reinstatement to the course after a "W" has been posted must register again and pay the full current tuition for the course.

7. Grading/Professional Development : If during the semester, the professors note that a student is not progressing satisfactorily in any of the designated areas, a meeting will be arranged for student and professor to discuss specific needs for improvement. The meeting may be facilitated in the online environment via a telephone call. The Professional Development Form should be used in this meeting. The student's course grade may be adjusted to reflect the absence of professional development during the semester.

8. Blackboard: Students are expected to check the Announcements section of Blackboard each week beginning one week before the start of the course. Students must keep their e-mail address current in Blackboard; they are expected to check their Regent e-mail daily to ensure timely receipt of messages from the professor.

9. Internet and Software: You must have continuous access to a working and dependable Internet provider as well as reliable e-mail software that can send and receive attachments. You must also have access to Microsoft Word 2003 or later, PowerPoint 2003 or later for writing assignments.

10. Students Seeking Accommodation: Students may request reasonable accommodations for disabilities through the university Office of Student Services. The application process is described at the following website: http://www.regent.edu/admin/stusrv/student_life/disabilities/requesting.cfm

11. Academic Continuity: In the event of an emergency, it may be necessary for Regent University to suspend normal operations. During this time, Regent University may opt to continue delivery of traditional classroom instruction using the Blackboard Course Management System. It is the responsibility of the student to monitor the Blackboard site in the event of campus closure.

BLACKBOARD INFORMATION AND REQUIREMENTS

Blackboard has four primary purposes in our courses: (1) to provide a means for students to receive timely information about the course in general, assignments, grades, and announcements from the instructor; (2) to promote thoughtful interaction between the instructor and students and among students themselves as they work through course materials; (3) to provide a means for students to complete quizzes and other forms of evaluation; and (4) to enhance the learning process by providing a variety of materials. (5) To provide a platform for synchronous learning (Wimba).

For courses with online discussions, they will be posted in Blackboard. Unless otherwise instructed, the parameters for a student’s postings are [200-250] words (please keep the word count in this range). The purpose of these parameters is to promote writing that is both thorough and concise. The instructor will post questions and activities weekly. Discussion questions will be posted in advance. Since not everyone will see things identically, students are to review one another’s postings in order to further their insight and learning. This is an important benefit of dialogue.

Regent University,CMHC 500 Course Syllabus 11

Note that the expectations for quality work in the Blackboard group discussion differ from the minimal requirements for attendance.

Please check the Resources link in Blackboard or the Start Here link in your course for University Library information and Academic Support information, Blackboard Tutorials and Resources, Academic Honor Code, Writing Styles, Discipline Policies, and Disability Services.

If you have technical problems with Blackboard and/or are not able to log in, please contact the Help Desk/IT department. You can e-mail the Help Desk at: helpdesk@regent.edu or call at (757) 226-4076.

SECTION 3 – POLICIES AND PROCEDURES

COURSE PROCEDURES

Submission of Assignments All assignments (unless otherwise instructed) for this course should be submitted via the “Assignment Link”. Papers should be in MS Word format (.doc). Do not use a generic or web version of Word. When saving your document, the file name should include your name and assignment, in that order –for example, “John Smith, Learning Styles (LSI) and DISC Inventory Essay.” When sending your document, give your name and assignment. This makes it easy for your instructor to track your work. See the “Completing and Submitting an Assignment” section of Blackboard online tutorials for further instructions.Every assignment must have your name on it, and, if it is more than one page, each page must be numbered. To do that, you will need to know how to use the Header and Footer option under the “View” button in Microsoft Word.

Assignment Deadlines Papers and Assignments must be turned in on time or a 10-point penalty per day for 4 days will be deducted to any late assignments. On the fifth late day, the grade is Zero. Note that Discussion Board does not have a late option . Posting in Discussion after the end of the online week = Zero. Unless otherwise noted, all assignments should be submitted via the “Assignments” link in BB by 11:30pm Eastern Standard Time (EST)/ Eastern Daylight Time (EDT) on designated due dates. Blackboard time is the final word for the time work is received.

