COLLEGE OF EDUCATION PO Box 222000 Seattle, WA 98122 …...COLLEGE OF EDUCATION Seattle University...

COLLEGE OF EDUCATION Seattle University 901 - 12th Avenue

PO Box 222000 Seattle, WA 98122-1090

The College of Education's Conceptual Framework

Preparing Ethical and Reflective Professionals for Quality Service in Diverse Communities

The Counseling Program Mission

To prepare diverse, ethical, reflective, and clinically skilled counselors to be multicultural and social justice leaders and advocates.

COURSE INFORMATION COUN 5110, Counseling Theories, 3 Credits Garrand Room 112 Wednesdays, 6-8:40pm

INSTRUCTOR Manivong J. Ratts, Ph.D. Office: Loyola 216 Office Hours: By appointment Phone: 206-409-0885; [email protected]

REQUIRED TEXTS AND/OR READINGS TEXT and MATERIALS Corey, G. (2016). Theory and practice of counseling and psychotherapy (10th ed.). Belmont, CA:

Brooks/Cole Comstock, D., Hammer, T.R., Strentzsch, J., Cannon, K., Parson, J., & Salazar II, G. (2008). Relational-

cultural theory: A framework for bridging relational, multicultural, and social justice competencies. (86) 279-287. Journal of Counseling and Development.

Prilleltensky, I. (1994). The morals and politics of psychology: Psychological discourse and the

status quo. New York: State University of New York Press. CONTENT AREAS COURSE DESCRIPTION

Graduate Bulletin Description: Exploration of theoretical foundations of major individual counseling approaches with opportunities for personal reflection and application. An introduction to the profession of counseling including an overview of history, ethics, professional organizations, plus current issues and trends such as multicultural counseling, social justice and advocacy competencies. Majors only.

Course Purpose(s)/Goal(s): This course is designed to survey the five major counseling “forces” or theoretical paradigms within counseling and psychotherapy. These include the psychoanalytic, cognitive-behavioral, humanistic, multicultural, and social justice counseling “forces” that exist in the field. Students will be introduced to a variety of counseling theories and expected to describe and identify their own theoretical counseling orientation. Course Rationale:

mailto:[email protected]


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CACREP Standards Section II: Professional Counseling Identity E. Current counseling-related research in the curriculum.

2. SOCIAL AND CULTURAL DIVERSITY a. multicultural and pluralistic characteristics within and among diverse

groups nationally and internationally c. multicultural counseling competencies f. help-seeking behaviors of diverse clients

5. COUNSELING AND HELPING RELATIONSHIPS

a. theories and models of counseling b. a systems approach to conceptualizing clients e. the impact of technology on the counseling process f. counselor characteristics and behaviors that influence the counseling

process j. evidence-based counseling strategies and techniques for prevention

and intervention n. processes for aiding students in developing a personal model of

counseling

8. RESEARCH AND PROGRAM EVALUATION b. identification of evidence-based counseling practices

KNOWLEDGE AND SKILLS OUTCOMES

COURSE OBJECTIVES By the end of this quarter students will:

• Become familiar with the multicultural and social justice trends in counseling • Develop understanding of help-seeking behaviors of diverse clients • Become familiar with theories and models of counseling • Be able to have a systems approach to conceptualizing clients • Understand the impact of technology on the counseling process • Identify counselor characteristics and behaviors that influence the counseling process • Become familiar with evidence-based counseling strategies and techniques for

prevention and intervention • Develop processes for aiding students in developing a personal model of counseling

COURSE INSTRUCTIONAL METHODS

Including a listing of the variety of instructional methods/strategies/techniques to be used in the course: e.g., role playing, small group projects, video tapes, brainstorming, focus groups, student presentations with peer feedback (oral or written).

STUDENT PERFORMANCE EVALUATION CRITERIA AND PROCEDURES


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COURSE REQUIREMENTS

A. Assignments and Activities

Assignment

CACREP Standard

Points Possible

Assignment #1: Selective Theories Sorter

5a 10

Assignment #2: Counseling Forces Literature Circle

2a, 2c, 2f, 5a,

25

Assignment #3: Reading Insights (5 total @ 5 points each)

5a 25

Assignment #4: Personal Theory of Counseling Paper

2a, 2c, 2f, 5a

30

Assignment #5: Readings and Class Participation (e.g., Participating in class discussions, etc.)

