Education | Seminar in Counseling
G598 | 5841 | Dr. Rex Stockton


The Seminar on Professional issues G598 is normally taken with G550
Internship in Counseling and is intended as a culminating course for
the master's degree in counseling. The course is organized in a
seminar/workshop design to allow time for special attention to special
topics, and to provide more flexibility for interns, field supervisor
and faculty. Many of the sessions will include assessment and
intervention as part of the special topic. Collectively this could be
summarized as current trends and issues in counseling as presented
under that heading on page 3.

Each topical area selected for the course will have assigned readings
or handouts. Because of the nature of the seminar/workshop design,
active participation is expected. Included in the active participant
role is attending to all readings and facilitating the discussion of
noteworthy issues during the class.

Additional activities of the seminar include attendance at a
professional conference, a site visit and student/team led
discussions. The site visits and conference participation are mainly
for professionalization and career enhancement purposes. For the
student/team panel discussions see p. 4 of this copy.

1.  To understand the meaning of being a professional in the field of
2.  To analyze and reflect upon issues that impact the field of
counseling now and in the future.
3.  To investigate career options in the field of counseling.
4.  To reinforce the concept of efficacy of intervention via a written
paper and presentation.
5.  To examine strategies for influencing public policy as it relates
to the advancement of counseling.
6.  To explore ethical decision-making.

*All classes on September 15, October 13, November 3 and December1
will initially meet in Room 1204.

September 15B Room 2015 for computer sections.
9:00-9:15 - Course Overview B Professor Stockton.
9:15-10:30 - Hospice - Ellen Surberg, RN
10:30-10:45 - BREAK
10:45-11:45 - Mental Health Counseling Panel (Tim Donovan and Kevin
11:45-12:00 - My Identity as a Counselor
12:00-1:00 - LUNCH BREAK
1:00-2:00 -"Integrating Outcome Research Into Counseling Practice and
Supervision"- Professor Stockton
2:00-2:15 - Determine presentation schedule.
- Set up plan for individual field visits.
2:15-2:30 - BREAK
2:30-4:00 - Counselors and the Internet. Mr. Gillie. (Rm.2015)
4:00-5:00 - Small Group Discussion

October 13
8:30-9:15  - Counseling as a Profession. Professor Stockton
9:15-10:00  - Ethical Issues in Counseling, Professor Stockton
10:00-10:15 - Complete assignments for reports
10:15-10:30 - BREAK
10:30-12:00 - Professor Henry Karlson "Counselors and the Law"
12:00-1:00 - LUNCH
1:00-1:30 - Small Group Discussion
1:30-2:30 - School counseling panel. (Rebecca Levin and Tilman
2:30-2:45 - BREAK
2:45-3:45  - Counselors and the Internet II
3:45-4:00 - Small Group Discussions

November 3
8:30-8:45 - Announcements, Questions, and Comments B Professor
8:45-9:30 - Counseling as a Profession (continued)  Professor
9:30-10:15  - Counselors and the World of Work - Mr. Gillie and
Professor Stockton
10:15-10:30 - BREAK
10:30 -11:45 - Professional Organizations and the Transition from a
Masters Degree to
Licensure and Certification Professor Stockton and Mr. Gillie
11:45-12:45 - LUNCH
12:45-1:15 - Small Group Discussion
1:15-1:45 - Class Presentation 
1:45-2:30 - Class Presentation -
2:30-2:45 - BREAK
2:45-4:00 - Counselors and the Internet Part III

December 1 - Class presentations (schedule to be announced October 13)
8:30-8:45 - Announcements, Questions, and Comments B Professor
8:45-9:15 - Class Presentation -
9:15-9:45 - Class Presentation -
9:45-10:00 - BREAK
10:00-10:45 - Class Presentation -
10:45-11:45 - Class Presentation -
11:45-12:45 - LUNCH
12:45-1:45 - Class Presentation -
1:45-2:00- BREAK
2:00-3:00 - Class Presentation -
3:00-3:30 - Class Presentation 
3:30-4:00 - Semester Wrap - Up and Final Thoughts: Professor Stockton
2:00-3:00 - Class Presentation -
3:00-3:30 - Class Presentation 
3:30-4:00 - Semester Wrap - Up and Final Thoughts: Professor Stockton