APA Format All written work, including Discussion and Response Posts, must demonstrate doctoral-level writing skills (i.e., proper spelling, grammar, syntax, organization, etc.) and be compliant with latest edition APA style and format. Students are expected to be knowledgeable about APA requirements.

Part of the grade for each paper includes grammar, syntax, spelling, punctuation, as well as APA format. Please check your paper before submitting. If you need additional help, finish the paper early and seek assistance from the Regent Writing Center. You are responsible for proper citing to avoid Plagiarism.

Papers that are less than the minimum required length will be graded as a percentage of the total required length. For example, if a student who submits 80% of the assignment length, then the grade starts with 80% of the total points for that assignment.

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Formatting email subject lines: Begin the subject line with your last name, class name and short description. For example, CMHC-500- Jay Smith-timeline questionBecause instructors often need to reach students, all students are required to keep their mailing address, e-mail address, and telephone numbers up to date in Genisys.

Formatting file names: When saving files to your computer, and then uploading them into Blackboard, be sure to name them according to these conventions: the assignment name followed by one’s first and last name (e.g., “Integration of Faith and Counseling Statement - JohnSmith”). This allows your files to be downloaded by the grading instructor and prevents the loss of files that do not reflect the student, course, or project.

USE OF TECHNOLOGY

This online course utilizes the Blackboard software, which is used to: 1. Provide a means for students to receive timely information about the course in general,

assignments, grades, and announcements from the Instructor; 2. Promote thoughtful interaction between the Instructor and students and among students

themselves as they dialogue in class discussions and work through course materials; 3. Provide a means for students to complete forms of evaluation; 4. Provide a centralized location for delivering and receiving class assignments; and,5. Enhance the learning process by providing a variety of materials.

To access Blackboard, connect to http://regent.blackboard.com using an appropriate Internet Browser. Students will use the Wimba Classroom within Bb for classroom discussions and presentations, and should run the setup wizard for this application (found under the “Wimba Classroom” link on the Bb home page) before the first class. The University Help Desk/IT Department should be contacted (http://www.regent.edu/it/helpdesk) for assistance with any technology problems (e.g., logging-in).

Blackboard is the software platform that Regent University uses as an online virtual classroom and is an entirely separate process from the Genisys system, with which students should become familiar. To log into Bb students will need a “User Name” and a “Password.” All students have as their user name, the first four letters of their first name and the first three letters of their last name (e.g. Jonathan Student would be “jonastu”). A student’s "default" password is the same as their user name. Once logged into Blackboard, students can change their password if they wish. A student’s User ID and PIN Number for Genisys will be different.

Email Communication Students are expected to check their Regent University email address on a regular basis, Monday through Friday, to access course information and updates. To facilitate efficient email communication, the subject line of all email messages to the Instructor related to this course should include the course number and the name of the student (e.g., SUBJECT: CES 626 - John Smith: question or comment ). Email messages should include students’ first and last names in the signature. Professors will not communicate with any student on any email outside of the student’s official Regent email.

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ATTENDANCE AND PARTICIPATION POLICY

Regent University recognizes the importance of class attendance and participation for students’ learning. While attendance alone does not guarantee learning, engagement with the class through regular attendance and participation is essential to learning, both to the individual student and to the class itself as all benefit by others’ contributions. At Regent University, class attendance, understood as the act of being present, is considered separate from participating in the class, understood as active engagement through discussion and other forms of interaction. Both are valuable to student learning. Like other institutions of higher education, Regent University is required to maintain accurate attendance records by the U.S. Department of Education. 

Students’ attendance and participation are the means by which the Instructor will assess skills, quality of thought, and growth. Therefore, students must attend and participate fully in the classroom as specified in the Course Schedule. This online course is supported via a Blackboard (Bb) website, and students must log-in to the classroom regularly, Monday through Friday, to access course materials, announcements, and updates.