5a, 5b, 5e, 5f, 5j, 5n

10

Extra Credit: Membership in the American Counseling Association (ACA) or American School Counselor Association (ASCA).

2

B. Grading Scale:

94-100 % A 80-83 B- 67-69 D+ 90-93 A- 77-79 C+ 64-66 D 87-89 B+ 74-76 C 60-63 D- 84-86 B 70-73 C- 0-59 F

C. Course Expectations:


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• Diversity Statement: This course is taught in a manner that provides a safe, welcoming and inclusive environment for students of all racial, ethnic, gender identities and expressions, sexual orientations, economic classes, ages, ability statuses, spiritualties and religions. Students are encouraged to use language and communication that is respectful and culturally appropriate.

• Assignments: All assignments are due at the beginning of class of the due date. Late assignments are not accepted. Late assignments are those that are submitted after 4PM of the due date.

• Attendance: Attendance in all classes is expected due to the experiential nature of this course. An absence will result in a loss of 10 points. Two absences will require repeating the course. An absence is defined as more than 5 minutes late to class. Please see the instructor should you have any questions or concerns.

• Readings: All assigned readings are to be completed prior to the beginning of class.

Written Work: All written assignments need to be proofed for grammar, spelling, punctuation, and must adhere to APA style 6th edition guidelines. Use the APA manual to help with APA Style writing. The Writing Center is also available to assist students with written work (See Academic Assistance section of this syllabus below).


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SCHEDULE OF COURSE ACTIVITIES

Date

Topics

Readings and Assignments

CACREP

STANDARD

Evaluation

Method

Class #1 09/21

-Introductions & Expectations

Section II: E Assignments

Class #2 09/28

Psychoanalytic and Adlerian

Corey. 1-5 Prilleltensky, 1-6 Selective Theories Sorter

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #3 10/05

Cognitive-Behavioral, REBT

Corey, 9-10 Prilleltensky, 7, 9 Reading Insight #1

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n, 8b

Assignments

Class #4

10/12

Existential and Person-Centered

Corey, 6-7 Prilleltensky, 8 Reading Insight #2

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #5 10/19

Gestalt

Corey, 8 Reading Insight #3

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #6 10/26

Reality Therapy Literature Circle

Corey, 11 Reading Insight #4

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #7 11/02

Feminist Therapy Relational/Cultural Theory

Corey, 12 Prilleltensky, 13-15 Reading Insight #5 Comstock Article

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #8 11/09

Narrative Therapy

Corey, 13

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #9

11/16

Family Systems Corey, 14 Literature Circle

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments

Class #10

11/30

Online: An Integrative Approach

Corey, 15 Personal Theory of Counseling Paper

2a, 2c, 2f, 5a, 5b, 5e, 5f, 5j, 5n

Assignments


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Assignment #1

Selective Theory Sorter (STS)

Please read the following statements and indicate the strength of your beliefs in the white box following the statement. Your answer for each question should be anywhere from -3 to +3 depending on the extent to which you believe a statement is not at all like you (-3) to a lot like you (+3). Example: People are sexual beings Not at all like me Neutral A lot like me -3 -2 -1 0 +1 +2 +3 Example: People are sexual beings 3 A B C D E F G H I J K L 1. A counselor should use bits and pieces from different theoretical systems of counseling and psychotherapy that can be integrated

2. A major goal of therapy should be to assist the client in reaching a stage of unconditional self-acceptance by changing irrational beliefs

3. A warm relationship between the therapist and client is not a necessary or sufficient condition

4. Behavior is a way to control perceptions

5. Behavior is both consciously and unconsciously motivated by the environment and psychic energy

6. Childhood events are the baseline for adult personality

7. Childhood sexual


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attractions towards parents are responsible for later neurotic symptoms 8. Clients are capable of imagining which behaviors are desirable and then working to make those images a behavioral reality

9. Clients must take ultimate responsibility for the way their life is lived

10. Coming to grips with the unconscious part of the personality is the only way to truly achieve individualization

11. Dream interpretation, free association, hypnotic techniques, and fantasizing are good ways of gaining access to the client’s unconscious

