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HPC 5190 – 101 Helping Skills in Student Affairs PracticeFall 2016 Wednesday 9:00 – 11:50 AM RCOE 428

“the intent of student affairs has always been to connect people who need with people who care” Chambers in Barr, Desler, and Associates, 2000, p. 3

Dr. James Lancaster –Professor, College Student DevelopmentRoom 334-C RCOE (828) 262-6055 (O) (336) 314-0714 (C) lancasterjm@appstate.edu

Office Hours: Generally Monday – Wednesday 10 – 5, excepting classes and lunch, or, by appointment. I look forward to working with you this semester. I understand that you, as a first year student, may have concerns that are not always addressed by the planned syllabus. I invite you to drop in or make an appointment, call or email me with any concerns that you wish to discuss - if I’m in the office, you’re welcome to visit. If you have questions about the course, experience other difficulties or have need of special accommodation, your early discussion with me will reduce the possibility of later problems.

Cell phones or other electronic devices can disrupt class for everyone, especially in this class. Please turn off such devices if you bring them to class. If you have special circumstances, please discuss these with me. While you are welcome and encouraged to bring and use computers, iPads or other learning aids, it is important that they be utilized as learning aids rather than for social or browsing functions. If I suspect misuse during class, you will likely receive an immediate email directing you to “cease and desist” and inviting you to schedule a conference with me. Subsequent offenses under this policy will be met with subsequent sanctions which may include loss of computer privileges in the class for a stated period. Additionally, you may not record in any fashion any class-related activity without the permission of the instructor.

Course DescriptionAn introduction and overview to the role of the student affairs educator as a facilitator ofIndividual and group development. Methods of helping, group facilitation skills, and leading and managing groups appropriate to student affairs functions will be developed.

Course Goal To develop sound models for practice in para-professional helping based upon individual ability, observation and structured learning.

Course Competencies

▪ Knowledge of natural and trained helping abilities ▪ Concept of skilled helping versus being helpful▪ Appropriate boundaries and referral concerns in helping▪ Knowledge of the processes of helping▪ Understanding and application of the specific trained skills useful in helping▪ Awareness of and appreciation for the use of mentoring as a helping concept

Texts (Other readings will be assigned.)

RequiredHarper, R, Wilson, N. & Associates. (2010). More Than Listening: A Casebook For Using Counseling Skills In Student Affairs Work. Waldorf, MD: NASPA.

Reynolds, A. (2008). Helping college students: developing essential support skills for student affairs practice. San Francisco: Jossey-Bass.

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Recommended American Psychological Association [APA]. (2001). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.For a short guide to APA Style, see – The Owl at Perdue. Retrieved August 13, 2008 from http://owl.english.purdue.edu/owl/resource/560/01/

Course Requirements, Grades and Miscellaneous Information

RequirementsClass participants should keep in mind that every assignment, every discussion and every presentation focuses first on helping skills and their applications. Articles submitted for discussion as well as presentations should consistently seek the helping skills issues that are inherent.

Attendance & Participation : Often classes will begin with a brief discussion council (approximately 20 - 30 minutes) concerning helping events of the previous week in which all class members should prepare to participate. It is therefore critical that all be on time. Repeated absences or tardiness will result in a reduction in the final course grade. If you find that you will not be able to join us for a class, you should contact me by phone or e-mail with that notification. You are in a professional preparation program in which you are already assuming professional responsibilities. You may therefore find a conflict between class and your work assignments or other responsibilities – as in real life, these are to be resolved by you according to your judgment of the greater need – however - repeated absences or tardiness inhibit this class and our discussions and will result in a reduction in the final course grade. If you find that you will not be able to join us for a class, you should contact me by phone or e-mail with that notification. In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. The student must give notice to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class. Student requests for excused absences for religious observances must be submitted to instructors in writing no later than three weeks after the first class day of the term. You will, of course, be responsible for all assignments on time and for making up any material missed during the class.

Each class member will be expected to participate in a thorough general discussion concerning a helping event from real life. Every class member should be prepared to present at least one experience for these discussions during the semester. As part of the participation grade, each student will bring in and orally share one short reading or quotation (@ 5 – 10 minutes) that speaks to him or her about helping, as assigned. These may be literary, video, and musical or other formats so long as the focus is interpreted to be about “helping”. This will be shared with the class and the presenter will give his/her interpretation of the piece. (10pts. /10pts).