Given the nature of this course, your instructor may schedule various Wimba Classroom meetings in Blackboard. Attendance in these sessions is required unless otherwise stated. They will help you complete Discussion and Projects. If your time zone does not allow you to attend these sessions, they will be archived under the Wimba Classroom tab.

UNIVERSITY WITHDRAWAL (from Catalog)

Students who have not attended or logged into a class, will, at the end of the second week of the session/semester—in accordance with University practice—be assumed to have unofficially dropped and will be administratively dropped from that class.

Students who wish to withdraw voluntarily from the university during a term shall meet with the dean of the school or his/her designee and secure school approval on the withdrawal form. Students must satisfy all financial obligations before leaving campus or they will not receive transcripts or be allowed to re-enroll. Grades of W (Withdrew) or WF (Withdrew Failing) shall be placed on the students’ transcripts for the courses in which they were enrolled.

The grade W (Withdrew) will be posted on the transcript for all standard courses taken during the term if the student withdraws before the mid-point of the term; a grade of WF (Withdrew Failing) will be posted thereafter. Withdrawal from courses taught in non-standard formats (i.e., modular cluster courses, etc.) will result in either a W or WF on the transcript, depending on the withdrawal deadline determined by the individual school. Students who have not attended any classes for which they are registered that term, or distance students who have not participated in instructional events by the end of the add/drop period will, in accordance with university practice, be assumed to have unofficially withdrawn and will be administratively withdrawn.

For students who leave the university during the term or for students who are suspended for disciplinary reasons, a grade of W or WF will be recorded on the transcript for the courses in which the students were enrolled. The regular refund policy applies for a student suspended for disciplinary reasons.

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UNIVERSITY ACADEMIC HONOR CODE

Students are on their honor to complete assignments with honesty and integrity. Academic dishonesty involves intentionally or unintentionally stealing the intellectual property of others. Students are expected to be familiar with the university’s policy on academic integrity found in both the University Student Handbook and School of Graduate Studies Catalog (http://www.regent.edu/general/catalog/) and to follow it. As an academic and Christian community, Regent University takes seriously the call for integrity and penalizes breaches of academic integrity. Students’ submitted papers may be checked for potential plagiarism using SafeAssign (Blackboard’s plagiarism detection feature). The Instructor will contact the student if plagiarism is a concern.

Charges of violating academic integrity shall be handled according to established student discipline procedures published in the Regent University Catalog and the Ph.D. in Counselor Education and Supervision Student Handbook.

This document continues on the next page.

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SECTION 4 – SCHEDULE AND EVALUATION

COURSE SCHEDULE It is recommended that you place this Course Schedule in a convenient place and refer to it each week of the course. You need to follow it closely, as late assignments are subject to a grade reduction. The complete Regent Academic Calendar of dates for this semester may be found at: http://www.regent.edu/admin/registrar/academiccalendar.cfm

IX. TENTATIVE COURSE SCHEDULE NOTE: Due dates and meeting times are posted in Eastern Standard Time.

Week Topic/Assignments Readings

18/20-8/25

Introduction to the Helping Relationship. Worldview.Motives and Pitfalls. The Role of Encouragement.Live WIMBA session, Aug. 22, 8-10 pm

Sire, Ch. 1-3McMinn, Ch. 1

28/27-9/1

Worldview, Counselor Identity & HistoryEthics and Professional Standards.

Sire, Ch. 4-6Neukrug, Ch.1-3

39/3-9/8

Basic Worldviews. Search for SignificanceLive WIMBA session, Sept. 3, 7-9 pm

Sire, Ch. 7-8McGee Book

49/10-9/15

Effective Counseling and Communication Skills. Worldview.

