Education | Seminar on Professional Issues
G598 | 5952 | Dr. Rex Stockton


G598 SEMINAR ON PROFESSIONAL ISSUES

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. An important component of
the course addresses technology as a context for mental health issues
and as a set of necessary competencies for counselors in the
Twenty-first Century.

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, student/team led discussions
and several technology-related assignments. The site visits and
conference participation are mainly for professionalization and career
enhancement purposes. For the student/team panel discussions and
technology assignments, see the relevant sections.

COURSE OBJECTIVES
1.To understand the meaning of being a professional in the field of
counseling.

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 explore uses of technology, including the internet and web-based
counseling.

5.To reinforce the concept of efficacy of intervention via a written
paper and presentation.

6.To examine strategies for influencing public policy as it relates to
the advancement of counseling.

7.To explore ethical decision-making.

*All classes on September 6, October 11, November 8, December 6 will
initially meet in Room 1225

September 6BRoom 2015 for computer sections.
8:30-8:45 -Course Overview and discussion of class topics (includes
ACES technology competencies assessment)
8:45-9:30 - Vision Questions / Professional Issues / How to evaluate
research studies
9:30-10:15 - Professor Stockton-Evaluating Counseling Outcome Research
10:15-10:30 - BREAK
10:30-11:30 -Ellen Surberg-Hospice
11:30-12:00 - Discussion of paper topics and selection of presentation
teams
12:00-1:15 - LUNCH BREAK
1:15-2:15 - Professor Stockton Ethical Issues in Counseling / Ethics
in Web-based counseling and Ethics case studies and discussion
2:15-2:30 - Break
2:30-4:30 -Small group discussion and computer lab (Computer Lab 2015)
Introduction to counseling on the Internet

October 11BRoom 2015 for computer sections.

8:30-9:00 -Questions and Comments/Negotiating internal politics of
organizations
9:00-10:00 -Tim Donovan and Kevin McCracken-Mental Health Counseling
10:00-10:15 - Small group discussion - Generating legal questions of
concern
10:30-11:30 - World of Work: Developing Professional Portfolios and
other career building strategies
11:30-12:00 -Dorothy Slota-School Licensure and School Placement
12:00-1:00 - LUNCH
1:00-2:15 - Kelly Dunn-School Counseling and Resources Available from
the State Department of Education
2:15-2:30 - BREAK
2:30-4:30 - Mr. Gillie Counseling and the Internet (Part III)
(Computer Lab 2015)


November 8BRoom 2015 for computer sections.
8:30-8:45 - Announcements, Questions, and Comments.
8:45-9:30 - Professional organizations and influencing public policy
9:30-10:15 - Crisis Intervention-Professor Stockton
9:45-10:15 -Class presentations
10:15-10:30 - BREAK
10:30-11:30 - Counselors and the Law - Professor Henry Karlson
11:30-12:00 - Class Discussion
12:00-1:00 - LUNCH
1:00-2:15 - Class Presentations
2:15-2:30 - BREAK
2:30-4:30 - Mr. Gillie Counselors and the Internet Part IV (Room 2010)
December 6-Room 0101 - Class presentations (schedule to be announced
October 11)
8:30-8:45 - Announcements, Questions, and Comments
8:15-8:45 - Class Presentation -
8:45-9:15 - Class Presentation -
9:15-9:30 - BREAK
9:30-10:00 - Class Presentation -
10:00-10:30 - Class Presentation -
10:30-11:00 - Class Presentation
11:00-11:30 - Class Presentation
11:30-12:30 - LUNCH
12:30-1:00 - Class Presentation -
1:00-1:30 - BREAK
1:30-2:00 - Class Presentation -
2:00-3:30 - Class Presentation -
3:30-4:30 - Semester Wrap - Up and Final Thoughts

TOPICS RELATED TO CURRENT TRENDS AND ISSUES:

Accountability
DSM IV-TR Usage
Multicultural Counseling
Assessment
Efficacy of Counseling
Anxiety disorders
At-Risk Clients
Interventions
Peer Helping
Behavior Disorders
Efficacy of Intervention
Short-term treatment
Ethical Issues	Cognitive Psychology
Ethics
Gender-specific counseling
Evaluation of Counseling
Counseling the Aging
At-risk students
Severe Personality Disorder
Counseling AIDS Patients
Group Counseling
Prevention
School choice
Counseling and the internet
Developmental issues in counseling	
Counseling Children
Hospice
Substance Abuse Counseling
Crisis Counseling
Human Sexuality
Supervision
Depression
Legal Issues
Treatment Plans
Marriage Counseling
Violence
Stress
Health Psychology


Technology and Mental Health

This strand of G598 addresses technology as a context for mental
health issues and as a set of necessary competencies for counselors in
the Twenty-first Century.