12. Each person determines the essence of his or her existence

13. Each person is unique and has the ability to reach full potential

14. Everyone is unique.

15. Feelings are neither good or bad, but are events, facts of our existence, real, and indisputable

16. Feelings may be changed through knowledge of their origin followed by a change in behavior

17. Goals of therapy should include assisting the client in learning the consciousness of their responsibility, to bring unconscious spiritual factors to conscious, and to recover meaning to existence

18. How a person thinks largely determines how one feels and behaves

19. Human problems stem NOT from external events


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or situations, but from people’s views or beliefs about them 20. Humans are constantly striving to maintain equilibrium

21. Humans are pulled by the future and are self-controlled

22. Humans strive for actualization – to maintain or promote growth

23. Irrational beliefs are the principal of emotional disturbance

24. It is important to fulfill one’s needs, and to do so in a way that does not deprive others of the ability to fulfill their needs

25. Maladaptive behaviors, like adaptive behaviors, are learned. They can also be unlearned

26. Maladjusted behavior results in losing effective control over perceptions and over entire lives

27. Maladjustment can be determined by the degree of disturbance between personality constructs

28. Movement toward psychological growth and self-actualizing is often sabotaged by self-defeating thoughts

29. Mutual trust, acceptance, and spontaneity are important when building the counselor/client relationship

30. People are sexual beings

31. People control what they believe, not what actually exists

32. People have both internal and external definitions of themselves

33.People have the need to survive and reproduce-basic


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biological needs 34. Personality development is founded more on a progression of learned cognitions than on biological predispositions

35. Personality is acquired through use of negative or positive reinforcers

36. Personality is constructed through the attribution of meaning

37. Providing genuineness, unconditional positive regard, and empathic understanding are essential to promote the positive growth of a client

38. Recognizing cognitive processing in emotion and behavior are essential to therapy

39. Social urges take precedence over sexual urges in personality development

40. Successful adaptation to life depends on the degree of social interest in goal striving

41. The central focus of counseling should be the client’s experience of feelings

42. The consciousness rather than the unconsciousness is the primary source of ideas and values

43. The counselor should assume that the client is the expert on his or her problems

44. The human personality consists of three “figures” child, parent, and adult

45. The integration of the total person in his or her own unique field is essential in therapy

46. The major goal of therapy is the gaining of


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client autonomy 47. The past determines the present, even though human motivation should be focused on the future

48. The process of individuation and self-realization should be the goal of living and of therapy

49. The purpose of therapy is to bring the unconscious to the conscious

50. The role of the family is one of the biggest influences in determining the personality characteristics of the client

51. The unconscious contains more than repressed material; it is a place of creativity, guidance, and meaning

52. The ways people form, organize, and interpret their basic cognitive structures determine how they will perceive and behave

53. Therapy is unique, humanistic, cognitive, and existential

54. Therapy should be here-and-now based, where every moment of life matters

55. Therapy should focus on living more honestly and being less caught in trivialities

56. There are no underlying causes for maladjustment. Maladjusted behavior can be directly defined and attacked.

57. There is no one best approach or strategy when it comes to therapy

58. There is no one path to effective psychotherapy

59. There is not such thing as free will or voluntary behavior

60. Viewing an event r situation out of context is


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one of the systematic errors in cognitive reasoning COLUMN TOTALS COLUMN NAME A B C D E F G H I J K L


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Scoring for the STS: Please read and follow the instructions below to score the STS:

1. In order to score the STS, you need to add the scores in each column on each page. Be sure to accurately count both positive and negative numbers.

2. Transfer your column totals to the theories listed below:

A. Psychoanalytic _____ B. Adlerian _____ C. Jungian _____ D. Client-centered _____ E. Gestalt _____ F. Transactional Analysis _____ G. Behaviorism _____ H. REBT _____ I. Reality _____ J. Cognitive-Behavioral _____ K. Integrative _____ L. Existential _____

To determine the specific theory or theories that are most appealing to you, find the two or three highest column scores and list them here:

Vess, K., Halbur, D., Wertz Buckner, M., & Schloemer, K. (2004). The art and science of

theoretical orientation: How to develop and solidify yours. Presentation at the American

Counseling Association Conference.