Sire, Ch. 9-10Neukrug, Ch. 4-5

59/17-9/22

Family Counseling and Group DynamicsAssignment Due: Structured Therapist Interview, 9/22. 11:59 pm ESTLive WIMBA session, Sept. 19, 5-7 pm

Neukrug, Ch. 6-7

69/24-9/29

Consultation and SupervisionPsychological and Spiritual Health

Neukrug, Ch. 8McMinn, Ch. 2, 3

710/1-10/6

Developmental Models of CounselingLive WIMBA session, Oct. 2, 7-9 pm

Neukrug, Ch. 9-10McMinn, Ch. 3, 4

810/8-10/13 Career Development Neukrug, Ch. 11

McMinn, Ch. 5FALL BREAK (10/15-10/21)

910/22-10/27

Assessment, Testing, Research, and EvaluationAssignment Due: Experiential Self-Awareness Timeline 10/27, 11:59 pm ESTLive WIMBA session, Oct. 22, 7-9 pm

Neukrug, Ch. 12-13McMinn, Ch. 6

1010/29-11/3 Multicultural Counseling Neukrug, Ch. 14-15

McMinn, Ch. 71111/5-11/10

School Counseling and Higher Educational PracticesLive WIMBA session, Nov. 5, 7-9 pm

Neukrug, Ch. 16 & 18McMinn, Ch. 8

1211/12-11/17

The Process of Change and HealingAssignment Due: Integrative Topical Paper, 11/17, 11:59 pm EST

McMinn, Conclusion

THANKSGIVING BREAK (11/19-11/24)

Regent University,CMHC 500 Course Syllabus 16

1311/26-12/1

Agency and Mental Health CounselingFinal Exam (Material covered will be announced in Bb) Neukrug, Ch. 17

1512/3-12/8

The Future of CounselingLive WIMBA session, 12/4, 7-9 pm

Articles/ Discussion in BB

Live Wimba Class sessions will be noted in Course Content in BB.

METHOD OF EVALUATION The instructor determines all grades according to evaluation criteria associated with each assignment in Blackboard. Instructors will provide students with completed assessments of their work within 14 calendar days after the assignment due date. Each written submission will be returned to the student with instructor feedback included in the document or on the BB grading note to offer clear improvement advice. 

GRADING To remain in good academic standing in the School of Psychology & Counseling a student must maintain a 3.00 grade point average. The following grading system is the authorized grading scale for graduate studies:

A GPA of “B” or better must be attained in a course in order to use it for degree clearance purposes. A grade of “B-“ is not considered passing for degree clearance purposes and will have to be repeated.

I = Incomplete IP = In Progress WF = Withdraw Failing

P = Pass (for Pass/Fail Course) NP = No Pass (for Pass/Fail Course)A = Audit (no credit) FX = Failure to finish an Incomplete

For more information about the calculation of the GPA, Incomplete and In Process grades, see the Student Handbook and the University Graduate Catalogue.

2. Criteria for Grading

Grade Percentage Quality Points Meaning of GradeA 93–100 4.00 SuperiorA- 90-92 3.67 ExcellentB+ 87-89 3.33 GoodB 83-86 3.00 Sufficient/PassingB- 80-82 2.67 FailingC+ 77-79 2.33 FailingC 73-76 2.00 FailingC- 70-72 1.67 FailingD+ 67-69 1.33 FailingD 63-66 1.00 FailingD- 60-62 0.67 FailingF 0-59 0.00 Failing

Regent University,CMHC 500 Course Syllabus 17

Points earned for each task (Assignments and Discussion Boards) total 1000. Look at the grading scale “percentages” and add “0”. For example, a student who earns 910 points (91%) receives an A- or 3.67 quality points.

Discussion Board Posts/Responses 40% = 400 points Structured Therapist Interview 10% = 100 points Experiential Exercise/Project 20% = 200 points Integrative Topical Paper 20% = 200 points Final Exam 10%= 100 points

100% = 1000 points

General Class Information:1. Papers must be turned in on time or a 10-point penalty per day for 4 days will be deducted to any

late assignments. On the fifth late day, the grade is Zero. Note that Discussion Board does not have a late option. Posting in Discussion after the end of the online week = Zero.

2. Part of the grade for each paper includes grammar, syntax, spelling, punctuation, and APA format. Please check your paper before submitting. If you need additional help, finish the paper early and seek assistance from the Regent Writing Center.

