COAD%7404:%Advanced%Counselingand%ConsultingStrategies … · 2013-05-13 ·...

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East Carolina University College of Education Department of Higher, Adult & Counselor Education COAD 7404: Advanced Counseling and Consulting Strategies Summer 2013 Kylie P. DotsonBlake, Ph.D., LPC, NCC Phone: 3285277 (work) 223A Ragsdale Building EMail: blakek@ecu.edu Office Hrs: Tues. 10:00 am 2:00 pm Thurs. 11:00 am 1:00 pm Virtual hours and other hours by appointment Required Text: Long, L. L., Burnett, J. A., & Thomas, R. V. (2006). Sexuality Counseling: AN Integrative Approach. Upper Saddle River, NJ: Pearson Education, Inc. Wincze, J. P. & Carey, M. P. (2001). Sexual Dysfunction: A Guide for Assessment and Treatment (2 nd ed.). New York, NY: Guilford Press. Course Description: Indepth examination of various counseling strategies and approaches for practicing counselors. Study of selected consulting models and processes. Course Objectives: Upon completion of this course, students will be able to: 1. Articulate an understanding of the social construction of sexuality and sexual identity within social, historical and cultural contexts 2. Demonstrate fluency and comfort talking about sex and sexual functioning with clients 3. Understand a variety of human sexuality issues (e.g., gender, sexual functioning and sexual orientation), human development and sexuality and the impact of sexuality/sexual issues on family and couple functioning. 4. Learn primary treatment approaches and techniques for resolving sexual problems and consider their use within specific cultural and social contexts 5. Critique current research on sexual identity development, sexual health and sexual dysfunction

Transcript of COAD%7404:%Advanced%Counselingand%ConsultingStrategies … · 2013-05-13 ·...

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East  Carolina  University  College  of  Education  

Department  of  Higher,  Adult  &  Counselor  Education    

COAD  7404:  Advanced  Counseling  and  Consulting  Strategies  Summer  2013  

 Kylie  P.  Dotson-­‐Blake,  Ph.D.,  LPC,  NCC        Phone:        328-­‐5277  (work)  223-­‐A  Ragsdale  Building          E-­‐Mail:    [email protected]          Office  Hrs:       Tues.   10:00  am  –  2:00  pm               Thurs.  11:00  am  –  1:00  pm       Virtual  hours  and  other  hours  by  appointment    Required  Text:  

Long,  L.  L.,  Burnett,  J.  A.,  &  Thomas,  R.  V.  (2006).  Sexuality  Counseling:  AN  Integrative  Approach.  Upper  Saddle  River,  NJ:  Pearson  Education,  Inc.    Wincze,  J.  P.  &  Carey,  M.  P.  (2001).  Sexual  Dysfunction:  A  Guide  for  Assessment  and  Treatment  (2nd  ed.).  New  York,  NY:  Guilford  Press.  

Course  Description:  In-­‐depth  examination  of  various  counseling  strategies  and  approaches  for  practicing  counselors.  Study  of  selected  consulting  models  and  processes.  

 Course  Objectives:  

Upon  completion  of  this  course,  students  will  be  able  to:  

1. Articulate  an  understanding  of  the  social  construction  of  sexuality  and  sexual  identity  within  social,  historical  and  cultural  contexts  

2. Demonstrate  fluency  and  comfort  talking  about  sex  and  sexual  functioning  with  clients  

3. Understand  a  variety  of  human  sexuality  issues  (e.g.,  gender,  sexual  functioning  and  sexual  orientation),  human  development  and  sexuality  and  the  impact  of  sexuality/sexual  issues  on  family  and  couple  functioning.  

4. Learn  primary  treatment  approaches  and  techniques  for  resolving  sexual  problems  and  consider  their  use  within  specific  cultural  and  social  contexts  

5. Critique  current  research  on  sexual  identity  development,  sexual  health  and  sexual  dysfunction  

   

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CACREP  Standards  addressed  in  COAD  7404:    

Standard Number

7404   CACREP  Standards  Description  

II.G.1.i. X  Advocacy processes needed to address institutional and social barriers that impede access, equity and success for clients  

II.G.2.b. X  

Attitudes, beliefs, understandings and acculturative experiences, including specific experiential learning activities designed to foster students’ understand of self and culturally diverse clients.  

CMHC.C.2. X  Knows the etiology, the diagnostic process and nomenclature, treatment, referral and prevention of mental and emotional disorders  

CMHC.D.2. X  

Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral and prevention of mental and emotional disorders.  