DSM IV Usage
Multicultural Counseling
Efficacy of Counseling
Panic Disorders
At-Risk Clients
Peer Helping
Behavior Disorders
Efficacy of Intervention
Phobia Clients
Brief Therapy
Ethical Issues Cognitive Psychology
Self Supervision
Counseling Men
Evaluation of Counseling
Self Assessment
Counseling the Aging
Families at Risk
Severe Personality Disorder
Counseling AIDS Patients
Group Counseling
Short Term Treatment
Counseling Women
Prevention Counseling Children
Substance Abuse Counseling
Crisis Counseling
Human Sexuality
Legal Issues
Treatment Plans
Marriage Counseling
Health Psychology

1.  Attend all class sessions.

2.  Attend one conference, seminar or workshop during the semester
with one page written summary describing how you have integrated what
you learned into your counseling assessment and interventions. No
approval needed for your choice.
Papers due November 3.  They are accepted any time before.

3.  Written Research Paper - focuses on efficacy of intervention.

A.  The overriding purpose of the paper is to address efficacy of
intervention. Systems that employ counselors are moving rapidly toward
brief therapy and efficacious interventions.

B.  Each person will write an individual paper related to the topic
but with a specific focus. Each individual paper will be part of an
overall theme that will be the foundation for a group presentation.

4.  Each individual's paper will become a part of the group
presentation in class. Thus in addition to writing your individual
paper the following activities will need to take place:
(Please refer to class presentation guidelines for more detailed

5.  Participate in a planned site visit and write a brief summary of
your impressions of the site (one page), which is due one week after
the site visit.

1.  Use only original sources for references. Example: Journal of
Counseling Psychology or Journal of Counseling and Development.
Secondary sources such as books that are not research based will not
be given credit.
2.  Follow APA Style Citations.
3.  Write in succinct style. Keep length to around 7 pages,
double-spaced, plus title page and references. Reference page
4.  Paper due November 3. Place in Dr. Stockton's mailbox or mail to
Dr. Stockton at: School of Education, Department of Counseling and
Educational Psychology, 201 North Rose Avenue, Room #4056,
Bloomington, IN 47405-1006. Research papers will be returned on April
30, 1999.


1.  Form groups of three students each.
2.  Agree on a theme topic of personal and professional interests
related to counseling.
3.  Select a chairperson to facilitate preparing for the presentation.
4.  Divide presentation time equally. The overall presentation time is
always by necessity limited.
5.  Each person will be graded separately for presentation.
6.  Write a brief 1 - 2 page description of your paper to be
distributed to each class member just prior to the presentation.
7.  Use visual aids for presentation, i.e. transparencies in large
print, videos, etc. All transparencies should be duplicated for each
class member. ** Be sure to make audio-visual arrangements in advance.
Contact Dr. Stockton, who will make arrangements with the School of Ed
AV Coordinator.
8.  Brief feedback will follow each presentation.

1. Visit field site.     10 points
-Submit a one-page written summary.
2. Active class participation    10 points
3. Written paper    30 points
Class handout    05 points
4. Group Presentation    30 points
Copies of transparency(s)   05 points
5. Attend 1 conference, submit a 1 page written summary.     10 points
6. Internet assignments


100  A+
95-99  A
90-94  A-
85-89  B+
80-84  B


The following is the grading criteria for your final papers:

The topic is clearly defined. Subsections are included where
1.  Research which validates treatment theories and/or methodologies
of the area(s) defined is discussed.
2.  At least some attempt is made to interpret the research findings,
including potential problems with the studies described.
3.  When research findings are very limited, a description of "best
practices," as described by leading authorities, is included.
4.  Implications of the research which can be generalized to clinical
practice are discussed.
5.  The style is professional (i.e. grammar, spelling, and
organization) and demonstrates quality work.