Written Journal: Students will maintain a journal of reflection on their helping experiences and reflections throughout the semester. Each Journal should include the number and date of the entry, observations and thoughts or insights that occur to the writer as well as an on-going assessment of experiences related to helping relationships. Submissions are due bi-weekly (except as noted).Due: First Journal, September 12, 26. Oct. 10, Nov. 2. Label each Journal with “Journal 1. . .2. . .etc the due date and your name). (5pts. ea/20pts. total)

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Helping Observation - Each student will identify and observe a professional helper during the period of the course. The purpose of this assignment is to observe a professional who practices “skilled helping” and to record your observations in initial, mid-term and final assessments. This observation must be accomplished with a professional helper such as a counselor, adviser, minister or other qualified professional. For the purposes of this assignment, the professional chosen may not include relationships with family, friends or other non-professional significant others. It should include attention to the skilled helping model and stages of helping. Students will initiate and later complete a “Helping Observation” form (format attached to the syllabus) as part of their class assignment. Use this format to head the first text page of each report; otherwise treat as APA, Cover sheet, double space, citation, etc. Each student will present a brief (10 minute) oral overview and final assessment of their observation experience on November 3DUE: Initial proposal, Aug. 31; Mid-term, October 5; Final, Nov. 9; Oral Report Nov. 9 (5 pts. Ea + 5 pts for oral=20 pts).

NOTE: About writing papers and especially journals and observation reports: write so that I can “see” the person or situation you are describing. Who are they? What have they done? What have you observed? What is intuitive on your part that you are guessing at in your writing? This is a dialogue but you will do most of the “talking” to me!

Personal Story – Part of skilled helping involves listening for and attending to the stories of others. In this assignment you will prepare a brief talk for the class that narrates and explores your own personal, true history and story. You will have 10 minutes and may not use any electronic media – this will be a totally oral presentation, although you may bring artifacts to show or pass around. Due: Sept. 7 - until (10 pts.)

Helping/Human Relations Engagement – In this assignment, you will attend at least one workshop that emphasizes some form of helping or human relations awareness. Counseling, Wellness/Prevent, Multicultural Cultural Student Development, or other agencies might sponsor such sessions. Your choice of session must be submitted as a one-page proposal to the instructor August 25, explaining what you have chosen and the benefit you expect to derive from the experience. This assignment must be completed prior to the last day of class. Completion of this experience will be validated by a copy of the completed and attached proposal form, signed by one presenter from the session chosen or a posting from the instructor on a university approved site indicating compliance. Due: Proposal Aug. 31; completed assignment prior to last day of class, Nov. 9. (5pts. Proposal/ 5 pts. Completed Assignment = 10 pts. Total.)

Chapter Case Studies – This is a “virtual dialogue” assignment to be completed on AsULearn. Questions from four of the case studies from the Harper/Wilson “More than listening” book follow each assigned case study in the book. These are for a general response, not a specific answer to each question; in other words, given these questions, what would you say as a general response about the individual and your response as a “helper”. Although the authors of the book provide suggestions, you may very much disagree or agree but in any case, defend your response. This assignment is in a blog form so that all comments on the case may be seen as well as comments by members of the class to one another’s initial response. Responses are due as scheduled through the semester. Due: Sept. 20, 27, Oct. 4, 11. (2.5 pts per initial response = 10 pts. total)

Final Examination- A final examination will be given, presenting a problem statement pertinent to the area of helping skills. The examination will be summative and will ask the student to answer the problem, using knowledge gained through class assignments as well as the process of experiences in and out of class. The exam will be designed to reflect the student’s comprehensive knowledge of the course.Due: November 16, by 5:00 pm. via e-mail to instructor. (10 pts.)