As context for mental health issues, there has been a significant
growth of mental-health problems paralleling the growth of computing
and the Internet; computer addictions seem limited only by the number
of computer applications. Chat, e-mail, games, gambling, and the
entire array of "productivity" tools provide environments conducive to
overuse, compulsion, and loss of social contact. The elimination of
boundaries between work and home (and even the commute) has led to new
opportunities for overwork and family stress. The privacy of computing
takes away public scrutiny and limits the effect of social standards
and norms, providing an environment conducive to behavior that
otherwise might be subject to social sanctions.

On the therapeutically positive side, technology provides counselors
with new media of communication, improved tools for client follow-up,
and an array of information resources that support the profession of
counseling. No counselor should enter the field without command of
essential technical competencies.

Technology affords new ways to deliver counseling services at a
distance. Is it therapy? Is it therapeutic? Is it ethical? Counselors
entering the field today must address these questions with an open
mind and apply their inquiry skills to find answers that inform their
professional work.

Course Expectations

"Selected readings/short assignments/laboratory exercises

"Assessment of technology-delivered counseling services

"Technology integration
-Presentation software for in-class presentation
-Discussion list or counseling-related chat participation
-Citation of electronic sources in research paper
-E-mail submission of assignments

Class Session I

Technology for Counselors

ACES Statement of Technology Competencies for Counselors

The Ethics and Efficacy of Counseling on the Web

Resources:

NBCC Ethical Standards for Web Counseling

National Career Development Association Internet Delivery Standards.

Clinical Applications of Telehealth in Mental Health Care by B.
Hudnall Stamm, 1998.

Online Counseling: A Profile and Descriptive Analysis by Terri Powell,
1998.

Internet Counseling Situations

Assignment 1 (6 points): An Internet online counseling service has
hired your consulting group to assess compliance of the service with
NBCC Internet Counseling Standards. Your group will present a
PowerPoint presentation to the CEO. The presentation will focus on 1)
standards met 2)standards unmet, and standards not addressed. Your
report will include advice and recommendations for meeting the
standards. Please limit your presentation to not more than five
slides. Examples of previous class work may be found on the fall
semester class assignment web page.


Class Session II: Using Technology in Your Job Search and Professional
Portfolio

1. Counselors and the World of Work

2. Lab Exercise: Explore the following web-based resources:

Counseling Portfolios

Counselor Discussion and Chat

Professional organizations

Counselor Licensing

Ethical guidelines and standards

Career and employment resources

Assignment 2 (4 points): Identify three electronic references for your
G598 research paper.  Describe for each reference the indicators of
quality for the article. Submit the URLs and brief annotations of
these resources by e-mail.

Class Session III: Technology for Counselors

Technology: double-edged sword - Are we better off?
- Readings: "Managing Technology Wisely: A New Counselor Competency,"
by John Casey in Cybercounseling and Cyberlearning and "Technology and
the School Counselor" by Ken Hartman

Technology as etiology and potentiator
- Relationships over the Internet (chat, e-mail, and video
conferencing)
- Predation on the Internet
- Internet addiction
- Day trading
- Compulsive gambling

Unintended consequences of technology

Web Resources for Technology and Counseling

Assignment 3 (10 points): Identify the essential technical
competencies for your intended counseling role. Indicate the degree to
which you meet each competency and any plans that you have for
improving your competence.

COURSE REQUIREMENTS
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 8.  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
information.)
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.
6. Complete a series of short assignments and laboratory exercises
related to technology and technology assessment

RESEARCH PAPER GUIDELINES
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
required.
4. Paper due March 29. 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.

CLASS PRESENTATION GUIDELINES

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.

GRADING
1. Visit field site. 10 points
-Submit a one-page written summary.					
2. Written paper  25 points
Class handout 05 points
3. Group Presentation  25 points
"Copies of handout(s) 05 points
4. Attend 1 conference, submit a 1 page written summary. 10 points
5. Internet assignments	20 points				

FINAL POINTS AND GRADE CALCULATION

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


CRITERIA FOR G598 PAPERS

The following is the grading criteria for your final papers:

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

Guidelines for Site Visit

" Students should make appointment with site and coordinate times to
visit
" Any relevant permissions should be obtained as necessary
" Assess therapist roles, theoretical premises utilized, what you
learned
" What is the mission of the organization?
" What population(s) do they serve?
" General impressions of their overall organization
" Write report - 1 page or less (bullet point or written in full),
single spaced

Workshop Guidelines

" Write a report on the conference
" How did you find out about this conference?
" What is the conference focus?
" Who were the speakers?
" What did you learn?

Presentation Guidelines

" Significant preparation evident
" Empirical research cited, as relevant
" Bibliography handouts given
" General presentation handouts utilized as necessary
" Supplemental handouts given if necessary
" Appropriate technology utilized
" Presenters demonstrate a lively and engaging style
" Question and answer sessions planned for
" Demonstrate appropriate timing of presentation
" Sequential flow demonstrated
" Presenters use other means, as appropriate, to explicate and
instruct (BRIEF: video clips, exercises, demonstrations)