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Assignment #2

Counseling Forces Literature Circle

DIRECTIONS: As a group select one book from the either the psychoanalytic, cognitive-behavioral, existential-humanistic, multicultural, or social justice counseling forces book list. The book must be from one of the listed counseling forces and if possible, from a different counseling force than the book selected for the Personal Theory of Counseling paper. Come prepared to discuss the book as part of a Literature Circle Role Description Overview: A "Literature Circle" is a structure for talking about a book with your peers as you read it together. Students are in charge of the discussion and for setting reading assignments together (how many pages read before next discussion). There are between 4 -6 members in each literature circle, and each member rotates one of the following jobs throughout the project. Discussion Director/Facilitator: This student is responsible for writing down 5 thought-provoking questions for the purpose of group discussion based on that day’s reading assignment. As the group Facilitator, it is also this student's job to direct the group discussion, keep track of student work, and rate the group's "Habits of Work" each day the group meets. Literary Luminary/Alternate Facilitator: This student is responsible for choosing parts of the story that he/she wants to read out loud to the group. The idea is to help students remember some interesting, powerful, puzzling, or important sections of the text being read. The Literary Luminary must decide which passages or paragraphs are worth reading aloud, and justify the reason for selecting them. Additionally, if the Discussion Director is absent, this student will serve as the Facilitator. Connector: This student is responsible for finding connections between the text his/her group is reading and the outside world. This means connecting the reading to the following: his/her own life, happenings at school or in the community, similar events at other times and places, other books or stories, other writings on the same topic, or other writings by the same author. Theory Captain: This student is responsible for revealing specific themes or traits of the theory within the text. This means s/h/z/e will find examples in the assigned reading of behaviors/actions that help group members to know the theory better. Artful Adventurer: This student is responsible for sharing an artistic representation of the material read. Avenues for expression may include: artwork in any medium, music, poetry, collage, music, mobile or anything else which represents an aspect of the material read.


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Vocabulary Enricher: This student is responsible for finding especially important vocabulary in the story. Vocabulary selected should focus on words that are unfamiliar, interesting, important, repetitive, funny, puzzling, descriptive, vivid or those used in an unusual way.

Discussion Director/Facilitator As the Discussion Director, it is your job to write down some good questions that you think your group would want to talk about. List a minimum of five thought provoking questions below. (Think of these starters: Why..., If..., What..., Who..., and How...) 1.) 2.) 3.) 4.) 5.)


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Literary Luminary/Alternate Facilitator As the Literary Luminary, it is your job to read aloud parts of the story to your group in order to help your group members remember some interesting, powerful, puzzling, or important sections of the text. You decide which passages or paragraphs are worth reading aloud, and justify your reasons for selecting them. Write the page numbers and paragraph numbers on this form along with the reason you chose each passage. You must choose a minimum of 3 passages. Some reasons for choosing passages to share might include: * Pivotal events * Informative * Descriptive * Surprising * Thought-provoking * Funny * * Controversial * Confusing * Personally meaningful Location Reason for choosing the passage Page _____ Paragraph ___ Location Reason for choosing the passage Page _____ Paragraph ___ Location


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Reason for choosing the passage Page _____ Paragraph ___ Connector As the Connector, it is your job to find connections between the text your group is reading and the outside world. This means connection the reading to: * Your own life * Happenings at school or in the neighborhood * Similar events at other times and places * Other books or stories * Other writings on same topic * Other writings by the same author * Your emerging theory Think about a minimum of two connections the reading reminded you of. List the connection and explain how the events are similar. 1.) 2.)


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Theory Captain As the Theory Captain, it is your job to share observations you have about the theory being postulated by the author. Select three adjectives that describe the theory in your text, and support your selection with an example taken from your readings.


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Artistic Adventurer As the Artistic Adventurer it is your responsibility for sharing an artistic representation of the material you read for today’s Literature Circle. Some ideas for sharing may include: a character, the setting, a problem, an exciting part, a surprise, a prediction, or anything else. Examples of genres for expression may include: * Artwork * Music * Poetry * Collage * Mobile Have fun! Let your imagination soar! What I shared: __________________________ In the space below please provide a written description of what you shared and explain how it represents a facet of the assigned reading.