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Grades

Grades are my best effort to evaluate where you are in your understanding and in your communication of that understanding of your work in this course. Because this is a developmental and iterative process, not every grade should or does reflect perfection. While all of us hope for “perfect grades” the reality is that grades are an artificial and superficial measurement of what you know – not all of what you know but simply those things that you know and that I happen to ask of you related to this course. Good people often get grades they think are “bad”. What is a “bad” grade? Typically you, if you complete all assignments satisfactorily, you are eligible for a “B”. I expect students in a graduate level program to obtain at least B’s and sometimes A’s, based on work that exceeds the “average” expectation or involves additional credit for extra effort. An occasional bad grade is likely to occur; recurrent poor grades are a more serious concern and one that I will raise with you should that time come. If a particular grade is of concern to you, feel free to discuss it with me. Grades are not a measure of who you are but of what you bring to a particular inquiry on a given day.

Grading Scale95 – 100 = A90- 94 = A-85 – 89 = B+

83 – 85 = B80 – 82 = B-76 – 79 = C+

73 – 75 = C70 – 72 = C-Less than 70 = F

Written Assignments/Style Guide: All written assignments must be prepared typed and according to the Publication Manual of the American Psychological Association, sixth edition (available in the University Bookstore). This means, minimally, cover sheet with running head, header and page number, name of student and course number and double-spaced, paginated pages throughout. For non-publication purposes, an abstract is not required. EVERYTHING is double-spaced. Assignments received without this format will be returned for correction and will lose half credit.

Please note: Any assignment not turned in at the designated classroom due date & time may result in ONE letter grade reduction for each day late. Assignments not turned in with three days after the designated classroom due date & time may NOT BE ACCEPTED thereby resulting in a failing grade for the assignment.

If you have any problems with assignments &/or due dates, please contact me prior to the due date so possible accommodations may be made if necessary.

Miscellaneous Information (also see University policy statements found at http://academicaffairs.appstate.edu/syllabi )

Accommodating Students with Special Learning Needs: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 http://ods.appstate.edu ). Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations. Students wishing to receive some instructional accommodation because of a documented disability should meet with the instructor to discuss accommodations. Please arrange a meeting with me at your earliest convenience.

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Information and Inclement Weather: Though it may be hard to believe, it does snow and ice in the mountains in the fall!! My best source for communicating with you outside of class for inclement weather or for appointments is via e-mail. I will use the Mountaineer Mail e-mail addresses to do this. Therefore, it is important that you either use Mountaineer Mail and consult it with your questions, or link to Mountaineer Mail with your existing e-mail account. Any changes, announcements or other necessary communication outside of class will be provided through Mountaineer Mail. If there is inclement weather, consult your e-mail prior to calling the department phone or other campus resources for information about this class.

Emergency Response Plan “The Appalachian State University Emergency Response Plan presents a proactive response designed to protect students, staff and faculty, as well as the community and our environment in case of a major emergency or disaster.” Please review this information, found at: http://www.emergency.appstate.edu/ . I strongly urge you to register with the emergency notification system, AppState-ALERT.

The Code of Academic Integrity: Academic Integrity is the basis for every class assignment. More importantly, it is the common currency of our academic community. Without honesty, trust, respect, responsibility and fairness our common work can have no integrity. Without integrity, our work in this course and your degree as a whole is without value. All assignments, projects and written work are to be completed by you unless the assignment involves group work; in such cases, every member of the group is equally responsible for content and appropriate citation of contributions. You may not utilize materials previously submitted by other students for credit. This includes material from previous students who may have completed similar assignments. Assignments involving site visits or other experiential activities must be completed as assigned by all members of the class.

Students attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage.o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application.Please review the Academic Integrity Policy at http://studentconduct.appstate.edu/pagesmith/2 Those of us in student affairs positions often act as “moral mentors” to students, whether we intend this or not. As such, we should hold high expectations for one another. You should expect me to conduct myself honorably and with attention to the values listed above in our interactions. I expect no less from you. Work in this class will be accomplished individually and in small groups with appropriate attribution and citation. Please be aware of the requirements of each assignment. If you have questions about those assignments, about guidelines for their completion or about the Academic Integrity Policy in particular, please contact me. You should understand that I trust you unless and until there is reason to suspect violations of the Academic Integrity Policy. In such situations, I will pursue action under that Policy.

