Faculty Contact Information:
Course Title: Internship in Guidance & Counseling
Terms: 3 & 4, 2006/2007, 4 February through 24 May 2008
Education Center: DE
Faculty Member: Dr.Scott E. Borrelli, EdD, ABPP, ABMP, NCC
Collegiate Professor of Counseling Psychology
E-mail: sborrell@faculty.ed.umuc.edu
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Consultation:
All class related issues and questions should be addressed promptly using WebTycho whenever possible, as other students with similar questions are likely to benefit from these open exchanges. Students are encouraged to contact me via E-mail and phone any time during the course with questions about individual progress, professional issues, and any special circumstances which might make it difficult to complete course requirements in a timely manner. Since your counseling site is the center of "live" practice and activity, it is essential that issues there be managed as soon as they arise, to ensure a successful Internship.
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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.
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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.
Students are required to review the current literature, making specific references to relevant additional readings in their weekly posts. The Journal of Counseling and Development is but one of many valuable journal resources available from the American Counseling Association.
Johnson, S.L. (1997). Therapist's guide to clinical intervention: The 1-2-3's of treatment planning. CA/Academic Press.
Miller, S.D., Duncan, B.L., and Hubble, M.A. (1997). Escape from Babel. Toward a unifying language for psychotherapy 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.
Vernon, A., Clemente, R. (2004). Assessment and Intervention with Children and Adolescents: Developmental and Cultural Approaches (2nd Ed). The American Counseling Association.
Memberships in Professional Organizations:
It is strongly recommended that students join The American Counseling Association (www.counseling.org) as student members and, if in Europe, The European Branch of The American Counseling Association (http://www.online-infos.de/eb-aca/about.htm).
Special Resources:
Jeffrey Kottler presents a regular column in the newspaper of The American Counseling Association, "Counseling Today", specifically for counseling graduate students which many find a relevant and supportive resource. Irvin Yalom, the "father" of group psychotherapy, is existential-humanistic in orientation, and offers a valuable range of resource material for counselors at all stages performing individual counseling. Both Yalom and Kottler are genuine, humorous, and prolific writers, as well as long-time counselor/therapist trainers. They offer broad and enlightened perspectives, and plenty of practical suggestions for best practice.
Specifically, Kottler’s book, “On Being a Therapist” is a sound choice, as is Yalom’s “Love’s Executioner” and/or “The Gift of Therapy: An Open Letter to a New Generation of Therapists”.
Also, any of you who will have the opportunity to utilize psychological testing and have training using the MBTI would benefit from books by Judith Provost, an exceptionally clear writer on how best to apply in counseling data from the Myers-Briggs, for various populations and in different settings.
Books by Judith Provost:
1. Using the MBTI Instrument in Colleges and Universities.
2. A Casebook, Applications of the Myers-Briggs Type Indicator in Counseling.
3. Work, Play, and Type: Achieving Balance in Your Life.
4. Strategies for Success: Using Type to Excel in High School and College.
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Recommended Journals:
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A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed at http://www.ed.umuc.edu/library/
Throughout the training, I will be recommending additional literature that will enhance the course, your site activities, and the development of your special interests.
As a member of the American Counseling Association, you will receive their flagship journal, The Journal of Counseling and Development.
See: http://www.counseling.org
The Journal of the American Mental Health Counseling Association (AMHCA) is also highly recommended for your article searches, as are a number of professional journals available through the UMUC library resources.
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Course Description:
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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.
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Course Goals:
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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.
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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.
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Grading Information:
Grades for this course will be assigned as follows:
A 90 - 100%
B 80 – 89%
C 70 – 79%
F 69% and Below
The grade of “A” is given for superior course and practice performance in all respects, usually achieved by a minority of exceptional students. 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, and are given rarely. 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.
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Course Requirements:
Graduate school at the masters 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:
Complete a supervised university approved internship site placement of about 400 hours.
Participate consistently in online classroom discussions and activities.
Write graduate level papers and/or case studies.
Orally/visually present prepared material.
Complete one or more written examination(s).
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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. Most sixteen-week graduate distance education courses require at least ten hours per week of dedicated study time, plus time spent in the virtual classroom. Additionally, counselor interns will be practicing their skills under supervision at their sites about 25 hours weekly throughout the 16-week course. This is a major commitment of time and effort, and the student must be well organized.
These are the specific course requirements -
Maintain a counseling placement:
This is accomplished at a university approved site and will consist of about 25 hours per week, including weekly on site supervision. Each student must collect a minimum of 700 hours of onsite training between the practicum and internship. These hours are divided between the practicum and the internship placements. A minimum of 280 hours of direct client service should be included in these total hours. All activity at the site will be documented in logs and in reflective journals. These will be reviewed and signed weekly by the site supervisor, and then feedback will be provided by the university instructor.
"Early Starts" -
Students may begin at their sites during the week of 21 January, 2008, with approval by the course instructor and the site supervisor. When approved, these "early start" interns must post two weekly logs and journals via email to the course instructor, as WebTycho will not be available for posting until 4 February.