CMHC.E.2. X  

Understands the effects of racism, discrimination, sexism, power, privilege and oppression on one’s own life and career and those of the client  

CMHC.K.2. X  

Understand the established diagnostic criteria for mental and emotional disorders and describe treatment modalities and placement criteria within the continuum of care  

   Expectations  For  Students:  

This  course  covers  specific  clinical  curricular  content  necessary  for  competent  practice  as  professional  counselors.  To  get  the  most  out  of  this  course,  students  must  be  actively  engaged  in  all  course  discussions  and  assignments.  Additionally,  students  are  requested  to  specifically  consider  the  impact  of  course  discussion  topics  and  to  develop  assignments  in  a  way  that  furthers  their  understanding  of  their  chosen  professional  specializations,  i.e.  clinical  mental  health  counseling,  school  counseling  or  student  affairs  and  college  counseling  

 Methods  of  Instruction:      

Class  sessions  will  include  lectures,  demonstrations,  practice,  and  online  assignments  (i.e.,  podcasts,  discussion  boards,  homework,  etc.),  as  well  as  student  exploration  of  professional  uses  of  theories  and  techniques.  

 Technology  Requirements/Expectations:  

COAD  7404  is  taught  as  a  fully  online  course.  Methods  of  instruction  include  instructor-­‐developed  lectures,  assigned  readings,  experiential  activities,  guided  reflection  and  class  participation  including  instructor-­‐facilitated  discussions  and  group  activities.  A  variety  of  technology  is  utilized  in  the  course,  including  BlackBoard,  YouTube,  and  other  internet-­‐based  technology  tools.  

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Academic  Integrity:  Academic  integrity  is  expected  of  every  East  Carolina  University  student.  Academically  violating  the  Honor  Code  consists  of  the  following:  cheating,  the  giving  or  receiving  of  any  unauthorized  aid  or  assistance  or  the  giving  or  receiving  of  unfair  advantage  on  any  form  of  academic  work;  plagiarism,  copying  the  language,  structure,  ideas,  and/or  thoughts  of  another  and  adopting  those  as  one's  original  work;  falsification,  statement  of  untruth,  either  verbal  or  written,  regarding  any  circumstances  relating  to  academic  work;  and  attempting  any  act  which  if  completed  would  constitute  an  academic  integrity  violation  as  defined  above.  Procedures  governing  academic  integrity  violations  are  described  in  the  East  Carolina  University  Student  Handbook  and  in  the  Faculty  Manual.      ECU  provides  guidelines  to  students  regarding  academic  integrity  while  enrolled.  The  instructors  of  this  course  adhere  to  the  established  policies  and  will  not  tolerate  acts  of  cheating,  plagiarism,  falsification  or  attempts  to  cheat,  plagiarize  or  falsify.  Should  the  instructors  determine  that  an  academic  violation  has  taken  place,  we  reserve  the  right  to  assign  a  grade  sanction,  which  can  include  failure  of  the  course  and  dismissal  from  Graduate  School  and  your  program  of  study,  and/or  refer  the  case  to  the  Office  of  Student  Rights  &  Responsibilities  for  a  hearing.  No  student  may  drop  the  involved  course  or  withdraw  from  school  prior  to  resolving  an  academic  integrity  charge.  It  is  important  for  students  to  understand  that  the  policy  of  ECU  is  to  remove  students  who  commit  academic  integrity  violations  from  the  school.    Please  see  www.ecu.edu/cs-­‐acad/eai/DEStudentIntegrity.cfm  

 COURSE  REQUIREMENTS    Assignment   Description   %  of  

Grade  Class  Participation  /  Discussion  Board  

To  get  the  most  out  of  this  course,  it  is  important  that  you  be  willing  to  actively  engage  with  your  classmates.  With  every  weekly  discussion  board  assignment,  you  will  be  expected  to  respond  to  the  prompt/question  and  then  to  respond  to  at  least  one  of  your  classmates’  postings.  For  this  course  to  be  the  most  effective,  we  must  all  work  to  maintain  a  consistent,  running  discourse.  15%  of  your  grade  will  be  based  on  face-­‐to-­‐face  class  participation  and  your  level  and  quality  of  participation  in  the  weekly  online  discussion  boards.  (At  minimum,  you  must  have  one  primary  post  and  one  response  post  for  each  forum.)  These  assignments  must  be  completed  on  time  and  late  work  will  result  in  penalties.  The  primary  post  must  be  made  by  Wednesday  each  week;  the  response  post  to  at  least  one  classmate’s  post  must  be  

15%  

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made  by  the  following  Saturday.      

Contemporary  News/Media  Presentation  

Students  will  identify  a  topic  of  interest  in  the  contemporary  media  that  aligns  with  one  module’s  focus  and  initiate  and  lead  a  blog  discussion  on  this  topic.  Students  must  include  a  statement  about  the  impact  of  this  topic  on  advocacy  and  cultural  competence.    