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Course OutlineAugust 24 Introductions and Course Outline

Next Time: Consider helping observation subject and lens

August 31 Film: Good Will Hunting (126 minutes) Due: Initial Helping Observation Submission

Due: Helping/Human Relations Engagement Proposal

September 7 Developing Expectations Reading: Harper & Wilson, Chapter 3

Reynolds, Chapter 3Due: First ”Your Personal Stories” (oral report)

September 14 Mentoring, Journaling & Case Studies: Exploring the processes & Theories Guest Speaker: Judy Haas, Associate Dean of Students, ASU

Exercise: Self-assessmentReading: Reynolds, Chapter 1Handout/Links: “The Power of Story and Personal Narrative”

“The Six Main arcs in Storytelling…found @http://www.theatlantic.com/technology/archive/2016/07/the-six-main-arcs-in-storytelling-identified-by-a-computer/490733/ Due: Journal 1 (submit by Sept. 12)

September 20 Due: Chapter Case Study 1 - Harper & Wilson, Ch. 4, Justyna (Voice)September 21 Helping in the Matrix of Professional Practice: Needs & Realities

Reading: Reynolds, Chapter 2 Harper & Wilson, Chapter 1 & 2

Robert Walter - President of the Joseph Campbell Foundation found at http://www.youtube.com/watch?v=2ND721qYpz4

Due: Chapter Case Study Discussion - Harper & Wilson, Ch. 3, VictoriaHandout: Shopping List, Model Integrated, Helping Outline

September 27 Due: Chapter Case Study 2 - Harper & Wilson, Ch. 5, Kiah (Assault)September 28 The Environments of Helping: Skills for Understanding

Reading: Harper & Wilson, Chapter 4 Reynolds, Chapter 4Due: Journal 2 (submit by Sept. 26)

October 4 Due: Chapter Case Study 3 - Harper & Wilson, Ch. 8, Laurie (Disability)October 5 Establishing Processes (protocols)

Reading: Harper & Wilson, Chapter 5“What does a killer think? Retrieved from

http://www.thedailybeast.com/newsweek/2012/07/29/aurora-shooting-what-does-a-killer-think.html Due: Helping Observation mid-term submission

October 11 Due: Chapter Case Study 4 - Harper & Wilson, Ch. 10, MatthewOctober 12 The Stages & Skills of Helping

Reading: Harper and Wilson, Chapter 6 Reynolds, Chapter 5 & 6

Due: Diagram of Good Will Hunting per helping model Due: Journal 3 (submit Oct. 10)

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October 19 Student Practitioner Guests - Discussing Helping in Practice

October 26 Making Meaning and ReflectingReading: Reynolds, Chapter 9Processing the Experience, pp. 3 – 16 (handout)

November 2 Listening and Discerning Film: Being There (130 minutes)Reading: Harper & Wilson, Chapter 7Due: Journal 4 (submit by Oct. 31)

November 9 Developing Your Practice Reading: Reynolds Chapter 10

Harper & Wilson, Chapter 13Due: Helping Observation Written and Oral Reports

Due: Helping/Human Relations Engagement Completion Handout: Final Exam via email

November 16 No Class – Final Exam Due by 5:00 pm via email

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Helping Observation Assessment

Initial Submission

Observer’s Name: Date of this report:

Name of Helper: Title:

Date of First Contact: Frequency of Contact:

Reason Chosen:

Helping Observation Assessment

Mid-term Submission

Observer’s Name: Date of this report:

Name of Helper: Title:

Outline below (or on additional pages) your experience thus far with this helper, including actual frequency of contact, insights you have gained and what you have learned about helping relationships. Be thoughtful and critical about the experience, the helper and your own learning.

Helping Observation Assessment

Final Submission

Observer’s Name: Date of this report:

Name of Helper: Title:

Summarize below (or on additional pages) your experience with this helper, including actual frequency of contact, insights you have gained and what you have learned about helping relationships. Would you choose this helper again to observe? Why or why not? Be thoughtful and critical about the experience, the helper and your own learning. What do you take away from this experience and what would you change about the experience?

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Helping/Human Relations Engagement Proposal

In the below space, indicate the session/workshop you have chosen to attend and briefly explain why you feel this should fulfill the assignment. Once the instructor approves this proposal, you should take it to the workshop and have one of the presenters sign it, acknowledging your attendance at the event. Following your completion of the assignment, return this for to the instructor for credit.

Your Name

Session/Workshop Title:

Presenter/Sponsor:

Scheduled Date:

Rationale for Your Choice:

Presenter’s Signature Date Completed