Faculty Contact Information:
Dr. Clement Marcantonio
E-mail:clement.marcantonio@lnd.amedd.army.mil
Phone: (H) 06371-15917, (O) DSN 486-8769 | |
Consultation:
| Prior to class; after class on day or by appointment | |
Required Texts and Readings:
Alle-Corliss, L.A. & Alle-Corliss, R.M. (1998). Advanced practice in
human service agencies. (1st ed). Pacific Grove, CA: Brooks/Cole.
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Corey, G., Corey, M., & Callanan, P. (2006). Issues and ethics in the
helping professions. (7th ed). Pacific Grove, CA: Brooks/Cole. | |
Supplementary Readings:
| All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/ The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills. | |
Recommended Journals:
|
A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/
Miller, S.D., Duncan, B.L., and Hubble, M.A. (1997) Escape from Babel. Toward a unifying language for psychotherpay practice. W.W. Norton & Co.
Sweitzer, H.F. & King, M.A. (2003). The successful internship: Transformation and empowerment. (2nd ed). Pacific Grove, CA: Brooks/Cole. | |
Course Description:
| Prerequisite: GUCO 836. This course continues to develop skills and places in-depth emphasis on practical counseling with supervised experience in school guidance programs, the role of the teacher and/or administrator of community services in the guidance program, and consideration of the problems and issues in the counseling relationship. This course is conducted over two terms. As this course replaces GUCO 537, students may receive credit for only one of the following courses: GUCO 837, GUCO 537, PSYC 858, PSYC 558 or EDCP 888. | |
Course Goals:
| The goals of this course are to continue to provide opportunities for students to apply concepts and skills learned during the academic portion of the program to counseling situations with diverse clients, and to develop skills needed as professional counselors. | |
Course Objectives:
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At the conclusion of this course, the student will be able to:
l. demonstrate improved proficiency in counseling skills, including initiating, maintaining, and terminating a counseling relationship with a wide range of clients;
2. apply counseling theories to practical situations and identify a tentative personal/theoretical frame of reference;
3. assess clients’ problems by using counseling strategies and technologies that meet their needs;
4. use appropriate crisis intervention and conflict resolution strategies;
5. present oral and written assessments of clients;
6. demonstrate a working knowledge of vocational tools and technologies that can assist clients in making career decisions;
7. identify and create activities from various sources including computer based technologies that can be used with individual and group counseling reflecting multiculturalism, diversity, cross-cultural, vocational and special needs;
8. demonstrate a working knowledge of community referral agencies and facilities;
9. demonstrate cooperation and adaptability to the standards of the clinical setting assigned;
10. assess and develop resources that can be used to meet the needs of the clients, staff, and the community through the use of various technologies;
11. demonstrate knowledge of and adherence to the legal/ethical standards of the profession.
12. demonstrate an enhanced self-awareness of personal strengths, interests, and abilities. | |
Grading Information:
Grades for this course will be assigned as follows:
A 90 - 100%
B 80 – 89%
C 70 – 79%
F 69% and Below
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs. | |
Course Requirements:
Graduate school at the master's level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society.
In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate in classroom discussions
Write graduate level papers or case studies
Complete one or more written examination(s) | |
Description of Course Requirements:
Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the onsite classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an eight-week term, that is the equivalent of a half-time job. Most fourteen-week graduate distance education courses require at least ten hours per week of dedicated time, plus time spent in the virtual classroom.
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of coursework from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. APA style is mandatory for all graduate counseling course work. Plan on committing approximately 150 hours over the duration of this course to producing professional level work.
Orally/visually present prepared material: You are required to present your research in a professional manner. In an onsite course, this typically means an oral presentation accompanied by appropriate visual material. In an online class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary for successfully passing the comprehensive exam required of all graduate students. The questions used in this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
The internship portion of the practicum will continue to be complemented by weekly group supervisory sessions with the University of Maryland faculty member. Specifically, the students will be given an opportunity to:
. define their professional identities and their approach to
their role as counselors
. become more assured about counseling skills and strategies in
working with different client populations in a variety of
settings
. pratice and integrate the various stages of the counseling
process: assessment, appraisal, development and implemending
a treatment plan, and termination
. obtain feedback on their strengths and weaknesses as helpers
. explore and integrate famy system\solution focused/narrative
approaches to counseling
. to familiarize themselves with the ethical and legal issues
of the counseing profession.
In order to fulfill these objectives, students are required to:
1) attend all courses sessions. Weekly class periods will be
in session approximately for two hours. The third hour is
designed as individual clinical time with each student on a
rotating basis.