15%  

Disorder  Snapshot  

In  partners,  students  will  prepare  a  snapshot  sharing  information  about  a  sexual  disorder/dysfunction/paraphilia  selected  from  a  list  provided  by  the  faculty.  Snapshots  must  follow  the  defined  format  and  should  be  no  more  than  five  pages.  Students  are  required  to  post  the  snapshots  in  the  defined  discussion  board  and  to  lead  a  discussion  about  their  topic.  

25%  

Treatment  Plan   Students  will  be  given  a  case  study  and  in  partners  will  develop  a  treatment  plan  using  the  PLISSIT  model  and  the  Weeks  and  Treat  Case  Formulation  Method.  For  this  assignment  a  2  page  narrative  description  of  the  intended  utilization  of  the  PLISSIT  model  and  a  completed  Weeks  and  Treat  (2001)  Case  Formulation  Model  must  be  submitted.    

30%  

Final  Reflection   Students  are  required  to  submit  a  3  page  final  reflection  sharing  individual  perceptions  on  the  impacts  of  class  engagement  on  their  professional  and  personal  growth.  Additionally,  students  are  asked  to  reflect  on  how  professional  knowledge  of  sexuality  issues  will  impact  their  work  as  counselors.  

15%  

   POLICY  ON  STUDENT  ABSENCES  Students  are  expected  to  attend  each  class  and  more  than  two  missed  sessions  will  result  in  the  student  being  referred  to  the  Counselor  and  Adult  Education  Professional  Performance  Review  Process  (CAEPPR  Process).    GRADING  PERCENTAGES:    

          %age     DUE  1.    Class  Participation/Discussion  Board   15%     Weekly  2.    Contemporary  News  Media  Pres     15%     Ongoing  3.    Disorder  Snapshot       25%     Ongoing  3.    Treatment  Plan          30%     June  10  5.    Final  Reflection         15%     June  19    Grading  Scale:     A  =  100  –  90     C  =  79  -­‐  70           B  =  89  –  80     F  =  Below  70      

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Initial  Discussion  Board  posts  must  be  made  by  Wednesday  of  each  week.  

At  least  one  response  post  to  a  classmate’s  post  must  be  made  by  the  following  Saturday  of  each  week.  

   

TENTATIVE  CLASS  SCHEDULE  

 WEEK OF SEMESTER:

CACREP STANDARDS

READINGS & TOPICS ASSIGNMENTS

Week 1

II.G.1.i. II.G.2.b.  

Readings:    Long,  Burnett  &  Thomas:  Chapters  1-­‐2,  Professional  Article,  Glossaries      Topics:    Defining  Sex  Counseling,  Developing  Sexual  Literacy,  Expanding  Counselor  Self-­‐Awareness          

• Assignment  1  • Assignment  2  • Assignment  3  • Assignment  4  • Discussion  #1      

Week 2

II.G.1.i. II.G.2.b. CMHC.E.2. CMHC.K.2.  

 Readings:    Long,  Burnett  &  Thomas:  Chapters  3  &  4;  Wincze  &  Carey:  Chapters  1,  6,  7,  8  Topics:    Assessment  &  Treatment  Planning  

• Reflection  Discussion:  Assessment  &  Treatment  Planning  

• Contemporary  News  Media  Discussion  

  Week 3

II.G.1.i. CMHC.C.2. CMHC.D.2. CMHC.E.2. CMHC.K.2.  

 Readings:  Long,  Burnett  &  Thomas:  Chapters  5,  6,  7;  Wincze  &  Carey:  Chapter  5      Topics:  Disorder  and  Societal  Constructions  of  Health  

•  Disorder  Snapshot  Presentations  • Dyspareunia,  Gender  Identity  Disorder,  Hypoactive  Sexual  Desire  Disorder  

• Reflection  Discussion:  Disorders  &  Social  Construction  

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• Contemporary  News  Media  Discussion  

Week 4

II.G.1.i. CMHC.C.2. CMHC.K.2.  

 Readings:  Long,  Burnett  &  Thomas:  Chapters  6,  7,  12;  Wincze  &  Carey:  Chapter  3    Topics:    Health  &  Wellness  Through  a  Sexuality  Positive  Lens    

•  Disorder  Snapshot  Presentations  • Male  Erectile  Disorder,  Female  Sexual  Arousal  Disorder,  Paraphilias  

• Reflection  Discussion:  Health  &  Wellness    

• Contemporary  News  Media  Discussion    

Week 5

II.G.1.i. CMHC.C.2. CMHC.K.2.  