3. Papers less than the minimum required length will be graded as a percentage of the total required length. For example, if you submit 80% of the assignment length, your grade starts with

80% of the total points for that assignment.4. Plagiarism is a serious offense and will be treated as such. The result may range from Zero on the

assignments to a report of the offense to the University.5. Please follow all instructions for each assignment and post in the proper Assignment section.

Assignments sent to my email may not be graded.6. Students are responsible for all communications sent through their Regent e-mail and any assignments

posted on Blackboard. 7. If any changes or corrections in course schedule or assignments are necessary after class begins, the

announcement will be made in Blackboard.8. Stay on target – the unexpected happens in life so avoid waiting until last minute to complete your

work. We are studying crisis management, so please make every effort to avoid creating your own crisis. The way to avoid crisis is to plan ahead, finish readings, weekly work and major assignments before the last hours of the class week.

COURSE ASSIGNMENTS: A summary descriptions for each assignment is given below. Additional details, format requirements and/or supporting material (including audio/video) related to any assignments will be described in depth in a BB folder in the week assigned. Consult this folder for complete instructions and updates.

1. Discussion Boards Questions, tasks and response instructions will be given in BB in Course Content in the Week each is due. Expectations for posting will be given in writing and/or via voice email.

2. Structured Therapist Interview (10%. Due Week 5) This requirement will provide students an opportunity to interact with someone currently working in the professional arena. Students are to contact a licensed mental health practitioner that is a Licensed Professional Counselor (LPC), a Licensed

Regent University,CMHC 500 Course Syllabus 18

Marriage and Family Therapist (LMFT), or a Licensed/Certified School Guidance Counselor, or equivalent licensed counselor in your state only if it does not offer any of these licenses, and conduct an interview of the person. Details for the interview and presentation are given in Course Content for the week assigned.

You are to cover in the interview all of the areas listed below:1. Name and credentials of practitioner. 2. Setting in which the practitioner currently works. 3. A brief history of the practitioner’s professional counseling experience. 4. A concise statement regarding what attracted the practitioner to the mental health field as a career. 5. Areas of professional interest and expertise. 6. Enumerate the assessments the practitioner utilizes in his/her setting. 7. What the practitioner considers as the most significant ethical issues/concerns currently facing themental health field. 8. Ways in which the practitioner addresses issues related to diversity and/or multicultural dynamics. 9. What the practitioner views as the two or three most significant factors in the change process (can bedynamics that either foster or hinder change in a client). 10. What the practitioner considers to be the pros and cons related to a career in the mental health field. 11. What the practitioner considers to be potential sources of stress and burnout and how he/she addressesthe issue of appropriate self-care. 12. What role, if any, the practitioner sees the dynamics of faith and spirituality playing in the therapeuticprocess. 13. A brief, personal, reflective summary on your experience of interviewing the professional.

Summarize the interview in a paper by answering each of the points listed above, in the order that they are listed (1 to 13). Number your answers according to the numbers provided in the list above. The expected length of your paper is 5-6 pages, single-spaced with one inch margins. DO NOT include a title page, abstract, and references. DO include your name as a header in the document. DO use your last name and first initial as the filename of your document.Upload your assignment via the Assignment Manager link within Blackboard on the due date. See the course schedule for the due date.

3. Experiential Self-Awareness Timeline This project will provide you with the opportunity to put into practice the principles and concepts that are being studied in the Course. This project consists of two parts: 1) Self-Awareness Lifeline and, 2) a discussion of the contents of the lifeline. Details for preparation and presentation are given in Course Content for the week assigned.

This project will provide you with the opportunity to put into practice the principles and concepts that are being studied in the Course. This project consists of two parts: 1) Self-Awareness Lifeline (1-page), and, 2) a discussion of the contents of the lifeline (on separate, single-spaced pages). You may manually draw the lifeline, scan it as an image, and then import or copy and paste the image into your file containing the discussion; or, you may create the lifeline using software of your choice. In either case, be sure to include the lifeline and discussion in a single file that you can upload to the Assignment Manager in Blackboard.