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Vocabulary Enricher As the Vocabulary Enricher, it is your job to look for especially important vocabulary words within the book your group is reading. Words chosen should be: * Important * Unfamiliar * Different * Puzzling * Funny * Used in an unusual way * Interesting List a minimum of 5 words you feel would be worth discussing with your group. Words selected and Page # found

Definition based on context

Reason word was selected


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Counseling Forces Book List: Theories of Psychotherapy Series http://www.apa.org/pubs/books/ (Other books may be selected per professor approval)

First Force: Psychoanalytic Levinson, H. (2010). Brief dynamic therapy. Washington DC: American Psychological Association. Frank, E. & Levenson, J.C. (2010). Interpersonal psychotherapy. Washington DC: American Psychological Association. Safran, J.D. (2012). Psychoanalysis and psychoanalytic therapies. Washington DC: American Psychological Association. Second Force: Cognitive-Behavioral Craske, M.G. (2009). Cognitive-behavioral therapy. Washington DC: American Psychological Association. Ellis, A. & Ellis D.J. (2011). Rational emotive behavior therapy. Washington DC: American P sychological Association. Dobson, K.S. (2011). Cognitive therapy. Washington DC: American psychological Association. Wubbolding, R.E. (2010). Reality therapy. Washington DC: American Psychological Association. Third Force: Existential-Humanistic Cain, D.J. (2010). Person-centered psychotherapies. Washington DC: American Psychological Association. Greenberg, L.S. (2010). Emotion-focused therapy. Washington DC: American Psychological Association. Schneider, K.J. & Krugh, O.T. (2009). Existential-humanistic therapy. Washington DC: American Psychological Association. Fourth Force: Multicultural Brown, L.S. (2009). Feminist therapy. Washington DC: American Psychological Association. Hays, P.A. (2007). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy (2nd ed.). Washington DC: American Psychological Association Fifth Force: Social Justice Jordan, J.V. (2009). Relational-cultural therapy. Washington DC: American Psychological Association. Kenny, M.E., Horne, A.M., Orpinas, P., & Reese, L.E. (2008). Realizing social justice: The challenge of Preventive Interventions. Washington DC: American Psychological Association. Madigan, S. (2010). Narrative therapy. Washington DC: American Psychological Association.

http://www.apa.org/pubs/books/


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Assignment #3

Reading Insight: Expand Your Knowledge Through Reading

1. Read assigned materials for each class session.

2. Pick one article or chapter from the selected weekly readings and note key information,

frameworks, ideas, concepts, theories, quotes, etc. Your goal is threefold: (a) understand the information, (b) personalize/internalize the information, and (c) construct meaning with others.

3. Prepare a one-page summary/reflection sheet to use as talking points in class activities.

You may wish to bring copies for others. The following prototype may be helpful in organizing your sheet—use both sides if needed. Include visuals or use concept maps if you like. Make each Reading Insight sheet meaningful and succinct for easy reference and use in class. Use any method that works well for you!

4. Scoring = 5 points total per sheet

• 2.5 points for completion/clarity • 2.5 points for sharing/using it with others in class on the due date

NAME _______________

Reading Insights #_____

• Key Information, Ideas, Terms, Definitions • Personal Insights, Connections, Questions, Concerns


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Assignment #4

Personal Theory of Counseling

Objective: Identify a theoretical counseling orientation that you intend to use in the future as a counselor. The theory selected will be your developing theoretical orientation in the program. This assignment needs to be uploaded onto TaskStream. Directions: Select a second book from the Counseling Forces list of books to read that you did not select for the Literature Circle assignment. The book cannot be from the same counseling force. Then, write a personal theory of counseling paper based on this theory. The personal theory of counseling paper is to be no more than 12 pages in length (excluding the title page, abstract, and reference pages). The paper must adhere to APA Style 6th edition guidelines. Use the APA manual and/or the following link to help you in formatting your paper to APA guidelines: http://owl.english.purdue.edu/owl/resource/560/01/. Use of proper grammar, syntax, spelling and language that reduces bias (see APA manual). You are highly encouraged to have your book report reviewed by the Writing Center for grammar, prose, etc. prior to turning it in as a final product. In addition to the book selected use 4 additional scholarly sources (e.g., books, book chapters, scholarly articles, etc.) to write this paper. Internet sources are not considered scholarly sources and are not acceptable sources for this paper. Plagiarism will result in an automatic APA Style Tips: 1. The following parts of your paper should be in appropriate APA style:

a. Short citations and long citations, b. Author and resource citations, c. Section headings and subheadings, and d. Tables and figures (if used)