2) submit three recorded audio/video sessions with client(s). The
following guidance is given to facilitate the successful outcome
of this very improtant requirement. The steps are:
a) The tapes will be reviewed and (self) critiqued by the
counselor intern following the format as outlined in the
handout #1. (All handouts will be made available on the
first day of class).
b) The students will transcribe verbatim excerpts of their
taped sessions along with commemnts, explanations and
critique of their work. See handout #2.
Copies of the excerpts will be distributed to class members
for discuss and critique.
c) Both the tapes and the self-evaluation (handout #1)will be
submitted to the instructor who will critque the work and
provide feedback to the student during the individual time
following the weekly class sessions.
(The opportunity for consultation and further feedback on the
intership matters will be available outside the time frame
of the weekly sessions upon request as time will permit).
d) All three tapes (class project) are due by first week of
April.
3) be able to communicate a clinical picture of the client to a
group of colleagues. The handout #3 "Giving a Staffing Report"
will help students evaluate client's information and present it
in an organized and clear manner. Each student will present the
staffing report.
4) review and familiarize themselves with the basic concepts of
counseling from systems approach. Several professional articles/
chapters on Solution Focused/Narrative approaches to counseling
will be made available as required reading for the course. Also,
instructional training videos will be used to supplement the
information.
5) research selected topics in the field of counseling and assess
identify specific areas relevant to their role as counselors.
6) Case studies. Considereable amoutn of time will be devoted to
discussing and role-playing case studies. | |
Course Schedule:
This schedule presents 16 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
The following class sessions comprise term three and four from January 15 to May 2007.
Initial meeting:
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation to subject
Second meeting:
Practice Issues
Maintaining a Balance: Awareness, Knowledge and Skills
Helper's Role in a Clinical Capacity
Reading assignment: Advanced Practice, Chapter 1, pp 1-10
Case study: discussion, practice
Third meeting:
Essential Aspects of Practice
Reading assignment: Advanced Practice , Chapter 2, pp 41-54
Case study: practice
Fourth meeting:
Challenges of Practice
Interpersonal and Professional Relationships
Reading assignment: Advanced Practice, Chapter 2, pp 54-79
Escape from Babel (Miller,Duncan,Hubble)
Chapters 1 & 2
Case Study: practice
Fifth meeting:
Choosing a Theoretical Orientation
Experiential and Relationship-Oriented Approaches
Reading assigment: Advanced Practice, Chapter 3, pp 89-106
Escape from Babel, Chapters 3 & 4
Training Video: practice
Sixth meeting:
Action Approaches
Reading assignment: Advanced Practice, Chapter 3, pp 98-106
Escape from Babel, Chapter 5
Training video: practice
Seventh meeting:
Different Treatment Modalities
Reading assigment: Advanced Practice, Chapter 3
Escape from Babel, Chapter 6
Training video: practice
Eighth meeting:
Case Management
Reading assignment: Advanced Prctice, Chapter 3
Escape from Babel, Chapter 6
Training video
Ninth meeting:
Working with Families
Systems Approach
Training video: practice
Reading assignment: Advanced Practice, Chapter 4, pp 135-147
Escape from Babel, Chapter 7
Tenth meeting:
Family Assessment
Varied Treatment Orientations of Family Therapy
Reading assignment: Advanced Practice, Chapter 4
Escape from Babel, Chapter 8
Taining video: practice
Eleventh meeting:
Working with Groups
The purpose of Group Work
Varied Group Treatment Modalities
Reading assignment: Advanced Practice, Chapter 4, pp 177-194
Training video: practice
Twelfth meeting:
Gender Issues
Socioeconomic Status
Reading assignment: Advaced Practice, Chapter 6, pp 284-300
Training Video: practice
Thirteenth meeting:
Forms of Abuse
Harm to Self and Others
Reading assignment: Advanced Practice, Chapter 7, pp 319-339
Training video: practice
Fourteenth meeting:
Class project: reports
Fifteenth meeting:
Class project: reports
Sixteenth meeting:
Class project: reports
Course evaluations | |
Academic Policies:
Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center. | |
Faculty Bio:
Dr. Clement Marcantonio earned the Doctor of Education in Pyschology, Marriage and Family at the University of Northern Colorado; he is a clinical member and Approved Supervisor for the Americal Association of Marriage and Family Therapists, Licensed Marriage and Family Therapist and National Certified Counselor; received Post-Doctoral Training at the Mental Research Institute, Palo Alto, CA., and At the Milano Institute of Systemic Family Therapy; has taught graduate courses in excess of 20 years for the University of Southern Cal, Boston University and University of Maryland; credentialed group leader at LRMC In-Patient Psychiatric Unit.
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