 Readings:  Long,  Burnett  &  Thomas:  Chapters  8  &  11;  Wincze  &  Carey:  Chapters  4,  5  &  8    Topics:    Balancing  biomedical  and  psychosocial  approaches  

•  Disorder  Snapshot  Presentations  • Female  Orgasmic  Disorder,  Premature  Ejaculation,  Vaginismus  

• Reflection  Discussion:  Questions  to  gather  information  and  foster  insight  

• Contemporary  News  Media  Discussion  

Week 6

II.G.1.i. II.G.2.b. CMHC.C.2. CMHC.D.2. CMHC.E.2. CMHC.K.2.  

 Readings:  Long,  Burnett  &  Thomas:  Chapters  9,  10,  13  &  14;  Article  on  Survivors  of  Sexual  Violence    Topics:    Special  Issues  in  Sexuality  Counseling      

•  Treatment  Plans  Due  

• Reflection  Discussion:  Advocacy  and  Services  

• Contemporary  News  Media  Discussion  

Exam Week

II.G.1.i. II.G.2.b. CMHC.E.2.  

 Topic:    Final  Reflection   •  Final  Reflections  Due  

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   DISTANCE  EDUCATION  –  CONTINUITY  OF  INSTRUCTION  

As  with  any  technology,  Blackboard  and  other  Internet-­‐based  teaching  tools  have  the  potential  for  technical  problems.  We  like  to  think  this  technology  will  be  available  to  you  all  semester.  To  prepare  for  course  downtime  or  a  performance  issue  that  makes  the  system  speed  unusable,  I  encourage  you  to:  

1. Save  and/or  print  a  copy  of  the  syllabus,  assignment  schedule,  and  available  course  materials.  2. Save  my  email  address,  [email protected],  so  that  you  are  able  to  contact  me  as  necessary.  3. Save  names  of  fellow  classmates,  so  that  you  may  contact  each  other  through  Piratemail  or  other  third  party  email.  4. Determine  that  the  problem  is  with  Blackboard/Internet-­‐based  course  site  and  not  your  Internet  Service  Provider.  Visit  your  favorite  web  site  or  www.ecu.edu  and,  if  these  pages  are  available,  then  more  than  likely  it  is  a  Blackboard/Internet  based  course  site  problem.  

In  the  event  that  we  do  experience  Internet  based  course  downtime,  you  can  expect  me  to  communicate  with  you  through  email.  I  will  do  my  best  to  make  sure  that  we  are  able  to  continue  to  progress  through  the  course  with  alternate  assignments  and  a  modified  schedule.        For  more  information  on  ECU’s  Continuity  of  Instruction  Policy:  http://www.ecu.edu/cs-­‐acad/learningplatforms/upload/DE-­‐Contingency-­‐Plan2009-­‐2010.pdf      If  you  have  further  questions,  or  in  the  case  of  course  downtime  due  to  unforeseen  events,  please  utilize  my  contact  information  contained  within  the  syllabus.            

ADA  COMPLIANCE  East  Carolina  University  seeks  to  comply  fully  with  the  Americans  with  Disabilities  Act  (ADA).  Students  requesting  accommodations  based  on  a  disability  must  be  registered  with  the  Department  for  Disability  Support  Services  located  in  Slay  138  (252)  737-­‐1016  (Voice/TTY).  

   

**This  syllabus  is  subject  to  change  as  necessary  for  the  appropriate  progression  of  the  class.  If  the  information  changes,  a  revised  syllabus  will  be  

distributed.**            

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Disorder  Snapshot    

Choose  one  of  the  following  as  your  focus  for  the  snapshot:     Dyspareunia  –  Module  3     Gender  Identity  Disorder  –  Module  3  

Hypoactive  Sexual  Desire  Disorder  –  Module  3  Female  Sexual  Arousal  Disorder  –  Module  4  Male  Erectile  Disorder  –  Module  4  Paraphillias  –  Module  4  Female  Orgasmic  Disorder  –  Module  5  

  Premature  Ejaculation  –  Module  5  Vaginismus  –  Module  4  

   

I. Disorder  Name  II. General  Description  &  Clinical  Presentation  III. Etiology  

a. Biological  Factors  b. Psychosocial  Factors  

IV. Differential  Diagnosis  V. Prevalence  VI. DSM-­‐IV  Diagnostic  Criteria  

a. Changes  present  in  DSM-­‐V  Diagnostic  Criteria  VII. Pharmacological  Interventions  VIII. Counseling  Interventions  IX. Perceptions/Reflections  from  Contemporary  Media  X. Additional  Resources  for  Therapeutic  Support  XI. Additional  Scholarly  Resources