Participate in classroom discussions:
You are expected to be well prepared to engage in all weekly discussions in a professional and informed manner. Weekly site Logs and reflective Journal summaries will be expected, as well as a minimum of three peer supervisions.
Write graduate level papers and/or case studies and transcripts:
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.
Orally/visually present prepared material:
You are required to present your research in a professional manner.
In an online class, this means creating visual/textual presentations for your instructor and classmates and, possibly, your site supervisor.
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.
Facilitate issuance of monthly progress reports from site supervisors:
At least monthly, Internship site supervisors will be asked to post brief progress reports to the course instructor via email, along with the final course Progress Report form at the end of the course. Additionally, interns are expected to keep the site instructor informed of course activities, by sharing the course syllabus and reviewing class work together, when possible.
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Course Schedule:
This course is held over two terms (4 February - 24 May, 2008). It consists of 16-weeks, each week corresponding to a regular 3-hour class meeting. The online course is divided into 8 two-week modules. Descriptions of course assignments will be expanded when the course opens in WebTycho just before the first week of classes. Students can expect minor changes in the syllabus through the first week of class.
Module 1 (Weeks 1 & 2):
- The Current State of Counseling & Building a Unifying Language for Practice -
Introductions
Review of course objectives and assignments
Read chs. 1 & 2 in - Miller, S.D., Duncan, B.L., and Hubble, M.A. (1997). Escape from Babel. Toward a unifying language for psychotherapy practice. W.W. Norton & Co.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion. Complete with a reference list.
Post weekly LOG form with supervisor signature.
Post weekly descriptive and reflective Journal summaries.
Module 2 (Weeks 3 & 4):
- Contributions of the Client, the Counselor, & Events to the Therapeutic Relationship -
Read chs. 3 & 4 in - Miller, et.al.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!). Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly descriptive and reflective Journal summaries.
Peer supervision and report #1 due.
Module 3 (Weeks 5 & 6):
- The Roles of Hope, Expectancy & Placebo in Psychotherapy Outcome-
- A Case Example -
Read chs. 5 & 6 in - Miller, et.al.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly descriptive and reflective Journal summaries.
Module 4 (Weeks 7 & 8):
- The Role of Models & Techniques in Psychotherapy Outcome-
- A Case Example -
Read chs. 7 & 8 in - Miller, et.al.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly Journal summaries.
Peer supervision and report #2 due.
Module 5 (Weeks 9 & 10):
- Advanced Case & Placement Discussion -
Readings to be assigned.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly Journal summaries.
Module 6 (Weeks 11 & 12):
- Advanced Case and Placement Discussion -
Readings to be assigned.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly descriptive and reflective Journal summaries.
Peer supervision and report due.
Module 7 (Weeks 13 & 14):
- Advanced Case and Placement Discussion -
Readings to be assigned.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly descriptive and reflective Journal summaries.
Module 8 (Weeks 15 & 16):
- Advanced Case and Placement Discussion -
- Closure Activities -
Readings to be assigned.
Review and comment on the reading as it pertains to your site work and your career objectives. Refer to additional literature you have researched to expand on the text readings (citations and references should be APA style!).
Propose two questions for the class based on the readings to stimulate discussion.
Post weekly LOG form with supervisor signature.
Post weekly descriptive and reflective Journal summaries.
Submission of the following documents to UMUC HQ:
1) Practicum Certification with your and your Field Site Supervisor's signatures.
2) Site Evaluation with your signature.
3) Student Progress Report, signed by your Field Site Supervisor.
A copy of #3 should also be scanned and emailed to the course Instructor, as it is considered in the final course grading.
Course evaluation and wrap-up.
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Academic Policies:
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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."
Course Withdrawal: The last day to withdraw from a DE course is Friday before the last full week of the course. The last day to withdraw from an on-site course is the last business day before the last class meeting.
Students with disabilities should contct:
Director of Student Services
UMUC-Europe, UNIT 29216
APO AE 09102
Or: Im Bosseldorn 30, 69126 Heidelberg, Germany
Phone: +49-6221-378-299
Email: edstudent_svc@ed.umuc.edu
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.
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Faculty Bio:
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Dr. Borrelli is Collegiate Professor in Psychology and Counseling Psychology with the University of Maryland/Bowie State University. As a licensed counseling & clinical psychologist and National Certified Counselor and School Counselor (NBCC), he has worked in a variety of professional roles and with many different populations, including in hospitals, clinics, schools, businesses. He holds Diplomate/Board Certifications in clinical and in counseling psychology (ABPP), and in medical psychology (ABMP). He is also a European accredited EMDR practitioner and consultant, and Chief Editor of the EMDR Europe Association official, online journal(see: www.emdr-practitioner.net). He recently published a book chapter based on research he completed on international concepts of family violence, and is now involved in research looking at cultural differences in concepts of political and governmental violence. Dr. Borrelli has been a counselor educator for the past 18 years, first with Boston University, and now with the University of Maryland. His preference for an integrative model of counseling coincides with his special interests in multi-culturalism, energy psychologies, Asian studies, and medical and health psychology.
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