2. The page numbers and page headers should appear on all pages, as dictated by the APA

Manual, 6th edition.

3. The last page(s) should be entitled “References”. All sources cited in the body of the paper should be listed in the Reference section according to APA Manual 6th edition guidelines.

4. Margins for your paper should be one inch on all sides of each page. 5. You should not justify the right margins of your paper.

http://owl.english.purdue.edu/owl/resource/560/01/


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6. Use Times New Roman, 12 point size throughout. Also, double-space throughout. 7. Use the Headings provided below to format your paper.

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The paper should address include the following headings and address the following questions: 1. Title Page (Separate Page)

• Name, University affiliation, date 2. Abstract 3. Introduction

• In no more than one paragraph provide an overview of what your paper will cover

4. Overview of Theory: • History: in no more than 2 paragraphs summarize the history of the theory. • Theory: in no more than 5 paragraphs summarize the core concepts of this theory. Include each of

the following (1 paragraph each): 1. Health and well-being: What leads to health and well being? 2. Dysfunction: What causes dysfunction? 3. Client-counselor relationship: What is the theory’s perspective on the client-counselor

relationship? 4. Role of counselor: What is the role of the counselor? 5. Role of client: What is the role of the client?

• The Therapy Process: in no more than 3 paragraphs summarize the process of therapy (1 paragraph each):

1. Change process: What is the process of change? 2. Goals: What are the goals in therapy? 3. Techniques: What are the techniques used? Provide a brief description of each.

• Evaluation: in no more than 2 paragraphs summarize (1 paragraph each): 1. Research: What is the scholarly research on the theory? Identify research that both

supports and discounts the theory. If there is no research than state so. Use resources for this section.

2. Multicultural Considerations: How applicable is this theory with culturally diverse populations? If it isn’t applicable state so. Provide scholarly citations for support.

• Future Developments: in no more than 3 paragraphs discuss the future of the theory (1 paragraph each):

1. Future: What is the future of the theory based on the scholarly literature? 2. Counselor-advocate: How do you incorporate being an advocate into the theory? In other

words, what aspects of the theory could be used in the community realm? 3. SU’s social justice mission: Does this theory align or not align with SU’s social justice

mission? If it doesn't state so. Explain in one paragraph. • Applications: one paragraph each:

• Client group: What client group is this theory most applicable? • Counseling setting: What counseling setting is this theory most applicable?

4. Personal Reflection

• Likes and Dislikes: in 1 paragraph discuss what you like and in 1 paragraph discuss what you dislike about the theory

• Limitation: in no more than 1 paragraph identify one limitation about the theory • Strength: in 1 paragraph identity one strength about the theory.

5. Conclusion: in no more than 1 paragraph summarize what you wrote above. Also, limit direct quotes to no more than 2 in this paper. 6. References Page (Separate Page) – list the book in APA 6th edition format.

Counseling Theories Fall 2016 College of Education Ratts Seattle University

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Personal Theory of Counseling Paper Rubric Item Criteria Points Possible Points Earned

Abstract and Intro Meets APA 6th Edition guidelines 1 ___

Overview of Theory

History Health and well-being Dysfunction Client-Couns. Relation. Role of counselor Role of client