Regent University,CMHC 500 Course Syllabus 19

Self-Awareness Lifeline. Each student will draw up a lifeline corresponding to the progress/flow of his/her life. This line will be a representation of the ups, downs, plateaus, and significant events of the student’s life, including how any theological issues of grace, redemptions, forgiveness, hope, and God-concept may have impacted one’s choice to become a professional counselor. Important points along the lifeline should be arranged in chronological order and marked with the year that the vent occurred. There should be at least 4 distinct important events/points.

Discussion. The discussion of each event should be written on separate pages and should be organized in outline form with these points:

a. the approximate date of the item/event and your approximate age at the timeb. the nature of the eventc. the impact this even had on you at that time in your lifed. the impact you believe the event may have on your worldview at this time in your life (may be

subjective and/or objective)e. the impact this event may have on your future functioning as a counselor

Since the focus is somewhat subjective, the instructor will primarily be looking for transparency and depth of insight that you put into the project. Keep in mind also that the logic and organization of your discussion points will affect the instructor’s ability to understand your lifeline. Each event should be covered in a descriptive format for letters b. to e.

Upload your assignment via the Assignment Manager link within Blackboard on the due date. See the course schedule for the due date.

4. Integrative Topical Paper . This is a research based paper presented in formal style with a title page, abstract, body, and references in APA format. The title, abstract, and reference pages are not counted as part of the body of the paper. The body of each paper should be no more than 4 pages in length. The paper should include at least 4 references, with at least two of those coming from professional journals. Papers should be double-spaced with one-inch margins all around and follow APA Style guidelines according to the 6th edition of the Publication Manual of the American Psychological Association except where noted above. The following are acceptable topics to choose from and do not require instructor approval:

Discuss the concept of biblical integration as it relates to counseling and the therapeutic process. Select one of the spiritual disciplines and discuss its use and relevance in the counseling process. Compare and contrast Christian theism with another worldview in terms of how these would

interpret the client’s freedom in counseling. Discuss three key counselor attributes that are essential to the therapeutic process. Discuss the relationship between the interpersonal nature of client motivation in the therapeutic

process and the development of virtue. Compare and contrast the concepts of self-esteem and God-esteem, particularly as it pertains to

the nature of guilt and shame and their impact on relationships. Discuss a biblical model for forgiveness and reconciliation and why these dynamics are

important in the therapeutic process. Propose and discuss a link between the psychological development that may occur in clinical

counseling and the development of human and biblical virtues.

Regent University,CMHC 500 Course Syllabus 20

Students desiring to write on another topic must have the approval of the instructor. Any paper presenting a topic that does not have the prior approval of the instructor will earn a grade of F.

Upload your assignment via the Assignment Manager link within Blackboard on the due date. See the course schedule for the due date.

5. Final Exam (10%, due 12/1). An open book final exam will be given at the end of the course. You will complete the final exam in Blackboard during week 14. You may take the exam any time during Week 14. Note that once you begin the exam, you will have 3 hours to complete it. You must complete the exam within those 3 hours as you will not be able to save your answers. Should you encounter any technical difficulties during the exam, please contact your instructor and Blackboard support via email. Content coverage will include topics from the Neukrug text.

Take your final exam within Blackboard.

STUDENT COURSE EVALUATIONStudents have the opportunity to provide feedback throughout the course through e-mail, telephone, and on-campus appointments. Near the end of the course, students will complete an anonymous online course evaluation form. Since the results contribute to improving course design and presentation, it is important that students be honest and constructive in their evaluations. Students will receive an e-mail reminder from the University when it is time to complete these evaluations. Please take time to provide this input. Students can access the online evaluation system at: http://eval.regent.edu/regent/survey/students.cfm. If you have questions about the online evaluation please contact evaluation@regent.edu.

This syllabus is subject to change without notice up until the first day of the semester.

Last updated:7/28/12 Regent University

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