1 1 1 1 1 1

___ ___ ___ ___ ___ ___

Sub total ___

The Therapy Process Change process Goals Techniques

1 1 1

___ ___ ___

Sub total ___

Evaluation Research Multicultural Considerations

1 1

___ ___

Sub total ___

Future Development

Future Counselor advocate SU’s social justice mission

1 1 1

___ ___ ___ Sub total ___

Applications Client Group Counseling setting

1 1

___ ___ Sub total ___

__

Personal Reflection Likes and dislikes Insights gained Limitations and strengths

1 1 1

___ ___ ___ Sub total ___

Conclusion and References page

Conclusion References

1 1

___ ___ Sub total ___

APA Style Meets APA 6th Edition guidelines 3

___ Sub total ___

Graduate level writing Grammar, Prose, Spelling, Punctuation, etc. 5 ___

Sub total ___

Total Points___/30


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Assignment #5

Criteria Strong Work Needs Development Unsatisfactory Total Score

Listening

Actively and respectfully listens to peers and instructor

Sometimes displays lack of interest in comments of others

Projects lack of interest or disrespect for others

Preparation

Arrives fully prepared with all assignments completed, and notes on reading, observations, questions

Sometimes arrives unprepared or with only superficial preparation

Exhibits little evidence of having read or thought about assigned material

Quality of contributions

Comments are relevant and reflect understanding of: assigned text(s); previous remarks of other students; and insights about assigned material

Comments sometimes irrelevant, betray lack of preparation, or indicate lack of attention to previous remarks of other students

Comments reflect little understanding of either the assignment or previous remarks in seminar

Impact on class

Comments frequently help move seminar conversation forward

Comments sometimes advance the conversation, but sometimes do little to move it forward

Comments do not advance the conversation or are actively harmful to it

Frequency of participation

Actively participates at appropriate times

Sometimes participates but at other times is “tuned out”

Seldom participates and is generally not engaged


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NOTICE to STUDENTS concerning TWO Important Student Academic Resources (Required in all syllabi): Lemieux Library and McGoldrick Learning Commons (including such resources as: Learning Assistance Programs, Research [Library] Services, Writing Center, Math Lab) can be accessed on the internet at:

http://www.seattleu.edu/learningcommons Academic Integrity Tutorial: accessible both on ANGEL and on SUONLINE in the Student Menu using the following hotlink: Academic Integrity Tutorial which contains the URL:

<https://www.seattleu.edu/academicintegrity> DISABILITY ACCOMODATION POLICY AND PROCEDURE STATEMENT NOTICE to STUDENTS concerning DISABILITIES (Required in all Syllabi)

If you have, or think you may have, a disability (including an ‘invisible disability’ such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740.

NOTICE to STUDENTS concerning Seattle University’s ACADEMIC INTEGRITY POLICY which includes the issue of plagiarism (Required in all Syllabi) The Academic Integrity policy and procedures (academic honesty) of the university define what the university considers academic dishonesty, what penalties can be imposed for violations of academic integrity, and the appeal process if a student is found to have violated academic integrity. The Academic Integrity policy and procedures can be downloaded at the following URL:

https://www.seattleu.edu/WorkArea/DownloadAsset.aspx?id=78679 Academic Grading Grievance - Procedure for Challenging Course Grades (REQUIRED in all syllabi) This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to challenge a final course grade. The academic grading grievance policy and procedure document can downloaded using the following URL:

http://www.seattleu.edu/learningcommons

https://www.seattleu.edu/academicintegrity

https://www.seattleu.edu/academicintegrity

https://www.seattleu.edu/WorkArea/DownloadAsset.aspx?id=78679


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https://www.seattleu.edu/WorkArea//DownloadAsset.aspx?id=78678

Professional Conduct Policy (REQUIRED in all syllabi) The purpose of this policy is to define the appeal policies and processes related to the following professional program decisions that are related to professional conduct/behavior/dispositions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an internship, or student teaching; or recommending a student for a professional certificate. The Professional Conduct policy can be downloaded at the following URL:

https://www.seattleu.edu/WorkArea//DownloadAsset.aspx?id=78690 WASHINGTON ADMINISTRATIVE CODE and/or PROFESSIONAL STANDARDS (REQUIRED, if in a Wa state certification or endorsement program) Include the text of WACs/Professional Standards or a Reference to a separate document which is/has been handed out and contains the text of the applicable WACs/Professional Standards.



COLLEGE OF EDUCATION PO Box 222000 Seattle, WA 98122 …...COLLEGE OF EDUCATION Seattle University...

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